12/10/12 and 12/11/12

Date: 12/10/2012 and 12/11/2012

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to identify acids and bases based on the molecular formula and pH.

Standards: UCP.1-3,5; A.1,2; B.2,3

Student Needs: 

Assessment Plan: Ticket-to-leave: students will identify H2SO4 as an acid or base.

Lesson Outline: Ask students to identify C6H12O6 + O2 -> CO2+ H2O > Have students draw a molecule of Se and Cl > Sugar and sulfuric acid demo (?) > Read and take notes over 23.1 and 23.2 > Explain sugar and sulfuric acid > Ticket-to-leave

Review: Ask students to identify C6H12O6 + O2 -> CO2+ H2O > Have students draw a molecule of Se and Cl

Anticipatory Set/Opening: What do you know about acids and bases > Sugar and sulfuric acid demo

Key Points: Acids give up H+; Bases take H+

Teaching Input: Directions

Modeling: Taking notes from text

Checking for Understanding: Ask students what acids and bases are after reading.

Guided Practice/Monitoring: Note-taking

Closure: Ticket to leave: Is H2SO4 an acid or base?

Independent Practice: Study

Reflection:

12/6/12 and 12/7/12

Date: 12/6/2012 and 12/7/2012

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to describe how substances dissolve and what solubility is.

Standards: UCP.1-3,5; A.1,2; B.1-3,6; 

Student Needs: 

Assessment Plan: Ticket-to-leave= students will define in their own words what solubility is.

Lesson Outline: Balance C₃H₈ + O₂ -> CO₂ + H₂O > Draw a molecule of Se and Cl > Ask students what a solution is > Notes over 22.1 and 22.2 > Dissolving demonstations (temp and maybe size) > 

Review: Balance C₃H₈ + O₂ -> CO₂ + H₂O > Draw a molecule of Se and Cl

Anticipatory Set/Opening: Ask students what a solution is

Key Points: Solutions are homogeneous mixtures with uniform composition, solubility is how much of a substance can be dissolved in another substance (like water)

Teaching Input: Asking questions, giving notes

Modeling: Video on how dissolving occurs

Checking for Understanding: Have students look at the chart on pg. 673 and ask them which substance is the most soluble.

Guided Practice/Monitoring: Have students explain the demonstrations

Closure: Ticket-to-leave= students will define in their own words what solubility is. 

Independent Practice: Read 22.3 and 22.4 pgs 676 to 685 focus on how do solutes change a solutions properties and why don’t oil and water mix

Reflection:

12/4/12 and 12/5/12

Date: 12/4/2012 and 12/5/2012

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to describe the terms exergonic, endergonic, exothermic and endothermic in terms of whether it requires energy as a reactant or product.

Standards: UCP.1-3,5; A.1,2; B.2,3; G.1-3

Student Needs: 

Assessment Plan: Thumbs-up/thumbs-down as to whether or not fireflies use exergonic or endergonic reactions to make light.

Lesson Outline: Ask students how many H’s would be needed to make a ring of single-bonded C happy > have students balance KCl + Na2SO4 -> K2SO4 + NaCl > Where does the energy from living things burning sugar come from? Notes over 21.3 and 21.4 > thumbs-up/thumbs-down on fireflies > introduce solutions

Review: Ask students how many H’s would be needed to make a ring of single-bonded C happy > have students balance KCl + Na2SO4 -> K2SO4 + NaC

Anticipatory Set/Opening: Where does the energy from living things burning sugar come from?

Key Points: Energy can act as a product or reactant.

Teaching Input: Asking questions, Notes

Modeling: Diagrams on board showing energy as reactants and products

Checking for Understanding: Have students write a brief description of what happens when wood reacts with oxygen.

Guided Practice/Monitoring: Review and firefly discussion

Closure: Thumbs-up/thumbs-down

Independent Practice: Read 22.1 pages 664 - 670

Reflection:

11/30/12 and 12/3/12

Date: 11/30/2012 and 12/3/2012

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to identify when a double-displacement reaction has taken place.

