The Rime Of The Old Post

Learning Target: 

• I can demonstrate my understanding of states of matter and changes in state.

HOWLs Target: 

• I demonstrate positive and kind behavior.

Agenda

• Warm-up: RIME ICE (2min)
• What phase change happened to cause the ice structure below? Was energy added or taken away from the water particles? And, what direction was the wind blowing?
• 
• turn in water particle journey
• test
• independent study

Homework:

• go do extraordinary acts of kindness

Independent Research

Learning Target: 

• I can start to write an introduction to my independent study

HOWLs Target: 

• I take initiative for my learning.

Agenda

• Warm-up: PRETTY PICTURE WEDNESDAY (2min)
• What is the purpose of the introduction to a piece of non-fiction writing? What makes a good introduction?
• 
• A long-time exposure shows a lightning storm and the reddish glow of molten lava, which flows from the Piton de la Fournaise, one of the world's most active volcanoes, on the French Indian Ocean Réunion Island on February 3, 2017. # Gilles Adt / Reuters
• Introduction
• Google Classroom

Homework:

• states of matter and changes of state test: Class A - Thursday, Class BCD - Friday

Water Particle Complete

Learning Target: 

• I can describe how the amount of energy of a particle changes through the water cycle

HOWLs Target: 

• I take initiative for my learning.

Agenda

• Warm-up: WATER CYCLE #2 (2min)
• Why does the water cycle work?
• test review
• Kahoot
• resources
• ck-12
• cards notetaker
• notes in notebook
• water particle journey: final version for a final grade
• exceeds for states of matter - force of attraction description throughout 

Homework:

• states of matter and changes of state test: Class A - Thursday, Class BCD - Friday

I'm A Little Particle

Learning Target: 

• I can describe the journey of a water particle through the water cycle

HOWLs Target: 

• I cooperate with others.

Agenda

• Warm-up: WATER CYCLE (2min)
• What is the water cycle?
• Properties of Matter
• types of matter
• states of matter
• Scientific Communication
• models
• water particle journey

Homework:

• states of matter and changes of state test: Class A - Thursday, Class BCD - Friday

Particles and Energy

Learning Target: 

• I can describe what is happening to the particles in a sample as the temperature increases

HOWLs Target: 

• I participate in my classroom and community.

Agenda

• Warm-up: ENERGY (2min)
• What phase changes occur when energy is added?
• Hey kids, music
• diagraming the phase change
• a candle
• ___________to____________
• rubbing alcohol demo
• ___________to____________to____________
• clouds 
• ___________to____________to____________
• for Tre

Homework:

• none

Plasma

Learning Target: 

• I can collect information and ask new questions about that information

HOWLs Target: 

• I treat all property with care.

Agenda

• Warm-up: PRETTY PICTURE WEDNESDAY (2min)
• That's pretty, any idea what it is?
• 
  Eye of Stokksnes. First Place, Carolyn Mitchum Award and Highest Scoring Gigapixel Image, photographed in Iceland. #
  © Wojciech Kruczynski / The Epson International Pano Awards
• independent research

Homework:

• none

________________ to _________________

Learning Target: 

• I can describe what is happening to the particles in a sample as the temperature increases

HOWLs Target: 

• I treat all property with care.

Agenda

• Warm-up: CONDENSATION (2min)
• What are the particles doing during condensation?
• completing boiling
• matching cards and completing worksheet
• rubbing alcohol demo
• clouds? 

Homework:

• none

Boiling?

Learning Target: 

• I can describe what is happening to the particles in a sample as the temperature increases

HOWLs Target: 

• I treat all property with care.

Agenda

• Warm-up: BOILING (2min)
• What is vaporization? How is vaporization different from evaporation?
• Make a list of safety expectations for a lab that involves boiling water.
• boiling water:
• Water boils (vaporization) at 100 ºC.  If I heat liquid water, will the temperature continue to rise, stop rising, or go down when the water begins to vaporize?
• procedure on hand out
• 3a gather materials
• 1a return materials
• 2b and 4b recorder
• work in pairs to answer questions
• matching cards and completing worksheet

Homework:

• none

SOM Assessment

Learning Target: 

• I can describe the particle motion and spacing of solids, liquids, and gases

HOWLs Target: 

• I demonstrate positive and kind behavior.

Agenda

• Warm-up:  (2min)
• A balloon full of air is placed on a chair. Which of the following statements about the atoms and molecules of the chair and the atoms and molecules of the air in the balloon is TRUE?
• A.The atoms and molecules of both the chair and the air in the balloon are moving.
• B.The atoms and molecules of both the chair and the air in the balloon are not moving.
• C.The atoms and molecules of the chair are not moving, and the atoms and molecules of the air in the balloon are moving.
• D.The atoms and molecules of the chair are moving, and the atoms and molecules of the air in the balloon are not moving.
• Explain your choice.
• States of Matter Assessment
• After the test
• Independent Research using organizer
• State of Matter extension research
• plasma
• Bose-Einstein Condensate

Homework:

• none

Gathering Information

Learning Target: 

• I can label all the transitions between states of matter

HOWLs Target: 

• I keep working until the task is complete.

