​ ,​ 2019– Apr 26th​ ​, 2019

AGENDAS FOR THE WEEK: Apr 22nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
2ND(9:41-10:34) 2ND(9:41-10:34) 2ND(9:41-10:34) 2ND(9:41-10:34) B-DAY
3RD(10:37-11:30) 3RD(10:37-11:30) 3RD(10:37-11:30) 3RD(10:37-11:30) NO 2ND OR 3RD
PROJECT DAY
Objective(s): SWBAT Objective(s): SWBAT Objective(s): SWBAT Objective(s): SWBAT Objective(s): SWBAT
*choose 1 partner for first part *measure reaction time for *create an paper circuit that *engineer a pill coating to *interact and explore block
of project tactile, visual, and auditory models how the brain receives a learn about chemical and programming outlets like
*brainstorm how they want to stimuli stimulus and then sends the signal mechanical digestion makecode.org or scratch.mit.org
represent function and *discuss why some reactions are to the target area *explain function and *produce simple block code to
structure of given organ faster than others *explain structure and function of structure of the digestive create programs that parallel body
system in a meaningful way *explain the structure and nervous system system systems
*collaborate and share ideas function of the muscular system *explore connections between
through a jigsaw activity to *discuss how muscular and computer logic (code) and
help brainstorm for project nervous system work together inputs/outputs of human body
(ex: ​if​ the room is really hot ​then
integumentary system releases
water. Parallel to code: ​if
temperature gauge reaches 96
degrees ​then​ it lights up)

Warm-up: In your project Warm-up:How are thinking you Warm-up: In your project journal Warm-up: In your project Warm-up:
journal reflect on what the will represent your given organ reflect on what the structure and journal reflect on what the Engage:
function and structure of the system? function of the muscular system is. structure and function of the Today we will be reviewing

P
circulatory system is. Engage: Engage: nervous system is. coding and how to make a
Engage: How do you think we’re able to Today we’re going to be making Engage: successful block code because
Today is another project day react (voluntary or involuntary) paper circuit models. My question Show a picture of skittles we’re going to be working with
(yay). Today you’ll pick your to things that we see, or do, or to you before we begin is how do color dissolving into water. things like makey makey and
partners, get assigned your hear? you think circuits might work like Ask students to describe microbots next week.
organ system, and start our nervous system? what they see and how they
brainstorming! think it is happening.

L
Explore: Explore: Explore: Explore: Explore:
Students will first pick their Students will work in partners to Students will create a paper circuit Students will explore the Students will use a block
partner to work with for the complete reaction lab to test for model using a handout, led light, difference between programming outlet to complete
duration of the project and tactile, auditory, and visual battery, and copper tape to show mechanical and chemical given challenges. They will need
will then be randomly reaction times. Students will how a circuit could model the digestion using skittles, a these skills to complete a
assigned an organ system. then brainstorm why they think function of the nervous system. special coating made from oil component later in the project.

A
After picking a partner some reactions take longer than Explain: sugar, and flour, and sprite. Explain:
students will work on their others. Students will explain what each Students will follow a guided Students will first discuss what
group contract. Explain: part of the circuit represents in the handout that will walk them they did during the explore using
Students will then spend Students will first explain what nervous system. Teacher will through different the programming outlets.
15-20 mins brainstorming they observed during the
 what they might do to show reaction times and what results facilitate discussion and correct experimental setups and Students will first brainstorm and
the ​function ​(not the structure they got. Teacher will then ask misconceptions when needed. record their observations. then discuss/explain how
necessarily) of their organ which reaction was the fastest, (Battery=stimulus/input, Explain: computer logic (coding) parallels
system in a personally which was the slowest, and why switch=brain process, copper Students will explain what body system functions. (ex: ​if​ the
meaningful way. they think this is. tape=neuron pathway, they observed during each room is really hot ​then
Students will then brainstorm led=reaction/output) condition of the lab and why integumentary system releases
Explain: how the muscular system is Students they think this is. Teacher water. Parallel to code: ​if
Students will do a jigsaw related to the nervous system Elaborate: will ask guiding/probing temperature gauge reaches 96
activity to share ideas with when they did the tactile reaction What other systems do you think questions to connect what degrees ​then​ it lights up). Teacher
one another about their test. the nervous system works with to was observed back to the will ask guiding questions or give
projects and to generate more Elaborate: keep you alive? digestion system. an example to help students begin
ideas if they’re stuck. Teacher will first ask students Do you think that any one system Class will discuss that there exploring the connection between
Elaborate: what they think the function of could function totally by itself? is both mechanical (mouth technology and body system
Students will share ideas to the muscular system is and then and swallowing) and functions.
the whole class and with the explain if necessary. Students chemical (saliva, stomach Elaborate:
teacher about what they will will write down the structure and acid, etc.) digestion involved Teacher will tell students that the
be doing for their project and function of the muscular system in the digestive system. technology they used today and
what materials they’re in their project journals. Elaborate: the connections they made
thinking of using. Teacher will ask students between the technology and the
what structures they think are body system functions will be
a part of the digestive system used in the future for their
and then add any structures project. They will need to show
that have not been how the body system functions
mentioned. Teacher will through the use of technology.
mention excretory system
and how it is connected but
we are not explicitly
covering the excretory
system.

Evaluate and Summary Evaluate and Summary Evaluate and Summary Evaluate and Summary Evaluate and Summary
Students will get a stamp in Students will get a stamp in their Students will get a stamp in their Students will get a stamp in
their notebooks for the notebooks for the warm-up. notebooks for the warm-up. their notebooks for the
warm-up. Students will turn in reaction test Students will be formatively warm-up.

N
Students will turn in their lab. assessed throughout class by Students will turn in their lab
brainstorm and possible Students will be formatively observation of progress, handout.
material list for project. assessed throughout class by questioning, and performance Students will be formatively
Students will be formatively observation of progress, during class. assessed throughout class by
assessed throughout class by questioning, and performance observation of progress,
observation of progress, during class. questioning, and performance
questioning, and performance during class.
during class.
Resources: