Test
Assign Ch. 17 Sec 1 for reading assignment.
Thursday, September 20, 2012
9/24/12 and 9/25/12
Date: 9/24/12 and 9/25/12
Class: Physical Science
Periods: B2,3 and W1,3,4
Outcomes: Work with science equations
Standards: UCP:1-3,5; A.1,2; B.2,4,5; G.3
Student Needs: Math help
Assessment Plan: Collect math work and explanation of demonstrations.
Lesson Outline: Review Archimedes’, Pascal’s and Bernoulli’s Principles > Do a Pascal problem on the board > have the students do a Pascal problem individually, discuss it > have them do more Pascal problems > Do a Boyle’s problem on the board > repeat what we did for Pascal then do the same for Charles’s > Balloon in ice water > vacuum display > Marshmallow in vacuum > buoyancy and density display
Review: Ask students to explain the main points of Archimedes’, Pascal’s and Bernoulli’s Principles, ask them when the next test is.
Anticipatory Set/Opening: Put corn syrup, water and oil in a beaker then add aluminum foil, a peppercorn and a nut to the beaker and ask why the materials arranged themselves the way they did.
Key Points:
Teaching Input: giving directions for equation work
Modeling: Equation work
Checking for Understanding: go around and make sure everyone is getting a grasp of using the equations, have students explain the demonstrations
Guided Practice/Monitoring: equation work
Closure: Ask the students how ready they feel for the test next week.
Independent Practice: Study
Reflection:
Monday, September 17, 2012
9/20/12 and 9/21/12
Date: 9/20/2012 - 9/21/2012
Class: Physical Science
Periods: B2,3 and W1,3,4
Outcomes: The pressure, volume and temperature of a gas are each affected by the other two properties.
Standards: UCP:1-3,5; A.1,2; B.2,4,5; G.3
Student Needs:
Assessment Plan: In class equation practice
Lesson Outline: Review 4 parts of an experiment; Archimedes’, Pascal’s and Bernoulli’s Principles > Have students explain what they read in 16.3 > Notes over Section 3 > Present Pascal’s, Boyle’s and Charles’s Law Equations > Do a couple of practice problems together then give them some to work on and then go over them
Review: 4 parts of an experiment; Archimedes’, Pascal’s and Bernoulli’s Principles
Anticipatory Set/Opening: Pop can crush
Key Points: Pressure, volume and temperature of a gas are all related.
Teaching Input: ask review questions, ask them to explain Section 3, give lecture notes, give 3 equations,
Modeling: Lecture, practice problems
Checking for Understanding: Ask students to repeat directions, have them explain the reading
Guided Practice/Monitoring: Practice problems
Closure: Have students describe what happened to the pop can.
Independent Practice:
Reflection:
9/18/12 and 9/19/12
Date: 9/18/2012 and 9/19/2012
Class: Physical Science
Periods: B2,3 and W1,3,4
Outcomes: Students will describe the difference between the thermal energies of the three states of matter. Students will also explain Archimedes’, Pascal’s and Bernoulli’s Principles
Standards: UCP:1-3,5; A.1,2; B.2, 5, 6; G.3
Student Needs:
Assessment Plan: Students will explain Archimedes’, Pascal’s and Bernoulli’s Principles for a Ticket-to-Leave.
Lesson Outline: Review scientific method and parts of an experiment > Ask students about the 3 parts of the Kinetic Theory of Matter > Notes over Section 1 > Ask students why heavy metal boats float > Student read Sec 2 pgs. 485-489 > Notes over Section 2 > Assign ?s 1-5 on pg. 489, Read Sec. 3 pgs. 490-495
Review: Ask students the steps of the scientific method, 4 parts of an experiment and what the difference is thermal energies are between solids, liquids and gases.
Anticipatory Set/Opening: “How does a several ton ship stay afloat in water?”
Key Points: thermal energy comparison solid < liquid < gas; Archimedes = buoyant force, objects mass < mass of displaced water = floating; Pascal = pressure transmitted through fluids, hydraulics; Bernoulli = faster fluid moves = less pressure, flight
Teaching Input: ask review questions, give lecture notes, give reading assignments
Modeling: Notes
Checking for Understanding: have students repeat directions and ask questions during notes
Guided Practice/Monitoring: In class reading, out of class questions
Closure: Ticket to leave: Explain Archimedes’, Pascal’s and Bernoulli’s Principle
Independent Practice: Read 16.3 pgs 490-495 for next time.
