Jon Mayes Snack Time Catatastrophe NJ Core Curriculum Content Standards 5.1 Science Practices: Science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time. D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 5.2 Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia. D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another. 8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. B. Design: Critical Thinking, Problem Solving, and Decision-Making: The design process is a systematic approach to solving problems.
40-45 min Evaluate, redesign, and retest Evaluating how to improve their design, redesigning, improving, and testing Walking around monitoring the students, helping them, and keeping them motivated. Then, I will retest their designs 45 min Draw the second trial 45-50 min Evaluate and redesign Evaluating how to improve their design, redesigning, improving, and testing Walking around monitoring the students, helping them, and keeping them motivated. 50-55 min Test Watching as their designs are tested Testing their design and repeating as necessary 55-60 min Evaluate, redesign, and retest Evaluating how to improve their design, redesigning, improving, and testing Walking around monitoring the students, helping them, and keeping them motivated. Then, I will retest their designs 60 min Draw third trial 60-65 min Evaluate and redesign Evaluating how to improve their design, redesigning, improving, and testing Walking around monitoring the students, helping them, and keeping them motivated. 65-70 min Test Watching as their designs are tested Testing their design and repeating as necessary 70-75 min Evaluate, redesign, and retest Evaluating how to improve their design, redesigning, improving, and testing Walking around monitoring the students, helping them, and keeping them motivated. Then, I will retest their designs 75 min Fourth trial 75-80 min Evaluate and redesign Evaluating how to improve their design, redesigning, improving, and testing Walking around monitoring the students, helping them, and keeping them motivated. 80-85 min Test Watching as their designs are tested Testing their design and repeating as necessary 85-90 min Evaluate, redesign, and Evaluating how to improve their design, redesigning, improving, Walking around monitoring the students, helping them, and keeping them motivated.