# Tuesday, 10/9/18- B Day

Question:

Do you think the new thicker plastic cup works better? Why or why not?

Learning Tasks:

1. Do Now– Get out your ISN and add to the Table of Contents- “Cup Contrast” p.17 (Right Side). Head p.17 properly with “Cup Contrast Classroom Test-10/8/18″.
2. Introduce Problem– I enjoy a cold iced coffee from the Doughnut Inn, but the ice melts quickly and the drink waters down & warms up. The shop sells a new cup that they claim keeps a drink colder for a longer time. So I buy one, but it’s expensive! I’m wondering whether the new cup really works better. Turn & Talk- Do you think the new cup works better? Why or why not?
3. Set up ISN p.17– Write the question- Why is the new cup better than the regular cup? Set up the data table. Set up a T-chart below the Data Table with “What We Notice” and “What We Wonder.”
4. DemonstrationCup Contrast Classroom Test- Record initial temperature of ice water in each of the following containers- regular plastic cup, new thick plastic cup, thin metal cup (like water bottles), thick metal cup (like thermos). Write down things you can see or feel in the “What we notice” column. Record second and third temperatures.  Share “What we notice” with full class.

# Wednesday, 3/8/17- B Day and Thursday, 3/9/17- A Day

To my students:

I will be absent from school today. I am at a workshop learning about NGSS, the new science standards. I look forward to bringing new ideas back to our classroom! In my absence, please remember to be respectful, be cooperative, and use self-control.

Kindly, Mrs. Vigliotti

Lesson Plan

Read the article “What makes a planet habitable?” Use the information to complete the “Let’s Analyze It” graphic organizer. Use the back of the graphic organizer to answer the multiple choice questions.

# Tuesday, 10/14/14

Learning Objectives:

• To read closely to determine what the text says explicitly and to make logical inferences from it
• To determine central ideas or themes of a text and analyze their development
• To analyze how and why individuals, events, or ideas develop and interact over the course of a text.
• To integrate and evaluate content presented in diverse media and formats, including visually and quantitatively

Learning Activities:

1. New Seats!
2. Review Experimental Design Quiz
3. Ebola Outbreak Q&A- Use the resource “Ebola Q and A” packet from the NY Times to answer basic questions about the Ebola outbreak in the graphic organizer. Work with a Learning Partner

# Friday, 10/10/14

Learning Objectives:

• To read closely to determine what the text says explicitly and to make logical inferences from it
• To determine central ideas or themes of a text and analyze their development
• To analyze how and why individuals, events, or ideas develop and interact over the course of a text.
• To integrate and evaluate content presented in diverse media and formats, including visually and quantitatively

Learning Activities:

1. Science Friday- Teaching Ancient Nautilus New Tricks video
2. Advance Organizer- Why Ebola Patients Are Rejecting Care and Delays in the Fight Against Ebola video segments
3. Review questions from “Burial Boys of Ebola”
4. Ebola Outbreak Q&A- Use the resource “Ebola Q and A” packet from the NY Times to answer basic questions about the Ebola outbreak in the graphic organizer. Work with a Learning Partner.

# Thursday, 10/9/14

Learning Objectives:

• To read closely to determine what the text says explicitly and to make logical inferences from it
• To determine central ideas or themes of a text and analyze their development
• To analyze how and why individuals, events, or ideas develop and interact over the course of a text.
• To integrate and evaluate content presented in diverse media and formats, including visually and quantitatively

Learning Activities:

1. Do Now- KWL concept map on Ebola- Share out
2. Advance Organizer- Burial Boys of Ebola NY Times video