# 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?

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, 1/23/19- A Day- Block Schedule Periods 1, 3, 5, & 7

Lesson Question

How can we model energy transfer into a cold drink?

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, 1/17/19- B Day

Lesson Question

How is energy getting into the cup, if not from collisions with air?

1. Do Now– Get out your ISN and open to page 42. Check your data table. What did you figure out from the data? Did you figure out how to minimize energy transfer by blocking waves from carrying energy into the cup?
2. Blocking Energy Investigation– Summarize what you did and figured out on poster for curated gallery walk. Poster should include the following elements: 1.) Question at the top 2.) Description of experiment 3.) Copy of data table 4.) What you figured out from the data. You do not need to copy all procedures & materials onto the poster. You are encouraged to draw diagrams to illustrate what you did and what you figured out.
3. Gallery Walk– Walk from poster to poster as a whole group. At each poster, each group will spend two minutes presenting their poster and two minutes asking questions. Discuss the following questions: What did we figure out from this experiment about the movement of energy? Did these results match your predictions? What surprised you about these results? Which condition resulted in the greatest amount of energy being transmitted into the cold drink? Why do you think that is?
4. Video Segment- Heat Transfer- Crash Course
5. Blocking Energy Diagram– On a separate piece of paper, draw the diagrams shown on the board.

# Wednesday, 1/16/19- A Day- Block Schedule Periods 1, 3, 5, & 7

Lesson Question

How is energy getting into the cup, if not from collisions with air?

1. Do Now– Get out your ISN and open to page 42. Check your data table. What did you figure out from the data? Did you figure out how to minimize energy transfer by blocking waves from carrying energy into the cup?
2. Blocking Energy Investigation– Summarize what you did and figured out on poster for curated gallery walk. Poster should include the following elements: 1.) Question at the top 2.) Description of experiment 3.) Copy of data table 4.) What you figured out from the data. You do not need to copy all procedures & materials onto the poster. You are encouraged to draw diagrams to illustrate what you did and what you figured out.
3. Gallery Walk– Walk from poster to poster as a whole group. At each poster, each group will spend two minutes presenting their poster and two minutes asking questions. Discuss the following questions: What did we figure out from this experiment about the movement of energy? Did these results match your predictions? What surprised you about these results? Which condition resulted in the greatest amount of energy being transmitted into the cold drink? Why do you think that is?
4. Video Segment- Heat Transfer- Crash Course
5. Blocking Energy Diagram– On a separate piece of paper, draw the diagrams shown on the board.

# Tuesday, 1/15/19- B Day

Remember: As long as you act like a scientist when we do science, you will be treated like a scientist and conduct investigations. If not, you get to watch the rest of us do science.

Lesson Question

How is energy getting into the cup, if not from collisions with air?