Wednesday, 10/10/18- A Day Block Schedule Periods 1, 3, 5, & 7

Question:

Do you think the new thicker plastic cup works better? Why or why not?

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- “Initial Model” p.16 (Left Side). Head p.16 properly with “Cup Contrast Initial Model-10/10/18″.
  2. Share “What We Notice” Observations- Share what you noticed about the cups. While we share, add to your list on ISN p.17.
  3. Model Thick & Thin Plastic Cups– We’re starting to see that maybe the new cup works better to keep drinks cool, but let’s try to explain why it works better. Draw a diagrammatic model of the cups. The model is not just a drawing of the cups. It needs to explain how and why the new cup works better than the regular cup. Think about the ideas that you shared and see if you can draw a model to explain why the new cup may work better than the old cup. Label the parts of the model and use words to explain what’s happening. Remember that your models should explain the parts of the cup that help/do not help keep the drink cold. Draw your initial models on ISN p.16.
  4. Compare Models- In groups of 3, compare your models. Use the “Communicating in Scientific Ways” sentence starters to share your ideas & ask questions about other models. Focus on the “Observe” (#2) and “Ask Why and How?” (#1) questions. Trim & tape the “Communicating in Scientific Ways” handout onto ISN p.14. Add “Communication Prompts” p.14 to the Table of Contents.
  5. Brainstorm “What We Wonder” questions– Work in your group of 3 to generate & record “What We Wonder” questions. One approach is for each “What We Notice” entry, to think about a question that you can investigate to help you better understand your observation. Record your questions in the “What We Wonder” column. One member from each group will share one question to record on the class “What We Wonder” chart.

Home Learning:

Google Classroom Classwork Post- Identify objects around your home that do a good job of keeping things cold or warm. Make a list on a separate paper to share tomorrow.

Period 7 only

Question:

Do you think the new thicker plastic cup works better? Why or why not?

Learning Tasks:

  1. Do Now and Do Now– Copy down today’s homework assignment in your planner. Get out your ISN and add to the Table of Contents- “Cup Contrast” p.17 (Right Side). Head p.17 properly with “Cup Contrast Classroom Test-10/10/18″. Get out your ISN and add to the Table of Contents- “Initial Model” p.16 (Left Side). Head p.16 properly with “Cup Contrast Initial Model-10/10/18″.
  2. Introduce Problem– I enjoy a cold iced coffee from the Doughnut Inn, but the ice melts quickly and the drink waters down & warms up. The shop sells a new cup that they claim keeps a drink colder for a longer time. So I buy one, but it’s expensive! I’m wondering whether the new cup really works better. Turn & Talk- Do you think the new cup works better? Why or why not?
  3. Set up ISN p.17– Write the question- Why is the new cup better than the regular cup? Set up the data table. Set up a T-chart below the Data Table with “What We Notice” and “What We Wonder.”
  4. Demonstration– Cup Contrast Classroom Test- Record initial temperature of ice water in each of the following containers- regular plastic cup, new thick plastic cup, thin metal cup (like water bottles), thick metal cup (like thermos). Write down things you can see or feel in the “What we notice” column. Record second and third temperatures.  Share “What we notice” with full class. While we share, add to your list on ISNp.17.
  5. Model Thick & Thin Plastic Cups– We’re starting to see that maybe the new cup works better to keep drinks cool, but let’s try to explain why it works better. Draw a diagrammatic model of the cups. The model is not just a drawing of the cups. It needs to explain how and why the new cup works better than the regular cup. Think about the ideas that you shared and see if you can draw a model to explain why the new cup may work better than the old cup. Label the parts of the model and use words to explain what’s happening. Remember that your models should explain the parts of the cup that help/do not help keep the drink cold. Draw your initial models on ISNp.16.
  6. Compare Models- In groups of 3, compare your models. Use the “Communicating in Scientific Ways” sentence starters to share your ideas & ask questions about other models. Focus on the “Observe” (#2) and “Ask Why and How?” (#1) questions. Trim & tape the “Communicating in Scientific Ways” handout onto ISNp.14. Add “Communication Prompts” p.14 to the Table of Contents.
  7. Brainstorm “What We Wonder” questions– Work in your group of 3 to generate & record “What We Wonder” questions. One approach is for each “What We Notice” entry, to think about a question that you can investigate to help you better understand your observation. Record your questions in the “What We Wonder” column. One member from each group will share one question to record on the class “What We Wonder” chart.

