Standards: S7L4. Students will examine the dependence of organisms on one another and their environments. a. Demonstrate in a food web that matter is transferred from one organism to another and can recycle between organisms and their environments. b. Explain in a food web that sunlight is the source of energy and that this energy moves from organism to organism. c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species. d. Categorize relationships between organisms that are competitive or mutually beneficial. e. Describe the characteristics of Earth’s major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine). EQ: How can we use 3d printing to communicate our discoveries? Bell Ringer: Go to the following link or use a QR scanner to scan the QR code and complete the bell ringer. http://goo.gl/08QThP Activity: Today you should complete your insect 3d models. They should be uploaded to the class autodesk account by Monday morning. In Scuplt + click on the share and publish button on the lower right side of the screen. When you tap the publish button you should get a login screen. Use the following info to log in to our class account.
Username: [email protected] Password: stem2015 You may given your file any name you like, however, make sure that you put your name in as a key word. Exit Ticket: Leave a question on the parking lot.
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Standards: S7L4. Students will examine the dependence of organisms on one another and their environments. a. Demonstrate in a food web that matter is transferred from one organism to another and can recycle between organisms and their environments. b. Explain in a food web that sunlight is the source of energy and that this energy moves from organism to organism. c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species. d. Categorize relationships between organisms that are competitive or mutually beneficial. e. Describe the characteristics of Earth’s major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine). EQ: How can we use 3d printing to communicate our discoveries? Bell Ringer: Go to the following link or use a QR scanner to scan the QR code and complete the bell ringer. http://goo.gl/08QThP Activity: Today you will begin construction on your Nevermore insect 3d model. I will give you more directions tomorrow on how to save it to the cloud for printing. You are to use 123d Sculpt+ on your ipads to construct the model. Exit Ticket:
Leave a question on the parking lot. Standards: S7L4. Students will examine the dependence of organisms on one another and their environments. a. Demonstrate in a food web that matter is transferred from one organism to another and can recycle between organisms and their environments. b. Explain in a food web that sunlight is the source of energy and that this energy moves from organism to organism. c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species. d. Categorize relationships between organisms that are competitive or mutually beneficial. e. Describe the characteristics of Earth’s major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine). EQ: How can we use 3d printing to communicate our discoveries? Bell Ringer: Go to the following link or use a QR scanner to scan the QR code and complete the bell ringer. http://goo.gl/08QThP Today you will draw your insect and label the various parts. You may use the following websites to help you and give you ideas and to make sure that you label you insect correctly. http://ento.psu.edu/public/kids/cool-sites-for-kids Sketch needs to be large enough that you can cut the various parts apart for use in your stop-motion video. Examples Your sketch should be on construction paper with the out line in marker. Sketch with a pencil first and then color over with the marker. This will make the sketch easier to use in the stop motion.
Exit Ticket: Leave a question on the parking lot. Standards: S7L4. Students will examine the dependence of organisms on one another and their environments. a. Demonstrate in a food web that matter is transferred from one organism to another and can recycle between organisms and their environments. b. Explain in a food web that sunlight is the source of energy and that this energy moves from organism to organism. c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species. d. Categorize relationships between organisms that are competitive or mutually beneficial. e. Describe the characteristics of Earth’s major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine). EQ: How can we use 3d printing to communicate our discoveries? Bell Ringer: Go to the following link or use a QR scanner to scan the QR code and complete the bell ringer. http://goo.gl/08QThP Activity: Today we will begin our unit on 3d printing, we will be connecting with what you are learning in your life science class. We will also be partnering with Mrs. Fox’s broadcasting class to complete our final product. Today you will be working on your log entries. Use the following website to help you. Make sure that when you use one of the vocabulary words in your document you highlight it. http://ento.psu.edu/public/kids/cool-sites-for-kids Log Entry Example Exit Ticket:
Leave a question on the parking lot. Standards:
Essential Question: How do we decide which prototype to build? Bell Ringer: Go to the following link or use a QR scanner to scan the QR code and complete the bell ringer. http://goo.gl/08QThP Activity:
Today we will be continuing the process of deciding on a prototype. We will pick up where we left off on Friday. I will teach you how to use the evaluating rubric or matrix. All of the information can be found on Friday's blog entry. Exit Ticket: Leave a question on the parking lot. Standards:
Essential Question: How do we decide which prototype to build? Bell Ringer: Go to the following link or use a QR scanner to scan the QR code and complete the bell ringer. http://goo.gl/41pi6C The biggest thing that separates and engineer from a technician is analysis. As part of the engineering design process you need to understand how to analysis alternatives to help decide which solution is most likely able to solve your design challenge. Tacomas bridge failure video. Read the failure case studies and use the form to answer the question at the end. Grab your brainstorming sheet off the wall in the hallway. We are going to use a Evaluating Alternatives Rubric to help decide which of the brainstormed ideas your group should choose. Open the link to the evaluating alternatives rubric template. Make a copy of the document into your Google Drive and share it with your teammates and myself. With your group work collaboratively to fill it out.
