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: