HW: Bring money to buy a science notebook or bring a notebook you purchase yourself.
MU: Bring money to buy a science notebook or bring a notebook you purchase yourself.
Introduction to the class website and how it can support your learning
discussion classroom routines and expectations to support organized learning
why would I provide both my emails? what part of the website do you think you will use the most? why?
Candle Demo- following expectations can turn demos into experiences
Start website questions posted in homework
HW: Visit the website, answer questions, and email answers to Mrs. Berwick from parents' email
MU: Visit the website, answer questions, and email the answers to Berwick from parents' email
HW: Get safety contract signed, bring money to buy a science notebook or bring one, and do website questions if not already completed.
MU: Come in to watch Safety Video and go over safety contract, come in after school with Berwick to take Chemical Lab Safety Quiz and set up science notebook.
HW: Finish website questions or get safety contract signed if you have not already done so.
MU: Come in before or after school to set up notebook correctly and turn in bottom portion of safety contract.
Continue Lesson 1: Tools of the Trade Activity (support with Lesson 1: Tools of the Trade PowerPoint)
share out tool information with the class by table
record locations of items on diagram
HW: Finish the uses descriptions for items on your table list for Lesson 1: Tools of the Trade Activity
MU: Come in before or after school to work on Lesson 1: Tools of the Trade Activity
Review Lesson 1: Tools of the Trade Activity (support with Lesson 1: Tools of the Trade PowerPoint)
Introduce accessing textbook activity
Explore hard copy textbook-how is it organized?
Explore the online textbook and compare to hard copy
HW: Finish accessing textbook activity
MU: Come in before or after school to finish Lesson 1: Tools of the Trade Activity, and review questions from accessing textbook activity,
Review accessing textbook assignment
Discuss Classroom Learning Community (Social Contract for Learning Community)
brainstorm words or statements that define a supportive learning environment
put on pieces of paper and post on classroom wall
HW: Finish anything you have not completed in class
MU: Review words and statements posted on classroom wall, add to it if necessary and take Interpreting and Analyzing Data Pre-Assessment.
Review words and statements on the wall
HW: Finish your Alchemy Project PowerPoint Slides and share with Berwick
MU: Review Alchemy Research Project details so know requirements, watch Alchemy Edpuzzle and then complete PowerPoint using Alchemy Project PowerPoint Slides Template
Lesson 2: A Penny for your Thoughts (support with Lesson 2: Penny for your Thought PowerPoint)
discuss difference between an observation and an inference and copy notes
do Materials and Safety questions #1-3
complete reaction and record observations (take picture of your penny before, during and after to compare)
in your table groups work on analysis questions #4-7
HW: Finish Lesson 2: A Penny for your Thoughts
MU: Come in before or after school to do Lesson 2: A Penny for your Thoughts activity, do Materials and Safety questions #1-3, record observations and do analysis questions.
Review Lesson 2: Penny for your Thought PowerPoint (pages 9-16)
Discuss what a hypothesis is and how to make a good one
make a hypothesis for this activity about the penny
discuss how to test hypothesis
HW: Work on any missing assignments
MU: Finish Lesson 2: A Penny for your Thoughts using Lesson 2: Penny for your Thought PowerPoint
Lesson 3: What's the Matter? (support with Lesson 3: What's the Matter? PowerPoint)
Make table on left side of notebook to categorize items from board (Is air matter video?)
Determine what properties they have in common
Make a definition of matter based on those properties
Explore units for measuring matter in Appendix of textbook
Make mass and volume predictions about objects
HW: Finish Lesson 3: What's the Matter? and any other missing work
MU: Come in before or after school to ask questions about and complete Lesson 3: What's the Matter? or work through lesson using Lesson 3: What's the Matter? PowerPoint
Continue Lesson 4: Mass Communication (support with Lesson 4: Mass Communication PowerPoint)
Find the mass and volume of each object and record in the table
Answer Analysis questions #4-12
#12 is answering questions from the online textbook Reason and Apply #6-10 on page 16.
HW: Finish Lesson 4: Mass Communication
MU: Use support PowerPoint above or come in before or after school to make up Lesson 4: Mass Communication
Review Lesson 4: Mass Communication
Start Lesson 5: All that Glitters (support with Lesson 5: All that Glitters PowerPoint)
review how to make measurements
take density notes
Part 1: Calculating Density
practice how to calculate density
work in groups through activity and questions
Part 2: Comparing Density (use penny from Lesson 2)
HW: Complete Parts 1 and 2 (#1-11) for Lesson 5: All that Glitters
MU: Use support PowerPoint above or come in before or after school to start Lesson 5: All that Glitters
Finish and Review Lesson 5: All that Glitters
Finish and check off any missing assignments
HW: Finish Lesson 5: All that Glitters and study for Chapter 1 Formative Assessment
MU: Finish Lesson 5: All that Glitters and study for Chapter 1 Formative Assessment
Chapter 1 Formative Assessment
take formative assessment
review graded assessment on skyward
write down each question you missed on the right side of your notebook on the next blank page
Finish up any missing assignments
HW: Finish writing down each question you missed on the right side of your notebook
MU: Come in before or after school to take Chapter 1 Formative Assessment
Chapter 1 Formative Assessment (for those absent of Monday)
write down questions you missed from skyward
find questions you missed at stations around the room write which station it is next to the question
make a plan of order to address needed stations
follow instructions at each station for missed questions
if you complete all stations you can earn extra credit
Review RTI Stations as a class
what should we have learned from each
HW: Finish Chapter 1 RTI Stations
MU: Come in before or after school to do RTI Stations depending on which questions you missed.
