PTT:
Take 5 minutes for the review worksheet -
- Draw 1 Bohr diagram
- Identify 3 pictures
- Interpret 2 chemical formulas
Task 1:
1) Watch this Brainpop video about Compounds and Mixtures
2) Turn to p. 20 in your science notebook
3) Title the page - Notes: Mixtures vs. Compounds
4) Record the date
5) Record the goal - Goal Question: What is the difference between compounds and mixtures?
6) Take a look at this picture that represents some of the key terms we have been discussing:
7) Record a definition for each of the following terms. Draw a picture to represent each.
Mixture
Homogeneous Mixture
Heterogeneous Mixture
Task 2:
1) Complete this interactive video activity to review compounds and mixtures. http://www.bbc.co.uk/education/guides/zgvc4wx/activity
2) Below your definitions, write the title for a graphic organizer: Comparing Compounds and Mixtures
3) Create a graphic organizer that shows the difference between compounds and mixtures (see the following options):
OPTION 1: Box and T diagram (see here for how to set this up)
OPTION 2: Venn Diagram
Task 3:
Notebook check!
Is your table of contents up-to-date? Do all your pages have dates and page numbers? Do all your pages have a title? Have you been highlighting your goal questions in one color, vocabulary terms in another, and important information in a 3rd color? Do you have all pages complete?
Task 4:
In any order of your choice, work on the following review activities for the rest of class. Complete these in section 3 in your science notebook. Title the page "Chemistry Review: W4, D1"
- Draw Bohr diagrams for at least 2 different elements
- Use plasticine to create 3-D models for each of the following: atom, element, molecule, compound, mixture --> take a picture of this (with labels) and upload it to your blog
- Draw and label pictures to represent and explain the following chemical formulas: 4 HCl, 6 H2O, 2 Fe2O3
Closure: Reflect on the goal question
At the bottom of p. 20 (or on a post-it that you stick to the page), write a sentence that explains the difference between compounds and mixtures.
Homework:
You and your parents must sign the lab safety contract to participate in tomorrow's lab activity
Week 4, Day 2
PTT:
1) Log onto your blog
2) Make a new post
3) Title it "Science Notebook Reflection" and put it in the "science" category
4) Read over the rubric on p. 1 in your science notebook
5) Based on this rubric, give yourself a score, and write a paragraph that explains WHY you gave yourself that score. Set it up using this format:
Claim: this is where you say what score you'd give yourself
Evidence: this is where you describe the evidence that you used to give yourself this core
Reasoning: this is where you explain why the evidence should mean you get this score
Task 1:
1) Turn to p. 21 and record the date
2) Record the title: Lab: Classifying Matter
3) Record the goal question Goal Question: How do I identify something as an element, compound, or a mixture?
Task 2:
1) Read over the background and directions for today's lab
See here for the document if you were absent:
Task 3/Closure:
When done with the lab, complete the review questions. Answer using COMPLETE sentences.
Homework:
1) Complete the questions as needed.
Turn in during class tomorrow for a GRADE.
2) Start study for quiz on day 4 (atoms, compounds, molecules, and mixtures)
Week 4, Day 3
PTT:
1) Turn to section 3 in your notebook to answer some review questions
2) Record the title and date: PTT W4, D3
3) Answer the following questions
- When you say something it a solid, liquid, or gas, is that a physical or a chemical property? Explain why.
- When water boils and evaporates into gas, is that a physical or chemical change? Explain why.
Task 1: Notebook page set-up
1) Turn to p. 22 in your science notebook
2) Title the page "Notes: Phases of Matter, aka States of Matter"
3) Record the date
4) Record the goal - Goal Q: What is the difference between a solid, a liquid, and a gas?
5) Copy the graphic organizer onto the page in your notebook
Task 2: Taking notes
1) Watch the brain pop video linked here: States of Matter
Username: asfmbp
Password: asfmbp
2) There are a variety of resources linked below. Use one or more of these (as well as what you heard in the brain pop video) to complete the graphic organizer.