Standards:

Student Needs: 

Assessment Plan: Lab report

Lesson Outline: Have students figure out the chemical formula for a compound of potassium nitrate (KNO3) > have students balance an equation of BaCl2 + Na2SO4 -> BaSO4 + 2 NaCl > explain directions for lab > students do lab > ask students to explain what happened > fill in holes > go through lab report

Review: Have students figure out the chemical formula for a compound of potassium nitrate (KNO3) > have students balance an equation of BaCl2 + Na2SO4 -> BaSO4 + 2 NaCl

Anticipatory Set/Opening: Lab Day!!!! > ask students to identify what a precipitate is and how it’s made

Key Points: double-displacement reaction result in the formation of a precipitate (a solid forming from the mixture of two liquids) due to the insolubility of one of the products

Teaching Input: asking questions, giving directions

Modeling: explaining lab

Checking for Understanding: have students repeat directions

Guided Practice/Monitoring: Lab

Closure: Emphasize precipitates form when one compound is insoluble in water

Independent Practice: Read 21.4 pgs. 646 to 650

Reflection:

11/28/12 and 11/29/12

Date: 11/28/2012 and 11/29/2012

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to explain how the Law of Conservation of Mass and balancing chemical equations are connected.

Standards: UCP.1-3;,5; A.1,2; B.2,3; G.3

Student Needs: 

Assessment Plan: Ticket to Leave: Balance Ba(NO₃)₂ + K₂SO₄   BaSO₄ + KNO₃

Lesson Outline: Review bonding (HNS) > Periodic Video > Biologically speaking, Life is just a set of chemical reactions > Notes over Chapter 21 Sections 1 and 2 > Practice Balancing Equations > Balancing Worksheet and read 21.3 > Ticket to Leace

Review: Draw a molecule consisting of 1 H, 1 N and 1 S

Anticipatory Set/Opening: Periodic video and Life is impossible without chemical reactions

Key Points: Law of Conservation of Mass means the number of each element before a reaction must be the same after a reactions

Teaching Input: Asking questions, giving notes

Modeling: Balancing Equations practice

Checking for Understanding: Have students repeat directions

Guided Practice/Monitoring: Balancing Practice

Closure: Ticket to leave: Balance Ba(NO₃)₂ + K₂SO₄  -> BaSO₄ + KNO₃

Independent Practice: Balancing Worksheet and Read 21.3

Reflection:

11/26/12 and 11/27/12

Date: 11/26/2012 and 11/27/2012

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to know what compounds are ionically or covalently bonded and the naming differences between them.

Standards: UCP.1-3,5; A.1-2; B.2,4,6; F.1; G.3

Student Needs: 

Assessment Plan: Thumbs-up/thumbs-down as to where you think you’re at with bonding

Lesson Outline: Review protons, neutrons, total electrons and valence electrons > Discuss test > Practice ionic and covalent bonding and identifying each > Discuss note-taking in 21.1 > thumbs-up/thumbs-down

Review:

Anticipatory Set/Opening: What happens in a chemical reaction? 

Key Points: Metal+nonmetal = ionic; nonmetal+nonmetal=covalent; all about outer-shell electrons

Teaching Input: Asking practice questions

Modeling: 21.1 note-taking

Checking for Understanding: have students repeat directions

Guided Practice/Monitoring: Bonding practice

Closure: thumbs-up/thumbs-down on bonding

Independent Practice: Read 21.1 if haven’t yet and 21.2

Reflection:

11/15/12 and 11/16/12

Date: 11/15/2012 and 11/16/2012

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to name ionic and covalent compounds

Standards: UCP.1-3,5; A.1-2; B.4,6; G.3

Student Needs: 

Assessment Plan: Worksheet over chemical naming

Lesson Outline: Review the 3 steps of the Kinetic Theory > Have students draw a molecule of CH₄ > Dangers of Dihydrogen oxide > Naming a compound can tell you what elements are involved and sometimes how many atoms of each element > Notes over 20.3 > Practice naming different ionic and covalent compounds > Naming worksheet > Practice bonding