Based on the information in the rubric decide on a final idea. Evaluating Alternative Rubric Exit Ticket: Use the link or the QR code below to complete the exit ticket. http://goo.gl/oJvSYd Standards:
Essential Question: How do we come up with new ideas? Bell Ringer: Go to the following link or use a QR scanner to scan the QR code and complete the bell ringer. http://goo.gl/41pi6C Activity: Today we move into the step 3 of the engineering design process, brainstorming. Engineers often use brainstorming to come up with solutions to their design problems. Use the chart below to help you with your brainstorming process. The IDEO video below can be helpful as well. Teams will have 25 minutes to brainstorm as many solutions as possible writing their ideas on the paper that they have been given. Remember to use the brainstorming guidelines to aid you. At the end of the brainstorming session we will have a gallery walk during which you will write down what you like on a blue sticky note and suggestions for improvement on a red sticky and place it on the paper at each table.
Exit Ticket: Exit Ticket: Use the link or the QR code below to complete the exit ticket. http://goo.gl/oJvSYd Standards:
How do engineers identify the problems that they need to solve? Bell Ringer: Go to the following link or use a QR scanner to scan the QR code and complete the bell ringer. http://goo.gl/41pi6C Activity: As we go through the engineering design process one good way to find information on the product we want to design is through a patent search. This way you will also insure that you do not infringe on someone else’s intellectual property. Below is a good resource for conducting patent searches. Helpful info http://www.uspto.gov/kids/ Using the example below create an idea web for your project Your team must complete 2 of the following 3 forms to guide your research. Patent Search Form Use the Websites below to help you complete this form. US Patent Search Google Patent Search Standards and Codes Search Form Use the following sites to help you complete this form. Standards.gov US government regulations Standards:
How do engineers identify the problems that they need to solve? Bell Ringer: Go to the following link or use a QR scanner to scan the QR code and complete the bell ringer. http://goo.gl/41pi6C Activity: Today we start our first design engineering process project. Below is a diagram of the engineering design process loop. Using nothing but the materials that I have given you, your group is to build the tallest standing tower you can possibly design. You have 10 minutes. Assign someone in your group to be the recorder and have them fill out the following form as you are completing the activity. (efforts to complete each of the task in the design loop.) We are going to complete the following project using the engineering design process.
As a team help your recorder complete the following form. Standard: ENGR-FET4 – Students will apply mathematics and science to the solution of a technological problem. Essential Question: How do we stay safe in the MakerSpace? Bell Ringer: Go to the following link or use a QR scanner to scan the QR code and complete the bell ringer. http://goo.gl/4gd8zL Activity:
Today will be our second day of safety assessment. Spend about 10 minutes reviewing power tool and slips, trips, and falls safety. I will then give you the link to the assessment. Exit Ticket: Go to the following link or use the QR code to complete the exit ticket. http://goo.gl/forms/7BwBJ34STT |
mr RouthI have been a Maker and a Tinkerer since I could walk. Archives
March 2017
Mr RouthI have been a Maker and a Tinkerer since I could walk. Categories |