Monday, 30 November and Tuesday, 01 December, 2015

ESSENTIAL QUESTION: Why do electrons emit light energy? 

RELEVANCE: How can I use an electron’s movement to determine its element?

NGSSS: SC.912.P.10.1; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-conduct an investigation that determines the flame color of metals.

-continue quarterly project how does pH affect plant growth.

BELL RINGER: Electron Configurations # 1

VOCABULARY: wavelength, frequency, speed, electromagnetic spectrum, hertz

HOME LEARNING: HL 3 Electron Configurations 2-5

AGENDA

WHOLE GROUP

WE reviewed interdisciplinary connections wit ELA and other subjects. Today, we will write our claim, using the same method used in ELA. We area also practicing using reliable sources for information.

The bell ringer was to complete the first question on the home learning handout. 

Home learning 3 was then explained. You can find it below.

Use this sheet to answer the home learning. The bell ringer is question one on the bottom of the page.

This is HL 3. I will make a copy, so answers on this page. Write darkly.

We then viewed a video that explains how to record the quantum energy levels of elections of elements. You can watch the video below.

This is the video that will help you learn about electron configurations.

We continued working on writing up the laboratory, using the argument driven inquiry method. Since this is our first attempt at this type of write-up, we are doing the write-up using the gradual release method, with my writing what the class agrees to on the smart board.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to CK-12.org (log in with username and password) and do the physics simulation light wave. 

HOTS: 

-Justify why fireworks can allow you to determine the metal salts they contain.

-Speculate as to why light energy is given off when an electron returns to its original energy level and not when it moves up an energy level.

EXIT STRATEGY: completed lab write-up

Monday/Tuesday, 23/24 November, 2015

ESSENTIAL QUESTION: What is the electromagnetic spectrum?

RELEVANCE: How do I interact with the electromagnetic spectrum?

NGSSS: SC.912.P.10.1; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-Identify the general properties of all electromagnetic waves.

-compare and contrast the types of radiation in the electromagnetic spectrum according to wavelength and frequency.

-conduct an investigation that determines the flame color of metals.

-continue quarterly project how does pH affect plant growth.

BELL RINGER: Density problem (P3) Kahoot.it of EM spectrum for periods 2 and 8.

VOCABULARY: wavelength, frequency, speed, electromagnetic spectrum, hertz

HOME LEARNING: HL 3 CER for lab

AGENDA

WHOLE GROUP

We reviewed our content connections with other courses. We are looking at sequencing, which is related to time lines done in Parenting classes and in Social Sciences.

The bell ringer for Period 3 was the Density Logic Puzzle. Other periods did a Kahoot.it on the Electromagnetic Spectrum.

We continued in our planning for the ADI lab Flame Test. Student actually completed the lab. We will continue the lab write-up next week.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to CK-12.org (log in with username and password) and do the physics simulation light wave. 

HOTS: 

-Why do gamma rays cause more damage than microwaves?

-Based on what you’ve learned about the EM Spectrum, justify a situation where it might be beneficial to use gamma rays or x-rays and explain why.

EXIT STRATEGY: write question for the experiment.

Thursday/Friday, 19/20 November, 2015

ESSENTIAL QUESTION: What is the electromagnetic spectrum?

RELEVANCE: How do I interact with the electromagnetic spectrum?

NGSSS: SC.912.P.10.1; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-Identify the general properties of all electromagnetic waves.

-compare and contrast the types of radiation in the electromagnetic spectrum according to wavelength and frequency.

-continue quarterly project how does pH affect plant growth.

BELL RINGER: Density problem

VOCABULARY: wavelength, frequency, speed, electromagnetic spectrum, hertz

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

We reviewed the current ELA objective and the relationship to other studies.

Our bell ringer was to complete the density problem, found below.

This is a graded bell ringer. Complete and submit for a grade.

Students checked the progress of the garden plots.

We began work on the lab. This lab will be an argument driven lab, so we spent some time reviewing the procedures for completing the handouts. To do this, we first read background information and took two column notes. These notes will especially be important in writing the reasoning section of our CER. 