Agenda

• Warm-up: PRETTY PICTURE WEDNESDAY (2min)
• Which has particles with more energy, the liquid water or the solid water? Why will the solid water eventually melt into the liquid water?
• 
• A penguin stands atop an iceberg in Antarctica on November 17, 2006. # Reuters
• Ck-12 Changes of State
• phase change sort
• notes on handout/taped into notebook

Homework:

• States of Matter assessment #1: A-Thursday, BCD-Friday

Changes of State Introduction

Learning Target: 

• I can label all the transitions between states of matter

HOWLs Target: 

• I keep working until the task is complete.

Agenda

• Warm-up: FREEZING (2min)
• What does it mean to freeze something?
• Ck-12 Changes of State
• phase change sort
• notes on handout/taped into notebook

Homework:

• States of Matter assessment #1: A-Thursday, BCD-Friday

Matter and Energy

Learning Target: 

• I can describe the effect energy has on the particles in matter

HOWLs Target: 

• I ask questions to deepen my understanding.

Agenda

• Warm-up: PRETTY PICTURE ______DAY (2min)
• How are the particles in solid water different from the particles in liquid water?
•  
• Hidden Gates. "An amazing floating iceberg with a beautiful arch, seen while sailing in western Greenland. One of the best days spent in the Arctic, with no wind and no clouds; almost still water allowed us to see great reflections." #
  © Marek Biegalski / 2017 National Geographic Nature Photographer of the Year
• Are those particles really moving?
• hot liquid vs cold liquid
• Add kinetic energy to notes
• Thermal expansion
• ball and ring
• steam in a can
• Exit ticket

Homework:

• Complete the physical properties of liter work

IRP

Learning Target: 

• I can write a question on a topic of my choosing 

HOWLs Target: 

• I ask questions to deepen my understanding.

Agenda

• Warm-up: QUESTIONS (2min)
• This class is about matter and energy and some people miss life science or earth science. What topics in science are you most interested in? for example: planets, brains, forests, etc. 
• Science informational writing
• What are some clues about which websites will give accurate information?
• Go look
• Newsela: science
• Google Classroom
• Independent Research Survey
• Set up a bookmarks folder

Homework:

• Complete the physical properties of liter work

It's the Particles' Motion

Learning Target: 

• I can define solid, liquid, and gas

HOWLs Target: 

• I can self-assess to improve.

Agenda

• Warm-up: Oobleck (2min)
• Is Oobleck (cornstarch and water) a liquid or solid? What is your evidence?  How could you prove your answer? 
• solid
• liquid
• gas
• states of matter interpretive dance
• States of Matter simulation
• notes
• diagram
• position of particles
• motion of particles
• ticket out

Homework:

• Complete the physical properties of litter work

Not a Soquid

Learning Target: 

• I can accurately self-assess my learning in this class
• I can define solid, liquid, and gas

HOWLs Target: 

• I take initiative for my learning.

Agenda

• Warm-up: ?????? (2min)
• How are you doing in this class? What's your evidence?
• Progress tracker
• where it is kept
• how it is used
• What's the difference between a solid and a liquid?
• Oobleck: is it a solid or liquid?
• cornstarch (1.5) and water (2) 
• collect evidence
• solid
• liquid
• gas

Homework:

• Complete the physical properties of litter work

Finish the Poster

Learning Target: 

• I can research solutions and connect solutions to physical properties

HOWLs Target: 

• I take initiative for my learning.

Agenda

• Warm-up: Check-in (2min)
• Check Infinite Campus. What's missing?
• example of final product
• using physical properties describe a positive impact of the material you have chosen
• using physical properties describe a negative impact of the material you have chosen
• Research: What impact does _______________ have on the environment?
• Newsela
• The Guardian: Good product, bad package
• How It's Made: Plastic Packaging
• If you drop plastic where does it go?
• How much plastic is in the ocean?
• How can we clean up the oceans?
• An Island, Made of Plastic Bottles
• Crash Course Videos: 
• Big History: this one starts with the Big Bang and covers life, the universe, and everything
• Astronomy
• Physics
• Chemistry
• Black holes:
• Death by Black Hole
• Black Holes Explained – From Birth to Death

Homework:

• Completed 

Properties of Matter and Litter

Learning Target: 

• Using physical properties, I can describe the positive and negative impacts of a material. 

HOWLs Target: 

• I ask questions to deepen my understanding.

Agenda

• Warm-up: PLASTIC (2min)
• What do you know about plastics?
• What really happens to the plastic you throw away?
• example of final product
• using physical properties describe a positive impact of the material you have chosen
• using physical properties describe a negative impact of the material you have chosen
• Research: What impact does _______________ have on the environment?
• Newsela
• The Guardian: Good product, bad package
• How It's Made: Plastic Packaging
• If you drop plastic where does it go?
• How much plastic is in the ocean?
• How can we clean up the oceans?

Homework:

• Completed 

Assessments

Learning Target: 

• Using physical properties, I can describe the positive and negative impacts of a material. 

HOWLs Target: 

• I ask questions to deepen my understanding.

Agenda

• Warm-up: ASHES TO ASHES (2min)
• Why is flammability, or the ability of a material to burn, a chemical property?
• physical and chemical properties assessment 
• example of final product
• using physical properties describe a positive impact of the material you have chosen
• using physical properties describe a negative impact of the material you have chosen
• Research: What impact does _______________ have on the environment?
• Newsela
• The Guardian: Good product, bad package
• If you drop plastic where does it go?
• How much plastic is in the ocean?
• How can we clean up the oceans?

Homework:

• Properties of Matter assessment: A - Thursday, BCD - Friday

Solubility and The Project

Learning Target: 

• Using physical properties, I can describe the positive and negative impacts of a material. 

HOWLs Target: 

• I ask questions to deepen my understanding.

Agenda

• Warm-up: SOLUBILITY (2min)
• What happens to sugar when it dissolves in water? Is it still sugar?
• 
• Solubility: 
• physical or chemical property?
• compare salt and sugar solubility
• example of final product
• using physical properties describe a positive impact of the material you have chosen
• using physical properties describe a negative impact of the material you have chosen
• Research: What impact does _______________ have on the environment?
• Newsela
• The Guardian: Good product, bad package

Homework:

• Properties of Matter assessment: A - Thursday, BCD - Friday

Properties and Research

Learning Target: 

• I can describe and compare the physical and chemical properties of two materials

HOWLs Target: 

• I treat all property with care.

Agenda

• Warm-up: DURABILITY (2min)
• Would strength be a physical or chemical property? Explain your thinking.
• compiling data
• physical properties of _________ and leaves
• using physical properties describe a positive impact of the material you have chosen
• using physical properties describe a negative impact of the material you have chosen
• Research: What impact does _______________ have on the environment?
• Newsela
• mThe Guardian: Good product, bad package
• 
  

Homework:

• Properties of Matter assessment: A - Thursday, BCD - Friday

What's Out There

Learning Target: 

• I can collect organized data from an unorganized environment.

HOWLs Target: 

• I participate in my classroom and community.

Agenda

• Warm-up: GARBAGE (2min)
• What are the most common pieces of litter that you see outside?
• Collecting data in an unpredictable environment
• data table
• recording information
• expectations
• data collection
• compiling
• paper
• airdrop

Homework:

• completed Types of Matter poster

Conductivity Day 2

Learning Target: 

• I can use physical properties and chemical properties to support a claim

HOWLs Target: 

• I participate in my classroom and community.

Agenda

• Warm-up: DIFFERENCE (2min)
• What is the difference between physical and chemical properties?
• Ability to conduct electricity
• Would copper, wood, or clay be the best material for making a small toy boat for a child?

Homework:

• completed Types of Matter poster

Physical Properties

Learning Target: 

• I can identify physical properties and chemical properties of a material

HOWLs Target: 

• I participate in my classroom and community.

Agenda

• Warm-up: PHYSICAL PROPERTIES (2min)
• Make a list of physical properties of glass.
• physical property vs. chemical property
• What is conductivity?
• of heat
• conductive and non-conductive
• Misconceptions About Temperature

• glass vs. wood: 
• Which material would be better to make a cup that you could set on a rock near a fire to keep your hot chocolate warm?
• of electricity
• circuit
• conductive or non-conductive

Homework:

• completed Types of Matter poster

Properties of Matter

Learning Target: 

• I can define physical property and chemical property

HOWLs Target: 

• I participate in my classroom and community.

Agenda

• Warm-up: PROPERTIES (2min)
• Which would you use to make a bridge, wood or copper? Explain your thinking.
• observation celebration
• 1st object: record as many observations/facts about the object in 2min
• compare notes
• any similar observations - √ (1pt)
• any unique observations - circle (2pt)
• switch objects
• 2nd object: record as many observations/facts about the object in 2min
• compare notes
• any similar observations - √ (1pt)
• any unique observations - circle (2pt)
• What is a property of matter?
• physical property vs. chemical property

• glass vs. wood: 
• • Which material would be better to make a cup that you could set on a rock near a fire to keep your hot chocolate warm?

Homework:

• completed Types of Matter poster