Tag Archives: model

Initial Consensus Models

Here are our initial explanations about what happened that made the water in the regular cup warm up faster than the water in the fancy cup. Do our explanations agree? Upon what do we disagree?

Advertisements

Monday, 10/7/19- B 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 Systems Model” p.20 (Left Side). Head p.20 properly with “Related Systems Model-10/7/19.″
  2. Conclusions– Write-Pair-Share- On the flip page, write a conclusion in response to the claim that the fancy cup keeps the drink colder for longer. Use the temperature data and other observational data as evidence. Tape the flip page to ISN p.18.
  3. Scientists’ Circle– Consensus Discussion & Model- Review discussion norms & communicating in scientific ways sentence starters on ISNp.7. Bring your ISN to Scientists’ Circle and open to your model on p.18. Share your cup system model with a shoulder partner. Have a consensus discussion about the cup systems to develop an initial class consensus model to explain what happened that made the water in the regular cup warm up faster than the water in the fancy cup. Do our explanations agree?

Home Learning

Consensus Discussion Exit Ticket in Classwork Tab of Google Classroom under TODAY topic (#004)

Thursday, 10/3/19- A Day- Block Schedule Periods 2, 4, 6, & 8

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- “Cold Cup Model” p.18 (Left Side). Head p.18 properly with “Cold Cup Model-10/3/19.″
  2. Investigation– Cold Cup Test- Pour equal amounts of ice-cold water into each cup. Place a thermometer in each cup and the lid on each cup. Take & record the temperature in the data table on ISN p.19 every 10 minutes. While waiting, make visual observations of the cups. Brainstorm through a discussion of what is similar & different between the two cups & what this makes us wonder about how the cups work. Record this in a Similar, Different, Makes Us Wonder chart.
  3. System Model– Turn & Talk: What are the parts of each cup system? What does each part do in the system? How do the parts work together to keep a drink cold? As a full class, brainstorm a list of the important parts of the cup system. On ISN p.18, draw systems models for the regular cup and the fancy cup.

Home Learning:

  • Complete your Thermal Energy Transfer Unit Cover Page on ISN p.17 due on tomorrow 10/4
  • Question in Today topic of Classwork tab in Google Classroom

Wednesday, 10/2/19- A Day- Block Schedule Periods 1, 3, 5, & 7

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- “Cold Cup Model” p.18 (Left Side). Head p.18 properly with “Cold Cup Model-10/2/19.″
  2. Investigation– Cold Cup Test- Pour equal amounts of ice-cold water into each cup. Place a thermometer in each cup and the lid on each cup. Take & record the temperature in the data table on ISN p.19 every 10 minutes. While waiting, make visual observations of the cups. Brainstorm through a discussion of what is similar & different between the two cups & what this makes us wonder about how the cups work. Record this in a Similar, Different, Makes Us Wonder chart.
  3. System Model– Turn & Talk: What are the parts of each cup system? What does each part do in the system? How do the parts work together to keep a drink cold? As a full class, brainstorm a list of the important parts of the cup system. On ISN p.18, draw systems models for the regular cup and the fancy cup.

Home Learning:

  • Complete your Thermal Energy Transfer Unit Cover Page on ISN p.17 due on Friday 10/4
  • Question in Today topic of Classwork tab in Google Classroom

Tuesday, 4/23/19- B Day

Lesson Question:

What happens when objects collide? How can we design a crash protection device to absorb enough energy during a car crash to save lives?

Learning Tasks:

  1. Do Now– Get out your signed field trip permission form. How will the vehicles react in the following situation? Write your name and your answer on the piece of paper. Two cars of equal mass and moving at the same speed collide head-to-head.
  2. Reading Comprehension– “Air Pressure” ReadWorks article- In preparation for our field trip to the New England Air Museum, we’re going to learn a little about flight. To understand how flight works, we have to take a look again at air, something that we investigated when we studied about matter. And when looking at air, and more specifically air pressure, we are also taking a look at collisions. So keep in mind what we’ve been learning about speed, velocity, acceleration, and momentum as we read about the collisions of air particles.

Home Learning:

  • Motion Summative Assessment on Friday, 4/26– STUDY ISN pages 47-59
  • Get Field Trip Permission Form signed- due Friday, 4/26