Review Chapter 1 RTI Stations questions
Start Lesson 6: A New Language Chemical Names and Symbols (support with Lesson 6: An New Language PowerPoint)
Define element and compound
Part 1: Make observations of vials around the room, you will be using these observations for a lab next week so the more detailed the more helpful they will be
Part 2: Cracking the Code
break down chemical formulas together on the board
HW: Complete Part 1: Lesson 6: A New Language Chemical Names and Symbols (use pg 16 of Lesson 6: An New Language PowerPoint) to fill in the table and work through questions in Part 2: Cracking Code
MU: Review support PowerPoint linked above and write down all notes that are in blue, then come in before or after school (or use page 16 of Lesson 6: An New Language PowerPoint) to do observations for Lesson 6: A New Language Chemical Names and Symbols to fill in table for part 1.
discuss physical and chemical changes and evidence of each
Start Lesson 7: The Copper Cycle Lab (support with Lesson 7: The Copper Cycle PowerPoint)
write purpose and safety instructions on right side of paper
glue data table on right side of paper
review each step of procedure-highlight amounts and important parts
complete first two steps and let test tube sit overnight in fume hood
HW: Finish Lesson 6: A New Language Chemical Names and Symbols and finish setting up for Lesson 7: The Copper Cycle Lab by writing purpose, and safety instructions on right side of notebook and filling in the first two observation boxes in your data table
MU: Finish Lesson 6: A New Language Chemical Names and Symbols using page 16 of Lesson 6: An New Language PowerPoint and start to set up Lesson 7: The Copper Cycle Lab by writing purpose, and safety instructions on right side of notebook and filling in the first two observation boxes in your data table from your lab group members
Continue Lesson 7: The Copper Cycle Lab (support with Lesson 7: The Copper Cycle PowerPoint)
follow all safety precautions and be wary of * steps
make sure to write detailed observations of each step
let solid from last step sit overnight in fume hood to dry
HW: Finish recording all observations for Lesson 7: The Copper Cycle Lab
MU: Come in before or after school to complete Lesson 7: The Copper Cycle Lab (support with Lesson 7: The Copper Cycle PowerPoint)
Read textbook description of a burning candle
Predictions
Experiment
Answer questions at the end of the handout for each section you completed
Review results and any questions
HW: Finish questions at the end of Day II handout for each part you collected data for (make sure you are answering the questions for each section)
MU: Come in after school to do Day II of Candle Lab (S-I), and answer questions at the end of the handout
Types of Investigations: Discovery vs Inquiry
Light a Candle Demo with Questioning/Brainstorming- What is happening?
make copy in your Chemistry folder
share with your parents email
enter your goal and steps to achieve goal from you index card
Safety & Pre-lab
Observe candle and record
Share observations
Go over observations vs. interpretations and qualitative vs. quantitative observations
HW: Set up notebook in one of two ways above
MU: Set up your science notebooks by one of the ways discussed above, do Question of the Day, come in after school to do Candle Observation (write 10 observations of a unlit candle and 10 observation of a burning candle and label them with QT or QL)
HW: Finish questions at the end of Day II handout- make sure you are answering the questions for each part you collected data for only
MU: Find out about social contract from someone in class.
Finish Building Social Contract
Continue Day II of Candle Lab (S-I)
finish part 2 and 3
Start Day III Candle Lab (S-2)
write predictions to answer the four questions at the beginning
HW: Finish questions at the end of Day II of Candle Lab (S-I) (make sure you are answering the questions for each section) and write predictions to answer the four questions at the beginning of Day III Candle Lab (S-2)
MU: Come in before or after school to make up Day II of Candle Lab (S-I) and make predictions to answer the four questions at the beginning of Day III Candle Lab (S-2).
Review Day III Candle Lab (S-2) predictions
Review some procedures for Day III
Start experimenting
Complete labeled drawings
Record observations
Answer Questions
Review Day III Candle Lab: go over what you should have seen and why.
HW: Finish your drawings for all parts of Day III Candle Lab (S-2) and write your thoughts on the answers to the questions #1 and 2.
MU: Come in before or after school to finish up Candle Lab
Review Day III Candle Lab and Candle Lab Exit Slip: go over what you should have seen and why.
Do a drawing to discuss candle discoveries as a class
Candle Demos (Candles with different heights under large jar, put Erlenmeyer flask over small candle in bowl of water, Whoosh Bottle Demo)
Start conclusion for Candle Lab
HW: Write a conclusion for Candle Lab be sure to include what you learned about a candle/combustion reactions and the correct answers the the four predictions questions at the beginning of Day III Candle Lab (S-2).
MU: Come in before or after school to finish Candle Lab, do question of the day, and bring in a recent/current newspaper, magazine or internet article that involves chemistry somehow.
Discuss purpose for Studying Chemistry
HW: Finish your 10 facts and summary about article of your choice. Optional: Read A Clear & Plastic Danger Article, how does this article support the importance of learning about chemistry.
MU: Get candle lab graded, take Chemistry Unit 1 Science Process Pre-Assessment linked above, read A Clear & Plastic Danger article write 10 facts that the article states and then write a short paragraph about how those facts affect your life.
Discuss, briefly, what article was about with table mates then share with class one article from each table.
Discuss A Clear & Plastic Danger Article article
HW: None
MU: None
Review Classification of Matter PowerPoint (pages 1-3)
Make diagram for classifying the five types of matter with notes
HW: None
MU: Take Chemistry Unit 1 Content Pre-Assessment linked above and go through PowerPoint pages linked above taking notes or copy diagram linked above.
Start Classifying Matter Activity
Create a table with four columns in your science notebook
one for name of item,
one for type of matter,
one for how you know and
one for a test to prove your assertion
Classify substances set around classroom using diagram by filling in your first 3 columns on your table
HW: Watch Three States of Matter Video or review Phases of Matter PowerPoint (pages 4-5) to get notes before coming to class if wanted.
MU: Copy diagram for classifying the five types of matter from link above, create table for Classifying Matter Activity in science notebook as described above, and come in after school to make up Classifying Matter Activity
Review Classifying Matter Activity
Phases of Matter PowerPoint (pages 4-5)
HW: Finish Comic Strip and watch Properties of Matter Video Part 1 and Part 2
MU: Try to answer Journal Entry Question, review and take notes on Matter PowerPoint pg 4-5, do phases of matter comic as described above (try at home if possible).
Share Comic Strips
Physical and Chemical Properties of Matter (pages 6-9)
come up with physical and chemical properties of water in a table
discuss how you determine each and the two types of physical properties
make table to explore physical and chemical changes in matter
HW: Finish copying down table in notebook for Thursday
MU: Get comic strip checked off, do journal entry, copy down pages 6-9 from PowerPoint notes and do copy down table in notebook.
HW: None
MU: None
Physical and Chemical Changes Activity
copy table if you didn't already
follow directions from handout for each part, record your before and after observations
decide whether a physical or chemical change took place and explain evidence to support your decision
Work on textbook assignment Read Chapter 2 pg 29-31 and 41-43, Do #3 on pg 31, #20 and 22 on pg 43, #24-27 on pg 47, and #43 on pg 48
HW: Finish read Chapter 2 pg 29-31 and 41-43, Do #3 on pg 31, #20 and 22 on pg 43, #24-27 on pg 47, and #43 on pg 48
MU: Come in before or after school to make up Physical and Chemical Changes Activity and do textbook assignment linked above.
Review/finish Physical and Chemical Changes Activity and HW with partner then address questions as a class
Chemical Reactions in Matter (page 10)
HW: Finish any missing work
MU: Do Journal Entry from Learning Intention above, review page 10 of PowerPoint above, and finish any missing work
be sure to have all observations for three reactants before you mix
record observations of both intensive and extensive properties for the products
make "after labeled drawing" (can use colored pencils from the drawer)
wash your test tube and dispose of zip lock bag
answer analysis questions
At your table, brainstorm physical and chemical properties that could be used to identify a substance or separate mixture
HW: None
MU: Come in after school to do Rainbow in a Bag Exploration.
Inquiry Lab Format- tape in notebooks
Start Bubbles Exploration
in your groups work through the pre-lab (be sure to include Background, Purpose Question, Hypothesis, Description of Procedure with one drawing of set up or many little drawings for each step be sure to include Manipulated, Responding, and Controlled variables, and a data table to record your data in proper format)
complete pre-lab and get initialed before you start testing... be sure to include Background, Purpose Question, Hypothesis, Description of Procedure including Manipulated, Responding, and Controlled variables, and a data table to record your data in proper format
make sure to collect both qualitative and quantitative data and multiple (3) trials for each test group
HW: Make sure your pre-lab is finished for Monday
MU: Come in before or after school to make up the Bubbles Exploration.
finish collecting data: both qualitative and quantitative
do analysis: calculate averages and make a graph
write conclusion for your exploration as described above
Review how to make Relationship Statements
Discuss other parts of the conclusion: Does your relationship statement support your hypothesis or not? Discuss errors that may have affected your results and explain how they influenced your data. Explain how what you learned in this lab can be applied to your life or the world outside of our classroom (brainstorm where bubbles are used outside of the classroom). Write a new purpose question related to your investigation for future exploration.
HW: Finish Bubbles Exploration and
MU: Come in before or after school to finish up the Bubbles Exploration.