Thursday, 1/24/19- B Day- Block Schedule Periods 2, 4, 6, & 8

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 1/24/19.”
  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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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

Thursday, 1/3/19- B Day- Block Schedule Periods 2, 4, 6, & 8

Lesson Question

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

Learning Tasks

  1. Do Now– Get out your ISN and open to ISN p.40. Check whether or not your Lesson 7 Student Handout is taped as a flip page to ISN p.40. Turn to your partner and give one reason you are happy to be back to school!
  2. Scientists’ Circle– Review the question that the model we’re developing is trying to help us answer- “Why do designs with air minimize energy transfer?” Bring your individual models (Flip page to ISNp.40) to Scientists’ Circle. Remember discussion norms and have a Consensus Building discussion in Scientists’ Circle.
  3. Model Tracker– What have we figured out that helps us answer the question “How do cup designs with air minimize energy transfer?” 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).
  4. Brain Break7 Riddles That Will Test Your Brain Power
  5. Retrieval Practice– Practice retrieving the class consensus model and ideas from the Model Tracker by drawing a new model and writing an explanation that answers the question: Why does the new cup work better than the regular cup?

Wednesday, 1/2/19- A 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– Get out your ISN and open to ISN p.40. Check whether or not your Lesson 7 Student Handout is taped as a flip page to ISN p.40. Turn to your partner and give one reason you are happy to be back to school!
  2. Scientists’ Circle– Review the question that the model we’re developing is trying to help us answer- “Why do designs with air minimize energy transfer?” Bring your individual models (Flip page to ISNp.40) to Scientists’ Circle. Remember discussion norms and have a Consensus Building discussion in Scientists’ Circle.
  3. Model Tracker– What have we figured out that helps us answer the question “How do cup designs with air minimize energy transfer?” 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).
  4. Brain Break7 Riddles That Will Test Your Brain Power
  5. Retrieval Practice– Practice retrieving the class consensus model and ideas from the Model Tracker by drawing a new model and writing an explanation that answers the question: Why does the new cup work better than the regular cup?

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).