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8 Th Grade STEM

Math. Engineering. S cience. Technology. 8 Th Grade STEM. 2013-2014 School Year. Tuesday, Sept. 3 1A Tri 1: Day 1 of 56. Learning Target: I will identify my classmates by name I will familiarize myself with classroom routines and expectations Agenda:

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8 Th Grade STEM

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  1. Math • Engineering • Science • Technology 8Th Grade STEM 2013-2014 School Year

  2. Tuesday, Sept. 3 1A Tri 1: Day 1 of 56 • Learning Target: • I will identify my classmates by name • I will familiarize myself with classroom routines and expectations • Agenda: • Introduction to teacher “All about me” ppt • Name Stories • Practice routines: handing out papers, turning in papers, collecting supplies, returning supplies, Superhero, FREEZE, moving desks, returning desks • Homework: no homework today

  3. Tuesday, Sept. 3 1A Tri 1: Day 1 of 56 • BELL TASK: Place your materials on a desk. NO TALKING Silently arrange yourself and your classmates into a line by birthday (month and day, not year)

  4. Tuesday, Sept. 3 1A Tri 1: Day 1 of 56 • What kind of things were hard about this task? • What skills did you use to communicate in this task? • Identify something new you learned in this task • In what ways might this task relate to a STEM class? • How might you do this task differently next time?

  5. Tuesday, Sept. 3 1A Tri 1: Day 1 of 56 • NAME STORIES: • Now that I have shared my name story, I want you to share your name stories with your group. • You will be responsible for sharing the name story of the person to your left with the class • We will record class data on the whiteboard as we listen • Once all name stories have been shared, work in your group to brainstorm/ list different ways we could share our data • Choose one of the methods you brainstormed and use it to share our data. Post your final product on the wall for all to see • Discuss: • Why is it important to listen to others when they speak/ share with us? • How do we determine which data to record?

  6. Wednesday, Sept. 4 2B Tri 1: Day 2 of 56 • Learning Target: • I will model different forms of communication • I will practice collecting and graphing data and sharing my work with others • Agenda: • Pair/Share bell work • Paper clip challenge • Discuss results • Homework: no homework today

  7. Wednesday, Sept. 4 2B Tri 1: Day 2 of 56 • Bell Task: WRITE A RESPONSE • Think about the different kinds of data people collect. • Now think about the many ways we share data with others. • Write 5 sentences about why it might be important to have many different methods for sharing data? Graph data pictures Written summary

  8. Wednesday, Sept. 4 2B Tri 1: Day 2 of 56 • Paperclip Challenge: • Task: create the longest paperclip chain you can before the teacher calls time • Constraints: • no talking • you may only use one hand • Discuss: challenges, new learning, ideas for next time • STEM: redesign your method to improve efficiency. Record your new data; share your findings

  9. Wednesday, Sept. 4 2B Tri 1: Day 2 of 56 • Fold your poster paper into quadrants • On your poster paper; share the data (number of paperclips in each group’s chain) 4 different ways (1 per quadrant) • Unhook all of your paperclips and return them to the box • Return the paperclip box to Mrs Ganske • Discuss our findings

  10. Thursday, Sept. 5 3A Tri 1: Day 3 of 56 • Learning Target: • I will identify the characteristics of a scientist • Agenda: • Introduction to science careers • Student Surveys • Homework: return your signed course syllabus

  11. Thursday, Sept. 5 3A Tri 1: Day 3 of 56 • Bell Task: • Find a partner, work together to draw a picture of a scientist • Label any key features that help you to know it is a scientist • List the types of things scientists study • List any famous scientists you have heard of

  12. Thursday, Sept. 5 3A Tri 1: Day 3 of 56 • Look at the drawings • What is the same and what is different between pictures? • View selected video clips that show real scientists at work • What is similar about these scientists? • What is different about the scientists? • How do they relate to your images? • Complete your student survey

  13. Friday, Sept. 6 4B Tri 1: Day 4 of 56 • Learning Target: • I will reflect on my week • I will participate in brain breaks and enginizers • Agenda: • Reflection • Why brainbreaks • Practice brainbreaks • Friday fun film • Homework: Choose 1 to complete by Monday - • Master a martial art • Locate your nemesis, earn his trust, destroy him • Create world peace • Be kind to your family

  14. Friday, Sept. 6 4B Tri 1: Day 4 of 56 • BELL TASK: Weekly Reflection • Think about your week in science. • Complete a 3 column reflection on your week

  15. Why Brainbreaks • Basic Rest Activity Cycle Think circadian rhythm, only specifically of the brain • Every 10 minutes the brain takes a break • Every 30 Minutes you need to move • It doesn’t have to increase your heart rate, but it does help reoxygenate your brain

  16. Verbal BB Wordball • All players in a circle. One player starts by tossing a word to another player. The receiver associates on this word, and throws his association to yet another player. A Handy Adaptation And, Yet • All players in a circle. One player stands in the middle. • Play starts by tossing a word to the center person. The center person repeats the word, then says “and yet” then states the opposite of the word. Play continues around the circle, ending with the first person to toss a word to the center. • A new play takes the center position and play continues. Repeat until all participants have had a turn in the middle

  17. Non-verbal • All players in a circle. One player starts the game by making eye contact with another player. He or she then claps at the person eye contact as been made with. The “receiving” player then makes eye contact with another player and passes the clap to him or her. Play continues until it sounds like applause or time is called. Another version of the same game • All players in a circle. One player starts the game by making eye contact with another player. Then, both clap their hands simultaneously. The `receiving` player then makes eye contact with another player, and they synchro-clap. And so on. Once a firm rhythm is established, start accelerating slowly.

  18. Questions • What did you think of the game? • What was the trickiest part of the game? • Did knowing that there was no right or wrong answers make the game easier or harder? Why? • How might this game relate to class?

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