Constraints: Physical Model: ½ sheet of each circle labels per group Digital Model: Set limitations on applications if desired. Materials: Materials are variable. (Teacher Notes (end of the teacher version) Physical Model: Colored round sticker labels (various sizes and colors) Construction paper Cardboard Chart paper Markers String Scissors Glue Index cards Based on research and brainstorming of solutions, the students are Building of a the Product to build a prototype or artifact of their model, product, etc. 4 5 the (Prototype, Best model or Step Step Possible Artifact): Select Prototype Construct Solution(s)/ Testing of the Students test the functionality of their model. Product (Prototype, 6 model or Evaluate Artifact): Step Solution(s) and Peer-Review How does your system respond to changes in the amount of food Questions: presented and the removal of waste that builds up over time? the Test Project Written description of completed task and proposed Summary: solution to presented scenario. Claim-Evidence-Reasoning (CER) 7 Presentation Method of presenting task/model/product to the public. Step Solution(s) of Final Solution: Communicate the Re-designing Based on peer reviews, teacher input, and analysis of proposed of the solution, the students are to re-design and rebuild their model. Prototype Teacher Materials will vary depending on the type of model students will 8 Notes: make. If students have access to a computer based simulation developer no materials will be needed. Physical models should Step Redesign consider using varied marbles (by color, size, etc.) or colored round sticker labels (various sizes and colors) to represent different components (food, energy, waste, etc.). Comparing Plant and Animal Cells
Constraints: Physical Model: ½ sheet of each circle labels per group Digital Model: Set limitations on applications if desired. Materials: Materials are variable. (Teacher Notes (end of the teacher version) Physical Model: Colored round sticker labels (various sizes and colors) Construction paper Cardboard Chart paper Markers String Scissors Glue Index cards Step 4 Select the Best Possible Solution(s)/ Step 5 Construct a Prototype Building of the Product (Prototype, model or Artifact): Based on research and brainstorming of solutions, the students are to build a prototype or artifact of their model, product, etc. Step 6 Test and Evaluate the Solution(s) Testing of the Product (Prototype, model or Artifact): Students test the functionality of their model. Peer-Review Questions: How does your system respond to changes in the amount of food presented and the removal of waste that builds up over time? Step 7 Communicate the Solution(s) Project Summary: Written description of completed task and proposed solution to presented scenario. Claim-Evidence-Reasoning (CER) Presentation of Final Solution: Method of presenting task/model/product to the public. Step 8 Redesign Re-designing of the Prototype Based on peer reviews, teacher input, and analysis of proposed solution, the students are to re-design and rebuild their model. Teacher Notes: Materials will vary depending on the type of model students will make. If students have access to a computer based simulation developer no materials will be needed. Physical models should consider using varied marbles (by color, size, etc.) or colored round sticker labels (various sizes and colors) to represent different components (food, energy, waste, etc.). Comparing Plant and Animal Cells
Grade_6_Essential%20Labs%202016%20Teacher.docx