Monday, 3/18/19- A Day

Lesson Question:

If speed has an effect on the impact of collisions, what happens if an object changes speed?

Learning Tasks:

  1. Do Now– Get out your science notebook and add to the Table of Contents- “Writing Prompt p.56” (Left Side). Head page 56 properly with “Acceleration-Writing Prompt-3/18/19.”
  2. Notebook Work– Complete the last entry on the DQST (ISN pages 50-51) for the Acceleration Lab. Tape the Acceleration lab as a flip page to ISN p.57 and copy the question from the board onto ISN p.56.
  3. Write/Pair/Share– Write a response to the prompt: “People say they can “feel” acceleration. What are they actually feeling? Explain this feeling in terms of your new understanding from this lab.” Pair with your partner and discuss your response. Be prepared to share with the class. Then watch this video, and revise your thinking and writing.
  4. Scientists’ Circle– Looking Back- What did we just do? What did we figure out last time? Looking Forward- What are our next steps? What question do we need to address? What direction do we need to pursue?
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Monday, 2/25/19- B Day

Lesson Question:

How do different factors affect an object’s speed? How does an object’s speed affect its impact?

Learning Tasks:

  1. Do NowCopy down your Home Learning assignment in your planner. Get out your science notebook and add to the Table of Contents- “Calculating Speed p.55 (Right Side). Head page 55 properly with “Calculating Speed-Investigation-2/25/19.”
  2. Scientists’ Circle– Looking back- What did we just do? Looking forward- What are our next steps?
  3. Video/Scientific Language Key WordCheck for Understanding-Watch “Expedition 2: A Universe of Motion” to meet Matt Brumbelow, a research engineer. Record the lesson question on ISNp.55. Set up ISN p.55 to record the definitions of the following scientific language keywords: reference point, displacement, distance, speed, velocity. Record the same terms and page numbers in the Index in the back of your ISN. Also, set up ISN p.55 to answer the “Check for Understanding” questions on the reading assignments.
  4. Crash Protection Device Design Challenge– Your goal is to design a crash protection device that will absorb enough energy during a car crash to save lives. What materials do you want to use? Why will those work? Are there design features you want to include? Use ISN p.54 to draw an initial design model and ask questions you could investigate to find answers that will help your design. You do not need to agree on a design right now.

Home Learning:

Read the “Calculating Speed and Determining Velocity Lab” posted in Google Classroom (in Classwork Tab under Today).

Friday, 2/22/19- A Day- Decades Day

Lesson Question:

What happens when objects collide?

Learning Tasks:

  1. Do Now– Get out your science notebook and add to the Table of Contents- “Design Challenge p.54″ (Left Side). Head page 54 properly with “Crash Test Protection Device-Design Challenge-2/20/19.”
  2. Science Friday– The Road Best Traveled- A Tale of Ants & Slime Mold
  3. Ideas for Investigation/Scientists’ Circle– Bring your initial investigation ideas from the home learning task to the scientists’ circle. Share your ideas with the class & record them on the Ideas for Investigation poster.
  4. Crash Protection Device Design Challenge– Your goal is to design a crash protection device that will absorb enough energy during a car crash to save lives. What materials do you want to use? Why will those work? Are there design features you want to include? Use ISN p.54 to draw an initial design model and ask questions you could investigate to find answers that will help your design. You do not need to agree on a design right now.

Monday, 2/11/19- B Day

Learning Goal:

Students will be able to create a model that explains what happens to particle motion, temperature, and states of matter when heat energy is added or removed.

Learning Tasks:

  1. Do Now– Put your name on your paper and answer the following question:Describe what happens to matter when it changes state. Give an example.
  2. State of Matter Changes HyperDocComplete the model that describes/explains the particular change of state phenomenon that you and your partner chose. Don’t forget that your model should feature the following changes: Particle motion, temperature, change of state of matter. Your model should include the following: Observable and unobservable features; The passing of time (ex. before-during-after); A key to show how you are representing different things (ex. How are you representing particles? What is showing temperature?); Writing- Explain how the evidence from your explorations supports your model.
  3. Scientists’ Circle– Each student/pair will present one of their models to the rest of the student scientists. We will come to a consensus about what happens to matter when it changes state.

Monday, 1/14/19- A Day

Lesson Question

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

Learning Tasks

  1. Do Now– Get out your ISN and open to page 43. Read the definition of Radiation. What does radiation have to do with getting energy into the cup?
  2. Scientists’ Circle– What are our ideas about radiation? How does radiation help us understand how energy is getting into the cup? So we think that invisible waves called radiation might be carrying energy into the cup and then the energy is moving into the drink through particle collisions (conduction). If we want to minimize energy transfer into the cold drink, we will need to figure out how to block those invisible waves. What procedure did your group come up with for the investigation?
  3. Blocking the Energy Investigation– Work in a group to design an investigation to test the question and conduct your investigation idea, given the constraints on materials. What are some important considerations when designing an experiment? Turn these considerations into a set of procedures for your group. Record your procedures on a master sheet. Copy your procedure on ISNp.42 before turning it in. Then draw a data table below your procedure. Fill in the column headings with the times that you will be checking the temperature in the cups. Fill in the row headings with the condition(s) that you will be testing. Your data table should match the procedures.