Tuesday/Wednesday, 29/30 August, 2017

Benchmark:  SC.912.N.1.1

Essential Question: How can we use the scientific method to solve problems?

Learning Objectives: By the end of this lesson, I should be able to:

-Evaluate a scientific investigation using evidence of scientific thinking and problem solving.

-Differentiate between replication and repetition and evaluate the use and need for each in a scientific investigation.

Bell Ringer: None

VOCABULARY: observations, systematic observations, experiment, test (independent variable), outcome (dependent variable), data, empirical evidence, predict, hypothesis, trials, repetition, replication, control group, conclusion

Home Learning: notebook update

AGENDA

WHOLE GROUP

-update notebook, including Costa's leveled questions, color, and summary. 

-Question 1-What are the steps of the scientific method?

-Question 2-Compare and contrast independent and dependent variables.

-Question 3-Design an experiment that uses the scientific method to solve a problem.

Be sure to color coordinate the questions and answers. Use a different highlighter for each question. See me if you have any questions.

Also, place a summary on the bottom of page 11. It should read:

The scientific method is a way to solve problems. The steps include asking a question, doing research, forming a hypothesis, doing an experiment, making observations and gathering data, analyzing results, drawing conclusions and sharing findings.

SMALL GROUP/INDEPENDENT PRACTICE/DI

-drops on a penny lab. Use the scientific method to investigate how the difference of the sides of the penny affects the number of drops that can fit.

You should have:

Drops on a Penny

Problem: Which side of a penny holds the most drops of water?

Hypothesis: If drops of water are placed on a penny, then the  (heads/tail) side will hold the most drops because.....)

Materials: cup, water, dropper, penny, paper towel

Procedures:

1) Fill a dropper with water.

2) Place a penny heads up on a table.

3) Add water to the surface of the penny. Count each drop as it is added. Be sure NOT to touch the tip of the dropper to the growing dome of water on the penny. STOP adding when the water spills off the penny.

4) Repeat for the tails side of the penny.

Variables;

Independent Variable: Side of the penny

Dependent Variable: Number of drops added

Constants: same penny, same dropper, same liquid

Data and Observations

Results: The _________ side of the penny held more water.

Conclusions:

Claim: The _________ side of the penny held the most drops of water.

Evidence: The heads side held  ______ drops of water. The tails side held _____ drops of water. This was a difference of _______ drops.

Reasoning: Surface tension is the ability of water molecules to stick to each other. Since the penny is made of the same material on both sides, the surface tension should be equal on both sides. The difference in the number of drops added, if any, cold be due to errors in experimentation.

Exit Strategy - Orally review one thing you learned today in class. 

Friday/Monday, 25/28 August, 2017

Friday, 25 August, 2017

Benchmark: SC.8.N.1.1

Essential Question: How can we use the scientific method to solve problems?

Learning Objectives: By the end of this lesson, I should be able to:

-Evaluate a scientific investigation using evidence of scientific thinking and problem solving.
-Differentiate between replication and repetition and evaluate the use and need for each in a scientific investigation.

Bell Ringer: Observation vs Inference handout.





















VOCABULARY: fire blanket, eye wash station, first aid kit, evacuation map, fire extinguisher, fume hood, safety shower: observations, systematic observations, experiment, test (independent variable), outcome (dependent variable), data, empirical evidence, predict, hypothesis, trials, repetition, replication, control group, conclusion

Home Learning: notebook update

AGENDA

WHOLE GROUP

-Bell Ringer - Observation vs Inference handout  -add table of contents/assignment sheets/Zombie notes to notebook/add Costa's leveled questions, color, and summary -scientific method and variables/repetition and replication/experimental design handouts and notes:
You can find the notes in movie form below:

























SMALL GROUP/INDEPENDENT PRACTICE/DI-drops on a penny lab. Use the scientific method to investigate how the difference of the sides of the penny affects the number of drops that can fit.

Exit Strategy - summarize your notes. 

Wednesday/Thursday, 23/24 August, 2017

Benchmark: SC.912.N.1.1

Essential Question: What makes a science lab safe?

Learning Objectives:
Students will be able to:

-Determine the five basic rules of lab safety.

-Identify do’s and don’t that make a laboratory activity safe or unsafe.