We did not get further than this, but will continue the process next class.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to CK-12.org (log in with username and password) and do the physics simulation light wave. 

HOTS: 

-Why do gamma rays cause more damage than microwaves?

-Based on what you’ve learned about the EM Spectrum, justify a situation where it might be beneficial to use gamma rays or x-rays and explain why.

EXIT STRATEGY: write a question for the investigation.

Tuesday/Wednesday, 17/18 November, 2015

ESSENTIAL QUESTION: What is the electromagnetic spectrum?

RELEVANCE: How do I interact with the electromagnetic spectrum?

NGSSS: SC.912.P.10.1; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-Identify the general properties of all electromagnetic waves.

-compare and contrast the types of radiation in the electromagnetic spectrum according to wavelength and frequency.

-continue quarterly project how does pH affect plant growth.

BELL RINGER: Label the types of wavelengths on the wavestown diagram. Compose a mnemonic devise to remember the order of the waves/problems from problem set

VOCABULARY: wavelength, frequency, speed, electromagnetic spectrum, hertz

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

We reviewed the interdisciplinary connections with ELA and other subjects.

Our bell ringer was to label, in correct order, the waves of the electromagnetic spectrum on the Wavestown handout received last class.

We continued to review problem sets so that students fully understand how to solve the frequency and wavelength problems.

Classes worked on their project by measuring and planting the plants in their garden bed. Although each class is responsible for a different bed, all data will be shared with all chemistry classes. For each day we measure, you must record the conditions (including pH of soil, temperature, sunlight/shade, watering).

For the plants, record the height of the tallest leaf/stem and the general health of the plant.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to CK-12.org (log in with username and password) and do the physics simulation light wave. 

HOTS: 

-Why do gamma rays cause more damage than microwaves?

-Based on what you’ve learned about the EM Spectrum, justify a situation where it might be beneficial to use gamma rays or x-rays and explain why.

Friday/Monday, 13/16 November, 2015

ESSENTIAL QUESTION: What is the electromagnetic spectrum?

RELEVANCE: How do I interact with the electromagnetic spectrum?

NGSSS: SC.912.P.10.1; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-Identify the general properties of all electromagnetic waves.

-compare and contrast the types of radiation in the electromagnetic spectrum according to wavelength and frequency.

BELL RINGER: Label the types of wavelengths on the wavestown diagram. Compose a mnemonic devise to remember the order of the waves.

VOCABULARY: wavelength, frequency, speed, electromagnetic spectrum, hertz

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

We reviewed the interdisciplinary connections with ELA and other subjects.

Our bell ringer was to label the Wavestown diagram with the names of the waves of the electromagnetic spectrum.

We then watched a BrainPop on the electromagnetic spectrum. You can watch the video by clicking the link Electromagnetic Spectrum and signing in with the user name and password palmbeach.

Home learning 2 was collected and reviewed. 

A new problem set was distributed and reviewed. You can find it below. If we do not complete in class, please complete at home. You can find a scientific calculator online at Google chrome by googling scientific calculator.

Try these problems to test your knowledge.

Students worked in groups of 2 or 3, each team being assigned a type of electromagnetic wave. They used the Wavestown picture, which you received last class, to list the different ways the waves are represented in the picture. See if you can get them all!

We then shared out the information to the entire class. These pages should be placed in your notebook.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to CK-12.org (log in with username and password) and do the physics simulation light wave. 

HOTS: 

-Why do gamma rays cause more damage than microwaves?

-Based on what you’ve learned about the EM Spectrum, justify a situation where it might be beneficial to use gamma rays or x-rays and explain why.

EXIT STRATEGY: Exit slip - solve the problems.

Tuesday/Thursday, 10/12 November, 2015

ESSENTIAL QUESTION: What is the electromagnetic spectrum?

RELEVANCE: How do I interact with the electromagnetic spectrum?

NGSSS: SC.912.P.10.1; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-Identify the general properties of all electromagnetic waves.

