Measure That

Learning Target: 

• I can define and measure mass and volume

HOWLs Target: 

• I keep working until the task is complete.

Agenda

• Warm-up: PRETTY PICTURE FRIDAY (2min)
• What is the difference between mass and volume?

• Hmong ethnic hilltribe women thrash bunches of paddy against a wooden box as they harvest rice on a terrace rice field in Mu Cang Chai district, on October 1, 2013. #
• mass and volume notes
• festival of measurement
• worksheet with a ruler
• data table
• mass of everything
• volume of regular solids
• volume of liquids
• volume of irregular solids

Homework:

• complete final copy of car/ramp lab claim, evidence, reasoning paragraph - end of the day Friday 9/30

Conservation and Measuring

Learning Target: 

• I can identify and label potential and kinetic energy changes in a system
• I can define mass and volume

HOWLs Target: 

• I can self-assess to improve.

Agenda

• Warm-up: THIS TO THAT (2min)
• As the car is moving down the ramp, where is the most KE and where is the most PE?
• What happens to the car's energy when the car hits the book?
• quiz back/grading system
• bookmark this science blog: samesscience.blogspot.com
• energy skatepark
• law of conservation of energy
• demo
• exit ticket
• mass and volume

Homework:

• complete final copy of car/ramp lab claim, evidence, reasoning paragraph - end of the day Friday 9/30

One of the Two

Learning Target: 

• I can identify and label potential and kinetic energy changes in a system

HOWLs Target: 

• I can self-assess to improve.

Agenda

• Warm-up: STARTING IT OFF RIGHT (2min)
• Why is the first hill on a rollercoaster the tallest?
•  
•  
•  
•  
• diagramming a roller coaster
• potential and kinetic energy labels
• most potential energy
• most kinetic energy
• least potential energy
• least kinetic energy
• increasing potential energy
• increasing kinetic energy
• decreasing potential energy
• decreasing kinetic energy
• law of conservation of energy
• notes
• demo
• exit ticket

Homework:

• complete final copy of car/ramp lab claim, evidence, reasoning paragraph - end of the day Friday 9/30

What Goes Up Sometimes ...

Learning Target: 

• I can identify and label potential and kinetic energy changes in a system

HOWLs Target: 

• I demonstrate positive and kind behavior.

Agenda

• Warm-up: STUDENTS ON THE RISE (2min)
• Which students have more potential energy: students on the ground floor or students on the 3rd floor. Why? What can students do to change the amount of energy they have?
• diagramming water rockets and punted objects
• potential and kinetic energy labels
• most potential energy
• most kinetic energy
• least potential energy
• least kinetic energy
• increasing potential energy
• increasing kinetic energy
• decreasing potential energy
• decreasing kinetic energy
• exit ticket

Homework:

• complete final copy of car/ramp lab claim, evidence, reasoning paragraph - end of the day Friday 9/30

But Why Does It Happen?

Learning Target: 

• I can use my understanding of PE and KE to write a reasoning paragraph for the car/ramp lab

HOWLs Target: 

• I keep working until the task is complete.

Agenda

• Warm-up: WET PAPER (2min)
• Which situation has more potential energy? Why?
• 1. A cup of water sitting on the edge of a table 
• 2. A piece of paper on the edge of the same table
• Now what happens to the potential energy when my cat, Jazz, comes over and knocks one of the objects off the table?
• diagram the ramps
• potential and kinetic energy labels
• reasoning paragraph: compare and contrast
• all together now

Homework:

• none

Check-In

Learning Target: 

• I can demonstrate my understanding of Potential and Kinetic Energy

HOWLs Target: 

• I am prepared for learning.

Agenda

• Warm-up: PRETTY PICTURE FRIDAY (2min)
• These two boys are sitting on the roof of their house. They are both the same weight except one of them has collected many rocks in his pockets.
• This is an example of two different amounts of ___________________ energy.  Explain your thinking: _____________________________.
• 
• Boys sit on the edge of the roof of their house in the mountains, in the Jafariya district of the western province of Raymah, Yemen, on May 31, 2016. #
• Abduljabbar Zeyad / Reuters
• potential and kinetic energy stations
• quiz
• posters

Homework:

• none

PE or KE?

Learning Target: 

• I can identify and describe the Potential or Kinetic Energy in an example

HOWLs Target: 

• I participate in my classroom and community.

Agenda

• Warm-up: PE VS KE EXAMPLE (1.5min)
• Peter likes to wake Paul up holding objects over his head. Sometimes he holds a small stuffed bear, sometimes he holds a heavy book. This is an example of two different amounts of ___________________ energy.  Explain your thinking: _____________________________.
• quiz prep
• potential and kinetic energy stations
• HOWLs

Homework:

• Quiz on energy, Friday 9/23

How Do You Support That Claim?

Learning Target: 

• I can provide evidence for my claim using cause and effect sentence structure

HOWLs Target: 

• I keep working until the task is complete.

Agenda

• Warm-up:  (2min)
• What is cause and effect? Give an example of a cause and effect relationship.
• claim
• When _____________ increases, _____________ also increases.
• evidence
• cause and effect with evidence
• reasoning
• what is energy
• potential vs. kinetic

Homework:

• Quiz on energy, Friday 9/23

What Does The Data Say?

