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)

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Wednesday, 2/20/19- A Day- Block Schedule Periods 1, 3, 5, & 7

Lesson Question:

What happens when objects collide?

Learning Tasks:

  1. Do Now– Copy down your Home Learning assignment in your planner. Get out your science notebook and add to the Table of Contents- “DQST p.50″ (Left Side), “DQST p.51” (Right Side), “DQST p.52” (Left Side), and “DQST p.53” (Right Side).
  2. Class Consensus Initial Model– Together, let’s look at samples of models in Google Slides so we can see if our explanations agree and in what areas we disagree. From that discussion, we will build a Class Consensus Initial Model. Tape your model as a flip page to ISN p.48.
  3. Develop Questions/Driving Question Board– What do we need to figure out to explain all of this? Brainstorm “What We Wonder” questions about colliding objects and make a list of those questions on ISN p.48. For each of your observations on ISN p.49, think about a question that you can investigate to help you better understand it. Choose the most compelling or interesting question from ISN p.48 and write it big and bold on a notecard using a marker. Write your initials and period number in pencil on the front corner of the card. Bring your card to the scientists’ circle. Read your question and post it on the Driving Question Board (DQB). Explain how it is related to another question on the board.
  4. Driving Question Summary Table (DQST)– Set up the DQST on ISN pages 50-53 for the driving question: How can we design a crash protection device to absorb enough energy during a car crash to save lives?

Home Learning

Ideas for Investigation/Next Steps– Which of the questions from ISN p.48 or from the Driving Question Board (DQB) would you like to investigate further? What would you like to do to investigate any of those questions? (See Question in Classwork in Google Classroom under Today topic.)

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

Thursday, 11/29/18- B Day Block Schedule Periods 2, 4, 6, & 8

Learning Question

How does energy transfer into a cold drink when it warms up?

Learning Tasks

  1. Do Now– Copy down today’s homework assignment in your planner. Open your ISN and add to the Table of Contents- “Touching Hot & Cold” p.37 (Right Side). Head p.37 properly with “Touching Hot & Cold-11/29/18.″
  2. Consensus Model– Observe individual student scientists’ models in Google slides. What do you notice that is similar across all models? Is there anything that you think is different about your model? We’re going to take stock of the ideas in everyone’s models to build a class consensus model that everyone agrees upon and that explains what happens to cause a drink to warm up inside a cup. Remind students of class norms for productive scientific discussions and refer to the Communicating in Scientific Ways on ISN p.14. As student scientists offer proposals, create a public representation of the consensus model on chart paper. Agree on how we should represent cold and hot, particle motion, temperature as average kinetic energy, etc.
  3. Scientific Language Key Term– Introduce key term- conduction. Add definition below model on ISN p.34- “Heating that happens when two things of different temperatures touch and the particles with more energy collide with particles with less energy and transfer their movement.” Add the key term conduction to Index.
  4. Brain Break– Optical illusions
  5. Modeling Hot and Cold– What are some examples of conduction from our own experiences? Think about times you’ve touched something and it feels hot or it feels cold. When you touch something and it feels hot or it feels cold, the particles from the object and the particles of your hand are colliding. What can we say about conduction when something feels hot? How is it different when something feels cold? Let’s model these ideas! On ISN p.37, draw two models to help explain what is happening to your hands to experience hot or cold. Draw a diagram on the top half for what is happening on a particle scale when you touch something hot like a pot from the stove. Share your model with your partner and then revise, if necessary. Then draw a diagram on the bottom half for what is happening on a particle scale when you touch something cold like an ice cube. Share your mode with your partner then revise.

Home Learning

Study Heat Thermal Energy (ISN pages 16-35) for a quiz tomorrow, 11/30