Thursday, 1/2/20- B Day

Focus Question:

Why do particles move more in hot substances?

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- “Explanation p.48″ (Left Side). Head p.48 with “Hot & Cold Liquid-Explanation-1/2/20.
2. Write-Pair-Share– Now we know that liquid particles move around freely at different speeds and that particles in cold liquid move slower, so they have more kinetic energy. And particles in a warm liquid move faster so they have more kinetic energy. Let’s consider gases: On ISN p.48, answer the following questions- Do particles in a gas move around like particles in a liquid? What can we expect if we spray perfume at one side of the room? If it was a hot day, how would the speed at which we smelled the perfume change? What about a very cold day? What about solids? Do solid particles move around like liquid & gas particles?
3. Model & Explanation– Revise the models on ISN p.46 to include kinetic energy. As a class, construct a model on the model template. Then, construct an explanation below the model using the given sentence frames. Tape the model & explanation as a flip page to ISN p.48.

Home Learning:

ISN’s due next week: Period 7 due on Monday 1/6, Period 6 due Tuesday 1/7, Period 3 due Wednesday, 1/8, Period 4 due Thursday 1/9. and Period 1 due Friday, 1/10.

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

Focus Question:

What is the difference between warmer and colder substances? Why do particles move more in hot substances?

Learning Tasks:

1. Do Now– Please get out your ISN. Add to the Table of Contents: “Simulation p.49”
   (Right Side). Head p.49 properly with “Hot & Cold Simulation-12/19/19.”
2. Model– What is the difference between a cold and a hot liquid? Use the information from the dissolving candy video, the Food Coloring Lab, and the reading. Then, on a flip page, draw what you think the particles are doing in cold water and as the water warms up to room temperature water. Compare models with a classmate. Generate ideas about the class representation of particle movement. Tape your flip page and the reading on James Joule’s experiment to ISN p.46.
3. Simulation– Use this simulation to see what is happening at the particle level. Make a Notice-Wonder T-chart on ISN p.49. Make observations of the simulation and record your observations & questions in your Notice-Wonder T-chart. Share as a full class. Drawing on evidence from the Food Coloring Lab, the peppermint candy video, the reading about Joule, and this simulation, what can we summarize about the differences between particles in cold, warm, and hot liquids? Record the scientific language key term on ISN p.49: kinetic energy = how fast or slow particles move; the energy of motion. Answer the following questions on ISN p.49: In the simulation, which particles had the most kinetic energy? Which particles had the least kinetic energy?
4. Videos– Another Reason to Spike That Eggnog Science Friday, Reasons for the Seasons TED-Ed, Snowflake Safari and Growing Snowflakes in a Bottle Science Friday’s, The Science of Snowflakes, and The Chemistry of Snowflakes Bytesize Chemistry

Wednesday, 12/18/19- B Day- Block Schedule- Periods 1, 3, 5, & 7

Focus Question:

What is the difference between warmer and colder substances? Why do particles move more in hot substances?

Learning Tasks:

1. Do Now– Please get out your ISN. Add to the Table of Contents: “Simulation p.49”
   (Right Side). Head p.49 properly with “Hot & Cold Simulation-12/18/19.”
2. Model– What is the difference between a cold and a hot liquid? Use the information from the dissolving candy video, the Food Coloring Lab, and the reading. Then, on a flip page, draw what you think the particles are doing in cold water and as the water warms up to room temperature water. Compare models with a classmate. Generate ideas about the class representation of particle movement. Tape your flip page and the reading on James Joule’s experiment to ISN p.46.
3. Simulation– Use this simulation to see what is happening at the particle level. Make a Notice-Wonder T-chart on ISN p.49. Make observations of the simulation and record your observations & questions in your Notice-Wonder T-chart. Share as a full class. Drawing on evidence from the Food Coloring Lab, the peppermint candy video, the reading about Joule, and this simulation, what can we summarize about the differences between particles in cold, warm, and hot liquids? Record the scientific language key term on ISN p.49: kinetic energy = how fast or slow particles move; the energy of motion. Answer the following questions on ISN p.49: In the simulation, which particles had the most kinetic energy? Which particles had the least kinetic energy?
4. Videos– Another Reason to Spike That Eggnog Science Friday, Reasons for the Seasons TED-Ed, Snowflake Safari and Growing Snowflakes in a Bottle Science Friday’s, The Science of Snowflakes, and The Chemistry of Snowflakes Bytesize Chemistry

Monday, 12/16/19- B Day

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: “Hot vs Cold p.46″ (Left Side). Head p.46 properly with “Hot vs Cold–12/16/19.”
2. Investigation– Review observations from the Food Coloring Lab through a Write-Pair-Share on ISN p.46. What is the difference between something that is cold versus something that is hot? Tape “Hot vs Cold” handout as a flip page to ISN p.47.
3. Close Reading– James Joule’s Experiment- Use close reading strategies to read the reading on James Joule’s Experiment. Tape the reading as a flip page to ISN p.46.

Thursday, 12/5/19- B Day- Block Schedule- Periods 2, 4, 6, & 8

Focus Question:

How does the cup surface affect how light warms up liquids?

Learning Tasks:

1. Do Now– Copy down today’s Home Learning Task in your planner. Get out your ISN and open it to page 42.
2. Light & Temperature Analysis– Answer the following questions on ISN p.42: How does the amount of transmitted light affect the water’s temperature? How does the amount of reflected light affect the water’s temperature? Where does the rest of the light go if it doesn’t transmit through or reflect off the cup walls? Does this light affect the water temperature in some way?
3. Model Temperature Change– Develop models to explain why the water warmed up differently in cups with different walls.
4. Driving Question Summary Table– Update the DQST on ISN p.22-23 for the Light’s Effect Lab on ISN pgs. 42-43.

Home Learning:

Opportunity for re-do is tomorrow, 12/6
Anyone with IM (initial mastery) or NM (nonmastery) must redo.
Anyone with M (mastery) has the option to redo.