Energy:  Warm up: Short 3 question on energy in the ecosystem level

Put on lab table: sugar, bread, pasta, chicken and tater tots in brown bag.  Do not explain.

Say: Using the 10% rule  that we learned in the food chain, follow the primary consumer what does the grasshopper eat?  What is in that food?  Think molecular!

Write on board what they eat.

Using the coach book have students create chart of macromolecules in notebook 

function, subunit picture, food example

Say: Now, let’s take carbs and following it through an organism.- 

Using virtual lab dissect grasshopper and worm. 

Exit ticket: How is carbohydrates used in the body of a grasshopper.  How are they used in a human?

Warm up tomorrow: manipulative chart of macromolecules

We looked at the data from last semester.  My approach this year is to make it more relevant to food, not just memorization.  We are also spending more time on this subject and dissecting to talk in more depth of how food is used in the body.  We will see how it goes!

 

One idea given was to allow each student access to framing one stud section of the wall at a time in order for each one to demonstrate that particular skill. They would also be able to pop the required window framing in and out for repeat evidence of skill. 

 

Another aspect to this that would save material is for each subsequent Carpentry course to build a “scaled-down” version of the same wall. Students that used the material first will cut off the 10ft boards that were screwed together to make 8ft boards and so on to make 6ft boards. Each class would then have the opportunity to learn the required skill for NCCER certification purposes as well as how to break projects down and how to scale-down projects using math skills. 

 

As we’re still in the basic skills section of the curriculum, this skill has not been put into practice. This is what carpentry teachers plan to do and we hope that it works! I've attached an example of what students would be required to build for reference.