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

Wednesday, 12/19/18- B 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– Copy down today’s homework assignment in your planner. Open your ISN and add to the Table of Contents- “Air vs Liquid Test” p.40 (Left Side). Head p.40 properly with “Air vs Liquid Test- 12/19/18.″
  2. Turn and Talk– Last time we examined materials closely and found some interesting patterns that could help us explain why certain materials are better than others at keeping the drink cold. What was the pattern we observed about the materials that performed best? What was the pattern we observed about the materials that performed the worst?
  3. Demonstration- Air vs Liquid Test– Set up ISN p.40 with the question “How do cups made from materials with air in them minimize energy transfer? Draw the demonstration setup and data table. Record temperature in data table every minute for 5 minutes. Work with your partner to develop an initial explanation for the differences in the data. Write the initial explanation in the space below your data table on ISN p.40.
  4. Brain BreakYet Another Reason to Spike That Eggnog
  5. Individual Model– Remember: the purpose of building an individual model is to gather your initial thinking. Imagine putting the cup of very cold water into something solid at room temperature. Then imagine putting it into a liquid at room temperature. Then imagine keeping it in the room temperature air (gas). Your models need to zoom in to show energy transfer through particle collisions in each of those three examples. Draw your models on the Lesson 7 Student handout.
  6. Notebook Work– Tape the Section B/C/D handout as flip page to ISN p.36. Tape the Lesson 7: Student Handout as flip page to ISN p.40.

Tuesday, 12/4/18- A Day- Acting Workshop & Play Periods 3 & 4

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 page 34. Turn to your partner and share your individual revised model. Compare and contrast the two models. How are they alike? How are they different?
  2. Educational VideosEureka! Conduction, How Do Wetsuits Keep You Warm?, Can Humans Really Feel Temperature?
  3. Complete Group Model– Look at our class consensus model for how a drink warms up in a regular cup. With your Cold Cup Design Challenge group, model how you now think the drink in the cup is warming up.

Monday, 12/3/18- 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 page 34. Read the definition of conduction. Now turn to your partner and give an example of conduction by touching something and it feels hot or cold.
  2. Scientists’ Circle– What have we figured out that will help us answer the unit question- “How can we design a cup to keep a drink cold?” Look back at the questions posted on the Driving Question Board (DQB). What questions can we answer now? Remove a notecard of a question that has been addressed. How was the question addressed? What are we still wondering about the cold drink warming up in the cup? What else do we need to know in order to complete our design challenge? Add any new question to the DQB.
  3. Modeling Hot and Cold– What are some examples of conduction from our own experiences? Think about times you’ve touched something and it feels hot or it feels cold. When you touch something and it feels hot or it feels cold, the particles from the object and the particles of your hand are colliding. What can we say about conduction when something feels hot? How is it different when something feels cold? Let’s model these ideas! On ISN p.37, draw two models to help explain what is happening to your hands to experience hot or cold. Draw a diagram on the top half for what is happening on a particle scale when you touch something hot like a pot from the stove. Share your model with your partner and then revise, if necessary. Then draw a diagram on the bottom half for what is happening on a particle scale when you touch something cold like an ice cube. Share your mode with your partner then revise.