Friday, 1/25/19- A Day

Learning Tasks:

  1. Do Now– Turn to your partner and explain how the drink inside a cup is affected by the temperature around the cup. Science Joke of the Week- Why can’t you trust scientists with graph paper?
  2. Science FridayIs Pedigree What It’s Cracked Up to Be?
  3. Thermal Energy Unit Final Assessment
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Thursday, 1/24/19- B Day- Block Schedule Periods 2, 4, 6, & 8

Lesson Question

How can we model energy transfer into a cold drink?

Learning Tasks

  1. Do Now– Open your ISN and add to the Table of Contents- “Final Energy Transfer Model p.45” (Right Side). Head p.45 properly with “Final Energy Transfer Model 1/24/19.”
  2. Turn and Talk– What have we figured out about the cold drink warming up?
  3. Model– How can we model energy transfer into the cold drink? You will draw two detailed diagrams of the cups to explain how energy got inside the cold drink. On ISN p.45, draw one model that shows a cup with one wall and one model of a cup with two walls. Answer the following questions below your models on ISN p.45 or on a flip page: How is the energy getting into the cups in your diagrams? Where does the energy come from? What happens to the energy that gets absorbed into the cups? What happens to the energy that does not get absorbed into the cups? How is the energy getting into the cold drink from the cups? How is the cup with two walls different from the cup with one wall?
  4. Presentation of Models/Consensus-Building Discussion– 3-4 student scientists present their models to the class and explain all elements of their model, using questions as a guide. What did you notice that was similar across all the models? What did you notice that was different?
  5. Brain Break- The Color of That Dress SciShow
  6. Model Tracker– What have we figured out that helps us answer the question “How can we model energy transfer into a cold drink?” 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).
  7. Driving Question Board (DQB)– What questions can we answer now? What are we still wondering about?
  8. Exit Ticket– How can we design a cup to keep a drink cold? Write an answer to the question now, and use evidence from your investigations to explain your response.

Home Learning

Unit Assessment on Friday, 1/25

Wednesday, 1/23/19- A Day- Block Schedule Periods 1, 3, 5, & 7

Lesson Question

How can we model energy transfer into a cold drink?

Learning Tasks

  1. Do Now– Open your ISN and add to the Table of Contents- “Final Energy Transfer Model p.45” (Right Side). Head p.45 properly with “Final Energy Transfer Model 1/23/19.”
  2. Turn and Talk– What have we figured out about the cold drink warming up?
  3. Model– How can we model energy transfer into the cold drink? You will draw two detailed diagrams of the cups to explain how energy got inside the cold drink. On ISN p.45, draw one model that shows a cup with one wall and one model of a cup with two walls. Answer the following questions below your models on ISN p.45 or on a flip page: How is the energy getting into the cups in your diagrams? Where does the energy come from? What happens to the energy that gets absorbed into the cups? What happens to the energy that does not get absorbed into the cups? How is the energy getting into the cold drink from the cups? How is the cup with two walls different from the cup with one wall?
  4. Presentation of Models/Consensus-Building Discussion– 3-4 student scientists present their models to the class and explain all elements of their model, using questions as a guide. What did you notice that was similar across all the models? What did you notice that was different?
  5. Brain Break- The Color of That Dress SciShow
  6. Model Tracker– What have we figured out that helps us answer the question “How can we model energy transfer into a cold drink?” 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).
  7. Driving Question Board (DQB)– What questions can we answer now? What are we still wondering about?
  8. Exit Ticket– How can we design a cup to keep a drink cold? Write an answer to the question now, and use evidence from your investigations to explain your response.

Home Learning

Unit Assessment on Friday, 1/25

Tuesday, 1/22/19- B Day

Lesson Question

How is energy getting into the cup, if not from collisions with air?

Learning Tasks

  1. Do Now– Copy down today’s homework assignment in your planner. Write an answer to the following question: What is the difference between conduction and radiation?
  2. Article– “Extreme Temperatures May Pose Risks To Some Mail Order Meds”

1. Listen to a reading of the article.

2. Read the first page of the article, and circle any Fascinating Ideas.

3. In the space at the top of the first page, write down the Central Idea or main message of the article.

4. Now, continue to the next page of the article, while you are reading, circle any Fascinating Ideas. In the space at the top of the second page, write down the Central Idea or main message of the article. Has the central idea changed?

5. Repeat Step 4 for pages 3 & 4.

6. At the bottom of page 4, write 3 Fascinating Ideas, 2 Central Ideas, and 1 Question You Still Have

Home Learning

Unit Assessment on Friday, 1/25

Friday, 1/18/19- A Day

Lesson Question

How is energy getting into the cup, if not from collisions with air?

Learning Tasks

  1. Do NowGet out your science notebook and open to ISN p.42. Discuss the following questions: What did we figure out from this experiment about the movement of energy? Did these results match your predictions? What surprised you about these results? Which condition resulted in the greatest amount of energy being transmitted into the cold drink? Why do you think that is?
  2. Science FridayReverse Engineering Europa
  3. Blocking Energy Diagram- On a separate piece of paper, draw the diagrams shown on the board. Work with your partner to label the diagrams as follows: Light waves go through something, Light waves bounce off something, and light waves are absorbed into something. Then below that label, choose a label for how you think the energy is moving in the following situations: the cup is clear, the cup is covered in white paper, and the cup is covered in foil.
  4. Blocking Energy Questions– Below the diagram on the separate sheet of paper, answer the following questions: What is happening to the energy when it hits the cup in each of these three images? Which of these three images do you think will allow maximum energy into the cup, getting the particles in the cup moving as much as possible? Which condition from our experiment corresponds to that image? Which of these three images do you think will allow minimum energy into the cup, getting the particles in the cup moving as little as possible? Which condition from our experiment corresponds to that image? Trim and tape this paper as a flip page to ISN p.42.