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:

10/4/12 and 10/5/12

Date: 10/4/12 and 10/5/12

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to determine how many electrons are in the outer shell of different elements.

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

Student Needs: 

Assessment Plan: Have students draw the outer shell electrons for different elements

Lesson Outline: Review 3 parts of the Kinetic Theory > Ask students how to determine how many neutrons are in an atom of Uranium-235 > Have students fill out K and W for a KWL chart on what they know about electrons > Have students gather in the middle and throw 1 shoe into the middle and tell them to find a way to organize them into rows and columns > notes over Chapter 17 > Model electron dot diagrams (full and outer) and practice > HW: proton/neutron/outer shell electron practice > ticket to leave: electron dot diagram of He 

Review: Ask students what the 3 parts of the Kinetic Theory are and how to determine how many neutrons are in an atom of U-235.

Anticipatory Set/Opening: Shoe organization activity

Key Points: Column determines how many e- in outershell, row determines how many e- shells, only outer e- matter

Teaching Input: Notes, instructions

Modeling: Drawing electron dot structures

Checking for Understanding: Have students repeat directions

Guided Practice/Monitoring: See how each student does with drawing lewis dot structures

Closure: Ticket to leave: e- dot structure of He

Independent Practice: p+/n0/e- practice

Reflection:

10/2/12 and 10/3/12

Date: 10/2/12 and 10/3/12

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to describe the 3 parts of an atom and the current atomic model. Students will be able to determine elements based on the atomic numbers and how many neutrons are in specific isotopes of elements.

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

Student Needs: 

Assessment Plan: Have students draw a simple atom labeling where the 3 parts are located. Students will determine the number of neutrons in specific isotopes.

Lesson Outline: Review the 3 parts of the Kinetic Theory > Ask students to explain what they know about atoms > Draw a simple model of an atom and discuss > Ask students whether atoms have mass > Have students read Section 2 > Ask students what the main points of the section are > Model determining the element based on atomic number (# of protons) and taking mass#-atomic#=# of neutrons > Have students determine # of protons and neutrons for several element isotopes > Ticket to leave: have students write down how to determine the # of protons and neutrons for an element.

Review: Ask students what the 3 parts of the Kinetic Theory are.

Anticipatory Set/Opening: Quarks video, ask students what they know about atoms.

Key Points: Atoms are made of protons and neutrons in a nucleus and electrons flying around in an electron cloud around the nucleus. The atomic number tells you the number of protons and the mass number minus the atomic number is the number of neutrons.

Teaching Input: Give directions for reading and #protons/#neutrons assignment.

Modeling: Draw simple atomic model. Asking questions.

Checking for Understanding: Ask students to repeat directions. Ask 

Guided Practice/Monitoring: Protons/neutrons work.

Closure: Ticket to leave: explain how to find the #protons and the #neutrons.

Independent Practice: Read Ch. 16 Sec 3

Reflection: