Monday, 11/26/18- A Day

Learning Question

How does energy transfer into a cold drink when it warms up?

Learning Tasks

  1. Do Now– Get out your ISN and open to pages 18-21. Try to solve the word picture puzzle.
  2. Scientists’ Circle– When we decided to look at the drink warming up, what new things did we figure out about how this happens? Support your new ideas with evidence from class investigations and simulations. Look back in your scientist’s notebook! Summarize the big questions we’ve been working on and pose the question “How does energy transfer into a cold drink when it warms up?” Remember that we have data on how energy transfers between the water in the cup and the air outside of the cup. Analyze the class data by sharing what you notice about patterns in the data and what they might mean. What do you notice when the hot water was inside the cup? What do you notice when the cold water was inside the cup? What do you notice when the room temperature water was inside the cup? For each instance, what was the KE of the particles like at the beginning compared to the end and where did the energy go? When energy was moving between two substances? When was energy not moving? Why does the energy not move when the temperatures are the same? How do you know this? Which way did energy flow when there was a temperature difference? How do you know? How does our class data support our claims? Can energy ever flow from something cold to something hot?
  3. Model Tracker– What have we figured out that helps us answer the question “How does energy transfer into a cold drink when it warms up? What rule about the direction of energy flow did we figure out? Add to the Model Tracker on ISN pages 18-19 (or continue to pages 20-21).
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Monday, 11/19/18- B Day

Lesson Question

Where does the energy come from when a cold drink warms up?

Lesson Tasks

  1. Do Now– Get out your ISN and add to the Table of Contents- “Class Data” p.32 (Left Side). Head p.32 properly with “Class Data-11/19/18.″
  2. Class Data Table– Calculate the change in temperature of hot water, cold water, and room temperature water in each cup. Share your data on the class chart and average data for groups testing similar cups.
  3. Scientists’ Circle- Bring your ISN to Scientists’ Circle. Do we have enough evidence to answer this question: Where does the energy come from when a cold drink warms up? What evidence do we have from this investigation to help us answer the question?
  4. Model Tracker– What new idea can we add to the Model Tracker? How do particles transfer energy? Which particle loses energy and which gains energy? Add to the Model Tracker on ISN pages 18-19 (or continue to pages 20-21).
  5. Summary– Use your new insights about particle collisions to discuss how energy is getting into the cup. Answer the following questions on ISNp.30: Using our new ideas about collisions, how is energy getting into the cup? Will energy always transfer into the cup? Can energy from the cup transfer out into the world this way, too? What evidence do you have from your experiences that energy can move out of the cup?

Friday, 11/16/18- A Day- Delayed Opening

Lesson Question

Where does the energy come from when a cold drink warms up?

Lesson Tasks

  1. Do Now/New seats/new Greeters– Science Joke of the Week: Do you know what I think about the Theory of Relativity?
  2. Science FridayFor the Love of Lichen
  3. How’s It Going Survey– Please complete the Google Form posted in Google Classroom. It is a first marking period survey to ask you, my student scientists, how things are going in science class. You can say whatever you want and your name is not on the survey. This is to help me learn what is and isn’t working in the classroom so that I can grow as a teacher. Please respond to the questions honestly. There is power in using your voice as it will help me change my instruction and become a better teacher!

Tuesday, 11/13/18- B Day

Lesson Question

Where does the energy come from when a cold drink warms up?

Learning Tasks

  1. Do Now– Get out your ISN and open to p.31. Turn & Talk: What did the collisions game with the coins tell you about how energy is transferred?
  2. Collisions Game– This game modeled how particles bumping into each other may transfer energy. Answer the questions on ISN p.31, complete the Analogy Map handout, and tape the Analogy Map handout as a flip page to ISN p.31.
  3. Summary– Use your new insights about particle collisions to discuss how energy is getting into the cup. Answer the following questions on ISNp.30: Using our new ideas about collisions, how is energy getting into the cup? Will energy always transfer into the cup? Can energy from the cup transfer out into the world this way, too? What evidence do you have from your experiences that energy can move out of the cup?

 

Thursday, 11/8/18- A Day- Block Schedule Periods 2, 4, 6, & 8

Lesson Question

Where does the energy come from when a cold drink warms up?

Learning Tasks

  1. Do Now– Get out your ISN and add to the Table of Contents- “Collisions Game” p.31 (Right Side). Head p.31 properly with “Collisions Game-11/8/18.″
  2. Write Pair Share– Some of you noticed that the particles on the simulation were different colors and that when one particle hit another particle, it changed colors. When the simulation began, there were two things with different temperatures. But after a while, temperature changed for both of them, like it was becoming more equal. Let’s think more about what temperature is measuring. Answer the following questions on ISNp.28: Did every particle in the simulations have the same amount of kinetic energy? How could you tell? If the particles in a sample all have different kinetic energy, how can the sample have only one temperature? If water in a cup is all one temperature, what does this mean about the kinetic energy of all the particles in the water? How is temperature our measure for energy?
  3. Simulation– So a warm temperature means particles have more kinetic energy and cold temperature means less kinetic energy, yet particles in the same temperature water may not have all have the same kinetic energy. Let’s check out another simulation to be sure we get this and further define temperature. This simulation shows one substance, a gas, on a particle level at three different temperatures- hot, cold, and room-temperature. How does this simulation provide evidence for what we know about temperature and particle movement? Add Temperature pages 28-29 to the Index in your ISN.
  4. Model Tracker– Now that we figured out some interesting things about temperature, let’s update the Model Tracker on ISN pages 18-19 (or continue to pages 20-21). We still need to investigate where this energy that gets into our cup comes from. Any ideas how energy can move from one thing to another?
  5. Brain Break– A Mystery: Why We Can’t Walk Straight
  6. Collisions Game– We figured out that not all particles move at the same speed and temperature is the measure of the average speed or kinetic energy of the particles. We still need to figure out how energy might move between substances. What are some ways? This game will give us a chance to see how particles bumping into each other may transfer energy as the game functions as a model. Complete the Collisions Game: Analogy Map handout before playing. Then, follow the How to Play the Collision Game directions handout. Finally, answer the questions on ISN p.31.

SEL Lesson

  1. Introduction/Discussion Questions
  2. Video Segments- Cliques and Stereotypes and Remember the Titans- Teamwork
  3. Graffiti Activity