Reflection:
Monday, September 10, 2012
9/14/12 and 9/17/12
Date: 9/14/2012 and 9/17/2012
Class: Physical Science
Periods: B2,3 and W1,3,4
Outcomes: Definitions of solids, liquids and gases
Standards: UCP:1-3,5; A.1,2; B.2,5,6; G.3
Student Needs:
Assessment Plan: Questions 1-6 on pg. 483
Lesson Outline: Review SM and 4 parts of an experiment > tell students all matter is composed of particles that are always moving, even the most solid of objects > Give directions for reading Ch. 16 Sec. 1 > Read first paragraph then choose someone else to read > finish reading Sec. 1 > Students will make vocab flash cards (visually check to make sure everyone has finished) > Assign questions 1-6 on pg. 483 to be completed individually in a pages document and uploaded to schoology.com under Assignments - Ch. 16 Sec 1 ?s 1-6 by next class > Ticket to Leave - "What is the difference between liquids and gases at a molecular level?" done on a notecard and handed to teacher on their way out the door
Review: Ask students what the steps of the scientific method are, and what the 4 parts of an experiment are.
Anticipatory Set/Opening: All particles move, their movements determine state.
Key Points: Solids have a definite shape and volume with slow moving particles, liquids have definite volume but not shape and their particles move faster and slide across each other, gases don’t have definite volume or shape and their particles are the fastest and bounce off each other.
Teaching Input: Read Chapter 16 Section 1 pages 476-483 as a class, one person reads one paragraph, either do popcorn or just pick readers at random. Have students write down vocab words on notecards with definitions on the back. Assign questions 1-6 on pg. 483 to be completed individually and uploaded to schoology.com by next time.
Modeling: Read the first paragraph then choose the next reader.
Checking for Understanding: Have students repeat directions.
Guided Practice/Monitoring: Reading and vocab.
Closure: Ticket to Leave - Before they leave, have students write down what the difference is between liquids and gases to be turned in on their way out.
Independent Practice: Questions 1-6.
Reflection:
9/10/12 and 9/11/12
Date: 9/10/2012
Class: Physical Science
Periods: B2,3 and W1,3,4
Outcomes: Students will continue to distinguish between chemical and physical properties and changes.
Standards: UCP:1-3,5; A.1,2; B.2
Student Needs:
Assessment Plan: Students will do questions from the Chapter 15 review (1-18, 21, 23-26)
Lesson Outline: Review > Reminder of test > Barking Dog Experiment Video > Give students Chapter 15 Review questions > Students work individually > When everyone is done, have students compare answers > Go through correct answers > Remind students to study
Review: Ask students what the steps of the scientific method are, what the 4 parts of an experiment are, difference between heterogeneous and homogeneous mixtures
Anticipatory Set/Opening: Video of the Barking Dog experiment
Key Points: Indicators a chemical change has taken place
Teaching Input: Indicate which questions of the Chapter Review to do. Have them do it on paper. When that is done have them compare answers with pairs of students I pick.
Modeling: Explain directions for Chapter 15 Review
Checking for Understanding: Ask students what the sound from the experiment means
Guided Practice/Monitoring: Chapter 15 Review questions
Closure: Ticket to Leave - Ask students what the indicators a chemical change have occurred are
Independent Practice: Study for test
Reflection:
9/6/12 and 9/7/12
Date: 9/6/2012
Class: Physical Science
Periods: B2,3 and W1,3,4
Outcomes: Changes in physical changes do not change the chemical identity of a substance. Physical and Chemical properties can be used to separate materials.
Standards: UCP:1-3,5; A.1,2; B.2
Student Needs:
Assessment Plan: Ticket to leave: have students describe the process of distillation and what kind of property (chemical or physical) it uses.
Lesson Outline: Review > Quiz > Lecture > Book ?s 1-4 > Boiling Pop/Salt Water Demo> Ticket to leave closure
Review: Review parts of an experiment and difference between heterogeneous and homogeneous mixtures.
Anticipatory Set/Opening: Billions of people rely on separating salt from seawater for fresh water sources.
Key Points: Physical properties affect behavior but not the chemical identity of a substance. Chemical properties affect how substance chemically react. Both are used in separating substances.
Teaching Input: Directions for quiz. Lecture. Going over quiz.
Modeling: Showing how to get to quiz. Boiling Pop or Salt Water. Showing form for ticket to leave.