BELL RINGER- join.quizizz.com for review quiz on lab safety.

SUPPLIES/TECHNOLOGY:  white board and markers, computer(s) with internet access, LCD projector

VOCABULARY: fire blanket, eye wash station, first aid kit, evacuation map, fire extinguisher, fume hood, safety shower

HOME LEARNING: notebook update
  

AGENDA

WHOLE GROUP

-Bell Ringer - lab safety quiz on join.quizizz.com 10 min

-I do - collect and review HL 1 Analyzing elements of the scientific method and the vocabulary sheet 5 min

-we do - place all of table of contents pages and the assignment recorder pages in the notebook; complete the table of contents for the safety lesson, and add HL 1 to page 1 list of assignments. See me for these handouts. 30 min

-we do - add minion to the center portion of the notes and write a caption for the picture. 5 min

-I do/we do - place Zombie lab safety notes on page 10 of notebook, and ask Costa leveled questions, using highlighters to correspond the questions with the answers. 20 min

The questions are as follows:
1) What are the five rules of lab safety?
2) Compare and contrast the chemical safety rules do's and don'ts.
3) What hazards might result if lab safety is not maintained?

You should be able to find the answers for questions 1 and 2 directly on the handout. Question 3 should be answered as a paragraph. You can write it on the Zombie page if you run out of space.

See me to determine how a completed Cornell notes page should look.

SMALL GROUP/INDEPENDENT PRACTICE/DI

notebook construction

-you do - exit ticket - summarize lab safety notes 5 min

This is the minion handout that goes in your notebook.

Monday/Tuesday, 21/22 August, 2017

Welcome to Chemistry!

Benchmark:  SC.912.N.1.1

Essential Question: What makes a science lab safe?

Learning Objectives:
Students will be able to:

-Determine the five basic rules of lab safety.

-Identify do’s and don’t that make a laboratory activity safe or unsafe.

BELL RINGER- Following Directions Handout 5 minutes

SUPPLIES/TECHNOLOGY:  white board and markers, computer(s) with internet access, LCD projector

VOCABULARY: fire blanket, eye wash station, first aid kit, evacuation map, fire extinguisher, fume hood, safety shower

HOME LEARNING: HL 1 Analyzing Elements of the Scientific Method-Use the supplied vocabulary to answer A-F on your own paper.  

AGENDA

WHOLE GROUP

-Bell Ringer - Following directions handout 5 min

-I do - introduction of self/motivational talk 5 min

-I do - review: vision statement, schedule, syllabus, rules, expectations, fire/code red/code yellow drills. 20 min

-I do - distribute and explain HL 1 Analyzing elements of the scientific method and the vocabulary sheet 2 min

-we do - set up notebooks so that we can begin placing pages in the notebook. 20 min

-we do - Zombie College The 5 rules of lab safety video /handout10 min

-we do - review lab safety contract 

SMALL GROUP/INDEPENDENT PRACTICE/DI

-you do - visit website to find the SWAY on Lab Safety and complete the game portion. 10 min

-you do - exit ticket - write to explain the importance of one of the 5 rules of lab safety. 5 min

Today, we will explore Lab Safety. Use your phone to log into your Office 365 site. Visit the sway listing for you.

If you cannot find the link, click on the one listed below:

Laboratory Safety

If you did not get a syllabus, see me. Also, be sure to get a copy of the receipt of syllabus, which must be signed by both you and your parent/guardian.

Additionally, see me to pick up a copy of the lab safety contract.

Below, find a copy of the home learning, the vocabulary supplement, and the Zombie College Lab Safety handout. All of these will be placed in your interactive notebook.

Today, we will explore Lab Safety. Use your phone to log into your Office 365 site. Visit the sway listing for you.

If you cannot find the link, click on the one listed below:

Laboratory Safety

Make Up Lab for Separation of Mixtures

Students who have an excused absence on record should click the link below to visit the virtual lab Separation of Mixtures. Follow the instructions to complete the activity. Record your results and information on the handout you were given. Be sure to answer the analysis and observation questions. Remember to write in blue or black ink.

