Wednesday/Thursday, 30 September/01 October, 2015

ESSENTIAL QUESTION: How are mass and weight different?

RELEVANCE: Do I loose weight if I visit the moon?

NGSSS: SC.912.P.8.2; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-differentiate between weight and mass.

-justify why weight changes with gravitational pull.

BELL RINGER:  Density problems

VOCABULARY: force, mass, gravity, weight, spring scale, balance

HOME LEARNING: HL 6 Elements, Compounds, and Mixtures Poem Interpretation

Students did density word problems as their bell ringer. You can find the handout below.

This is the bell ringer for today. Don't forget that any time the Essential Question changes, you must write the date, Benchmark, and Essential Question in your table of contents, along with the page you will be making the Cornell Notes on. Then, turing to that page, make a Cornell Notes with the data and essential question at the top. This page goes in the center section of the page.

Students received HL 6. We read the poem aloud. Students are to answer the questions based on the poem. They will keep the copy with the poem and hand in the single page. You can find a copy of HL 6 below.

This is HL 6. Read the poem and answer the questions. Only the question page is to be submitted. Be sure to write using complete sentences.

We also completed the Solubility and Temperature Gizmo Challenge, along with the accompanying CER.

Students began the Mass and Weight Gizmo. It will be continued in the next class, as we did not complete the activity.

Monday/Tuesday, 28/29 September, 2015

ESSENTIAL QUESTION: How is matter classified?

RELEVANCE: Is a mixture a solution or is a solution a mixture?

NGSSS: SC.912.P.8.2; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-contrast mixture and pure substances.

-distinguish between elements, compounds and mixtures.

-classify mixtures a homogeneous or heterogeneous.

BELL RINGER:  KW on mixtures and substances(what you know/what you want to know).

VOCABULARY: mixture, solvent, solute, homogeneous mixture, heterogeneous mixture, compound, substance, element

HOME LEARNING: Update notebook. Don’t forget that you MUST have a level 1, level 2 AND level 3 question. Be sure your summary is inclusive and thoroughly addresses the entire lesson.

Students completed a bell ringer on mixtures and substances by writing what they already know about substances and mixtures and what they want to know.

Research plans were collected, but will be returned next week so that you can complete them for the final grade. Please be sure to pay attention to ALL suggestions!

Home learning 5 was reviewed. Since you have the original copy be sure you corrected any wrong answers you have and place the corrected document with the notes for today. Remember, EVERY TIME there is a DIFFERENT essential question, that is YOUR signal to list the date, science benchmark, essential question and page in your table of contents and then turn to that page, make a Cornell notes and complete the bell ringer!

Students completed the handouts listed below as we discussed the points in the powerpoint (shown as a video below). The handouts are also listed below. 

This is a video of the slide show presentation used to learn about mixtures, elements, and compounds.

Should you prefer to view the slide show as a slide show, click the link Elements, Compounds, and Mixtures

Complete these handouts as notes after viewing the powerpoint on Mixtures, Compounds and Elements. It is shown as a movie above.

Complete this handout after participating in the virtual separation activity.

Keep this concept map and study it!

Students then studied the methods used to separate solutions, completing the handout as they viewed the interactive site Should you wish to review the material on your own, please click the link Separating Mixtures.

Since there are some classes that did not complete the Gizmo Challenge Solubility and Temperature, we will complete it, including the CER during the next class.

Thursday/Friday, 24/25 September, 2015

ESSENTIAL QUESTION: How does matter change?

RELEVANCE: Is being pregnant a physical or a chemical change?

NGSSS: SC.912.P.8.2; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-differentiate between physical and chemical properties of matter.

-identify physical and chemical changes in matter

BELL RINGER:  

Write for two minutes about all the changes your body underwent when you were/are pregnant.

VOCABULARY: physical property, chemical property, physical change, chemical change, substance

HOME LEARNING: HL 5

Students did a sustained silent writing for two minutes on the changes their bodies are going through/went through during pregnancy as their bell ringer.

Research plans were reviewed. Remember, you MUST do the background research so that we can formulate our hypothesis.

Home learning 5 was distributed. You can write darkly on your copy, and I will make a copy for you. You can find HL 5 below.

This is HL 5. Complete as directed.

We then completed the CER for the density lab.

Students took notes on how matter changes as we viewed a Study Jams video. You can find the note page below. Remember, you are to draw or write an example for each term.

Obviously, you only need one of these. Complete for your notes.

You can find the link for the Study Jams video here: Physical and Chemical Changes of Matter. How much did you learn? Try testing yourself by clicking on the Test Yourself link on the page.

Students began a Gizmo challenge to determine how solubility is related to temperature. Use the Gizmo username and password I supplied you and complete the handout, including the CER. You can find the handout below.