Review: 3 steps of the Kinetic Theory, draw a methane molecule

Anticipatory Set/Opening: Dihydrogen oxide article

Key Points: Naming rules for ionic and covalent compounds

Teaching Input: Asking review questions, notes, directions for worksheet

Modeling: Practice naming on board

Checking for Understanding: Have students summarize naming rules, have them repeat directions

Guided Practice/Monitoring: Practice naming, Naming worksheet

Closure: Ask students if ionic or covalent compounds are easier to name

Independent Practice: Naming practice and studying

Reflection:

11/13/12 and 11/14/12

Date: 11/13/2012 and 11/14/2012

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to draw covalently bonded molecules, predict what changes metals and nonmetals will take, and how many atoms of each element there will be in different compounds and molecules

Standards: UCP.1-3,5; A.1-2; B.2,4,6; F.1

Student Needs: 

Assessment Plan: Ticket to leave: Draw a molecule of C₂H₆

Lesson Outline: Ask students why atoms form bonds > Discuss the energy that was released when the metals from last class were burned > Notes over 20.2 > Practice diagrams of how certain elements form charges and bonds > Assign worksheet > Ticket to leave

Review: “Why do atoms form bonds?” “What kind of energy was released when we burned the metals last time?”

Anticipatory Set/Opening: Periodic table of videos

Key Points: Charges occur when atoms give away or take electrons to have full outer shells, ions bond to cancel charges, nonmetals can share electrons to look like they’re full

Teaching Input: Asking questions, notes, giving directions for assignment

Modeling: Diagrams on board

Checking for Understanding: Have students repeat directions

Guided Practice/Monitoring: Diagramming practice and Bonding worksheet

Closure: Ticket to leave: Draw a molecule of C₂H₆

Independent Practice: Worksheet

Reflection:

11/8/12 and 11/12/12

Date:11/8/2012 and 11/12/2012

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will describe what happens when metal bonds change.

Standards:

Student Needs: 

Assessment Plan: Lab write-up

Lesson Outline: Ask students why atoms form bonds > Explain the bonds also store a lot of energy > Give directions for lab > setup lab > Students do lab > Demo of burning magnesium ribbon > Explain lab write-up form > give students time to complete lab > tell them test is next week Tuesday

Review: “Why do atoms form bonds?”

Anticipatory Set/Opening: Lab Day!!!!

Key Points: Bonds store energy which can be released when a bond changes.

Teaching Input: Give directions for lab

Modeling: Lab procedure, lab setup and lab write-up

Checking for Understanding: ask students to repeat directions

Guided Practice/Monitoring: Lab

Closure: Ask students what metal burned the most interestingly

Independent Practice: Read 20.3

Reflection:

11/6/12 and 11/7/12

Date: 11/6/2012 and 11/7/2012

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to describe why atoms form chemical bonds.

Standards: UCP.1-3,5; A.1-2; B.2,4,6

Student Needs: 

Assessment Plan: Ticket to leave: Students will predict how many electrons Oxygen needs to gain to become stable.

Lesson Outline: Ask students how many neutrons are in an atom of K-42 > Ask students what they know about chemical bonds, compounds and molecules > Ask students why atoms form bonds > Notes over Chapter 20 Section 1 > Practice figuring out how atoms reach stability > ask students to predict how man electrons Oxygen needs to gain to become stable

Review: Ask students how many neutrons are in an atom of K-42

Anticipatory Set/Opening: Periodic Table of Videos (?), Ask students what they know about chemical bonds, compounds and molecules? Why do atoms form bonds?

Key Points: Atoms form bonds with other atoms because they’re more stable bonded than by themselves.

Teaching Input: Asking questions, giving notes.

Modeling: Diagrams showing how different elements reach stability.

Checking for Understanding: Ask students to repeat directions, to summarize notes.

Guided Practice/Monitoring: Notes, looking at what elements need to be stable.

Closure: Ticket to leave: Predict how many electrons Oxygen needs to be stable.

Independent Practice: Read 20.2

Reflection:

11/2/12 and 11/5/12

Date: 11/2/2012 and 11/5/2012

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students should be 

Standards: UCP.1-3,5; A.1,2; B.1,2,4; F.1; G.3

Student Needs: 

Assessment Plan: Ask students one thing they learned about someone else’s Element Family

Lesson Outline: Ask students what Boyle’s Law is and run through a practice problem, number the parts of Ca-40 > Students give presentations > End of class have students say one thing they learned about someone else’s presentation

Review: Ask student’s what Boyle’s Law is and run through a practice problem, number the parts of Ca-40

Anticipatory Set/Opening: Time to teach each other!

Key Points:

Teaching Input: Give directions to audience: pay attention, take notes, be respectful

Modeling: Take a student’s seat and take notes alongside them

Checking for Understanding:  Have students repeat directions for being an audience

Guided Practice/Monitoring: Giving presentations/taking notes on presentations

Closure: Have students say one thing they learned about someone else’s presentation

Independent Practice: 20.1 be able to explain why atoms form bonds

Reflection:

10/31/12 and 11/1/12

Date: 10/31/2012 and 11/1/2012

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students should be 

Standards: UCP.1-3,5; A.1,2; B.1,2,4; F.1; G.3

Student Needs: 

Assessment Plan: Ask students one thing they learned about someone else’s Element Family

Lesson Outline: Ask students what Boyle’s Law is and run through a practice problem, number the parts of Ca-40 > Students give presentations > End of class have students say one thing they learned about someone else’s presentation

Review: Ask student’s what Boyle’s Law is and run through a practice problem, number the parts of Ca-40

Anticipatory Set/Opening: Time to teach each other!

Key Points:

Teaching Input: Give directions to audience: pay attention, take notes, be respectful

Modeling: Take a student’s seat and take notes alongside them

Checking for Understanding:  Have students repeat directions for being an audience

Guided Practice/Monitoring: Giving presentations/taking notes on presentations

Closure: Have students say one thing they learned about someone else’s presentation

Independent Practice: Read 19.3

Reflection:

10/29/12 and 10/30/12

Date: 10/29/2012 and 10/30/2012 

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to describe the main features of their elemental group.

Standards: UCP.1-3,5; A.1,2; B.1,2,4; F.1; G.3

Student Needs: 

Assessment Plan: 

Lesson Outline: Review Pascals’s Principle; protons, neutrons and outer shell electrons in P-32 > Put students into groups for Presentation assignments > Give each group directions for their presentations (each group gets an Element Family that they will be teaching their classmates about) > At the end of the block ask each group one thing they’ve learned

Review: Ask students what Pascal’s Principle is and run through a problem involving it, identify the number of components in Phosphorous-36

Anticipatory Set/Opening: We are going more in-depth into the Periodic Table. Why is Iron and Magnesium different than Nitrogen and Oxygen?

Key Points:

Teaching Input: Give directions for assignment. Each group will be given an Element Family. They will teach their classmates about that family the next class period using a Keynote presentation. They must identify which main type(s) of element their family is composed of, physical properties of their Group, what kinds of bonds they form and other information. All members of the group should speak an equal amount of time. Each presentation should be about 8 minutes.

Modeling: Reference my prior presentations.

Checking for Understanding:  Ask students to repeat directions

Guided Practice/Monitoring: Working on presentations

Closure: Ask students what is one thing they’ve learned about their group.

Independent Practice: Finish presentations.

Reflection:

10/25/12 and 10/26/12

Test and Lab Safety Contract

10/23/12 and 10/24/12

Date: 10/23/2012 and 10/24/2012

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to explain how a nuclear reactor works, what critical mass is and why nuclear fusion can only occur in stars.

Standards: UCP.1-3,5; A.1,2; B.1,2,4; F.1; G.3

Student Needs: 

Assessment Plan: Ticket-to-leave: Explain the differences between nuclear fusion and fission.