WHAT MUST BE INCLUDED IN THE GRAPHIC ORGANIZER: SHAPE, VOLUME, HOW THE PARTICLES MOVE, PARTICLE SPEED
To see the information in detail, either click "play" or on the circles over each option to see a bigger pop-up.
Task 3: Foldable
Use the information you wrote down in your notes to create a foldable that explains verbally and visually what solids, liquids, and gases are. See the video below for how to set it up. (P.S. The video is horrible quality. Sorry!)
Once you've created the foldable, you are going to label the first flap SOLID, the second flap LIQUID, and the third flap GAS. When you lift up the flap, you need to draw a picture of something that exists in that phase AND what the molecules look like inside it (use the image below as an example of pictures) and then describe the following physical properties for matter in that phase:
- what shape it takes
- its volume
- what kind of motion its molecules have
- how fast the molecules move.
Tape it to p. 23 when you are done.
Screen Shot 2013-08-28 at 10.20.50 PM.png
Closure:
Take a post-it. Consider your understanding of the differences between solid, liquid, and gas. On the post-it, write either:
"Totally got it!"
"I kind of get it, but..."
"I don't get it at all."
Be honest! I need to know whether we'll be good to move onto phase changes tomorrow or whether we need a bit more review on the phases of matter.
Homework:
Study for tomorrow's quiz
Week 4, Day 4
PTT:
Complete the card sort activity as a review for our quiz. Match the cards you have to the appropriate element.
Task 1:
SILENTLY take the quiz.
Move onto task 2 SILENTLY when you are done.
Task 2/Closure:
Start making vocabulary cards for each of the following terms:
evaporation/boiling, freezing, melting, condensation, sublimation, deposition
These vocabulary cards should be completed on index cards, in an online flashcard program, or a google presentation (term in 1 slide, other information in the next). They need to include the following things:
- The term (in very big letters) on one side
- On the other side: the definition, an image that represents the term, and a sentence using the term
Put these together on the index card ring you should have bought for science. Store the ring in your science notebook - we will create various cards to add to these as we continue on through the semester.
Week 4, Day 1
Table of Contents
Take 5 minutes for the review worksheet -
- Draw 1 Bohr diagram
- Identify 3 pictures
- Interpret 2 chemical formulas
Task 1:
1) Watch this Brainpop video about Compounds and Mixtures
2) Turn to p. 20 in your science notebook
3) Title the page - Notes: Mixtures vs. Compounds
4) Record the date
5) Record the goal - Goal Question: What is the difference between compounds and mixtures?
6) Take a look at this picture that represents some of the key terms we have been discussing:
7) Record a definition for each of the following terms. Draw a picture to represent each.
Mixture
Homogeneous Mixture
Heterogeneous Mixture
Task 2:
1) Complete this interactive video activity to review compounds and mixtures.
http://www.bbc.co.uk/education/guides/zgvc4wx/activity
2) Below your definitions, write the title for a graphic organizer: Comparing Compounds and Mixtures
3) Create a graphic organizer that shows the difference between compounds and mixtures (see the following options):
OPTION 1: Box and T diagram (see here for how to set this up)
OPTION 2: Venn Diagram
Task 3:
Notebook check!
Is your table of contents up-to-date? Do all your pages have dates and page numbers? Do all your pages have a title? Have you been highlighting your goal questions in one color, vocabulary terms in another, and important information in a 3rd color? Do you have all pages complete?
Task 4:
In any order of your choice, work on the following review activities for the rest of class. Complete these in section 3 in your science notebook. Title the page "Chemistry Review: W4, D1"
- Draw Bohr diagrams for at least 2 different elements
- Use plasticine to create 3-D models for each of the following: atom, element, molecule, compound, mixture --> take a picture of this (with labels) and upload it to your blog
- Draw and label pictures to represent and explain the following chemical formulas: 4 HCl, 6 H2O, 2 Fe2O3
Closure: Reflect on the goal question
At the bottom of p. 20 (or on a post-it that you stick to the page), write a sentence that explains the difference between compounds and mixtures.
