Monday, 2/11/19- B Day

Learning Goal:

Students will be able to create a model that explains what happens to particle motion, temperature, and states of matter when heat energy is added or removed.

Learning Tasks:

  1. Do Now– Put your name on your paper and answer the following question:Describe what happens to matter when it changes state. Give an example.
  2. State of Matter Changes HyperDocComplete the model that describes/explains the particular change of state phenomenon that you and your partner chose. Don’t forget that your model should feature the following changes: Particle motion, temperature, change of state of matter. Your model should include the following: Observable and unobservable features; The passing of time (ex. before-during-after); A key to show how you are representing different things (ex. How are you representing particles? What is showing temperature?); Writing- Explain how the evidence from your explorations supports your model.
  3. Scientists’ Circle– Each student/pair will present one of their models to the rest of the student scientists. We will come to a consensus about what happens to matter when it changes state.

Friday, 2/8/18- A Day- Wear Red!

Learning Goal:

Students will be able to create a model that explains what happens to particle motion, temperature, and states of matter when heat energy is added or removed.

Learning Tasks:

  1. Do Now
  2. Science Friday- What is a Flame?
  3. State of Matter Changes HyperDoc on Google Classroom- pink EXPLAIN section-After using the resources above, collaborate with no more than two other students to develop a model on the paper given that describes/explains: the hardening of molten metal OR the “smoke” you see when you breathe in cold air. Your model should feature the following changes: Particle motion, temperature, change of state of matter. Your model should include the following: Observable and unobservable features; The passing of time (ex. before-during-after); A key to show how you are representing different things (ex. How are you representing particles? What is showing temperature?); Writing- Explain how the evidence from your explorations supports your model.
  4. Public Representations- Making Your Changes in Thinking Visible- Sticky Note Feedback for Models

Thursday, 2/7/19- B Day- Block Schedule Periods 2, 4, 6, & 8

Learning Goal:

Students will be able to create a model that explains what happens to particle motion, temperature, and states of matter when heat energy is added or removed.

Learning Tasks:

  1. Do Now
  2. State of Matter Changes HyperDoc on Google Classroom- pink EXPLAIN section-After using the resources above, collaborate with no more than two other students to develop a model on the paper given that describes/explains: the liquifying of candle wax OR a puddle drying up in the sun. Your model should feature the following changes: Particle motion, temperature, change of state of matter. Your model should include the following: Observable and unobservable features; The passing of time (ex. before-during-after); A key to show how you are representing different things (ex. How are you representing particles? What is showing temperature?); Writing- Explain how the evidence from your explorations supports your model.
  3. Public Representations- Making Your Changes in Thinking Visible- Sticky Note Feedback for Models
  4.  Educational Video- Bill Nye Water Cycle

Home Learning

Final models will be handed in on Friday 2/8.

Wednesday, 2/6/19- A Day- Block Schedule Periods 1, 3, 5, & 7

Learning Goal:

Students will be able to create a model that explains what happens to particle motion, temperature, and states of matter when heat energy is added or removed.

Learning Tasks:

  1. Do Now
  2. State of Matter Changes HyperDoc on Google Classroom- pink EXPLAIN section-After using the resources above, collaborate with no more than two other students to develop a model on the paper given that describes/explains: the liquifying of candle wax OR a puddle drying up in the sun AND the hardening of molten metal OR the “smoke” you see when you breathe in cold air. Your model should feature the following changes: Particle motion, temperature, change of state of matter. Your model should include the following: Observable and unobservable features; The passing of time (ex. before-during-after); A key to show how you are representing different things (ex. How are you representing particles? What is showing temperature?); Writing- Explain how the evidence from your explorations supports your model.
  3. Public Representations- Making Your Changes in Thinking Visible- Sticky Note Feedback for Models
  4.  Educational Video- Bill Nye Water Cycle

Home Learning

Final models will be handed in on Friday 2/8.

Friday, 2/1/19- B Day

Learning Goal:

Students will be able to create a model that explains what happens to particle motion, temperature, and states of matter when heat energy is added or removed.

Learning Tasks:

  1. Science Friday- When Eels Attack
  2. State of Matter Changes HyperDoc on Google Classroom- pink EXPLAIN section

Watch the videos, read the Student Reading, and gather with Mrs. Vigliotti for the mini-lesson.

After using the resources above, collaborate with no more than two other students to develop a model

The model should describe/explain:

the liquifying of candle wax OR a puddle drying up in the sun AND the hardening of molten metal OR the “smoke” you see when you breathe in cold air.

Your model should feature the following changes:

      • Particle motion
      • Temperature
      • Change of state of matter

Your model should include the following:

      • Observable and unobservable features
      • The passing of time (ex. before-during-after)
      • A key to show how you are representing different things (ex. How are you representing particles? What is showing temperature?)
      • Writing- Explain how the evidence from your explorations supports your model.

*You can continue to work through each section on your own and at your own rate: EXPLORE (yellow), EXPLAIN (pink), ELABORATE/EXTEND (blue), and EVALUATE (purple). Before moving onto ELABORATE/EXTEND, bring your models to Mrs. Vigliotti.

Home Learning

If you do not finish a particular section on time, you will be expected to complete it outside of class.

Final models will be handed in on Tuesday 2/5.