How do cups made from materials with air in them minimize energy transfer?
- Do Now– Get out your ISN and open to ISN p.40. Check whether or not your Lesson 7 Student Handout is taped as a flip page to ISN p.40. Turn to your partner and give one reason you are happy to be back to school!
- Scientists’ Circle– Review the question that the model we’re developing is trying to help us answer- “Why do designs with air minimize energy transfer?” Bring your individual models (Flip page to ISNp.40) to Scientists’ Circle. Remember discussion norms and have a Consensus Building discussion in Scientists’ Circle.
- Model Tracker– What have we figured out that helps us answer the question “How do cup designs with air minimize energy transfer?” Summarize the main model ideas about energy transfer that we figured out in the consensus model. Add to the Model Tracker on ISN pages 18-19 (or continue to pages 20-21).
- Brain Break– 7 Riddles That Will Test Your Brain Power
- Retrieval Practice– Practice retrieving the class consensus model and ideas from the Model Tracker by drawing a new model and writing an explanation that answers the question: Why does the new cup work better than the regular cup?