Separation of Mixtures

Chem Test Review Links

Click the link below to review for the upcoming chemistry exam.
Lab Equipment

Site fir 3D Kenyan Animals

Click the link to make 3D animals for Kenya

3D animals

Facts about Kenya
Kenyan Facts

Wednesday/Thursday, 04/05 May, 2016

Chemistry students: Click the link to access the virtual lab activities


For the first page (part 1 and part 2):Concentration, then click the play arrow to load the lab.

For the second page (part 3):Molarity, then click the play arrow to load the lab.

Thursday/Friday, 28/29 April, 2016

ESSENTIAL QUESTION: What is percent yield?

RELEVANCE: How can we determine how much product is produced in a reaction?

NGSSS: SC.912.P.8.9; MAFS.912.N-Q.1.1; LAFS.910.L.3.4.d; LAFS.910.W.1.1

LEARNING OBJECTIVES:  Students will be able to:

-apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions.

BELL RINGER: Kahoot.it - Balancing Chemical Equations

VOCABULARY: atomic mass unit, Avogadro’s number, molecular formula, molar mass, percent yield

HOME LEARNING: HL 1 Percent Yield 

AGENDA

WHOLE GROUP

Our bell ringer was a Kahoot.it on balancing chemical equations.

Classes then completed the GIZMO on Limiting Reagents.

We took notes (be sure to place the date, benchmark, and Essential Question in the table of contents; then make a Cornell notes page with page number, date and Essential Question). Leave the interior of the notes blank. Take notes on the NEXT page. You are to record all that is written in red. You can find a movie of the notes below. To see the actual powerpoint, you can click the link Limiting Reagents and Percent Yield.

Video of the notes on Limiting Reagents and Percent Yield

We also worked through several example problems.

Be prepared to take a quiz on these types of problems next week!

Home learning was distributed, but I did not get a chance to scan it into the computer, so be sure to pick up a copy. Remember, it MUST be included in your interactive notebook!

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to 

Khan Academy - chemical reactions and stoichiometry - balancing chemical reactions

HOTS: 

-How does balancing chemical equations relate to conservation of matter?

-While balancing a chemical equation, why are you allowed to change the coefficients but not the subscripts?

EXIT STRATEGY: - summarize notes

Chemistry Self-Check Quiz The Mole Due By March 2 AND Chemistry Self-Check Quiz Stoichiometry Due By March 14

Students:

YOU MUST take the self check quizzes AND send me the results. My email is:

DrGCDMS@dadeschools.net

If I DO NOT GET YOUR RESULTS....YOU GET A ZERO!

Use the following links:

Measuring Matter

Mass and the Mole

Moles and Compounds

Empirical and Molecular Formulas


These quizzes MUST BE COMPLETED BY March 2!!!!!!!!





Students:

YOU MUST take the self check quizzes AND send me the results. My email is:

DrGCDMS@dadeschools.net

If I DO NOT GET YOUR RESULTS....YOU GET A ZERO!

Use the following links:

What is Stoichiometry?

Stoichiometric Calculations


These quizzes MUST BE COMPLETED BY March 14!!!!!!!!!!!!

Friday/Wednesday, 12/17 February, 2016

ESSENTIAL QUESTION: How do we name compounds?/How do we count very small particles? 

RELEVANCE: What’s in a name?/What Avogadro taught his math students..moletiplication!

NGSSS: SC.912.P.8.7; SC.912.P.8.9; MAFS.912.N-Q.1.1; LAFS.910.L.3.4.d; LAFS.910.W.1.1

LEARNING OBJECTIVES:  Students will be able to:

-explain the significance of a chemical formula and the meaning of symbols and subscripts.

-apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions.

-determine the formula and the name of an ionic compound formed between ions including binary, transition metals and polyatomic ions.

-write and name molecular compounds using prefixes.

-continue quarterly project how does pH affect plant growth.

-update lab notebooks.

-take the QSBA2 exam(make-up)

-recognize the concept of mole as a counting unit.

-use formulas of compounds to find the formula mass and the molar mass.

BELL RINGER: correct HL 1 OR Describe how you would measure the: distance from earth to the farthest star; grains of sand on a beach; number of pennies in a hundred trillion dollars.

