Thursday, 1/10/19- A Day- Block Schedule Periods 2, 4, 6, & 8

Lesson Question

How is energy getting into the cup, if not from collisions with air?

Learning Tasks

  1. Do Now– Open your ISN and add to the Table of Contents- Lamp Demonstration p.43 (Right Side). Head p.43 properly with “Lamp Demonstration 1/10/19.”
  2. Write-Pair-Share– What did we figure out was missing from our model for energy transfer into the cold drink? On ISN p.43, record the following question:  “How is energy getting into the cup, if not from collisions with air particles? If air is bad at transferring energy through particle collisions, how is energy getting into the cup in the first place?”
  3. Scientific Language Key Word– On ISN p.43, record the definition of Radiation– Energy transfer by invisible waves that carry energy between stuff that isn’t touching. Ex. Between you and a fire, heater, or the sun. Record the term Radiation in the Index in the back of your ISN.
  4. Lamp Demonstration– Observe this demonstration for evidence of radiation. Put your hand a couple feet in front of a lamp with a 100 watt bulb that is turned off. What do you feel? Then turn the bulb on. What do you feel? Diagram radiation from the lamp on ISN p.43. What is happening inside your hand on a particle scale when your hand feels warmer? What do you think is making those particles move faster if air is not colliding with them? How did you represent the invisible waves in your diagrams?
  5. Video Segments– How does a vacuum pump work? Mr. Wizard and What happens if your body is exposed to the vacuum of space? Sci Show
  6. Lamp Analogy Map– On the “Demonstration: The Lamp” student handout, relate the physical model of the lamp to the phenomenon of the Sun in space. Fill in the first row as a class, and then work with your partner to complete the other rows. Then, tape the handout as a flip page to ISN p.43.

Block 8- SEL

  1. Introduction- On a sticky note, list 3 people you admire- someone in the community, a family member, an adult/student in the school, etc.
  2. Word Splash- On your table group, create a Word Splash- a list of words- about the people you admire using words that represent why you admire them.
  3. Video Segment- Inspiring Role Models
  4. Discussion Questions- What are some similarities among all the people you admire? How do personal role models positively influence your life? The people we admire can inspire us. How are you inspired?

Wednesday, 1/9/19- B Day- Block Schedule Periods 1, 3, 5, & 7

Lesson Question

How is energy getting into the cup, if not from collisions with air?

Learning Tasks

  1. Do Now– Open your ISN and add to the Table of Contents- Lamp Demonstration p.43 (Right Side). Head p.43 properly with “Lamp Demonstration 1/9/19.”
  2. Write-Pair-Share– What did we figure out was missing from our model for energy transfer into the cold drink? On ISN p.43, record the following question:  “How is energy getting into the cup, if not from collisions with air particles? If air is bad at transferring energy through particle collisions, how is energy getting into the cup in the first place?”
  3. Scientific Language Key Word– On ISN p.43, record the definition of RadiationEnergy transfer by invisible waves that carry energy between stuff that isn’t touching. Ex. Between you and a fire, heater, or the sun. Record the term Radiation in the Index in the back of your ISN.
  4. Lamp Demonstration– Observe this demonstration for evidence of radiation. Put your hand a couple feet in front of a lamp with a 100 watt bulb that is turned off. What do you feel? Then turn the bulb on. What do you feel? Diagram radiation from the lamp on ISN p.43. What is happening inside your hand on a particle scale when your hand feels warmer? What do you think is making those particles move faster if air is not colliding with them? How did you represent the invisible waves in your diagrams?
  5. Video SegmentsHow does a vacuum pump work? Mr. Wizard and What happens if your body is exposed to the vacuum of space? Sci Show
  6. Lamp Analogy Map– On the “Demonstration: The Lamp” student handout, relate the physical model of the lamp to the phenomenon of the Sun in space. Fill in the first row as a class, and then work with your partner to complete the other rows. Then, tape the handout as a flip page to ISN p.43.

Wednesday, 12/19/18- B Day- Block Schedule Periods 1, 3, 5, & 7

Lesson Question

How do cups made from materials with air in them minimize energy transfer?

Learning Tasks

  1. Do Now– Copy down today’s homework assignment in your planner. Open your ISN and add to the Table of Contents- “Air vs Liquid Test” p.40 (Left Side). Head p.40 properly with “Air vs Liquid Test- 12/19/18.″
  2. Turn and Talk– Last time we examined materials closely and found some interesting patterns that could help us explain why certain materials are better than others at keeping the drink cold. What was the pattern we observed about the materials that performed best? What was the pattern we observed about the materials that performed the worst?
  3. Demonstration- Air vs Liquid Test– Set up ISN p.40 with the question “How do cups made from materials with air in them minimize energy transfer? Draw the demonstration setup and data table. Record temperature in data table every minute for 5 minutes. Work with your partner to develop an initial explanation for the differences in the data. Write the initial explanation in the space below your data table on ISN p.40.
  4. Brain BreakYet Another Reason to Spike That Eggnog
  5. Individual Model– Remember: the purpose of building an individual model is to gather your initial thinking. Imagine putting the cup of very cold water into something solid at room temperature. Then imagine putting it into a liquid at room temperature. Then imagine keeping it in the room temperature air (gas). Your models need to zoom in to show energy transfer through particle collisions in each of those three examples. Draw your models on the Lesson 7 Student handout.
  6. Notebook Work– Tape the Section B/C/D handout as flip page to ISN p.36. Tape the Lesson 7: Student Handout as flip page to ISN p.40.

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.