Engineering Workshop

Build a model pulley/ramp to lift a 'stone block'; estimate the human cost.

Learning target: I can build a model pulley/ramp to lift a 'stone block'.

Step-by-step

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Build a model pulley/ramp to lift a 'stone block'.
3. Independent practice (12 min): estimate the human cost..
4. Closure (5 min): students name one thing they learned and one question they still have.

Mixed practice: fraction division, GCF, LCM.

Learning target: I can mixed practice: fraction division, GCF, LCM.

Step-by-step

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Mixed practice: fraction division, GCF, LCM" with the teacher modeling thinking out loud.
3. We do (10 min): class works two problems together; students explain each step.
4. You do (15 min): students try 4–6 problems independently or with a partner; teacher confers.
5. Closure (5 min): one student presents a solution; class critiques the reasoning.

Informative paragraph: 'How was a pyramid built?' (W.6.2).

Learning target: I can informative paragraph: 'How was a pyramid built?'.

Step-by-step

1. Bell-ringer (5 min): a sentence-level grammar warm-up or quick-write prompt.
2. Read-aloud / shared reading (12 min): "Informative paragraph: 'How was a pyramid built?' (W" — students follow along and annotate.
3. Discussion (10 min): turn-and-talk on a focus question, then share out with text evidence.
4. Writing (15 min): students respond in writer's notebook — one paragraph minimum, citing the text.
5. Share (3 min): two volunteers read a sentence they're proud of.

Lab notebook: connect skeletal + muscular systems as one unit.

Learning target: I can lab notebook: connect skeletal + muscular systems as one unit.

Step-by-step

1. Phenomenon (5 min): show an image, video, or demo and ask, "What do you notice? What do you wonder?"
2. Mini-lesson (10 min): teacher introduces the science of "Lab notebook: connect skeletal + muscular systems as one unit" with a labeled diagram.
3. Investigation (20 min): students gather data — observe, measure, model, or run the lab.
4. Sense-making (8 min): students record a Claim-Evidence-Reasoning response in the lab notebook.
5. Share-out (2 min): one group presents data; class compares results.