12/11/14 and 12/12/14 pH Indicator Lab

Date: 12/11/14 and 12/12/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to identify what property allows cabbage juice to be used as a pH indicator

Standards: 9-12.P.1.5

Student Needs: 

Assessment Plan: Students will arrange their samples in order of increasing pH. 

Lesson Outline: What makes something an acid and what makes something a base? > Have students draw the simplest molecule of C + S > We are going to make our own pH indicator! > Cabbage Juice pH Indicator Lab > Have students arrange the samples they test in order of increasing pH > Semester Test Review next time.

12/9/14 and 12/10/14 Acids and Bases

Date: 12/9/14 and 12/10/14

Class: Physical Science

Periods: W1,2,4 and B2

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

Standards: 9-12.P.1.5

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 > HW: What makes something a good pH indicator?

12/5/14 and 12/8/14 Chromatography Lab

Date:

Class: Physical Science

Periods: W1,2,4, B2

Outcomes: Students will show how solubility is useful for separating materials.

Standards: 9-12.P.1.2

Student Needs: 

Assessment Plan: Lab Report

Lesson Outline: Bellringer > What is solubility? What are the parts of a solution? How do we change the rate something dissolves at? > Lab Today!!!! > Have students read the lab directions and start their lab report. > Have a student summarize the lab directions and fill in the holes as they go. Explain filling in the first table > Monitor lab > Explain what RF is and how to find it. > Discuss results > HW: 23.1 Reading Purpose pgs 696-701 What makes something an acid? A base?

12/1/14 and 12/2/14 Solutions 1

Date: 11/25/14 and 11/26/14

Class: Physical Science

Periods: W1,2,4 and B2

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

Standards: 9-12.P.1.5

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 > Dissolving demonstations (temp and maybe size) > HW: Read 22.2 Describe the types of solutions and what would affect solubility.

11/21/14 and 11/24/14 Chemical Reactions 4

Date: 11/21/14 and 11/24/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe what kind of reaction cellular respiration and photosynthesis are and explain how certain reactions are exergonic and endergonic.

Standards: 9-12.P.1.4

Student Needs: Writing time

Assessment Plan: Short paper on Cellular Respiration/Photosynthesis and examples of endergonic and exergonic reactions.

Lesson Outline: What kind of mixture is unopened pop, and once it is opened? How many neutrons are in P-31? > Go over Ch. 21 Review > Give directions for the short paper: Classify Photosynthesis and Cellular Respiration and describe them in terms of energy. List some examples of exergonic and endergonic chemical reactions and list their formulas along with what kind of energy is required or given off > Around the Room: one thing you learned > HW: Read 22.1 What do we mean by “dissolving” and what can effect how fast it occurs?

11/19/14 and 11/20/14 Chemical Reactions 3

Date: 11/19/14 and 11/20/14

Class: Physical Science

Periods: W1,2,4 and B2

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: 9-12.P.1.4

Student Needs: 

Assessment Plan: Short paper.

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 21.4 > Write a short paper about the reactions that fireflies use, where should energy be in the equation, what kind of reaction is it, how has this reaction been used in other biological research? > HW: Finish paper and quiz next time.

11/17/14 and 11/18/14 Balancing Quiz and Precipitate Lab

Date: 11/17/14 and 11/18/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to identify when a double replacement and single replacement reactions have occurred.

Standards: 9-12.P.1.4

Student Needs: 

Assessment Plan: Lab report

Lesson Outline: How can you tell a double replacement reaction has occurred? How can you tell if a single replacement reaction will occur? > Balancing Equations Quiz > Go over directions for lab, put students into groups, Have one student collect materials, monitor lab > go over lab results, have students submit and talk about which reactions showed precipitate formation. > Demo copper wire in silver nitrate > HW: Read 21.4 pgs. 646-650  What is the difference between endergonic and exergonic reactions? How do enzymes and inhibitors work?

