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
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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.

Thursday, 1/31/19-Delayed Opening Schedule

Homeroom  10:15-10:20
Period 1   10:23-10:49
Period 2   10:52 – 11:18
Period 3   11:21 – 11:47
Period 5   11:52 – 1:15 (lunch)
Period 4    1:18 – 1:45
Period 6    1:48 – 2:15
Period 7    2:18 – 2:45

 

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:

State of Matter Changes HyperDoc on Google Classroom- Yellow EXPLORE section

  1. Use the States of Matter: Basics  PhET Simulation to explore what happens to the particles in different states of matter by first clicking on States. Explore the simulation so that you know what each button does. Change the temperature from K to C by using the dropdown menu.
  2. Be sure to notice what happens when solidliquid, or gas is clicked at the top left.
  3. Start off with solids of each substance (Neon, Argon, Oxygen, Water) at the right. Change the temperature by sliding the switch up (and adding fire) or down (and adding ice).
  4. Record what happens in the data table on the handout by sketching the particles and writing a short description or explanation.
  5. Answer the question on the writing prompt on the handout.
  6. Use the simulation to record the temperatures of the different states of each substance in the data table below. Use the Celsius scale.
  7. Refresh the simulation and click on Phase Changes.  Here, there is the addition of a pump and a pressure gauge. Explore how pressure affects matter and the state that the matter is in. What is the relationship between pressure, temperature and the state of matter?
  8. Answer questions 1-3 on page 4 of the handout.

*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 EXPLAIN, bring your handouts to Mrs, Vigliotti to show her what you have explored about heat energy and pressure and the effect they have on changes of state.

Home Learning

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

The handouts for the green Engage and yellow Explore sections are due on Friday, 2/1 at the end of class. The final models will be handed in on Tuesday 2/5.