Home Learning:

Google Classroom Classwork Post- Identify objects around your home that do a good job of keeping things cold or warm. Make a list on a separate paper to share tomorrow.

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Tuesday, 10/9/18- B Day

Question:

Do you think the new thicker plastic cup works better? Why or why not?

Learning Tasks:

  1. Do Now– Get out your ISN and add to the Table of Contents- “Cup Contrast” p.17 (Right Side). Head p.17 properly with “Cup Contrast Classroom Test-10/8/18″.
  2. Introduce Problem– I enjoy a cold iced coffee from the Doughnut Inn, but the ice melts quickly and the drink waters down & warms up. The shop sells a new cup that they claim keeps a drink colder for a longer time. So I buy one, but it’s expensive! I’m wondering whether the new cup really works better. Turn & Talk- Do you think the new cup works better? Why or why not?
  3. Set up ISN p.17– Write the question- Why is the new cup better than the regular cup? Set up the data table. Set up a T-chart below the Data Table with “What We Notice” and “What We Wonder.”
  4. DemonstrationCup Contrast Classroom Test- Record initial temperature of ice water in each of the following containers- regular plastic cup, new thick plastic cup, thin metal cup (like water bottles), thick metal cup (like thermos). Write down things you can see or feel in the “What we notice” column. Record second and third temperatures.  Share “What we notice” with full class.

Tuesday, 4/24/18- A Day

Question:

What effect does the liquid have on sinking or floating? Do all liquids have the same density?

Learning Tasks:

  1. Do Now– Copy down your homework assignment in your planner. Get out your science notebook and add to your Table of Contents- “Sinking & Floating Liquids p.64” (Left Side). Head page 64 properly with “Sinking & Floating Liquids-4/24/18.
  2. Demonstration– Observe the candles floating in the different liquids and the density column again. Answer questions 1-5 on the Demonstration handout. Tape as a flip page to ISN p.65.
  3. Model- Answer Question 6 about water, alcohol, and oil on the molecular level. Trim and tape the handout to ISN p.64.
  4. Practice- Take It Further Questions 7-10 handout

Period 6-

  1. Do Now- Copy down your homework assignment in your planner. Get out your science notebook and add to your Table of Contents- “Sinking & Floating Liquids p.65” (Right Side). Head page 65 properly with “Sinking & Floating Liquids-4/20/18.”
  2. Review HW– Take It Further Questions 5-8 handout
  3. Demonstration- Observe the demonstration of candles floating on two different liquids. Do all liquids have the same density? Measure the mass of equal volumes of water and rubbing alcohol and record your results on ISN p.65. Observe the density column. Answer questions 1-5 on the Demonstration handout.

Period 7-

  1. Do Now- Copy down your homework assignment in your planner. Get out your science notebook and add to your Table of Contents- “Sinking & Floating Solids p.62” (Left Side). Head page 62 properly with “Sinking & Floating-Solids-4/19/18.” Rabbit or duck?
  2. Model-Answer Question 4 about density of water, wax, & a candle on the molecular level. Trim and tape the handout to ISN p.62.
  3. Practice– Take It Further Questions 5-8 handout
  4. Demonstration- Observe the demonstration of candles floating on two different liquids. Do all liquids have the same density? Measure the mass of equal volumes of water and rubbing alcohol and record your results on ISN p.65. Observe the density column. Answer questions 1-5 on the Demonstration handout.

Home Learning-

Science Notebooks (ISN’s) due as foolows:

  • Monday 4/30- Period 3
  • Tuesday 5/1- Period 4
  • Wednesday 5/2- Period 2
  • Thursday 5/3- Period 6
  • Friday 5/4- Period 7

Wednesday, 4/18/18- A Day

Question:

Why do heavier objects sometimes float and lighter objects sometimes sink?

Learning Tasks:

  1. Do Now– Get out your science notebook and add to your Table of Contents- “Sinking & Floating Solids p.63” (Right Side). Head page 63 properly with “Sinking & Floating- Solids-4/18/18.” Complete your Voice Finder from yesterday.
  2. Review HW– Take It Further (Question 9) handout
  3. Demonstration- Candle and Clay- Record your demonstration observations on ISN p. 63.