VOCABULARY: molecule, monatomic ion, polyatomic ion, subscripts, prefix, diatomic molecules, oxidation numbers, anion, binary, cation, formula unit/atomic mass unit, Avogadro’s number, ionic compound, atom, gas, particle, element, volume, temperature, pressure, ideal gas, empirical formula, molecular formula, molar mass

HOME LEARNING: HL 2 Balancing Chemical Equations HL 3 Avogadro’s Number

AGENDA

WHOLE GROUP

****Note: Student should make a new Cornell notes (be sure to record in the table of contents) for the new topic How do we count very small particles? Handouts distributed today will be SOLEY for THIS topic!

We reviewed the current focus calendar standards.

Students from period 3 redid home learning one correctly as their bell ringer. Other classes wrote to explain how they would mathematically describe large numbers, such as the distance from earth to the farthest star, the number of grains of sand on a beach or the number of pennies in a hundred trillion dollars.

Students received the handouts for home learnings 2 and 3. Home learning 3 is a separate sheet that will be submitted (the half sheet). Home learning 2 is simply to copy the chart for question 3 on the Gay-Lussac handout and complete the table.

Classes that did not complete the notes for naming chemical compounds should do so by viewing previous blogs.

Students received the article they will read and summarize on Avogadro's number. Students received a vocabulary chart that they will complete as they read the article, completing the column of what they think the word means in the context of the article. They should then look the word up in a reliable source (chemistry text or the Sciencesaurius book) and record the definition. Finally, they should use the work in a sentence, list a real-world example of the word, and illustrate the word. This will be graded, so be sure to put your name on your paper!

Students should then, as an exit ticket, write a five to seven sentence summary of the article, being sure to use at least four of the academic vocabulary words correctly in their summary WITHOUT actually writing the definition! This is to be submitted for a grade.

The remainder of the class was spent learning how to solve the problems from the handouts from last class and those connected with this lesson. You can find ALL of the handouts below, including the article, Home learnings 2 and 3, and the vocabulary handout.

This is HL 2. Copy and complete the chart (on your own paper) for question 3.

These handouts comprise HL 3. You are responsible for completing the one labeled HL 3. You have a half sheet that you will submit.

This is the article that you will use to complete the vocabulary activity AND the quick write summary.

These are the handouts to accompany the article. Use them to complete the vocabulary activity.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to 

Khan Academy - chemical reactions and stoichiometry - balancing chemical reactions

HOTS: 

-Explain how the Law of Conservation of Mass relates to a balanced equation.

-Does the Big Bang Theory contradict the Law of Conservation of Mass? Explain your reasoning.

EXIT STRATEGY: -you do - quick write - 5-7 sentences that summarizes Avogadro’s number. Use 4 of the six terms, but do not write definitions.

Wednesday/Thursday, 10/11 February, 2016

ESSENTIAL QUESTION: How do we name compounds?

RELEVANCE: What’s in a name?

NGSSS: SC.912.P.8.7; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-explain the significance of a chemical formula and the meaning of symbols and subscripts.

-determine the formula and the name of an ionic compound formed between ions including binary, transition metals and polyatomic ions.

-write and name molecular compounds using prefixes.

-continue quarterly project how does pH affect plant growth.

-update lab notebooks.

-take the QSBA2 exam.

BELL RINGER: NA

VOCABULARY: molecule, monatomic ion, polyatomic ion, subscripts, prefix, diatomic molecules, oxidation numbers, anion, binary, cation, formula unit

HOME LEARNING: update the notebook

AGENDA

WHOLE GROUP

We reviewed the focus calendar for this two week period.

Students submitted and reviewed HL 1.

Students were given a short study period, and then took the QSBA 2 exam.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to 

Khan Academy - chemical reactions and stoichiometry - balancing chemical reactions

HOTS: 

-Explain how the Law of Conservation of Mass relates to a balanced equation.

-Does the Big Bang Theory contradict the Law of Conservation of Mass? Explain your reasoning.

EXIT STRATEGY: Quick write - In notebook, write to explain the difference in naming molecular and ionic compounds.

Monday/Tuesday, 08/09 February, 2016

ESSENTIAL QUESTION: How do we name compounds?

RELEVANCE: What’s in a name?

NGSSS: SC.912.P.8.7; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-explain the significance of a chemical formula and the meaning of symbols and subscripts.

-determine the formula and the name of an ionic compound formed between ions including binary, transition metals and polyatomic ions.

-write and name molecular compounds using prefixes.

-continue quarterly project how does pH affect plant growth.

BELL RINGER: rewrite the recipe OR Kahoot Balancing Equations

SUPPLIES/TECHNOLOGY:  white board and markers, computer(s) with internet access, LCD projector, glue, scissors, rulers, highlighters, calculators

VOCABULARY: molecule, monatomic ion, polyatomic ion, subscripts, prefix, diatomic molecules, oxidation numbers, anion, binary, cation, formula unit

HOME LEARNING: HL 1 Balancing Chemical Equations

AGENDA

WHOLE GROUP

We reviewed the focus calendar objective for the two week period.

The bell ringer was to rewrite the recipe or do a Kahoot on Balancing Equations. You can find the recipe bell ringer below.

Complete the bell ringer and place in the appropriate place in your notebook.

Home learning 1 was distributed and explained. You have two copies; complete one for you and the other to submit. You can find the home learning below. Be sure to record it in your notebook on page 3.

This is HL 1. Complete a copy to submit and one for your notebook.

Types of Reactions reports were collected.

We watched a video on balancing chemical equations. You can see it below.

Watch the video to learn about balancing chemical equations.

We then took notes on naming chemical compounds. Click the link Writing and Naming Formulas Of Ionic and Covalent Compounds. You do not have to write any information you already know, such as the definitions of ionic and covalent bonds, and valence electrons. You DO, however, need to write down the The 5 Steps for writing an ionic compound formula and the information on page 35 about naming binary compounds.

There are several handouts that we began last class period (you can find them on the blog for Feb 02/03). You should continue and complete those handouts on balancing equations and naming chemical compounds. Below, you will find a handy reference on how to name compounds. It is to be placed in your notebook.

Use this handy reference when naming compounds.

Students will take QSBA2 next class period, and should look over all notes from second grading period.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to 

Khan Academy - chemical reactions and stoichiometry - balancing chemical reactions

HOTS: 

-Explain how the Law of Conservation of Mass relates to a balanced equation.

-Does the Big Bang Theory contradict the Law of Conservation of Mass? Explain your reasoning.

EXIT STRATEGY: Quick write - In notebook, write to explain the difference in naming molecular and ionic compounds.

Thursday/Friday, 04/05 February, 2016

Due to early release on Thursday and Take Your Child To Work on Friday, no new information was presented in class. Class caught up with instruction, reviewed individually, or worked on reports.

Tuesday/Wednesday, 02/03 February, 2016

ESSENTIAL QUESTION: How do we name compounds?

RELEVANCE: What’s in a name?

NGSSS: SC.912.P.8.7; MAFS.912.N-Q.1.1; LAFS.910.WHST.1

LEARNING OBJECTIVES:  Students will be able to:

-explain the significance of a chemical formula and the meaning of symbols and subscripts.

determine the formula and the name of an ionic compound formed between ions including binary, transition metals and polyatomic ions.

-write and name molecular compounds using prefixes.

-continue quarterly project how does pH affect plant growth.

BELL RINGER: Finding the least common multiple

VOCABULARY: molecule, monatomic ion, polyatomic ion, subscripts, prefix, diatomic molecules, oxidation numbers, anion, binary, cation, formula unit

HOME LEARNING: work on report

RESOURCES: Pearson, TES, BrainPop

AGENDA

WHOLE GROUP

We reviewed the standard from the focus calendar.

The bell ringer was read the handout on least common multiples.

Students then watched a BrainPop on chemical equations. You can watch the video by clicking the link Chemical Equations.

We then reviewed least common multiples, using the gradual release model. Students came to the white board to work out problems. You can find the handouts for this topic below.

These are the handouts to help you learn how to name chemical compounds.

Questions about the chemistry report due Friday were entertained.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who compete work early should go to 

70% or higher on pre-test Khan’s academy chemical reactions

less than 70% on pre-test- teacher intervention

HOTS: 

-Explain how the Law of Conservation of Mass relates to a balanced equation.

-If matter is not created or destroyed, why can’t I get 100% of the energy from food when I eat?