11/12/14 and 11/13/14 Chemical Reactions 2

Date: 11/12/14 and 11/13/14

Class: Physical Science

Periods: W1,2,4 and B2

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: 9-12.P.1.4

Student Needs: 

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

Lesson Outline: Grade balancing worksheet > 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 > Practice classifying reactions > thumbs-up/thumbs-down on fireflies > introduce solutions

11/10/14 and 11/11/14 Chemical Reactions 1

Date: 11/10/14 and 11/11/14

Class: Physical Science

Periods: W1,2,4 and B2

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

Standards: 9-12.P.1.4

Student Needs: 

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

Lesson Outline: Quiz > Review bonding (HNS) > Life is impossible without chemical reactions > Biologically speaking, Life is just a set of chemical reactions > Notes over Chapter 21 Sections 1 and 2 > Practice Balancing Equations > HW: Balancing Worksheet and read 21.3 > Ticket to Leave

11/6/14 and 11/7/14 Bonding Quiz

Date: 11/6/14 and 11/7/14

Class: Physical Science

Periods: W1,2,4 and B2

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

Standards: 9-12.P.1.2

Student Needs: Alternate setting, allow notes

Assessment Plan: Quiz

Lesson Outline: Bellringer > Quiz over bonding, students are allowed periodic table > Grade in class when students finish > HW: Read 21.1 pgs 632-637 What is a chemical reaction and why is the Law of Conservation of Mass important?

11/4/14 and 11/5/14 Naming Compounds

Date: 11/4/14 and 11/5/14

Class: Physical Science

Periods: W1,2,4 and B2

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

Standards: 9-12.P.1.2

Student Needs: 

Assessment Plan: Ticket-to-Leave Naming Compounds

Lesson Outline: Review the 3 steps of the Kinetic Theory > Have students draw a molecule of CH₄ > What is in carbon dioxide? What should be the chemical name for water? What is table salt? > Notes over the rules for naming. > Practice naming in class. > Ticket-to-Leave Name CH4 and Na2O > HW: Study quiz next time

10/31/14 and 11/3/14 Element Origins

Watch the Cosmos Episode 1 which covers where the elements have come from.

10/29/14 and 10/30/14 Chemical Bonds 3

Date: 10/29/14 and 10/30/14

Class: Physical Science

Periods: W1,2,4 and B2

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

Standards: 9-12.P.1.2

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

10/23/14 and 10/24/14 Chemical Bonds 2

Date: 10/27/14 and 10/28/14

Class: Physical Science

Periods: W1,2,4 and B2

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 Al₃S₂

Lesson Outline: Ask students why atoms form bonds > Discuss the energy that was released when the metals from last class were burned > What's different between the bonds between a metal and a nonmetal and 2 nonmetals > Notes over 20.2 > Practice diagrams of how certain elements form charges and bonds > HW: worksheet on ionic bonding > Ticket to leave

10/27/14 and 10/28/14 Flame Test Lab

Date: 10/23/14 and 10/24/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will describe one way to measure the energy stored in a chemical bond.

Standards: 9-12.P.1.2

Student Needs: 

Assessment Plan: Lab Report

Lesson Outline: Look at electron dot diagrams for the 4 metals. Go over directions for lab. Make changes to directions. Discuss results. Large flame test demo. Thumbs up/thumbs down how’d your group work together?

10/21/14 and 10/22/14 Chemical Bonds 1

Date: 10/21/14 and 10/22/14

Class: Physical Science

Periods: W1,2,4 and B2

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

Standards: 9-12.P.1.2

Student Needs: 

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

Lesson Outline: Hand in papers. Ask students what stood out to them about the element families. 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 many electrons Oxygen needs to gain to become stable > HW: Read 20.2 What is the difference between ionic and covalent bonds?

10/17/14 and 10/20/14 Family Trends 2

Date: 10/17/14 and 10/20/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will describe the relationship between how the outer shell electrons determine the characteristics for the alkali, alkaline earth, oxygen group, halogens and noble gases.

Standards: 9-12.P.1.1

Student Needs: Writing time

Assessment Plan: Around-the-Room: What one thing you've learned about each group?

Lesson Outline: What is Archimedes' Principle? How many protons does Sulfur have? How many neutrons does Sulfur-34 have? > Draw outer shell diagrams for C, Si, Sn and Pb. > Video of magnetic liquid oxygen. > So far, we've learned that elements in the same column have the same number of electrons in their outer shells. Today, you're going to continue figuring out what that means for the elements' behavior. The number of protons tells us what element it is but the electrons tell us what they do. > Give directions for the Family Trends paper: 2 pages, double spaced, Times New Roman or Arial 12pt font. Describe properties of the alkali (1), alkaline earth (2), oxygen group (6), halogens (7) and noble gases (8). Focus on physical properties (state, color, shininess, etc.) and chemical properties (how do they react, what do they react with, does it take or release energy). You may need to talk about how specific elements in each group differ from the others. Use websites and the textbook as your resources. Use MLA citation (I know you learned it in English class). > Around-the-Room: What is one thing you've learned about each group? HW: Finish paper. Read 20.1 pgs. 602-606 Why do atoms form bonds?

