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.