Monday, 10/7/19- B Day

Focus Question:

Why does the temperature of the liquid in some cup systems change more than in others?

Learning Tasks:

  1. Do Now– Copy down today’s home learning task in your planner. Get out your ISN and add to the Table of Contents- “Related Systems Model” p.20 (Left Side). Head p.20 properly with “Related Systems Model-10/7/19.″
  2. Conclusions– Write-Pair-Share- On the flip page, write a conclusion in response to the claim that the fancy cup keeps the drink colder for longer. Use the temperature data and other observational data as evidence. Tape the flip page to ISN p.18.
  3. Scientists’ Circle– Consensus Discussion & Model- Review discussion norms & communicating in scientific ways sentence starters on ISNp.7. Bring your ISN to Scientists’ Circle and open to your model on p.18. Share your cup system model with a shoulder partner. Have a consensus discussion about the cup systems to develop an initial class consensus model to explain what happened that made the water in the regular cup warm up faster than the water in the fancy cup. Do our explanations agree?

Home Learning

Consensus Discussion Exit Ticket in Classwork Tab of Google Classroom under TODAY topic (#004)

Friday, 10/4/19- B Day

Focus Question:

Why does the temperature of the liquid in some cup systems change more than in others?

Learning Tasks:

  1. Do Now– Get out your ISN and open to your Unit Cover page (ISN p.17). Get out the Similar/Different/Makes Us Wonder chart on the flip page.
  2. Science FridayGot Your Cat Tongue?
  3. Student Scientists’ Hypotheses– Eliciting Ideas- Complete the following sentence frame on a flip page: “I think the fancy cup working better than the regular cup has something to do with…” Share your hypothesis with the class. Is your hypothesis different from the others? How? Can we combine your hypothesis with another? Vote! Place a sticky note with your name on it under the hypothesis that you believe is the closest explanation.

Per.6- System Model– Turn & Talk: What are the parts of each cup system? What does each part do in the system? How do the parts work together to keep a drink cold? As a full class, brainstorm a list of the important parts of the cup system. On ISN p.18, draw systems models for the regular cup and the fancy cup. Tape your Similar/Different/Makes Us Wonder chart as a flip page to ISNp.19

Tuesday, 11/28/17- A Day

Question:

How do the vibrations of the different sounds compare for higher vs lower pitch notes?

Learning Tasks:

  1. Do Now–  Copy down today’s homework assignment in your planner. Get out your ISN and add to the Table of Contents- “Higher vs Lower Notes p.28” (Left Side); Head page 28 properly with “Higher vs Lower Notes- 11/28/17.”
  2. Write Pair Share– “What patterns did you notice between how the instruments & music box made different pitched sounds? Do you think there are differences in the vibrations being made as different notes are being produced? Explain.” Write the answers to the questions on ISN p.29. Pair with your cooperative table group to share your responses and come to a consensus. Share your group responses with the class.
  3. Investigation– Higher vs Lower Notes- Predict a graph of the shorter wooden stick pulled back about 10cm, then predict a graph of longer wooden stick pulled back the same amount. Use the probe to collect data & generate graphs to compare to your prediction. Record the graphs in Observations in your handout. Notice patterns between the graphs of the shorter wooden stick and the longer wooden stick. Answer Making Sense questions 5, 6, & 7 of handout.
  4. Conclusions– On ISN p.28, answer the following question: What discoveries did you make about sound sources and why different objects produce sounds of different pitches? Work in your cooperative table groups.

Home Learning

Complete Conclusion on ISN p.28

Wednesday, 11/15/17- A Day

Question:

Do all objects vibrate when they are making sounds?

Learning Tasks:

  1. Do Now– Get out your ISN and open to page 24. Read your conclusion on page 24 to your group. What do all of the conclusions have in common? What is something different about one person’s conclusion?
  2. Scientific Language Notecards– Make a scientific Language Notecard for the key word elasticity. Tape Scientific Language notecard to ISN p.25. Enter the vocabulary word Elasticity p.25 to the E Section of your Index.
  3. Conclusion– Switch ISN’s around the table. Read each other’s conclusion on ISN p.24, looking for the six elements on the board. Place a sticky note on the conclusion with the elements that are missing.
  4. Driving Question Summary Table- Complete the Summary Table on pages 18-19 for the Instruments Investigation on pages 24-25.

Tuesday, 11/14/17- A Day

Question:

Do all objects vibrate when they are making sounds?

Learning Tasks:

  1. Do Now– Copy down today’s homework assignment in your planner. Get out your ISN and add to the Table of Contents- “Objects Investigation p.24” (Left Side); Head page 24 properly with “Objects Investigation- 11/14/17.”
  2. Turn & Talk/Stop & Jot– Make a claim based on the results of this investigation to answer the question “Do all objects vibrate back and forth when they are making sound? Work with a partner to write your claim on ISN p.24.
  3. Consensus Scientists’ Circle– What have we figured out about the source of sound that we can add to our model? What have we figured out about the anchoring phenomenon (record making noises as the needle scratched it)? How can we apply the discoveries you made to help explain how the needle and record produce sound?
  4. Conclusion– Write a conclusion on ISN p.24 to answer the question: Apply the discoveries you made to help explain how the needle and record produce sound.

Home Learning:

Complete Conclusion on ISN p.24