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After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
After learning about the properties of waves, students were given the following group engineering assignment:
1) Create an affordable seismograph that will record an earthquake's amplitude and wavelength.
2) Use only the materials provided
3) Work as a team
4) Plan and present their prototype, shaking the table gently for 10 seconds to simulate a light earthquake.
They were given the ability to research questions that they developed as a team, but other than that, were given no examples of a seismograph.
Their ability to invent and create always amazes me!
It's a New Day unit focuses on daily life vocabulary, time, verb tenses, and schedules. Please listen to the song at home and have your child practice. Thank you!
Uploaded May 07, 2019 by Kimberly Ryan