Checking for Understanding: Ask students to repeat directions. Quiz to check understanding of reading assignment. Use ticket to leave to see if students can identify a physical change.
Guided Practice/Monitoring: Quiz, pairs talking about book questions.
Closure: Ticket to leave: describe the process of distillation and identify it as either a physical or chemical change.
Independent Practice: Does cooking involve a physical or chemical change?
Reflection:
8/30/12 and 8/31/12
Date: 8/30/2012 - 8/31/2012
Class: Physical Science
Periods: B2,3 and W1,3,4
Outcomes: Students will demonstrate graphing ability by making a line graph using temperature data of a cooling glass of water and bar graphs based on group members’ height.
Standards:
Student Needs:
Assessment Plan: Making data tables and graphs of the temperature of water in a cup as it cools from boiling.
Lesson Outline: Review Scientific Method and parts of an experiment, discuss the metric system. explain different graphs are used in different situations. Height bar graph exercise. Discuss results. Gather data from water cooling activity. Explain how to make a line graph using temp data. Ask students if a bar graph would be useful for the water cooling experiment.
Review: Ask students to list the steps of the scientific method and the 4 parts of an experiment.
Anticipatory Set/Opening: Show several slides of graphs.
Key Points: Graphs can be used to make data easier to understand.
Teaching Input: Ask review questions, give directions for 2 activities
Modeling: Show students how to gather data and how to set the scale for their graphs.
Checking for Understanding: Ask students to repeat directions in their own words, look through students’ graphs.
Guided Practice/Monitoring: Watch students as they arrange their data into tables and make graphs using the data.
Closure: Ask students if a bar graph would be useful for the temperature cooling activity.
Independent Practice: Read Ch. 15 Sec 1 pgs. 450-456
Reflection:
8/28/12 and 8/29/12
Date: 8/28/2012
Class: Physical Science
Periods: B2,3 and W1,3,4
Outcomes: Students will practice following and writing steps of an experiment as well as measuring different units (length, volume, temperature, mass)
Standards: 9-12.A.N.2.1, 9-12.A.N.2.2
Student Needs:
Assessment Plan: Lab write-up and list of measurements.
Lesson Outline: Review Scientific Method, go over lab write-up form, explain steps of the experiment, perform M&M dissolving experiment, discuss results, explain how to perform measurements, have students perform measurement activity.
Review: What are the steps of the scientific method? What are the four parts of an experiment?
Anticipatory Set/Opening: Dissolving an M&M!
Key Points: Parts of an experiment, how to measure
Teaching Input: Explaining directions for both activities
Modeling: Performing example measurements, go over lab write-up form.
Checking for Understanding: Have students repeat directions and steps for the activities.
Guided Practice/Monitoring: M&M Dissolving Experiment, Measurement activity
Closure: Ask students what the Independent Variable, Dependent Variable and controls are from the M&M experiment.
Independent Practice: Read Ch. 1 Sec 1 for homework.
Reflection: Some groups did not work well together, B3 was fairly off-task and playing with equipment, W1 had issues actually working with their groups and wandering around.
8/24/12 and 8/27/12
Date: 8/24/12 and 8/27/12
Class: Physical Science
Periods: B2,3 and W1,3,4
Outcomes: Students will be able to identify the steps of the scientific method and parts of an experiment by designing a test of M and M dissolving rates in various liquids.
Standards: UCP 1-3, 5; A 1,2; F 5; G 2
Student Needs:
Assessment Plan: Designing an experiment to test the dissolving of M and Ms in tap water, salt water, sugar water, vinegar and lemon juice.
Lesson Outline:
Review: Ask students what steps they take to solve a problem.
Anticipatory Set/Opening: Tell students that modern day comforts wouldn’t exist without science.
Key Points: steps of the scientific method
Teaching Input:
Modeling: Show students the format for section questions.
Checking for Understanding: Ask students to repeat directions. Ask students to list the steps of the scientific method and the purposes of the parts of an experiment.
Guided Practice/Monitoring: Students will read Chapter 1 Section 1 pgs 6-13 and do questions 1-4 at the end. Students will design an experiment to test how 4 different fluids dissolve M and Ms.
Closure: Before they leave, have students write down the steps of the SM as a ticket-to-leave.
Independent Practice:
Reflection: Should have tested the activity before hand, need to go over classroom rules. Timing was good and students were ok at quieting down.
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