Maglev post #3 -Final Reflection

You did it! You have used all that you’ve learned about magnets and being a transportation engineer in order to create a successful maglev train. You planned, created and improved upon a design that would safely and efficiently transport people, or…rocks!

For your final reflection please answer the following questions:

 

Paragraph 1- Describe what your first track and vehicle design were.

 

Track: What magnets did you use? How many of each? How were they arranged?

 

Vehicle: (What magnets did you use? How many of each? How were they arranged?

 

Paragraph 2- Describe one problem your group faced and how you revised and improved your design to solve the problem

 

Paragraph 3- Describe your final design. Why did it work?

 

Track: (What magnets did you use? How many of each? How were they arranged?)

 

Vehicle: (What magnets did you use? How many of each? How were they arranged?

 

Paragraph 4 – Describe some of the thoughts and feelings you had when going through the design process.  Be specific about what caused you to have these thoughts and feelings.

 

Be sure to check over your work in your Google Drive BEFORE you post it to your blog. Look for:

  • Proper capitalization and punctuation
  • Spelling and grammar
  • That you answered each question in FULL sentences
  • Be sure to include a few photographs for any of the questions.

Maglev Day 2

We have finished our second day of designing, planning and creating our Maglev Transportation System. Your group worked really hard to test out the design you developed to see if the train has safely and efficiently traveled along the track without any problems. In your Google Drive you will type up your Blog Post #2. This will be placed in your Science Folder in your Google Drive.

Here is the Blog Post Requirements:

Paragraph #1:

  • What did you do today that worked? Be specific!
    • Types of magnets
    • Placement of magnets

Paragraph #2:

  • What did you do today that failed?
  • What did you learn from your failure?
  • What changes did you make because of your failure?

Paragraph #3:

  • Talk about your goals for your next design session

Be sure to check over your work in your Google Drive BEFORE you post it to your blog. Look for:

  • Proper capitalization and punctuation
  • Spelling and grammar
  • That you answered each question in FULL sentences
  • Your writing reflects your work throughout day 2 of the Planning and Creating stages of the Engineering and Design Process
  • You have used the Engineering Design Process and Magnetism Vocabulary provided to you

Blog Post #1 for Maglev Transportation

We finished our first day of designing, planning and creating our Maglev Transportation System. Your group worked really hard to test out the design you developed to see if the train safely and efficiently traveled along the track without any problems. In your Google Drive you will type up your Blog Post #1. This will be placed in your Science Folder in your Google Drive (new Docs, name it blog post #1 maglev). You have all this information on the last page of your packet as well.

Here is the Blog Post Requirements:

Paragraph #1:

  • What is a maglev train and how does it work?
  • What was your group’s idea for the track and train?

 

Paragraph #2:

  • What did you do today that worked?
  • What did you do today that failed?

 

Paragraph #3:

  • How was your experience working with your group? (What was challenging and what worked well?) No Names Included

 

Be sure to check over your work in your Google Drive BEFORE you post it to your blog. Look for:

  • Proper capitalization and punctuation
  • Spelling and grammar
  • That you answered each question in FULL sentences
  • Your writing reflects your work throughout day 1 of the Planning and Creating stages of the Engineering and Design Process
  • You have used the Engineering Design Process and Magnetism Vocabulary provided to you

Transportation Engineers

Today students learned that Transportation Engineers are hired by towns to help them make their intersections both safe (no one gets hurt) and efficient (no one has to wait a very long time to get through an intersection).

Part of the job includes using the EDP to help make observations, ask questions, brainstorm possible solutions and then choosing the best idea to try out.

Today we focused on the ASK and IMAGINE steps of the EDP. We observed a few different types of intersections to begin learning how they work. Students used the Engineering Design Process to solve a problem. 

After watching the videos below, we discussed the idea of a system (different parts working together) and the job of Transportation Engineers.  One aspect of their job might be to study the SAFETY and EFFICIENCY of an intersection.

Check out the videos below:

 

Climate Change on TrueFLix

We have been learning a lot about natural habitats and how organisms survive. Please do the following assignment:

  • Go to the library database on Heathcotegateway
  • Choose TrueFLix
  • Click on Ecosystems
  • Click on Climate Change and read the book
  • You can use the audio option to help understand the text better
  • Take notes and write notes using boxes and bullets

We will have a discussion about this text when I return.

 

 

 

 

Meerkats and Survival

During our science unit on Ecosystems, we have been studying: How do organisms interact with each other and their environment to survive?

In today’s lesson we constructed an argument to explain how being a part of a group helps Meerkats to survive. Students provided a claim, evidence and a reasoning format.

We read the informational text below on Meerkats and watched the youtube video from National Geographic to learn more about this species.

As we gather and discuss information about animal behaviors and the effects of survival for each group, we realize some species can adapt, survive, or become extinct based on many factors.  From previous lessons, we learned about natural habitats and whether or not animals can survive in another habitat. The additional videos below have helped us bridge these concepts and understand how organisms can survive or possibly not survive, if the environment changes enough where organisms cannot adapt.

 

Meerkat Mob video

Fossil found in Northern Alaska

BrainPop VIdeo

 

To Group or Not to Group? Animal Survival

How do organisms interact with each other and their environment to survive?

Today we learned that being part of a group can help animals survive by finding food, shelter, water, defending themselves from predators, reproducing and caring for offspring. We read informational texts on ants, ducks, fish, cheetahs, and beavers to understand cause and effect based on how an animal behaves to survive.

Our class took notes after reading each text and we noticed patterns with these animal behaviors.  Now, students will sort the animal groups and categorize them by: shelter, food/water, defense, reproduction, and care of offspring.

Complete the padlet below and sort each animal group.

  • give evidence to why you chose to sort it the way you did
  • Use correct spelling and punctuation
  • Write in complete sentences

Sort Animal Groups

If you would like to explore other animals, visit Kiddle.co 

Here’s the video we watched in class to show different animal group behaviors. Have fun watching it again!

Youtube video on animals

Fossils

In our science Unit 2, you are learning about relationships in past and present ecosystems. In class we have been analyzing data to interpret the environments in which organisms have lived long ago, and we are exploring the relationships between habitats and the organisms that live in them today.

Our BIG IDEA is: How do organisms interact with each other and their environment to survive?

In addition the past few lessons we have been learning about geologic timelines and fossils. Please read the article below Earth’s Systems:Geologic Time.

A padlet is provided below for you to record something new that you learned from this article.

Earth’s Systems:Geologic Time Article

Padlet on article

After you have read and completed the padlet, you can rewatch the videos below to support your thinking and understanding from class. Enjoy!

Brainpop video on Fossils

Video showing different time eras

Animals Through Time Video  

(The above video may not work at home)