Complete this page and submit. 

Monday/Tuesday, 21/22 September, 2015

ESSENTIAL QUESTION: What is density?

RELEVANCE: Can I determine the identify of an unknown substance by finding its density?

NGSSS: SC.912.P.8.2; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-measure the mass and volume of several different object.s

-calculate the density of objects by using their measured mass and volume.

-calculate percentage error.

BELL RINGER: Solve the density problem: 

A solution has a volume of 75 mL. It has a mass of 158 g. What is it’s density? Could this substance be pure water? Why or why not?

VOCABULARY: matter, mass, volume, weight,  density, percent error, physical properties, water displacement

HOME LEARNING: Work on Research Plan

Students completed the bell ringer on a sticky for posting in the room.

We then reviewed HL 4, the logic puzzle for density.  By writing down all possible masses and volumes for each colored box, you can then go back through the list and eliminate those that don't fit the information. It takes thought, patience, and math! 

Notebooks were returned. The rubrics should be taped into the back of the notebook, four pages prior to page A. I should have included that as a part of the reference information. Perhaps next year!

Those students who were given a chance to redo their notebook for a higher grade, be advised that the resubmission will be on the NEXT class!

We received our project research plan and began to compete it. The completed plan is not due until October 23. As a home learning assignment, look up the information for the background. Once you have that info, we can formulate a hypothesis. Your background MUST include complete references. This means, if you use a book, use the MLA style of writing the reference. If you get the information from the internet, first make sure it is a reputable site. Then, be sure to record the entire URL address AND the date the information was accessed.

We then completed the lab on density. We did not finish the CER, but will do so at the beginning of the next class.

Thursday/Friday, 17/18 September, 2015

ESSENTIAL QUESTION: What is density?

RELEVANCE: Can I determine the identify of an unknown substance by finding its density?

NGSSS: SC.912.P.8.2; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-measure the mass and volume of several different object.s

-calculate the density of objects by using their measured mass and volume.

-calculate percentage error.

BELL RINGER: Kahoot on Intensive and Extensive Properties

VOCABULARY: matter, mass, volume, weight,  density, percent error, physical properties, water displacement

HOME LEARNING: HL 4 Density

AGENDA

WHOLE GROUP

Students reviewed matter's intensive and extensive properties by doing a Kahoot activity.

Students received HL 4 on Density. Students should write dark, as I will make a copy of their work and give them back the original. We reviewed how to complete the handout, using gradual release to show how to choose the correct answers for each colored box. Remember, each mass and volume can only be used once. You can find a copy of the page below.

This is HL 4. I will make a copy for you, so write darkly. I suggest you begin in pencil, however, as you can then erase the values that do not fit that particular box.

Students submitted interactive notebooks for a grade. Notebooks will be graded on content and completeness. This includes: having the table of contents completed, completing the assignments roster with dates and current grades, and for each topic, making sure there is a date and essential question, 3 leveled questions with corresponding answers in color (3 different colors), a summary of the main ideas of the topic, all handouts (completed), and all notes and bell ringers.

Students began the Density lab, but due to the Senior Crowing Ceremony, odd day classes did not complete the activity and will do so next week.

Tuesday/Wednesday, 15/16 September, 2015

ESSENTIAL QUESTION: What properties can be used to describe matter?

RELEVANCE: Do I matter?

NGSSS: SC.912.P.8.2; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-identify the properties of matter.

-distinguish between physical and chemical properties of matter.

BELL RINGER: Students record all the observable things they can about the object given.

VOCABULARY: matter, mass, volume, weight, volume, density, physical property, chemical property, physical change, chemical change, properties

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Students worked as a team to complete the bell ringer. at group was given an object and asked to write down the observations of the object they were given. Students were to write SOLEY baed on what wa observed, not what is known about the object. Teams then cooperated to write a CER about their observations.

Home learning 3 was collected and reviewed.

Students then completed the activity of using laboratory equipment used in the chemistry lab, if their class had not previously completed the activity. This included finding the mass of objects using a triple beam balance, using a graduated cylinder to find the volume of a liquid, using a metric ruler find the dimensions of an object (length, width, height), using a thermometer to find the temperature of hot and cold water, and using pH paper to determine the pH of solutions.

Students then were asked to identify the physical properties of various materials. They recorded the observable characteristics and determined if the material was a solid, liquid, or gas.

From this information, students discussed and reasoned to find the properties of solids, liquids, and gases and came up with a conclusion about the physical properties of matter.

Materials used in this activity included water, molasses, oil, water, shaving cream, and, an acrylic cube, cotton balls, a balloon filled with air, and a solution of cornstarch and water.

