Tuesday, 1/28/2020- A Day

Focus Question:

How does a sound source make something like this happen?

Learning Tasks:

  1. Do Now– Please get out your ISN and copy down today’s Home Learning in your planner. Add to the Table of Contents- “Anchoring Phenomenon p.55 (Right Side). Head p.55 with “Anchoring Phenomenon-1/28/2020.”
  2. Explore Anchoring Phenomenon What do we notice? Make observations of a video of a truck playing loud music. Record what you notice and wonder about the video in the T-chart. Share noticings & wonderings in pairs.
  3. Make observations of a speaker making sounds– What do we notice? From the video, we noticed that the sound source has something to do with a speaker in a truck. Let’s take a closer look at a speaker making sound up close. Record what you notice and wonder about the speaker making sounds on a new T-chart. Keep in mind what the speaker is doing when it makes sound and what is happening while the speaker is making sounds. Then, compare the speaker apparatus to what happened in the truck video on the Comparison organizer.
  4. Initial Ideas Discussion– Build a class record of observations of the video of the truck speaker & the window and the speaker apparatus making sound with a whole class discussion. Tape the T-charts to ISN p.55.

Home Learning:

  • Complete Sound Waves Unit Cover Page ISN p.53 for Friday, 1/31
  • Changes of State HyperDoc- Yellow Explore section- due Wed. 1/29/Thurs. 1/30

Thursday, 12/12/19- A Day- Block Schedule- Periods 2, 4, 6, & 8

Focus Question:

What is the difference between warmer and colder substances?

Learning Tasks:

  1. Do Now– Please get out your ISN. Add to the Table of Contents: “Heat/Cold Analysis p.44″ (Left Side). Head p.44 properly with “Heat/Cold Analysis–12/12/19.”
  2. Review Data Analysis/Conclusions– What patterns do you notice in the data? What patterns do you notice about the final temperature measurements? What happens when you increase the temperature difference between the water inside the cup and outside the cup? Tape “Data Set and Analysis: Heat or Cold Across the Cup Wall” handout as a flip page to ISN p.44.
  3. Initial Ideas & Predictions– Hot vs Cold- Work with your partner to answer the questions on the “Hot vs Cold- Initial Ideas & Predictions” handout.
  4. Video Demonstration– Set up ISN p.47 with a Notice and Wonder T-chart. Watch the “Peppermint Candy in Different” video. Record what you notice and wonder on the chart.

Wednesday, 12/11/19- A Day- Block Schedule- Periods 1, 3, 5, & 7

Focus Question:

What is the difference between warmer and colder substances?

Learning Tasks:

  1. Do Now– Please get out your ISN. Add to the Table of Contents: “Heat/Cold Analysis p.44″ (Left Side). Head p.44 properly with “Heat/Cold Analysis–12/11/19.”
  2. Review Data Analysis/Conclusions– What patterns do you notice in the data? What patterns do you notice about the final temperature measurements? What happens when you increase the temperature difference between the water inside the cup and outside the cup? Tape “Data Set and Analysis: Heat or Cold Across the Cup Wall” handout as a flip page to ISN p.44.
  3. Initial Ideas & Predictions– Hot vs Cold- Work with your partner to answer the questions on the “Hot vs Cold- Initial Ideas & Predictions” handout.
  4. Video Demonstration– Set up ISN p.47 with a Notice and Wonder T-chart. Watch the “Peppermint Candy in Different” video. Record what you notice and wonder on the chart.

Wednesday, 10/24/18- A Day- Block Schedule Periods 1, 3, 5, & 7

Lesson Question

What’s happening to the drink as it warms up?

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- “Lab Diagram” p.24 (Left Side). Head p.24 properly with “Lab Diagram-Warming Up-10/24/18″.
  2. Initial Ideas Discussion– Share our observations of what we saw by describing those observations clearly. Make sure we saw similar things and see if anyone noticed something different from other groups. Each group share an observation. Then share explanations for how & why food coloring moved in water & why it moved differently.
  3. Lab Diagram & Scientific Language Key Term– Set up ISN p.24. Draw zoomed-in bubbles to use as a model. Observe the Heating and Cooling a Liquid simulation. It may help us explain our food coloring observations. Think about how to draw particles and how to represent different kinds of motion of particles. Water is made of the same type of particle, so how is warm water different than cold water? Model these differences in your zoomed-in bubble. Introduce key term- kinetic energy. Add definition on ISN p.24.
  4. Brain Break Video SegmentCan You Trust Your Eyes?, Can You Trust Your Ears?Will This Trick Your Ears?
  5. Set up Index– Count back 6 pages from end. Label first of those pages on top- Index. Draw a cross with a ruler to separate each page into 4 boxes. There should be 24 boxes. Label each box with a letter of the alphabet. Double up Q/R and X/Y. There should be one letter for each box with the exception of Q/R and X/Y. Now you are ready to enter the vocabulary word- Kinetic Energy p.24.
  6. Self-Reflection for ISN- MP1– Go to your Google Classroom for this task.
  7. Exit Tweet– What’s happening to the drink as it warms up?

Home Learning

ISN Self-Reflection in Google Classroom is due on Friday, 10/26

Tuesday, 10/23/18- B Day

Remember: As long as you act like a scientist when we do science, you will be treated like a scientist and conduct investigations. If not, you get to watch the rest of us do science.

Lesson Question

What’s happening to the drink as it warms up?

Learning Tasks

  1. Do Now– Copy down today’s homework assignment in your planner. Get out your ISN and open to p.25.
  2. Investigation– What happens to the drink as it warms up? Review procedure- Using cold, room temperature, & warm water, measure 200mL of each and pour into the corresponding beakers. Working in a group of 3, add one drop of the same food coloring to each cup and make observations. Record your observations on ISN p.25 in two ways: (1) visually using colored pencils on a lab diagram and (2) with written descriptions of what you see. Before beginning lab, review Science Safety Regulations and complete Lab Safety Checklist- Before You Begin. Also review Group Member Responsibilities.
  3. Making Sense Questions– After recording your observations & cleaning up, complete Lab Safety Checklist- After Lab Is Completed. Also, answer the following questions on a flip page to ISN p.25- What did we observe in each cup? What caused the food coloring to spread out? What was different about the cold water and the warm water? What caused these differences?