Lesson Outline: Review ask students what Bernoulli’s Principle is, what the 4 parts of an experiment are, what keeps a nucleus together and what causes it to become unstable > Ask students how a nuclear reactor works and what they know about nuclear reactions in the universe > notes over 18.3 and 18.4 > Practice finding the number of protons, neutrons and making full and outer shell electron dot diagrams > Ticket to Leave

Review: What is Bernoulli’s Principle, what are the 4 parts of an experiment, what holds a nucleus together and what causes it to break apart

Anticipatory Set/Opening: Video of atomic bomb testing, ask students what they know about nuclear reactions

Key Points: Fission involves a large nucleus being broken apart, fusion involves two small nuclei fusing together, chain reactions only occur when critical mass is reached

Teaching Input: Asking review questions and notes

Modeling: Diagram of critical mass, practice finding protons, neutrons, 

Checking for Understanding: Have students explain directions

Guided Practice/Monitoring: P/N/E practice

Closure: Ticket to leave: Explain the differences between nuclear fusion and fission

Independent Practice: Study

Reflection:

10/19/12 and 10/22/12

Date: 10/19/2012 and 10/22/2012

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to explain radioactive half-life.

Standards: UCP:1-3,5; A:1,2; B:1,2; F:1

Student Needs: 

Assessment Plan: Students will explain complete a modeling exercise and use it to explain radioactive decay.

Lesson Outline: Ask students what Archimedes’ Principle is, what the Atomic number tells you and what the Mass number tell you > Discuss how radioactivity can be detected by ionization > Put students into groups of 4 for lab activity > Give directions for lab > Have a random student repeat directions for the lab > Monitor students progress > Ask students to discuss with their group what radioactive half-life is

Review: Ask students what Archimedes’ Principle is and what the Atomic Number and the Mass Number from the Periodic Table tell you

Anticipatory Set/Opening: Nuclear waste can take thousands and millions of years before it stops being dangerous to living things.

Key Points: Every half-life results in half the atoms of a radioactive substance being decayed.

Teaching Input: Give instructions for lab activity.

Modeling: Model a nuclear decay process for Nitrogen-15

Checking for Understanding: Have students repeat directions

Guided Practice/Monitoring: Lab exercise

Closure: Have students as a group come up with a definition of radioactive half-life.

Independent Practice: Read Ch. 18 Sec 4 focusing on the difference between nuclear fusion and fission.

Reflection:

10/17/12 and 10/18/12

Date: 10/17/2012 and 10/18/2012

Class: Physical Science

Periods: B2, 3 and W1,3,4

Outcomes: Students will be able to describe the ways the 3 main forms of nuclear decay change a nucleus.

Standards: 

Student Needs: 

Assessment Plan: Students will predict what happens to a Uranium-238 nucleus that undergoes Beta decay.

Lesson Outline: Ask students what kind of graph is used to show changes over time, to explain Charles’s Law, what the 3 parts of an atom are and where each is located > Have students read Ch. 18 Sec 2 with a focus on what are the main forms of nuclear decay and how does each change a nucleus > notes over Sec. 2 > Practice nuclear transmutation

Review: Ask students what kind of graph is used to show changes over time; to explain Charles’s Law and a real life example; what are the 3 parts of an atom and where each is located

Anticipatory Set/Opening: The number of protons in a nucleus can change under very specific circumstances, how gold can be made from lead

Key Points: Alpha decay is a helium nucleus, Beta decay is an electron and Gamma is just energy and all 3 are ejected from unstable nuclei to form a more stable one

Teaching Input: Ask review questions, give directions for reading assignment and note-taking

Modeling: Give prepared notes

Checking for Understanding: Have students repeat directions

Guided Practice/Monitoring: Practice nuclear transmutations

Closure: Ask students which form of radiation they believe is the most dangerous to humans.

Independent Practice: Read Ch. 18 Sec 3

Reflection:

10/15/12 and 10/16/12

Date: 10/15/2012 and 10/16/2012

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to describe what keeps nuclei together and be able to determine if a nucleus is unstable.

Standards: UCP.1-3,5; A.1,2; B.1,2; G.3

Student Needs: 

Assessment Plan: Worksheet on nuclear stability, ticket to leave: name the force that keeps nuclei together and the force that causes them to be unstable.