-compare and contrast the types of radiation in the electromagnetic spectrum according to wavelength and frequency.

-determine how pH affects plant growth.

-make-up exam for QSBA1

BELL RINGER: Solve for the following: What is the frequency of a sodium wave if the wavelength is 425 nm?

VOCABULARY: wavelength, frequency, speed, electromagnetic spectrum, hertz

HOME LEARNING: HL 2 The electromagnetic spectrum

AGENDA

WHOLE GROUP

Students practiced how to solve frequency and wavelength problems by working through the bell ringer. We then practiced more problems to help students become proficient in solving problems.

Students received home learning 2. We read and reviewed the home learning, again demonstrating how to work the problems. We discussed how to read the electromagnetic spectrum chart. You can find the handout below.

This is HL 2. Answers on your own paper. Be sure to check for units. Show your work for full credit.

Students received the handouts that will serve as notes. However, we did not have time to review them, as we worked on setting up the garden plot for the project. You can find the handouts below.

These will serve as notes for this section.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to CK-12.org (log in with username and password) and do the physics simulation light wave. 

HOTS: 

-Why do gamma rays cause more damage than microwaves?

-Based on what you’ve learned about the EM Spectrum, justify a situation where it might be beneficial to use gamma rays or x-rays and explain why.

EXIT STRATEGY: Problems 11-13 on handout.

Friday/Monday, 06/09 November, 2015

ESSENTIAL QUESTION: How did the atomic theory develop?/How does pH affect plant growth?

RELEVANCE: Why do science facts keep changing?

NGSSS: SC.912.P.8.3; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-Compare and contrast the varying atomic theories of the past.

-Justify why the atomic theory has changed over time.

-Set up the experimental plots for the project to determine how pH affects plant growth.

-Take the District QSBA1 exam.

BELL RINGER: ten minute study time

VOCABULARY: theory, law

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Students were given a ten minute study/review period before the district QSBA 1 exam was administered. Although this is not a timed test, students were given the entire period to complete the exam.

Wednesday/Thursday, 04/05 November, 2015

ESSENTIAL QUESTION: How did the atomic theory develop?

RELEVANCE: Why do science facts keep changing?

NGSSS: SC.912.P.8.3; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-Compare and contrast the varying atomic theories of the past.

-Justify why the atomic theory has changed over time.

-Set up the experimental plots for the project to determine how pH affects plant growth.

BELL RINGER: Write to explain why you think the atomic theory has changed over time.

VOCABULARY: theory, law

HOME LEARNING: HL 1 Flow chart of development of the atomic theory

AGENDA

WHOLE GROUP

The bell ringer was to write to explain why you think the atomic theory has changed over time.

Students received HL 1. The flow chart should include the person who discovered the theory, the year of the discovery, and a drawing of the atomic model proposed by that scientist. flow chart should be done in time sequential order from the earliest theory to the modern theory. You can find the handout below.

Us this to make a flow chart on the progress of the atomic theory. Write darkly. I will make a copy and return the original.

 Students then completed a gallery walk of the atomic theory, completing the handout. You can find the handout and the station cards below.

Use these handouts to record your notes from the gallery walk.

These six stations are to recorded in your notes. Be sure to answer the questions asked with information from the correct station.

Monday/Tuesday, 02/03 November, 2015

ESSENTIAL QUESTION: How did the atomic theory develop?

RELEVANCE: Why do science facts keep changing?

NGSSS: SC.912.P.8.3; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-Compare and contrast the varying atomic theories of the past.

-Justify why the atomic theory has changed over time.

BELL RINGER: Describe the cookie dough for chocolate chip cookies. Be descriptive as possible.

VOCABULARY: theory, law

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

The bell ringer was to describe cookie for chocolate chip cookies and relate it to one of the atomic theories of the past.

We then watched a video on the development of the atomic theory. You can watch the video below.

Watch the video to learn about the development of the atomic theory.

Students then read from the text on the atomic theory.