Thursday/Friday, 10/11 September, 2015

ESSENTIAL QUESTION: What properties can be used to describe matter?

RELEVANCE: Do I matter?

NGSSS: SC.912.P.8.2

LEARNING OBJECTIVES:  Students will be able to:

-identify the properties of matter.

-distinguish between physical and chemical properties of matter.

BELL RINGER: Formal assessment probe is it matter?

VOCABULARY: matter, mass, volume, weight, volume, density, physical property, chemical property, physical change, chemical change, properties

HOME LEARNING: HL 3 - Matter and Change

AGENDA

WHOLE GROUP

Students completed the bell ringer and shared the information. You can find a copy below.

This is the bell ringer. Complete and keep in your folder until we are ready to place it in your interactive notebook.

Students then received home learning 3. Be sure to complete the handout for yourself, but write the answers onlY (only write complete scents where they are called for) on a separate sheet of paper and submit at the beginning of the next class. You can find the home learning handouts below.

This is HL 3. Answers only on your own paper.

Those classes that needed to complete the safe lab information did so, including the video Zombie College. You can find the link for the video in the post from September 8/9.

Students drew a map of the classroom, highlighting the safety features and their locations. See me if you have questions. Students took a Kahoot it quiz on safety.

Students were able to use measurement tools for science, such as a graduated cylinder, beaker, and tongs. They then took a Kahoot quiz on lab equipment. Below, you can find a handout with all the tools used in Chemistry. This can be placed on page 14 of your notebook.

Place this in your notebook to remind you of the instruments to be used in science lab.

Students then completed the exit slip before leaving class. This WILL NOT be placed here, since you will not have a copy of this in your notebook.

Tuesday/Wednesday, 08/09 September, 2015

ESSENTIAL QUESTION: How are safety and measurements used in the chemistry lab?

RELEVANCE: How can I avoid injury in lab?

NGSSS: SC.912.N.1.1

LEARNING OBJECTIVES:  Students will be able to:

-Explain why knowledge of chemistry is central to other scientific endeavors.

-Describe different areas of chemistry.

BELL RINGER- Watch the video 5 branches of chemistry and complete the table in the handout. (see dropbox studying the five types of chemistry music video)

VOCABULARY: matter, chemistry, organic chemistry, inorganic chemistry, biochemistry, analytical chemistry, physical chemistry

HOME LEARNING: update notebook

AGENDA

WHOLE GROUP

We reviewed home learning 2 on lab safety.

We watched a video on the five branches of chemistry and students completed the handout from last class (Areas of Study in Chemistry - see below).

You may also find the following video helpful in completing the information.

Students completed the first Cornell notes section of their notebook, including questions and summary, and placing all appropriate handouts into the notebook. See me if you have questions.

We then reviewed safety in the science lab by watching the video Zombie College. Since the video is too large to place here, you can watch the video by clicking the link to the following site: Zombie College: Five Rules of Lab Safety

Students then took a Lab Safety quiz on Kahoot.it. Classes that did not complete the quiz today will do so next class meeting.

Students then familiarized themselves with measurements in the science lab by measuring mass, volume, length, pH, and temperature. Those classes that did not complete the activity will do so next class session.

Thursday/Friday, 03/04 September, 2015

ESSENTIAL QUESTION: What are things made of and how do they change?

RELEVANCE: How am I ever going to use this information in my real life?

NGSSS: SC.912.N.1.1

LEARNING OBJECTIVES:  Students will be able to:

-Explain why knowledge of chemistry is central to other scientific endeavors.

-Describe different areas of chemistry.

BELL RINGER- Watch the video 5 branches of chemistry and complete the table in the handout. (see dropbox studying the five types of chemistry music video)

VOCABULARY: matter, chemistry, organic chemistry, inorganic chemistry, biochemistry, analytical chemistry, physical chemistry

HOME LEARNING: HL 2 - complete safety handout

AGENDA

WHOLE GROUP

I realize that we are a bit behind, due to fire drills and school conferences, but we FINALLY completed our notebooks! Any student who has not completed their interactive notebook should arrange a time with me separately to work on getting it in order.

On page 9, set up a Cornell notes page. This will introduce the topic. You will then view a short video explaining the five types of chemistry. Watch the video and complete the first sheet you see below based on that video.

For some reason, this site will not let me upload the video here. I will try to find an alternative site for you to view the video. I will let you know when/where that can be done.

Your home learning is to complete the safety handout, which I will make a copy of and return to you for your notebook.

You can find the handouts associated with this lesson below. Remember, the answer sheet for the safety activity is to be given to me next class so I can make a copy and return the original to you!

Complete this as we view the video.

This is HL 2. Complete and give to me. I will make a copy and return the original to you.