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

Meet and Exceed

Learning Target: 

• I can demonstrate understanding of Density, Atomic Structure, and Types of Matter

HOWLs Target: 

• I take initiative for my learning.

Agenda

• Warm-up: IC (2min)
• Look at Infinite Campus and determine which standard you will first work on today to meet and/or exceed.
• types of matter poster
• Density Resources
• (3) CK-12 Defining and Calculating Density
• Atomic Structure Resources
• (3 to 4) How Small Is An Atom? Spoiler: Very Small.
• (3 to 4) Chem4kids Atoms are Building Blocks 
• (3+) Knowing the number of Protons, Neutrons, and Electrons in an element
• (4) Crash Course: The Periodic Table

Homework:

• completed Types of Matter poster

Making Posters #4

Learning Target: 

• I can create models of different types of matter.

HOWLs Target: 

• I take initiative for my learning.

Agenda

• Warm-up: FOCUS (2min)
• Get started on the poster.
• complete CK-12: Types of Matter
• check-in
• types of matter worksheet
• types of matter poster

Homework:

• completed Types of Matter poster

Making Posters #3

Learning Target: 

• I can create models of different types of matter.

HOWLs Target: 

• I take initiative for my learning.

Agenda

• Warm-up: GRADES (2min)
• Go to Infinite Campus. Look at your grades under the Energy standard.
• 
• On the road towards the formidable 9,190 ft (2,800 m) high Abano Pass. The morning is spent winding through the alpine lakes and watching for the rocks that occasionally clatter down the cliffs. # © Amos Chapple / Radio Free Europe / Radio Liberty
• complete CK-12: Types of Matter
• check-in
• types of matter worksheet
• types of matter poster

Homework:

• completed Types of Matter poster, end of class A & B: Wednesday, C & D: Thursday