"What do scientists look like?"
Class Objective: I will learn about some real, living scientists and find out what I have in common with them.
INSTRUCTIONS:
1. Go to CANVAS and download the "What do scientists look like?" assignment.
2. If you are at school, we will look at posters of various different types of real, live scientists to help us complete the assignment. If you are at home you will go to https://www.iamascientist.info/scientist-toolkits and click on each picture of the scientists (same scientists as on the posters we are viewing in class) to help you complete the assignment.
3. When you've completed your assignment turn it into CANVAS
INSTRUCTIONS:
1. Go to CANVAS and download the "What do scientists look like?" assignment.
2. If you are at school, we will look at posters of various different types of real, live scientists to help us complete the assignment. If you are at home you will go to https://www.iamascientist.info/scientist-toolkits and click on each picture of the scientists (same scientists as on the posters we are viewing in class) to help you complete the assignment.
3. When you've completed your assignment turn it into CANVAS
Scientists work together
Class Objective: I will learn how to work with my team mates in science
Sound Level: 0
Goals:
Instructions:
1. Pick someone who is willing to be the Facilitator. The Facilitator will read the instructions.
2. Facilitator will read the instructions; Other Team Members listen, follow along, and ask clarifying questions after Facilitator has completely read the instructions:
4. Once you receive your envelope, WAIT for Mrs. Smith to say START. You will have 12 minutes to complete your puzzle. Remember there is absolutely no talking during this challenge. SOUND LEVEL 0
Class Discussion
1. How did it feel to work as a group today?
2. What specific actions helped your group to successfully complete the activity?
3. How did your group use the two behavior norms (No one is done until everyone is done; Pay attention to what other team members need) to complete the activity?
4. How will this experience help you work better as a team?
Sound Level: 0
Goals:
- Pay attention to what other group members need
- No one is done until everyone is done.
- Use Behavior Norms
Instructions:
1. Pick someone who is willing to be the Facilitator. The Facilitator will read the instructions.
2. Facilitator will read the instructions; Other Team Members listen, follow along, and ask clarifying questions after Facilitator has completely read the instructions:
- Each Team Member will receive an envelope, in which there are pieces of a puzzle. Each Team's responsible for putting together one puzzle. To accomplish this task, Team Members will need to share puzzle pieces.
- Rules for the Puzzle Challenge are:
- We will focus on two of the Team Behavior Norms: No one is done until everyone is done AND Pay attention to what other team members need
- If you are at school: You may not talk - There must be total silence at all times - Sound Level 0
- If you are at home: You may talk and ask your team to move your pieces for you. They cannot respond with their voices, but will need to move your pieces based on what they hear from you.
- Do not point or use your body to send signals to anyone on your team
- Each person must contribute to putting together the puzzle.
- You are not allowed to take a piece from a Team Member; this activity is about giving, not taking.
- You may not show other group members where or how to put puzzle pieces together or put it together for them (except if you are moving pieces for someone at home based on their request).
4. Once you receive your envelope, WAIT for Mrs. Smith to say START. You will have 12 minutes to complete your puzzle. Remember there is absolutely no talking during this challenge. SOUND LEVEL 0
Class Discussion
1. How did it feel to work as a group today?
2. What specific actions helped your group to successfully complete the activity?
3. How did your group use the two behavior norms (No one is done until everyone is done; Pay attention to what other team members need) to complete the activity?
4. How will this experience help you work better as a team?
GroupNorms.pdf | |
File Size: | 61 kb |
File Type: |
What about this scientist?
OBJECTIVE: I will learn about the scientist whose picture is hanging above my table.
INSTRUCTIONS:
1. Go to CANVAS and download the assignment "What About This Scientist?"
2. As a team, come up with 6 questions that you would like to know about the person whose picture is hanging above your table.
3. Then you will each divide up the questions and go and find the answers. Look for credible websites - not blogs, etc. Be sure to write down the sources you use on the assignment sheet.
4. Once you have all found the answers to your questions, you will together as a team create a poster, which you will present to the class about the scientist whose picture is hanging above your table.
INSTRUCTIONS:
1. Go to CANVAS and download the assignment "What About This Scientist?"
2. As a team, come up with 6 questions that you would like to know about the person whose picture is hanging above your table.
3. Then you will each divide up the questions and go and find the answers. Look for credible websites - not blogs, etc. Be sure to write down the sources you use on the assignment sheet.
4. Once you have all found the answers to your questions, you will together as a team create a poster, which you will present to the class about the scientist whose picture is hanging above your table.
Disappearing test tube
OBJECTIVE: Students will be able to complete the Cause and Effect organizer
INSTRUCTIONS: 1. Watch the video below. 2. Go to CANVAS and download "Cause and Effect Organizer 2" into Kami 2. Look closely at what the effect is of each test tube entering the beaker of oil. You will write the effect down for the oil test tube going into the beaker of oil. 3. Make a list possible Causes and write these down 4. For Mechanism, write down the steps that Mrs. Smith took to connect the cause to the effect. example: She took the test tube of ____ and put it in the _____ |
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