10/15/14 and 10/16/14 Family Trends

Date: 10/15/14 and 10/16/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will describe the relationship between how the outer shell electrons determine the characteristics for the alkali, alkaline earth, oxygen group, halogens and noble gases.

Standards: 9-12.P.1.1

Student Needs: Writing time

Assessment Plan: Around-the-Room: What one thing you've learned about each group?

Lesson Outline: What is Bernoulli's Principle? How many protons does Pt have? How many neutrons does Bromine-80 have? > Draw outer shell diagrams for Li, Na and K. > Video of sodium and potassium in water (it burns). > So far, we've learned that elements in the same column have the same number of electrons in their outer shells. Today, you're going to figure out what that means for the elements' behavior. The number of protons tells us what element it is but the electrons tell us what they do. > Give directions for the Family Trends paper: 1-2 pages, double spaced, Times New Roman or Arial 12pt font. Describe properties of the alkali (1), alkaline earth (2), oxygen group (6), halogens (7) and noble gases (8). Focus on physical properties (state, color, shininess, etc.) and chemical properties (how do they react, what do they react with, does it take or release energy). You may need to talk about how specific elements in each group differ from the others. Use websites and the textbook as your resources. Use MLA citation (I know you learned it in English class). > Around-the-Room: What one thing you've learned about each group? HW: Continue working on paper.

10/10/14 and 10/14/14 Electrons

Date: 10/9/14 and 10/14/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe how electrons are arranged in an atom.

Standards: 9-12.P.1.1

Student Needs: Individual help

Assessment Plan: Ticket to Leave: Draw an electron dot diagram and an outer shell diagram of Calcium

Lesson Outline: What is Pascal's Principle? How many protons does Argon have? > Reminder that quizzes can be retaken. > Why do you think the periodic table is shaped the way it is? Why did they decide to end each row with He, Ne, Ar, Kr, Xe and Rn? > Remember the number of protons is how many total electrons elements have. > Draw electron dot diagrams of the first 5 elements on the board. Ask students what pattern do you see? > Draw diagrams of Ne and Na on the board and have students explain the arrangement of the periodic table and how it relates to the diagram. > Explain that the first shell has one room for 2 electrons, but the other shells have 4 rooms and can have 8 electrons in them, if there are only 4 electrons in a shell they want to be spread out as much as possible so there's only 1 electron in each room. > Give students 4 elements from the first 20 on the table to practice on their own on the whiteboards. > Draw outer shell diagrams of C, N and O. Ask students what they notice about the relationship between the diagrams and the periodic table. Point out that the column number tells you how many outer shell electrons that element has. > Have students practice outer shell diagrams for F, Cl, K, Na, I and Cs on the whiteboards. > HW: Electron Dot Diagram Assignment, elements are listed on schoology but draw out on paper. > Ticket to Leave: Draw an electron dot diagram and an outer shell diagram of Calcium.

10/8/14 and 10/9/14 Atomic Structure Quiz

Date: 10/8/14 and 10/9/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will show what they know about atomic structure and nuclear reactions. 

Standards: 9-12.P.1.1

Student Needs: 

Assessment Plan: Quiz over Chapters 17 and 18. HW: Research uses for all the metals in Columns 1 and 2, write up and post on schoology.

10/6/14 and 10/7/14 Radioactivity 3

Date: 10/6/14 and 10/7/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to explain what reaction occurs in a nuclear reactor and identify some uses for radioactive material.

Standards: 9-12.P.1.5

Student Needs: 

Assessment Plan: Think-Pair-Share = what’s one thing you learned today

Lesson Outline: What is the difference between heterogeneous and homogeneous mixtures? P+/N0/E- for Br-80 and P-31 and valence electrons. Am-243 undergoes alpha decay > Grade Nuclear Decay Worksheet > Notes over 10.3 and 10.4 > One-Day-Paper: What are some uses for nuclear reactions or radioactive materials? > TPS what’s one thing you learned today? > HW: Finish paper and study Quiz over chapters 17 and 18 next time.

