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

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Friday, 1/4/19- A Day

Lesson Question

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

Learning Tasks

  1. Do NowGet out your ISN and open to your Model Tracker (ISN pages 28-32). Turn to the person who sits next to you and discuss the question: Why does the new cup work better than the regular cup?
  2. Science FridayDiscovering the Past Through Dino Poop
  3. Driving Question Board (DQB)– What questions can we answer now? What are we still wondering about? We figured out that air does not do a good job transferring energy into the drink, but the drink inside the new cup eventually gets warm. Is there another way to transfer energy that can help us explain how the drink is warming up?
  4. Assessment– Use the class consensus model and ideas from the Model Tracker to draw a new model and write an explanation that answers the question: Why does the new cup work better than the regular cup?

Thursday, 10/18/18- A Day- Block Schedule Periods 2, 4, 6, & 8

Question:

How can we design a cup to keep a drink cold?

Learning Tasks:

  1. Do Now– Invent your own superhero. Advise a person who wants to become a superhero. What ideas do you have for a name, outfit, logo, superpower, gadgets, transportation, etc? Write a step-by-step guide for how to become a superhero.
  2. Cold Cup Challenge Introduction (Turn & Talk)– Your goal is to make a regular plastic cup better at keeping a drink cold. Turn & talk to share ideas for materials & design.
  3. Cold Cup Challenge Initial Design– You will work in groups of 3 and have the following different materials to use (felt, cotton, cardboard, foil, etc.). You are welcome to bring supplies from home that are pre-approved by teacher & parents & agreed upon by your design group. In ISN p.22, diagram an initial design and ask questions you could investigate to find answers that will help your design. You do not need to agree on a design right now.
  4. Brain Break Video Segment– You Can’t See This and How Optical Illusions Trick Your Brain
  5. Driving Question Board (DQB)– Look back on the questions on ISN p.17 (“What We Wonder”) and on p.22, as well as any questions that came to you while you worked on the Initial Model. Choose the most compelling or interesting question and write it on an index card, big and bold, using the colored marker assigned to your class. These are the questions that it is our mission to answer! Share the question and organize it on the DQB in the following categories: What’s going on when something warms up or cools down, How the cup influences warming up or cooling down, other design features of cups that we need to know about.
  6. Ideas for Investigation– Jot down new ideas for investigations based on the DQB. For example, think of an investigation that we can do to figure out the answer to the question- What do you think is different about cold water compared to warmed water? Or consider what part of the model makes the more sense to explore first and why?
  7. Exit Tweet– Something is happening to the water in the cold drink when it warms up. More of this is happening in the thin plastic cup and less in the thick plastic cup. Why is the new cup better than the regular cup?

Wednesday, 10/17/18- B Day- Block Schedule Periods 1, 3, 5, & 7

Question:

How can we design a cup to keep a drink cold?

Learning Tasks:

  1. Do NowInvent your own superhero. Advise a person who wants to become a superhero. What ideas do you have for a name, outfit, logo, superpower, gadgets, transportation, etc? Write a step-by-step guide for how to become a superhero.
  2. Cold Cup Challenge Introduction (Turn & Talk)– Your goal is to make a regular plastic cup better at keeping a drink cold. Turn & talk to share ideas for materials & design.
  3. Cold Cup Challenge Initial Design– You will work in groups of 3 and have the following different materials to use (felt, cotton, cardboard, foil, etc.). You are welcome to bring supplies from home that are pre-approved by teacher & parents & agreed upon by your design group. In ISN p.22, diagram an initial design and ask questions you could investigate to find answers that will help your design. You do not need to agree on a design right now.
  4. Brain Break Video SegmentYou Can’t See This and How Optical Illusions Trick Your Brain
  5. Driving Question Board (DQB)– Look back on the questions on ISN p.17 (“What We Wonder”) and on p.22, as well as any questions that came to you while you worked on the Initial Model. Choose the most compelling or interesting question and write it on an index card, big and bold, using the colored marker assigned to your class. These are the questions that it is our mission to answer! Share the question and organize it on the DQB in the following categories: What’s going on when something warms up or cools down, How the cup influences warming up or cooling down, other design features of cups that we need to know about.
  6. Ideas for Investigation– Jot down new ideas for investigations based on the DQB. For example, think of an investigation that we can do to figure out the answer to the question- What do you think is different about cold water compared to warmed water? Or consider what part of the model makes the more sense to explore first and why?
  7. Exit Tweet– Something is happening to the water in the cold drink when it warms up. More of this is happening in the thin plastic cup and less in the thick plastic cup. Why is the new cup better than the regular cup?