Homework:
You and your parents must sign the lab safety contract to participate in tomorrow's lab activity
Week 4, Day 2
PTT:
1) Log onto your blog
2) Make a new post
3) Title it "Science Notebook Reflection" and put it in the "science" category
4) Read over the rubric on p. 1 in your science notebook
5) Based on this rubric, give yourself a score, and write a paragraph that explains WHY you gave yourself that score. Set it up using this format:
Claim: this is where you say what score you'd give yourself
Evidence: this is where you describe the evidence that you used to give yourself this core
Reasoning: this is where you explain why the evidence should mean you get this score
Task 1:
1) Turn to p. 21 and record the date
2) Record the title: Lab: Classifying Matter
3) Record the goal question
Goal Question: How do I identify something as an element, compound, or a mixture?
Task 2:
1) Read over the background and directions for today's lab
See here for the document if you were absent:
2) Work in pairs to complete the lab
Task 3/Closure:
When done with the lab, complete the review questions. Answer using COMPLETE sentences.
Homework:
1) Complete the questions as needed.
Turn in during class tomorrow for a GRADE.
2) Start study for quiz on day 4 (atoms, compounds, molecules, and mixtures)
Week 4, Day 3
PTT:
1) Turn to section 3 in your notebook to answer some review questions
2) Record the title and date: PTT W4, D3
3) Answer the following questions
- When you say something it a solid, liquid, or gas, is that a physical or a chemical property? Explain why.
- When water boils and evaporates into gas, is that a physical or chemical change? Explain why.
Task 1: Notebook page set-up
1) Turn to p. 22 in your science notebook
2) Title the page "Notes: Phases of Matter, aka States of Matter"
3) Record the date
4) Record the goal - Goal Q: What is the difference between a solid, a liquid, and a gas?
5) Copy the graphic organizer onto the page in your notebook
Task 2: Taking notes
1) Watch the brain pop video linked here: States of Matter
Username: asfmbp
Password: asfmbp
2) There are a variety of resources linked below. Use one or more of these (as well as what you heard in the brain pop video) to complete the graphic organizer.
WHAT MUST BE INCLUDED IN THE GRAPHIC ORGANIZER:
SHAPE, VOLUME, HOW THE PARTICLES MOVE, PARTICLE SPEED
To see the information in detail, either click "play" or on the circles over each option to see a bigger pop-up.
Task 3: Foldable
Use the information you wrote down in your notes to create a foldable that explains verbally and visually what solids, liquids, and gases are. See the video below for how to set it up. (P.S. The video is horrible quality. Sorry!)
Once you've created the foldable, you are going to label the first flap SOLID, the second flap LIQUID, and the third flap GAS. When you lift up the flap, you need to draw a picture of something that exists in that phase AND what the molecules look like inside it (use the image below as an example of pictures) and then describe the following physical properties for matter in that phase:
- what shape it takes
- its volume
- what kind of motion its molecules have
- how fast the molecules move.
Tape it to p. 23 when you are done.
Closure:
Take a post-it. Consider your understanding of the differences between solid, liquid, and gas. On the post-it, write either:
"Totally got it!"
"I kind of get it, but..."
"I don't get it at all."
Be honest! I need to know whether we'll be good to move onto phase changes tomorrow or whether we need a bit more review on the phases of matter.
Homework:
Study for tomorrow's quiz
Week 4, Day 4
PTT:
Complete the card sort activity as a review for our quiz. Match the cards you have to the appropriate element.
Task 1:
SILENTLY take the quiz.
Move onto task 2 SILENTLY when you are done.
Task 2/Closure:
Start making vocabulary cards for each of the following terms:
evaporation/boiling, freezing, melting, condensation, sublimation, deposition
These vocabulary cards should be completed on index cards, in an online flashcard program, or a google presentation (term in 1 slide, other information in the next). They need to include the following things:
- The term (in very big letters) on one side
- On the other side: the definition, an image that represents the term, and a sentence using the term
Put these together on the index card ring you should have bought for science. Store the ring in your science notebook - we will create various cards to add to these as we continue on through the semester.