Learning Target: 

• I can make a statement (claim) about the data I have collected using a scatterplot

HOWLs Target: 

• I keep working until the task is complete.

Agenda

• Warm-up: PRETTY PICTURE FRIDAY (2min)
• Penny was dropping a bouncy ball off the stairs. She wanted to see how high the ball would bounce off the floor. She had five trials and recorded heights of: 
• 5 inches
• 4 inches
• 5 inches
• 6 inches
• 10 inches 
• Find the mean, median, and mode for this data set. Which height does not fit well with the others? 
• run the tests
• What do the numbers mean?
• mean, median, mode
• scatterplot
• label axis
• title
• scale
• When _____________ increases, _____________ also increases.
• claim, evidence, reasoning

Homework:

• none

Down The Ramp

Learning Target: 

• I can run a controlled experiment
• I can collect and organize data

HOWLs Target: 

• I can self-assess to improve.

Agenda

• Warm-up: PRETTY PICTURE FRIDAY (2min)
• Why do you need to run an experiment more than once?
• 
• A Humboldt penguin steps off the scale during the annual weigh-in at the London Zoo on August 24, 2016. # Neil Hall / Reuters
• experiment design
• cars and ramps
• How can you increase the energy in the system?
• materials 
• procedures
• data table
• run the tests

Homework:

• none

More Energy

Learning Target: 

• I can design a controlled experiment using specific vocabulary

HOWLs Target: 

• I can self-assess to improve.

Agenda

• Warm-up: ENERGY (2min)
• Which of the following has more energy and explain how you know.
• a car not moving OR the same car moving
• a big truck moving OR a bicycle moving at the same speed
• a rock on the ground OR a rock on a shelf
• a pot of cold water OR a pot of boiling water
• a soccer ball falling from a plane OR a bowling ball falling off a house
• experiment design
• cars and ramps
• How can you increase the energy in the system?

Homework:

• none

More Experiments

Learning Target: 

• I can design a controlled experiment using specific vocabulary

HOWLs Target: 

• I can self-assess to improve.

Agenda

• Warm-up: VARIABLES (2min)
• Paul and Peter wanted to know what gear would help them ski faster. Paul tried longer skis and Peter tried shorter skis and they raced to the snack shack at the bottom of the hill. 
• What is the independent variable in the experiment?
• What is the dependent variable?
• How could Paul and Peter have done the experiment better?
• experiment design
• the Simpsons' experiments
• cars and ramps
• How can you increase the energy in the system?

Homework:

• none

Experiment Design Intro (part 2)

Learning Target: 

• I can define and identify parts of a controlled experiment

HOWLs Target: 

• I can self-assess to improve.

Agenda

• Warm-up: CONSTANTS (2min)
• My boys want to know if a bigger bouncy ball will bounce higher than a smaller bouncy ball. What do they have to keep constant if they are going to do this experiment?
• experiment design
• card shuffle with vocabulary
• the Simpsons' experiments

Homework:

• none

but...it was in the paper

Learning Target: 

• I can identify parts of a controlled experiment

HOWLs Target: 

• I am prepared for learning

Agenda

• Warm-up: MATTER vs ENERGY (2min)
• Of the following identify one example of matter and one example of energy. Support your choices.
• cell
• apple
• movement
• gas
• sound
• class survey
• experiment design
• music and plant read through
• answer questions
• terms

Homework:

• none

Matter and Energy

Learning Target: 

• I can explain the difference between matter and energy and provide examples of each

HOWLs Target: 

• I am prepared for learning

Agenda

• Warm-up: Pretty Picture Friday (2min)
• Physical Science is the study of matter, energy, forces and motion, and waves. Identify examples of each of these topics in the following picture.
• 
  
• 
• Close-up view of lava streaming into the sea at the eastern Kamokuna ocean entry on Kīlauea. # HVO / USGS
• class names
•   Tesla
•   Wu
•   Curie
•   Feynman
• card sort
• categories
• notes
• class survey

Homework:

• none

Voting a Name

Learning Target: I can debate using claim, evidence, and reasoning

HOWLs Target: I demonstrate positive and kind behavior.

Agenda

• Warm-up: (2min)
• Give two examples of ways to respectfully disagree with someone.
• naming the class

• who's who
• collecting data (10min)
• what do we value?
• What character traits do you most admire about the scientists and why?
• What impact did the scientists have on others/society?
• top 3
• final choice
• claim, evidence paragraph
• class debate
• voting

HOWLs self assess

Homework:

• none

Class Name Claim

Learning Target: I can write a claim and support it with two pieces of evidence (use evidence poster)

HOWLs Target: I demonstrate positive and kind behavior.

Agenda

• Warm-up: (2min)
• What is a claim? Write an example of a claim.
• naming the class
• who's who
• collecting data (10min)
• what do we value?
• What character traits do you most admire about the scientists and why?
• What impact did the scientists have on others/society?
• top 3
• final choice
• claim, evidence paragraph
• voting

Homework:

• none

Class Names

Learning Target: I can collect research into an organized framework

HOWLs Target: I demonstrate positive and kind behavior.

Agenda

• Warm-up: (2min)
• If the goal of science is discovery, how do scientists (you) demonstrate positive and kind behavior?
• naming the class
• who's who
• collecting data
• what do we value?

Homework:

• none