Eyler IBMYP 6th-8th Science

• work on interactive objective 1 – click here
  
  • then work on practice questions
    

• also, catch up on your study island assignments

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kick off: answer the unit 10 question –

"Why does an understanding of rocks matter to you and me?"

1.Game: In your group, on a scratch paper list as many reasons your group can come up with to answer the unit question. (note: similar answers cancel out between the groups)

2. brainpop – rocks

3. view samples of 3 types of rocks – compare and contrast with your group

HW:

- read ch.6 (make sure to bring your book tomorrow to work on your worksheet)

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kick off: Why is it helpful to use the triangular formula on a physics problem? (click here to download all physics triangular formulas)

1. work on practice sheet Speed, Distance, and Time

2. hand out Ch. 6 worksheet and read ch. 6 – due Thursday!

3. Review – Note taking guide for Motion

4. Newton’s laws of motion notes using the Newton powerpoint

5. activity – match the laws

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kick off: grade tests and then work on the following questions:

1. using the triangle formula method, work on Speed Distance and Time practice sheet

2. begin Newton's laws of motion notes using the Newton powerpoint

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kick off: Quiz – layers of the earth and plate tectonics

Lesson objective: understanding of rocks and the rock cycle

1. view / discuss Rock Climbing ppt

2. brainpop – rocks

3. observe and identify 3 rock types: Igneous, Metamorphic, Sedimentary

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kick off:

• Graph paper airplane data. 
• grade ch.5 worksheet
  
  

1. answer questions

2. begin Motion, Force, and Simple Machines ppt / notes

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kick off: grade all previous work

1. Unit 8 Test

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kick off: grade ch.15-16

1. work on M. Up L. 24-25 (we will grade this tomorrow)

Note: Unit 8 test tomorrow

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kick off: go over questions from Monday

1. Work on readings M. Up L. 30-31 (due Thursday – grade and go over)

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kick off:

• finish helicopter lab – go over, turn in
• turn in Soda Fast Journal

Lesson Question: Answer the following question: How do airplanes fly?

(Wingman Article – Popular Science)

1. Paper Airplane Lab

• Powerpoint Introduction
  
• Rubric for lab
  
• Instructions for various paper plane designs

Objective: The learner will create and or modify a plane to have the longest duration and/or flight distance.

Three day activity:

Day 1 – design, build, test (in classroom)

Day 2 – perform 3 flights to find average distance and duration (outside on calm day or in gym)

Day 3 – finish up, then graph class data

Materials:

• Paper (use scratch printer paper)
• Scissors
• Paper clips
• Tape
• Stop Watch
• Tape Measure

Procedure:

1. Students will create and name their own plane for the longest duration and flight distance.
2. Students will record the flight time and distance of each plane.
3. Students will repeat this activity for three flights.
4. Students, using calculators, will find the average of their three flight distances and time.
5. The class will graph the average distance and time of each person’s craft. (on separate sheet)

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