Wednesday, 1/31/18- B Day

Question:

Does temperature affect the speed of particles in a solid?

Learning Tasks:

  1. Do Now- Get out your science notebook and open to page 42-43.
  2. Driving Questions Summary Table– Complete the DQST on ISN pages 36-37 for the Particles in Solid on ISN pages 42-43.
  3. Anchoring Model/Explanation– How can the oobleck be both a liquid and a solid? What did we figure out about the effect of temperature on the movement of particles in a solid with our investigation of the solid metal ball and ring ? How do you think this relates to how oobleck works? Add what we figured out about liquid and solid matter to our model of oobleck.
  4. Period 3- Gallery Walk- You will have 3 minutes to observe each model. As a group, write feedback on 3 sticky notes, one for each prompt:
    3 prompts:
    This model is effective because…(positive feedback)
    Did you consider…(constructive feedback)
    Something I’ve seen in other models is…/Something unique to your model is…
    This is an active investigation, but remember to use inside voices. Once 3 minutes is up and the timer rings, your group will rotate, clockwise, to the next station. This procedure continues until groups have visited all stations and return to the station at which they started. 

 

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Thursday, 1/11/18- A Day

Driving Question:

How do different types of matter get their characteristics?

Learning Tasks:

  1. Do Now- Copy down homework assignment in your planner. Get out your science notebook and open to pages 38. Which inner circle is smaller?
  2. Investigative Phenomenon– Water Balloon Popping in Slow Motion– Complete the model to explaining what is happening in the slow motion video of a water balloon popping.Why do you think the water keeps its shape the moment the balloon is popped? Imagine a drop of water hanging from your finger. How is this similar to the water staying together after the balloon is popped?
  3. Driving Question Summary Table- Complete the DQST on ISN pages 36-37 for the Water Investigation on ISN pages 38-39.

Home Learning:

Complete DQST on ISN pages 36-37

Wednesday, 1/10/18- B Day

Question:

Does water hold together well or come apart easily?

Learning Tasks:

  1. Do Now– Get out your science notebook and open to page 38. Share your Claim Evidence Reasoning (CER) on ISN p.38 with the rest of your cooperative table group.
  2. Review HW- CER on ISN p.38/Trim and tape the procedure as a flip page to page 39.
  3. Scientific Language Notecard– Make a Scientific Language Notecard for the key word molecule. Tape Scientific Language Notecard as a flip to ISN p.39. Enter the key word molecule in the Index.
  4. Investigative Phenomenon– Water Balloon Popping in Slow Motion– Using what you learned about water in the water drop observation and the food coloring in water demonstration, create a model to explain what is happening in the slow motion video of a water balloon popping.

 

Tuesday, 1/9/18- A Day

Question:

Does water hold together well or come apart easily?

Learning Tasks:

  1. Do Now– Copy down your homework assignment in your planner. Get out your science notebook and add to the Table of Contents- “Water Investigation-p.38” (Left Side). Head page 38 properly with “Water Investigation-1/9/18.”
  2. Scientists’ Circle- Bring your ISN and share observations. When you squeezed the drop of water out of the dropper, did the water break apart or did it hold together? When you tilted the wax paper, did the drop split apart or stay together? When you were pulling the drop around the wax paper, did the water seem to hold together or come apart easily? When you tried to split your drop, did the drop separate easily? What happened when the two small drops touched?
  3. Demonstration Food coloring in water- What do you observe? What does this tell you about the particles that make up water?
  4. Model– On ISN page 38, draw a model of water on molecular level based on your observations of the investigation and the demonstration. Make a claim about whether water holds together well or comes apart easily. Support your claim with evidence and reasoning. Observe animation of liquid water molecules and adjust model.

Home Learning

Complete CER on ISN p.38

 

Wednesday, 11/9/16- B Day- Marching Band Presentation Period 4

Core Ideas:

  • Gases and liquids are made of molecules or inert atoms that are moving about relative to each other.
  • In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations.

Learning Activities:

  1. Do Now- Get out your science notebook and open to page 28. Look at your model of water at the particle level and read your conclusion from your observations. Which inner circle is smaller?
  2. Investigative PhenomenonWater Balloon Popping in Slow Motion– Using what you learned about water in the water drop observation and the food coloring in water demonstration, create a model to explain what is happening in the slow motion video of a water balloon popping. Why do you think the water keeps its shape the moment the balloon is popped? Imagine a drop of water hanging from your finger. How is this similar to the water staying together after the balloon is popped? (Write-Pair-Share). Trim and tape your model as a flip page to p.28.

Period 2:

  1. Discussion Share observations (full class). When you squeezed the drop of water out of the dropper, did the water break apart or did it hold together? When you tilted the wax paper, did the drop split apart or stay together? When you were pulling the drop around the wax paper, did the water seem to hold together or come apart easily? When you tried to split your drop, did the drop separate easily? What happened when the two small drops touched?
  2. Demonstration Food coloring in water- What do you observe? What does this tell you about the particles that make up water?
  3. Model– On page 28 of your science notebook, draw a model of water on molecular level based on your observations of the investigation and the demonstration. Make a conclusion about whether water holds together well or comes apart easily and why. Observe animation of liquid water molecules and adjust model. Add key word “molecule” to index.
  4. Investigative PhenomenonWater Balloon Popping in Slow Motion– Using what you learned about water in the water drop observation and the food coloring in water demonstration, create a model to explain what is happening in the slow motion video of a water balloon popping. Why do you think the water keeps its shape the moment the balloon is popped? Imagine a drop of water hanging from your finger. How is this similar to the water staying together after the balloon is popped? (Write-Pair-Share). Trim and tape your model as a flip page to p.28.