Lesson Outline: Ask students what the 6 steps of the Scientific Method Are, to explain Boyle’s Law, and to determine the number of protons, neutrons and outer-shell electrons in Bromine-80 > Ask students what they know about radioactivity > Give directions: read Ch. 18 Sec 1 and jot down anything you think is important > Have students compare notes with their partner > Have them compare their notes with the notes posted online on schoology under files and add anything they’re missing > Talk about the ratio of protons to neutrons that are stable in small nuclei (1:1) and large nuclei (2:3) > Have students do the Nucleus Stability worksheet on schoology under assignments > If there is time remaining have students compare answers before submitting

Review: What are the 6 steps of the scientific method, explain Boyle’s Law, determine the number of protons, neutrons and outer-shell electrons in Bromine-80

Anticipatory Set/Opening: What is radioactivity?

Key Points: Strong force between protons and neutrons in a nucleus keep it together, electric repulsion between protons make nuclei unstable, small nuclei stable with a proton:neutron ratio of 1:1, large nuclei 2:3

Teaching Input: Ask review and prior knowledge questions, give directions for reading assignment and then comparing notes, give directions for worksheet.

Modeling: Demonstrate comparing notes and show them where the notes and assignment are on schoology

Checking for Understanding: Ask students what ratio of protons to neutrons is stable in small and large nuclei. 

Guided Practice/Monitoring: Note-taking

Closure: Ticket to Leave: on a notecard name the force that keeps a nucleus together and the force that makes them unstable

Independent Practice: Worksheet

Reflection:

10/11/12 and 10/12/12

Date: 10/11/12 and 10/12/12

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will have a better understanding of how science impacts society.

Standards: 

Student Needs: 

Assessment Plan: Around the class: ask each student one thing they learned about their scientist.

Lesson Outline: Ask students about the 2 experimental variables, Kinetic Theory, finding the number of p+ n0 and e- for various elements, drawing full e- and lewis dot diagrams > Introduce Scientist Biography project > Students work on project > Around the room closure

Review: Ask students what Independent and Dependent Variables are, what the 3 parts of the Kinetic Theory are, give each student their own element to find the protons, neutrons and electrons for as well as drawing Lewis dot structures for

Anticipatory Set/Opening: Scientists had lives outside of their research, Einstein fought the development of the nuclear bomb, Oppenheimer quoted Hindu scripture after he successfully tested the nuclear bomb

Key Points: Scientists have shaped society with their research and with their lives

Teaching Input: Ask review questions, give directions for project

Modeling: Model review questions

Checking for Understanding: Ask students to repeat directions, 

Guided Practice/Monitoring: See how student research is going

Closure: Around the room: Name one way your scientist influenced society.

Independent Practice: finish project.

Reflection:

10/9/12 and 10/10/12

Date: 10/9/12 and 10/10/12

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will have a better understanding of how science impacts society.

Standards: 

Student Needs: 

Assessment Plan: Around the class: ask each student one thing they learned about their scientist.

Lesson Outline: Ask students about the 2 experimental variables, Kinetic Theory, finding the number of p+ n0 and e- for various elements, drawing full e- and lewis dot diagrams > Introduce Scientist Biography project > Students work on project > Around the room closure

Review: Ask students what Independent and Dependent Variables are, what the 3 parts of the Kinetic Theory are, give each student their own element to find the protons, neutrons and electrons for as well as drawing Lewis dot structures for

Anticipatory Set/Opening: Scientists had lives outside of their research, Einstein fought the development of the nuclear bomb, Oppenheimer quoted Hindu scripture after he successfully tested the nuclear bomb

Key Points: Scientists have shaped society with their research and with their lives

Teaching Input: Ask review questions, give directions for project

Modeling: Model review questions

Checking for Understanding: Ask students to repeat directions, 

Guided Practice/Monitoring: See how student research is going

Closure: Around the room: Name one thing you’ve learned about your scientist

Independent Practice: Work on project.

Reflection: