PTT:
1) Turn to page 12
2) Title the page: "Physical vs. Chemical Changes"
3) Record the goal: I can explain why a change is a physical or a chemical change.
4) Record the date
Task 1:
We are going to take some more notes about physical and chemical changes. We will use a box and T chart to compare them.
1) Copy down the box and T example
2) Take notes as Ms. Davis discusses changes and does a few demonstrations
Task 2:
1) Turn to p. 11
2) Be ready to share an example of a physical or a chemical change that you drew/pasted to your page AND be able to explain why it is a physical or chemical change
Task 3:
1) Turn to p. 13
2) Title the page: Changes in Matter Practice Problems
3) Record today's date
4) Identify the following examples as a physical or a chemical change AND explain why it is that type of change. NOTE: You do NOT need to copy down the examples. You DO need to answer using complete sentences with the example specifically mentioned in the sentence.
Practice Problems
1. Water freezes into an icicle. The icicle melts producing water.
2. A teaspoon of dry, white solid salt is stirred into a glass of pure water. The salt can no longer be seen, but the water tastes salty.
3. A cigarette, consisting of fragrant yellow-brown shreds wrapped in white paper slowly burns, producing an irritating smoke and a nearly odorless gray powder.
4. A spring in a toy is stretched until it no longer is able to spring back. The toy is broken.
5. A glass is dropped on the floor, and breaks into many pieces. The change is permanent. Perhaps the glass can be recycled.
6. Sweet, clear apple cider turns to a tart, cloudy wine. Bubbles are produced, and it smells different.
7. A match ignites. The brightly colored match head becomes blackened, and the wooden matchstick is black and brittle.
8. Salty water is allowed to evaporate. As the water disappears, pure salt is left behind.
Closure:
1) Draw a line under your work on p. 13
2) Write the heading: Closure
3) In 2-3 sentences, identify the following video examples as a physical or a chemical change AND explain your reasoning.
Homework:
Look online or in magazines you might have in your home. Bring in 1 picture example of a physical change and 1 picture example of a chemical change. Be creative in your choices! We are going to create a big poster with it, and we don't want 20 pictures of the same example.
Week 3, Day 2
PTT:
1) Turn to p. 14
2) Record the date in the top corner
3) Record the title Lab: Observing Physical and Chemical Change
4) Today's goal is to answer the problem question. Copy this down into your book below the title. Problem Question: How can a scientist determine if a chemical change has happened?
5) Use the following sentence frame to record a hypothesis that answers the problem question. (Hint: use your p. 12 notes if you're stuck on what to say.) Hypothesis: If..._, then a scientist knows a chemical change has happened, because...
Task 1:
1) Listen to Ms. Davis as she explains how the lab will work and what you will have to do.
2) Use the rest of p. 14 to create the chart below: Observations:
Task 2:
Complete the lab
Task 3:
Answer the following application questions on p. 15 in your science notebook. Answer using complete sentences.
List three important safety precautions that you practiced during the lab.
Describe and explain three different examples of a physical change.
Describe and explain three different examples of a chemical change.
Task 4: 1) Go to Google Drive. Have you created and shared a folder with me? If not, create one. It should be named "P3 Science7: Lastname Firstname" (or P5 if I have you period 5 or P6 if I have you period 6). And if you did create and share one but you didn't use that format, fix the title of the folder!
2) Once you've created the folder, you are going to click on this link and MAKE A COPY of the document. Put that copy in your science folder. Rename it so that it doesn't say "Copy of" at the beginning of the title.
3) Then go to this link and MAKE A COPY of the document. Put that copy in your science folder. Rename it so that it doesn't say "copy of" at the beginning of the title.
Closure:
Talk to your seat partner. Was your hypothesis correct? Why or why not?
Homework:
Finish the application questions if you didn't finish them in class.
Week 3, Day 3
PTT:
1) Turn to p. 16 in your science notebook
2) Title the page: Steps to Writing a Quality Conclusion
3) Record the date
4) Record the goal - Goal: I can write a quality conclusion using the proper steps.
Task 1: Steps to writing a quality conclusion
1) Read over the 8 steps to writing a good conclusion.
2) Think to yourself about what each of those steps means.
3) On p. 16 in your notebook, rewrite the steps you should follow to write a proper conclusion in your own words.
NOTE: We are rewriting the steps because when you rewrite things, you gain a better understanding of a procedure and better remember how to do it.
4) Place the conclusion steps and rubric in one of the pockets in your science notebook
Task 2: What does a quality conclusion look like?
1) Once you have rewritten your conclusion, tape the "Model Conclusion" paper onto p. 17 in your notebook.
2) Title that page "Model Conclusion"
3) Record the date
4) Read over the model conclusion. With a highlighter, highlight the key phrases and words that show that the writer followed the steps to writing a good conclusion. Makes notes in the margins as necessary.
5) When you have finished highlighting, add any other notes that explain what the author did to follow the steps to writing a good conclusion. [Example: Each step is in a different paragraph.]