10/2/14 and 10/3/14 Radioactivity 2

Date: 10/2/14 and 10/3/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to predict the products of alpha, beta and gamma decay.

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

Student Needs: 

Assessment Plan: Nuclear Decay Worksheet

Lesson Outline: How many valence electrons does Chlorine have? How many protons? How many neutrons in Chlorine-36? > Tell me about what you read in 18.2. What are the 3 forms of decay? > Notes over 18.1 and 18.2 > Practice nuclear decay reactions > HW: Nuclear Decay Worksheet

9/30/14 and 10/1/14 Radioactivity 1

Date: 9/30/14 and 10/1/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will explain why atomic nuclei decay and what radioactivity is.

Standards: 9-12.P.1.5

Student Needs: 

Assessment Plan: Marking the Text Questions

Lesson Outline: Collect Electron Dot Diagrams > What is the purpose of constants? How many protons does Oxygen have? How many neutrons does Oxygen-15 have? Practice valence shell electrons > What is radioactivity? > Explain how Marking the Text works > Give students time to Mark the Text and answer questions > Tell me about what you read > Notes over 18.1 if time > HW: Read 18.2 Define the 3 main decay methods.

9/26/14 and 9/29/14 Atoms and the Periodic Table 2

Date: 9/26/14 and 9/29/14

Class: Physical Science

Periods: W1,2,4 and B2

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

Standards: 9-12.P.1.1

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 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 > Read 17.3 > Notes over Chapter 17.3 > Model electron dot diagrams (full and outer) and practice > HW: proton/neutron/outer shell electron practice > ticket to leave: electron dot diagram of He 

9/24/14 and 9/25/14 Atoms and the Periodic Table 2

Date: 9/24/14 and 9/25/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be determine the mass of elements and find the number of neutrons of an atom given its element and mass #.

Standards: 9-12.P.1.1

Student Needs: 

Assessment Plan: What are the steps of the scientific method? Is biting a breadstick in half a chemical or physical change? How about digesting it? Boyle’s Law practice > What are the components of an atom, what charge are they, where are they located? > Quark video > Read 17.2 with a partner, taking turns each paragraph > Notes over 17.1 and 17.2 > Practice identifying the # of protons and neutrons for different isotopes > Thumbs up/Thumbs down on where we are at with isotopes > HW: Isotopes Worksheet 

9/22/14 and 9/23/14 Atoms and the Periodic Table 1

Date: 9/22/14 and 9/23/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will name the components of an atom and where they are located.

Standards: 9-12.P.1.1

Student Needs: 

Assessment Plan: 17.1 Section Review Questions

Lesson Outline: Quiz over Ch. 16 > Why is the Periodic Table shaped like it is? > Read pg. 510, Why has the atomic model changed over time? > Popcorn read 17.1 > Class poll: What are the components of an atom? What charge and where are protons, neutrons and electrons > HW: 15.1 Section Questions pg. 511 (1-5)

9/18/14 and 9/19/14 Gas Laws 4

Date: 9/18/14 and 9/19/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will use Boyle's and Charles' Laws to calculate changes in volume, temperature and pressure for ideal gases.

Standards: 9-12.P.1.5

Student Needs: Math help

Assessment Plan: Worksheet that covers Gas Laws.

Lesson Outline: What are the steps of the scientific method? What did Archimedes' tell us? What did Pascal tell us? > Correct Pascal's Principle Worksheet > How far did you get in the notes last time? > Finish notes > Charles' Law and Boyle's Law equations on notecards > Practice using the equations solving for all three variables > Once I think everyone is ready hand out Gas Laws worksheet > HW: Gas Laws Worksheet, Quiz Next Time

9/16/15 and 9/17/14 Gas Laws 3

Date: 9/16/14 and 9/17/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will design simple tests to show Pascal’s Principle, Archimedes’ Principle, Bernoulli’s Principle, Charles’ Law and Boyle’s Law.

Standards: 9-12.P.1.5

Student Needs: 

Assessment Plan: Chapter 16 Review pg. 500-1 (1-14,22-24)

Lesson Outline: Quiz next time > What is a control? Name one chemical property? What are the ways to tell a chemical change has occurred? > Video of sulfur hexafluoride > Demo can crush > Have students design simple tests for Pascal, Archimedes’, Bernoulli’s, Charles’ and Boyle’s Laws/Principles > Discuss > Chapter 16 Review pg. 500-1 (1-14,22-24)

9/12/14 and 9/15/14 Homecoming and Sub Notes

9/12 Homecoming: No class
9/15 Sub Notes: Students will watch the Mythbusters episode titled "Duct Tape Hour" (Collection 6 Episode 9). At the end of the episode, have students log into schoology, go into the Mythbusters Duct Tape Assignment and answer the questions there.

9/10/14 and 9/11/14 Gas Laws 2

Date: 9/10/14 and 9/11/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will explain Archimedes’ Principle, Bernoulli’s Principle and use Pascal’s Principle to calculate hydraulics problems.

Standards: 9-12.P.1.5

Student Needs: 

Assessment Plan: Worksheet that covers hydraulics (Pascal’s Principle) problems.

Lesson Outline: What are the 4 parts of an experiment? What are chemical changes? What are physical changes? What’s the difference between homogeneous and heterogeneous mixtures? > Why do giant, metal ships float? How does a hose end sprayer work? Why does this paper lift up? > Read 16.2 in class  > Notes over 16.1 and 16.2 > Notecards with Pascal’s Principle > Practice using the new equation > HW: Pascal's Principle Worksheet > Ticket-to-Leave: Ask students how boats float and how hose-end sprayers work?

9/8/14 and 9/9/14 Gas Laws 1

Date: 9/8/14 and 9/9/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will explain Archimedes’ Principle, Bernoulli’s Principle and use Pascal’s Principle to calculate hydraulics problems.

Standards: 9-12.P.1.5

Student Needs: 

Assessment Plan: Worksheet that covers hydraulics (Pascal’s Principle) problems.

Lesson Outline: What are the 4 parts of an experiment? What are chemical changes? What are physical changes? What’s the difference between homogeneous and heterogeneous mixtures? > Quiz over 1.1 and Ch. 15 > What makes something a solid, liquid or gas? > Read 16.1 and 16.2 in class  > Notes over 16.1 and 16.2 > Notecards with Pascal’s Principle > Practice using the new equation > HW: Pascal's Principle Worksheet > Ticket-to-Leave: Ask students how boats float and how hose-end sprayers work

9/4/14 and 9/5/14 Classification of Matter 2

Date: 9/4/14 and 9/5/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe physical and chemical properties and explain the difference between physical and chemical changes.

Standards: 9-12.P.1.5

Student Needs: 

Assessment Plan: Ticket to Leave: Describe whether each of these is a physical or chemical change: cooking an egg, heating metal until it glows, drying your hair, iron rusting

Lesson Outline: Bellringer > Describe an experiment and have the students point out the independent variable, dependent variable, constants and control > Tell me about 15.2 > Notes over 15.2 > Quiz over 1.1 and Ch. 15 next time > Ch. 15 Review pgs 470 (1-18, 22, 24) > HW: Read 16.1 pgs 476-483 Molecularly, what is the difference between Solids, Liquids and Gases?

9/2/14 and 9/3/14 Classification of Matter 1

Date: 9/2/14 and 9/3/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will identify and define the different types of mixtures.

Standards: 9-12.P.1.5

Student Needs: 

Assessment Plan: Ticket-to-Leave= Why aren’t colloids considered solutions?

Lesson Outline: What are the steps of the Scientific Method? What are the 4 parts of an experiment? What would have been the control in the lab last time? What were the independent and dependent variables? > 15.1 Reading Check on schoology > Ask the students about what they read. > Notes over 15.1 > Ticket to Leave > HW: Read 15.2 pgs 450-456 for next time and be able to discuss the differences between physical and chemical properties and changes

8/27/14 and 8/28/14 Intro to Science 2

Date: 8/27/13 and 8/28/13

Class: Physical Science

Periods: W1, 2, 4 and B2

Outcomes: Students will be able to identify the 4 parts of an experiment and the steps of the Scientific Method.

