Monday, 11/11/19- A Day

Focus Question:

How does a lid affect what happens to the liquid in the cup?

Learning Tasks:

1. Do Now– Get out your ISN and add to the Table of Contents- “Evaporation” p.35 (Right Side). Head p.35 properly with “Evaporation- 11/11/19.″
2. Model– Pass out “Manipulative Mat for a Model of Matter at the Surface of a Liquid” handout and a bag of blue & some yellow chips to each partner. We’re going to develop a model together to show what is happening to the water that explains why the mass of the system decreases and why the water level drops over time. Take one blue chip and place it in the key. Label the chip as the smallest particle of water (in this case, a molecule). Particles are pieces of matter that are too small to see. Lay out the rest of the blue chips as they might look at the surface of the water if we zoomed in. How could you use the chips to show why the mass of the system and the level of the water starts dropping over time. How would you show where the matter is going? Show this with your model. We also need to represent air which is also made of particles but they are more widely spaced apart than in a liquid. Use the yellow chips to update your key and add air above the water.
3. Scientific Language Key Word/Concept– Add the scientific language keyword/concept, definition, illustration, and examples to ISN p.35.
4. Driving Question Summary Table– Update the DQST on ISN p.22-23 for the Cup Lid Labs on ISN pgs. 30-33.

Monday, 10/27/19- A Day

Focus Question:

How are the cup features that keep things cold the same or different for keeping things hot?

Learning Tasks:

1. Do Now– Copy down today’s home learning task in your planner. Get out your ISN and open it to page 22. Write the Focus Question “How are the cup features that keep things cold the same or different for keeping things warm?” in the first column under “Activity.”
2. Driving Question Summary Table– Share best performing & worst performing cup models from ISN p.28. (6 min.) Update the DQST on ISN p.22-23 for the Hot Water Test on ISN pgs. 28-29. (6 min.)
3. Plan an Investigation to test the lid– Based on the hot and cold cup tests, we’ve identified certain cups with features that we think are important for keeping liquids hot or cold. For example, we saw how cups with lids were better able to keep liquids hot and cold than cups without lids. Turn & Talk- What evidence do we already have to support the importance of the lid in helping to keep liquids hot or cold? What additional evidence would we need to collect to help us understand how and why cups with lids were better able to keep things hot or cold? What are some things that we need to keep in mind when designing our investigations? Plan investigation about the lid’s role using Investigation Plan handout. Work on the investigation question together. Develope vocabulary for variables. Develop an investigation plan for the lid in pairs. Facilitate whole group agreement on variables & procedures.

Home Learning:

ISN’s due this week! Period 1 due today, Period 3 due tomorrow, Period 4 due on Wed., Period 6 due on Thur., Period 7 due on Fri.

Tuesday, 10/22/19- A Day

Focus Question:

What cup features seem most important for keeping a drink cold?

Learning Tasks:

1. Do Now– Copy down today’s home learning task in your planner. Get out your ISN and open it to page 22. Write the Focus Question “What cup features seem most important for keeping a drink cold?” in the first column under “Activity.”
2. Driving Question Summary Table– Complete the DQST on pages 22-23 for the Cup Features Investigation on ISN pgs. 26-27.
3. Self-Reflection for ISN- MP 1

Home Learning:

Self Reflection on ISN MP1 due Friday, 10/25 (See Assignment #006 under Today topic in Classwork tab in Google Classroom.)

Monday, 10/14/19- A Day

Focus Question:

What cup features seem most important for keeping a drink cold?

Learning Tasks:

1. New seats!
2. Do Now– Copy down today’s home learning task in your planner. Get out your ISN and add to the Table of Contents- “DQST” p.22 and “DQST” p.24 (LEFT SIDE) AND “DQST” p.23 and “DQST p.25 (RIGHT SIDE). Do not put a heading on these pages! If you want to be a Greeter for the class, please see Mrs. Vigliotti.
3. Ideas for Investigation– You wrote your idea for an investigation in Google Classroom. Turn and talk to your partner to share your idea for an investigation. Share your ideas with the whole class and we’ll record them on a class chart. We can change this poster as we proceed through the unit so please jot down any new ideas or message me through Google Classroom.
4. Driving Question Summary Table– Set up the DQST on ISN pages 22-25 for the driving question: How can containers keep stuff from warming up or cooling down?

Home Learning:

Final Call for Ideas for Investigation (#005) posted under TODAY topic in Classwork tab of Google Classroom

Tuesday, 10/8/19- A 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 Phenomena” p.21 (Right Side). Head p.21 properly with “Related Phenomena-10/8/19.″
2. Identify Related Phenomena– Review the other systems that keep something inside them the same temperature (HW Questions from Google Classroom Question #003.) What kinds of systems or objects can maintain the temperature of the stuff inside them without using electricity? How do these things work? Develop a Related Phenomena chart and record this chart on ISN p.21.
3. Related Systems Model– Pick 1 item from the Related Phenomena poster. On ISN p.20, draw a model to explain how you think the item works to keep something inside it cold or warm. A few student scientists will share their models with the projector. How do the cups and these related systems work to keep things cold or hot? What different mechanisms cause the thing inside to warm up or cool down? What patterns are there in structural features that seem to be important for slowing or stopping temperature change?
4. Driving Question Board (DQB)– Ask “How” and “Why” questions to figure out how & why the fancy cup and related systems work to maintain the temperature of the stuff inside them. Turn and talk to brainstorm a couple of how and why questions about the cup systems or about a pattern you observed when looking at the related phenomena. Write one question on a notecard in marker, big & bold. Put your initials on back in pencil. The questions should be ones that can be answered through investigation and will help explain how things work the way they do.

Home Learning

Ideas for Investigation (#005) posted under TODAY topic in Classwork tab of Google Classroom due by Friday 10/11