Task 3:
NOTE: You may have done this yesterday. It was yesterday's task 4. If you already completed all the steps, skip directly to the next task. 1) Go to Google Drive. Have you created and shared a folder with me? If not, create one. It should be named "P3 Science7: Lastname Firstname" (or P5 if I have you period 5 or P6 if I have you period 6). And if you did create and share one but you didn't use that format, fix the title of the folder!
2) Once you've created the folder, you are going to click on this link and MAKE A COPY of the document. Put that copy in your science folder. Rename it so that it doesn't say "Copy of" at the beginning of the title.
3) Then go to this link and MAKE A COPY of the document. Put that copy in your science folder. Rename it so that it doesn't say "copy of" at the beginning of the title.
Task 4: 1) You should be in your google drive science folder. 2) Open YOUR copy of the lab document. 3) Spend the rest of the class completing your lab report: - Type in your hypothesis - Add your data to the observation chart - Write your conclusion under where it says "Conclusion" - Type in your answers to the application questions (this should be the last paragraph in the conclusion).
Closure
In the discussion post at the bottom of the page title "Conclusion Writing," make a comment in response to the prompt.
Homework: Lab Report Due MONDAY. Have it completed and saved in Google Drive. You can bring me a printed copy if you would prefer to have me write my comments on that.
Week 3, Day 4
PTT:
1) Go to section 3 of your science notebook. This is where you will write your PTTs that are review questions and not dealing with the notebook page of the day
2) Title the page: PTTs
3) Divide the page into 4 boxes
4) Record the date at the top of the first box
5) In that same box, respond to the following prompts:
- 1. You look outside and notice that someone is cutting your lawn. You realize that there is a change happening, but is it a physical change or a chemical change? Why?
- 2. You leave your bike outside during a rainstorm. You notice the next morning that it has flaking, reddish-brown spots on it. There's rust! Is this a physical or a chemical change? Why?
- 3. What do you think the term oxidation means? Why do you think so? (Hint - think of a Spanish word that has the same root as "oxidation.")
Task 1: Notebook page set-up
1) Turn to p. 18 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: I can explain the difference between a solid, a liquid, and a gas.
5) Tape the graphic organizer onto the page in your notebook
6) Wait to watch the demo when you finish this.
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. At the bottom of your notebook page, record the names of what resources you used.
Chem4Kids: Matter (check out all the links in the right sidebar - pages on solids, liquids, gases, plasma, and more)
Wanna go old school? Check out this Eureka Physics video. (Warning: not the best video quality)
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. 19 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 on Monday or whether we need a bit more review on the phases of matter.
Week 3, Day 1
PTT:
1) Turn to page 12
2) Title the page: "Physical vs. Chemical Changes"
3) Record the goal: I can explain why a change is a physical or a chemical change.
4) Record the date
Task 1:
We are going to take some more notes about physical and chemical changes. We will use a box and T chart to compare them.
1) Copy down the box and T example
2) Take notes as Ms. Davis discusses changes and does a few demonstrations
Task 2:
1) Turn to p. 11
2) Be ready to share an example of a physical or a chemical change that you drew/pasted to your page AND be able to explain why it is a physical or chemical change
Task 3:
1) Turn to p. 13
2) Title the page: Changes in Matter Practice Problems
3) Record today's date
4) Identify the following examples as a physical or a chemical change AND explain why it is that type of change. NOTE: You do NOT need to copy down the examples. You DO need to answer using complete sentences with the example specifically mentioned in the sentence.
Practice Problems
1. Water freezes into an icicle. The icicle melts producing water.
2. A teaspoon of dry, white solid salt is stirred into a glass of pure water. The salt can no longer be seen, but the water tastes salty.
3. A cigarette, consisting of fragrant yellow-brown shreds wrapped in white paper slowly burns, producing an irritating smoke and a nearly odorless gray powder.
4. A spring in a toy is stretched until it no longer is able to spring back. The toy is broken.
5. A glass is dropped on the floor, and breaks into many pieces. The change is permanent. Perhaps the glass can be recycled.
6. Sweet, clear apple cider turns to a tart, cloudy wine. Bubbles are produced, and it smells different.
7. A match ignites. The brightly colored match head becomes blackened, and the wooden matchstick is black and brittle.
8. Salty water is allowed to evaporate. As the water disappears, pure salt is left behind.
Closure:
1) Draw a line under your work on p. 13
2) Write the heading: Closure
3) In 2-3 sentences, identify the following video examples as a physical or a chemical change AND explain your reasoning.
Homework:
Look online or in magazines you might have in your home. Bring in 1 picture example of a physical change and 1 picture example of a chemical change. Be creative in your choices! We are going to create a big poster with it, and we don't want 20 pictures of the same example.
Week 3, Day 2
PTT:
1) Turn to p. 14
2) Record the date in the top corner
3) Record the title
Lab: Observing Physical and Chemical Change
4) Today's goal is to answer the problem question. Copy this down into your book below the title.
Problem Question: How can a scientist determine if a chemical change has happened?
5) Use the following sentence frame to record a hypothesis that answers the problem question. (Hint: use your p. 12 notes if you're stuck on what to say.)
Hypothesis: If..._, then a scientist knows a chemical change has happened, because...
Task 1:
1) Listen to Ms. Davis as she explains how the lab will work and what you will have to do.
2) Use the rest of p. 14 to create the chart below:
Observations:
Task 2:
Complete the lab
Task 3:
Answer the following application questions on p. 15 in your science notebook. Answer using complete sentences.
Task 4:
1) Go to Google Drive. Have you created and shared a folder with me? If not, create one. It should be named "P3 Science7: Lastname Firstname" (or P5 if I have you period 5 or P6 if I have you period 6). And if you did create and share one but you didn't use that format, fix the title of the folder!
2) Once you've created the folder, you are going to click on this link and MAKE A COPY of the document. Put that copy in your science folder. Rename it so that it doesn't say "Copy of" at the beginning of the title.
3) Then go to this link and MAKE A COPY of the document. Put that copy in your science folder. Rename it so that it doesn't say "copy of" at the beginning of the title.
Closure:
Talk to your seat partner. Was your hypothesis correct? Why or why not?
Homework:
Finish the application questions if you didn't finish them in class.
Week 3, Day 3
PTT:
1) Turn to p. 16 in your science notebook
2) Title the page: Steps to Writing a Quality Conclusion
3) Record the date
4) Record the goal - Goal: I can write a quality conclusion using the proper steps.
Task 1: Steps to writing a quality conclusion
1) Read over the 8 steps to writing a good conclusion.
2) Think to yourself about what each of those steps means.
3) On p. 16 in your notebook, rewrite the steps you should follow to write a proper conclusion in your own words.
NOTE: We are rewriting the steps because when you rewrite things, you gain a better understanding of a procedure and better remember how to do it.
4) Place the conclusion steps and rubric in one of the pockets in your science notebook
Task 2: What does a quality conclusion look like?
1) Once you have rewritten your conclusion, tape the "Model Conclusion" paper onto p. 17 in your notebook.
2) Title that page "Model Conclusion"
3) Record the date
4) Read over the model conclusion. With a highlighter, highlight the key phrases and words that show that the writer followed the steps to writing a good conclusion. Makes notes in the margins as necessary.
5) When you have finished highlighting, add any other notes that explain what the author did to follow the steps to writing a good conclusion. [Example: Each step is in a different paragraph.]
Task 3:
NOTE: You may have done this yesterday. It was yesterday's task 4. If you already completed all the steps, skip directly to the next task.
1) Go to Google Drive. Have you created and shared a folder with me? If not, create one. It should be named "P3 Science7: Lastname Firstname" (or P5 if I have you period 5 or P6 if I have you period 6). And if you did create and share one but you didn't use that format, fix the title of the folder!
2) Once you've created the folder, you are going to click on this link and MAKE A COPY of the document. Put that copy in your science folder. Rename it so that it doesn't say "Copy of" at the beginning of the title.
3) Then go to this link and MAKE A COPY of the document. Put that copy in your science folder. Rename it so that it doesn't say "copy of" at the beginning of the title.
Task 4:
1) You should be in your google drive science folder.
2) Open YOUR copy of the lab document.
3) Spend the rest of the class completing your lab report:
- Type in your hypothesis
- Add your data to the observation chart
- Write your conclusion under where it says "Conclusion"
- Type in your answers to the application questions (this should be the last paragraph in the conclusion).
Closure
In the discussion post at the bottom of the page title "Conclusion Writing," make a comment in response to the prompt.
Homework:
Lab Report Due MONDAY. Have it completed and saved in Google Drive. You can bring me a printed copy if you would prefer to have me write my comments on that.
Week 3, Day 4
PTT:
1) Go to section 3 of your science notebook. This is where you will write your PTTs that are review questions and not dealing with the notebook page of the day
2) Title the page: PTTs
3) Divide the page into 4 boxes
4) Record the date at the top of the first box
5) In that same box, respond to the following prompts:
- 1. You look outside and notice that someone is cutting your lawn. You realize that there is a change happening, but is it a physical change or a chemical change? Why?
- 2. You leave your bike outside during a rainstorm. You notice the next morning that it has flaking, reddish-brown spots on it. There's rust! Is this a physical or a chemical change? Why?
- 3. What do you think the term oxidation means? Why do you think so? (Hint - think of a Spanish word that has the same root as "oxidation.")
Task 1: Notebook page set-up
1) Turn to p. 18 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: I can explain the difference between a solid, a liquid, and a gas.
5) Tape the graphic organizer onto the page in your notebook
6) Wait to watch the demo when you finish this.
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. At the bottom of your notebook page, record the names of what resources you used.
Chem4Kids: Matter (check out all the links in the right sidebar - pages on solids, liquids, gases, plasma, and more)
States of Matter Animation
States of Matter StudyJam video and karaoke song
Label the Diagram Game
Wanna go old school? Check out this Eureka Physics video. (Warning: not the best video quality)
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. 19 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 on Monday or whether we need a bit more review on the phases of matter.