18- B Day

Question:

Does temperature affect the speed of particles in a solid?

Learning Tasks:

Do Now- Get out your science notebook and open to pages 42-43. Discuss with your cooperative table group:How does temperature affect the particles in a solid? How are the particles in a solid the same as particles in a liquid? How are they different?
Model/CER– Complete ISN p.42. Complete the model of the atoms in the metal ball at room temperature and after it has been heated. Complete the CER- claim about whether temperature affects the atoms in a solid, evidence from the ball and ring demonstration, and reasoning about how the demonstration supports the claim.
Scientific Language Notecard– Make a Scientific Language Notecard for the key word atom. Tape Scientific Language Notecard as a flip to ISN p.43. Enter the key word atom in the Index.
Investigative Phenomenon– Why do bridges have flexible connections?– Using what you learned about the effect of temperature on the motion of atoms in a solid in the metal ball and ring demonstration, create a model to explain what is happening to the road on the bridge. Why do you think the volume of water increases when the water is heated? Tape your model as a flip page to p.42.

Wednesday, 1/10/18- B Day

Question:

Does water hold together well or come apart easily?

Learning Tasks:

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.
Review HW- CER on ISN p.38/Trim and tape the procedure as a flip page to page 39.
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.
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.

Question:

How do the vibrations of the sound source compare for louder vs softer sounds?

Learning Tasks:

Do Now– Get out the handout “Lesson 5: How do the vibrations of the sound source compare for louder vs softer sounds?” Open the handout to page 3. Share your answers to the conclusions questions. Each cooperative table group should be prepared with: 1. the most important thing learned from the graphs about vibrations for loud & soft sounds and 2. questions/new ideas to investigate.
Scientists’ Circle– Continue to point out features/patterns from observations of graphs for both conditions. Describe Characteristics of Waves. What did we learn about the sound source in our model for the record sound device phenomenon? What are our next steps?
Scientific Language Notecards– Make a Scientific Language Notecard for the key words wave, amplitude, & frequency. Tape Scientific Language Notecards to ISN p.27. Enter the key words in the Index.

Question:

Do all objects vibrate when they are making sounds?

Learning Tasks:

Do Now– Get out your ISN and open to page 24. Read your conclusion on page 24 to your group. What do all of the conclusions have in common? What is something different about one person’s conclusion?
Scientific Language Notecards– Make a scientific Language Notecard for the key word elasticity. Tape Scientific Language notecard to ISN p.25. Enter the vocabulary word Elasticity p.25 to the E Section of your Index.
Conclusion– Switch ISN’s around the table. Read each other’s conclusion on ISN p.24, looking for the six elements on the board. Place a sticky note on the conclusion with the elements that are missing.
Driving Question Summary Table- Complete the Summary Table on pages 18-19 for the Instruments Investigation on pages 24-25.

Question:

Are other objects that produce music also moving back and forth when they make sounds?

Learning Tasks:

Do Now– Copy down today’s homework assignment in your planner. Get out your ISN and open to pages 22 and 23. Get out your Vibration Cause & Effect Model handout.
Class consensus discussion/Review HW– Summarize in words what we showed in our models about vibration (movement & shape changes) of a drum. Share Vibration Cause & Effect Model on handout. Come to a consensus for what we mean when we say an object is vibrating. Add what we figured out about vibration to sound source in initial model.
Scientific Language Notecard- Make a scientific Language Notecard for the key word vibration.
Notebook Work– Tape Scientific Language notecard to ISN p.22. Tape Vibration Cause & Effect Model handout as flip page to ISN p.22. Tape any extra writing as flip page to ISN p.23.

Home Learning:

ISN’s are due! 🙂 Per. 6- today, Per 3 & 7- tomorrow