Standards: 9-12.N.1.1

Student Needs: Reading help

Assessment Plan: Students will answer questions 1-4 on pg. 13 

Lesson Outline: What is Science? What do scientists do? > Fixing a mower scenario > Answer questions 1-4 on pg. 13 and discuss as a class > Go over different experiments and have students identify the different parts (IV, DV, constants, control) > Read 1.2 pgs. 14-21 together and answer questions 1-3 > Ticket-to-leave: What is the purpose of a control in an experiment? > HW: Read 15.1 pgs 450-456 What is the main difference between Homogeneous and Heterogeneous Mixtures?

8/25/14 and 8/26/14 Pre-Test and Intro Lab

Date: 8/25/14 and 8/26/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to graph lab results and the results of several trials all on one graph.

Standards: 9-12.N.2.1

Student Needs: Redirection

Assessment Plan: Completed table and graph of all groups' data.

Lesson Outline: Go over bell ringer format > Allow 5 minutes to do the bell ringer > Collect signed contracts > Pass out Periodic Tables > Explain that the pre-test has no impact on their grade, it will simply help me learn where everyone is at, what you remember from before, try your best but it's ok if you get none right > Allow students to take the pre-test (no time limit but should be quick) > Penny Graphing Activity: Start by counting and recording how many pennies you have. Next, shake the pennies and lay them out on the desk. Count and record how many pennies are heads, tails are removed from the group. Repeat this process until all pennies have turned up tails recording how many heads there are for each trial. Write your data on the table on the whiteboard. Construct either a line or bar graph that indicates just your data, then graph the other groups' data on the same graph. > Discuss results > Homework: Read Chapter 1 Section 1 pgs. 6-13 answer the following question on schoology, "Why might psychology not be considered a science?"

8/21/14 and 8/22/14 First Day of Class

Go over class contract.
Run through syllabus.
Register for schoology.com and get into class.
Hand out books and point out online book directions.

Waves Quiz

Date: 5/8/14 and 5/9/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will demonstrate their knowledge of Waves, Sound, Electromagnetic Waves and Light in a quiz.

Standards: 9-12.P.3.2

Student Needs: Alternate Setting

Assessment Plan: Quiz

Lesson Outline: Bellringer > What is work? What is Energy? > Quiz Setup, open note > Quiz > HW: Write at least 25 questions you think could show up on the final exam, at least 2 from each chapter.

5/6/14 and 5/7/14

Date:

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe the properties of Light.

Standards: 9-12.P.3.2

Student Needs: 

Assessment Plan: Ticket-to-Leave: What are 5 things you learned from this episode

Lesson Outline: Bellringer > Why do we salt roads in the winter? > What is refraction? How does an antennae work? What is a photon? What are the different types of EM waves? > Watch an episode of The Cosmos that deals with Light > Ticket-to-Leave: What are 5 things you learned from this episode > HW: Quiz Next Time, open note Chs. 10-13

Electromagnetic Waves

Date: 5/2/14 and 5/5/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will explain what electromagnetic waves are and describe the EM spectrum.

Standards: 9-12.P.3.2

Student Needs: 

Assessment Plan: Paper on what EM waves are and how they are classified.

Lesson Outline: Bellringer > What kind of bond forms between metals and nonmetals? Bond between nonmetals? > What are the measurable parts of a wave? What are reflection, refraction and diffraction? Tell me about pitch and volume. > What is a photon? > One-Day-Paper: What are Electromagnetic waves, tell me properties of the different types of EM waves, how does an antennae work? > HW: Read 13.1 and 13.2 How does a rainbow/prism work and how do we see color?

Waves and Sound

Date: 4/30/14 and 5/1/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe the different parts of a wave, how waves can be changes, how different aspects of sound relate to those waves.

Standards: 9-12.P.3.2

Student Needs: Writing time

Assessment Plan: Quickwrite: What is the Doppler Effect and how is it useful?

Lesson Outline: Bellringer > Velocity and KE practice > What are the parts of a wave? What is the difference between mechanical and non-mechanical waves? > Discuss wave properties and sound > Quick-write:  What is the Doppler Effect and how do we make use of it? > HW: Read 12.1 pgs 354-359 What are electromagnetic waves? Why do they slow down in air and water? What's a photon?

Electricity and Magnetism Quiz

Date: 4/28/14 and 4/29/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will demonstrate their knowledge of electricity and magnetism by taking a quiz.

Standards: 9-12.3.3

Student Needs: Alternate setting/extra time

Assessment Plan: Quiz

Lesson Outline: Bellringer > How many outer-shell e- does Magnesium have? How many e- shells? > Quiz setup > Take quiz > Correct quiz > HW: Read 10.1 and 10.2 What are the important points made in these sections?

Magnetism 2

Date: 4/24/14 and 4/25/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe how generators and electromagnets work.

Standards: 9-12.3.3

Student Needs: Writing time

Assessment Plan: Think-Pair-Share: Why do we need to convert the alternating current from electrical lines into direct current for our electronics?

Lesson Outline: Bellringer > What is meant by the term voltage? Current? > What is a magnet? > Tell me about what you read in 8.3 > Notes over the rest of Ch. 8 > Electromagnetism demonstrations > Think-Pair-Share: Why do we need to convert the alternating current from electrical lines into direct current for our electronics? > Quiz Next Time

Magnetism 1

Date: 4/22/14 and 4/23/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will explain how an electric motor works.

Standards: 9-12.P.3.3

Student Needs: Alternate setting/extra time

Assessment Plan: Ticket to leave: Why does the flow of electricity need to be reversed in the commutator for an electric motor to work?

Lesson Outline: Bellringer > What is acceleration? What is energy? >  Discuss 8.1 > Read 8.2 as a class > Notes over 8.1 and 8.2 > HW: Read 8.3 pgs. 238-244 How does a generator work?

Electricity 3

Date: 4/16/14 and 4/17/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to explain where all the elements on Earth came from.

Standards: 9-12.P.1.1

Student Needs: Attention

Assessment Plan: Ticket to Leave: List three things you learned from the video.

Lesson Outline: Bellringer > Go over Ohm's Law Worksheet > Discuss Neil deGrasse Tyson and Seth Macfarlane > Watch The Cosmos Episode 1 > Ticket to Leave > HW: Quiz Next Time over Ch. 7

Electricity 2

Date: 9/14/14 and 9/15/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe how circuit breakers work.

Standards: 9-12.P.1.3

Student Needs: Math Help

Assessment Plan: Ohm's Law Worksheet

Lesson Outline: Bellringer > What is Temperature? What is Specific Heat? What is Force? > How do objects become charged? What are current, voltage and resistance? > Tell me about what you read in 7.3 > Notes over 7.2 and 7.3 > Practice Ohm's Law and drawing circuit diagrams > HW: Ohm's Law Worksheet

Electricity 1

Date: 4/10/14 and 4/11/14

Class: Physical Science

Periods: B2 and W1,2,4

Outcomes: Describe the concepts of Voltage, Current and Resistance and how they are related.

Standards: 9-12.P.1.3

Student Needs: Reading help

Assessment Plan: Ticket-to-leave=Explain in words how voltage, current and resistance are related.

Lesson Outline: How do you find the number of neutrons in an atom? How many protons are in an atom of Oxygen? What force causes an object to move in a circular motion? > Ask students to explain what they learned from 7.1 guiding students towards how things become negatively and positively charged and the 2 ways things become charged > Ask students how charges can be made useful. > Notes over 7.1 > Read 7.2 as a class > Answer questions 1-3,5 > Discuss answers as a class > Ticket-to-leave=Explain in words how voltage, current and resistance are related. > HW: Read 7.3 pgs 207 to 213 Tell the difference between series and parallel circuits and how do electric companies know how much to charge you?

Review: How do you find the number of neutrons in an atom? How many protons are in an atom of Oxygen? What force causes an object to move in a circular motion?

Anticipatory Set/Opening: Ask students to explain what they learned from 7.1 guiding students towards how things become negatively and positively charged and the 2 ways things become charged. Ask students how charges can be made useful.

Key Points: 

Teaching Input: Asking questions, giving directions, choosing students to read, leading discussions

Modeling: Read the first paragraph, diagrams and practice problems on board

Checking for Understanding: Have students repeat directions

Guided Practice/Monitoring: Reading and section review questions

Closure:  Ticket-to-leave=Explain in words how voltage, current and resistance are related.

Independent Practice: Read 7.3 pgs 207 to 213 Tell the difference between series and parallel circuits and how do electric companies know how much to charge you?

Reflection: