Tuesday, May 14

Learning Targets and Goals

• 1. Can you explain the difference between atoms, elements, molecules,  and compounds? 
• 2.  How do we write the chemical symbols for elements and compounds?
• 3. Can you differentiate between Reactants and Products in a chemical equation?
• 4. How will you set up and demonstrate a chemical reaction? Do you understand how the atoms rearranged to form a new substance in the reaction?

Today in Class:

1. First Students completed their TCi worksheet- “Atoms in Chemical Reactions” that they started Monday. Many students needed to be reminded to circle (in red) atomic binds that would break and draw in (blue bonds) that will form. This worksheet was best completed as you were referring to the reading you completed last week Friday: TCi, Unit 3, Lesson 7, Sections Intro, 1-2-3.

2. Next – partners or groups of 3 – opened their laptop (to Google.SlideoftheWeek) and chose one of the experiments below

a. You then referred to one of the websites below and used the worksheet, “Can You Demonstrate a  Chemical Reaction?”

• a. Hydrogen Peroxide & a Potato!
• b. Vinegar & Baking Soda & a Balloon       Chemistry of Inflation
• c. Antacid Tablet & Water -surface area   
• d. Corn Starch & Iodine     
• e.   Sun Sensitive Paper
• f. Chromatography & Coffee Filters
• g. Electrolysis of H2O with a Battery and Pencil
• h. Salt, Vinegar &  (Tarnished) Pennies

b. Students demonstrated a chemical reaction and then answered the questions on Chemical Reaction WS. You could have taken a photo of results (to share tomorrow on a class Google.Slides).

c. If you needed a chemical formula for different elements or compounds that were your REACTANTS or PRODUCTS for the chemical reaction, you could:

*look on your “Atoms in Chemical Reactions” worksheet or SketchNotes for Molecules that you have completed – these may have the answers for the compounds and elements below. – Or the chemical symbols are listed below as well.

• Acetic Acid (Vinegar) CH₃COOH
• Hydrogen Peroxide H₂O₂
• Baking Soda (sodium bicarbonate) NaHCO₃
• Rubbing alcohol C₃H₈O OR CH₃CHOHCH₃
• Table Salt NaCl
• Copper (element); copper oxide Cu; CuO
• Corn Starch C₆H₁₀O₅
• Permanent Marker Ink (ethanol) C₂H₅OH OR C₃H₇OH (isopropanol)
• Iodine (liquid- povidone iodine) C₆H₉I₂NO OR I (iodine – element)
• Antacid tablet NaHCO₃
• Pop Rocks candy C₁₂H₂₂O₁₁(aq)–> C₁₂H₂₂O₁₁(s),

Students cleaned up and completed the questions on the back of the Chemical Reactivity Experiments worksheet.

Homework- – Did you complete the work in class?

Monday, May 13

Lesson Targets & Goals:

• 1. Can you explain the difference between atoms, elements, molecules,  and compounds? 
• 2.  How do we write the chemical symbols for elements and compounds?
• 3. Can you differentiate between Reactants and Products in a chemical equation?
• 4. How will you set up and demonstrate a chemical reaction? Do you understand how the atoms rearranged to form a new substance in the reaction?

Today in Class:

1. Green Roof Check & Observations: Record Data – 2nd set of Data

• a. Student teams discussed the set up of the final data table / graph:
  • -Control Experiment, Independent Variable, Dependent Variable
  • Bar Graph, Line Graph, Data Table,…?
  • Metric Measurements, metric units
• b. Teams discussed improvements to make

• c. Outside on GreenRoof – students measured heights, temperatures, ph and other soil measurements, percent change, density of plants, amount of change of the succulents due to locations and walking on Green Roof, growth change due to location on Live Wall, amount and timing of sunlight on west and east wall plants,…

2.   Students then answered questions and participate in an interactive set of notes – TCi WS Atoms in Chemical Reactions (the same questions at end of each section in TCi, on a Google.doc) – referring to the TCi text:  Unit 3,  Less 7,   Sect 1-3. 3. 

3. Those students who were absent last Friday- took the Chemistry Quiz #3. I also checked SketchNotes – Types of Matter (Late work & absent students) 

Homework / Assignment:

No Homework – unless you did not complete over half of the Chemistry Reactivity worksheet in class. Most students in most of the hours had the last 2 questions to complete.

Friday, May 10

Learning Targets and Goals

• 1. Can you explain the difference between atoms, elements, molecules,  and compounds? 
• 2.  How do we write the chemical symbols for elements and compounds?
• 3. Can you relate the physical property of density to real-world situations?
• 4. How will you choose to demonstrate a chemical reaction? Do you understand how the atoms will be rearranged to form a new substance in the reaction?

Today in Class:

• 1. First – You reviewed quietly to prepare for your quiz.
  • You turned in your SketchBook Notes on Types of Matter. I checked these for completeness.
  • You took your quiz on Types of Matter and Density.

2. Next: “Can You Demonstrate a Chemical Reaction?”

• I explained that student teams would be choosing and demonstrating different chemical reactions.
• You chose a chemical reaction from the list to demonstrate! You complete 3 + of these experiments Monday.
  • a. Hydrogen Peroxide & a Potato!
  • b.  Vinegar & Baking Soda & a Balloon    or   Chemistry of Inflation
  • c. Antacid Tablet & Water -surface area
  • d. Corn Starch & Iodine
  • e. Chromatography & Coffee Filters
  • F. Electrolysis of H2O with a Battery and Pencil
  • g. Salt, Vinegar &  (Tarnished) Pennies
  • h.  Sun Sensitive Paper
• You should have noted which 2-3 experiments that you would like to complete.

Homework – No Homework!

Wednesday, May 8

rning Targets & Goals:

• 1. Can you represent different types of matter with a sketch or diagram? How will you demonstrate your understanding with these types of notes?
• 2. Can you explain the difference between atoms, elements, molecules,  and compounds? 
• 3. How do we write the chemical symbols for elements and compounds?
• 4. Can you recognize the difference between complex molecules and more simple molecules?
• 5. Can you explain and give examples of Extended Molecules, like Polymers and Crystals?
• 5. How are elements joined together? (Chemical Changes, Chemical properties)

Today in Class:

1st: You were asked to paste your molecule model photo onto your hour’s Google.Class slideshow.

• You should have typed your name onto the slide
• You should have typed the name of the molecule (named the compound)
• You should have typed the Chemical Symbol for the compound
• You should have noted which elements are in this compound

2nd : I reviewed “Types of Matter” with each class. The questions on side 3-4 of the Molecule Madness worksheet packet related to these notes (your SketchNotes). It was clear in most classes that students had not studied or reviewed – the last couple of days. Therefore, the review took longer….

Then the students completed their answers to questions #1-5. You then turned in your papers.

3rd: Next, in most classes, students started putting together a 3D Molecule using the molecule kits. These molecules looked like these below:

Homework: Study & Review —-> if you did not do this last night! Quiz Friday!

Tuesday, May 7

Learning Targets & Goals:

• 1. Can you represent different types of matter with a sketch or diagram? How will you demonstrate your understanding with these types of notes?
• 2. Can you compare the relationships of elements to one another in the Periodic Table?
• 3. Can you explain the organization of elements in the Periodic Table?
• 4. Can you explain the difference between atoms, elements, molecules,  and compounds? 
• 5. How do we write the chemical symbols for elements and compounds?
• 6. Can you recognize the difference between complex molecules and more simple molecules?

Today in Class:

1st: You were asked to write your homework – to study and review your SketchNotes, Types of Matter – into your Planner.

2nd: You should have matched up with another student (not at your table). You then shared one of your SketchNotes – sketches with the other student. You copied / drew one of their sketches, with labels, into your Types of Matter notes. Next, that partner copied and drew one of your sketches.

3rd: You should have taken out your Molecule Madness worksheet and the one item you brought to make a molecule.

a. Those who were ready opened their laptop to one of the sites below, chose a simple molecule (under 10 atoms), and started building.

b. Those students who needed an item created 10 crunched-up paper balls and followed long with the activity directions also.

c. You were to select 2 molecules (compounds), which were not water or carbon dioxide. You then built these with the materials from home; students in groups shared these items.

d. You should have answered the questions on sides one and two of the activity. You should have sketched these two molecules and labeled them, as directed on sides one and two.

e. Some students started working on side 3 of the packet (they had extra time). We will complete those questions together tomorrow.

f. Last- you should have cleaned up your space.

MOLECULE MODELS, COMPOUNDS & SYMBOLS

• ChemTeam Info Building Molecule Models (just click on the blue hyperlinks)
•  UofM Simple Molecular Modeling  (scroll down until you see the simple models)
• Expii Molecules- simple  Models

Crafts for Honolulu Families – Molecule Models

Homework/ Assignment:

Review and study: Types of Matter—-> your SketchNotes. Quiz Friday.

Monday, May 6

Learning Targets & Goals:

• 1. Can you represent different types of matter with a sketch or diagram? How will you demonstrate your understanding with these types of notes?
• 2. Can you compare the relationships of elements to one another in the Periodic Table?
• 3. Can you explain the organization of elements in the Periodic Table?
• 4. Can you explain the difference between atoms, elements, molecules,  and compounds? 
• 5. How do we write the chemical symbols for elements and compounds?
• 6. Can you recognize the difference between complex molecules and more simple molecules?

Today in Class:

1st: We reviewed the Periodic Table. Most of the students did not have this in their sketch notes – so I drew the outline of a Periodic Table with each class.

In your table groups: you were supposed to answer the question: What are the relationships between the elements in the Periodic Table?

I labeled my SketchNotes on the whiteboard of the Periodic Table as you did the same in your notebook.

2nd: Green Roof:

• Some of the groups put their plants in boxes.
• Some of the groups started taking readings and measurements, and recorded their data.
• Some set up their control experiments and recorded their data.

  3rd:  We started the activity –  Build a Molecule – Let’s Start: 3D Molecules

• Students observe & choose examples of 3D Molecules  [plan for tomorrow]—> Molecule Madness!! Most classes had a little time to search for molecules. You checked out the following sites on the Google.SlideoftheWeek.
• We will be building molecule models tomorrow in class. You did not need to start answering all of the questions on the Molecule Madness worksheet today.
• You should refer to these websites below to look at these molecule models tonight for 10-15 minutes.

• Simple Molecular Modeling Larry Taylor UMich (scroll down a ways for molecule diagrams)
• Expii Molecules- simple  Models     
• UofM Simple Molecular Modeling 
• Teach Engineering Models
• Arizona University Build the Molecules (scroll down to “build the following”)
• ChemTeam Info Building Molecule Models (click on the blue links)
• Alamy – just type in a simple molecule name and it searches for you)
•  Pub Chem Open Chemistry Database   
• 3D Chemistry Models alphabetical  

Homework / Assignment:

Check out 3 or 4 of the above websites – Molecule Models. Look for some simple models that you can build tomorrow. Note these on your worksheet. (You do not need to answer all of the questions tonight!)

Come in with some kind of (FREE or cheap) material to use for the atoms in your molecules. I will provide the toothpicks and some other choices. Some of the materials that students have used in the past are:

• marshmallows (large & small)
• paper balls, wrapped with tape
• candy (that a toothpick can poke into)
• fruit snacks
• styrofoam pieces or spheres
• large beads
• large buttons
• cut-up veggies (slices or cubes, pieces)
• cut up fruits (slices or cubes or spheres)
• cotton balls
• caps from milk or juice cartons
• art supplies (foam circles, pompons, …)
• foil shaped into spheres
• ping pong balls or whiffle balls
• orange slices
• flour dough- shaped into spheres
• playdough
• kinexs

Wednesday, May 1st!

Learning Targets & Goals:

• 1. Can you represent different types of matter with a sketch or diagram? How will you demonstrate your understanding with these types of notes?
• 2. Can you differentiate the different types of mixtures from one another, especially in a lab demonstration?
• 3. How will I apply scientific principles to design a method for monitoring and minimizing a human impact on the environment? 
• 4. Can I identify actions that counter-act negative human impacts on the Earth and its inhabitants?

Today in Class:

1. We started out by choosing seats for the new seating arrangement in class for May.

2. Next you put together a few drops of food coloring, milk, and dish soap to create a fantastic change. You and your table group decided if this was a heterogeneous or homogeneous mixture that we made. You sketched out this change and this mixture. We will talk about the molecules changing in this demonstration tomorrow!

Here is an example of this same lab: Steve Spangler Color-Changing Milk

3. Next, you and your Green Roof Team met for 10-15 minutes to once again PLAN your Materials and Method for your experiment. You had time to list more details, write a few more materials, and note clear steps in your Procedure. You should have no less than 5 lines/ examples / steps completed for each – of your Materials and your Method.

4. Now you took out your Sketch Notes again and you went to these two sites:

• Online activity:PhET  Interactive University of CO Boulder Chemistry:Build an Atom Simulation.
• PhET Interactive University of CO Boulder Chemistry: phET Build a Molecule Simulation

You “put together” atoms and molecules. You should have drawn some simple examples or components of each.

For instance – you should have water molecules and carbon dioxide materials sketched into your compound or molecule notes now.

I will put some of these examples into our Notes for the Unit page on this Blog!

Homework: No homework today

Tuesday, April 30

Learning Targets & Goals:

• 1. Can you represent different types of matter with a sketch or diagram? How will you demonstrate your understanding with these types of notes?
• 2. Can you differentiate the different types of matter from one another?
• 3. How will I apply scientific principles to design a method for monitoring and minimizing a human impact on the environment? 
• 4. Can I identify actions that counter-act negative human impacts on the Earth and its inhabitants?

Today in Class:

1. We started out the first half of class looking at the Periodic Table & The Elements. You were encouraged to observe and review a few interactive online Periodic Tables.

• Elements PT in Groups
• Family groups Periodic Table
• Photographic Periodic Table
• P Table Elements.wlonk

     a. Each student then chooses 1-2 elements to add to their sketch notes. Some of you drew an “element box” and others sketched a use for the element.

b. You shared your sketch observations with a table partner.

2. Now students moved back into teams for the  Green Roof experiment work. You were given a packet that included the following pages to discuss and complete.

1. Chemical Connections – you were to investigate and research different elements, compounds and mixtures that would be used or connected with your experiment.
2. PLAN: Students started to list the Materials for their experiment
3. PLAN: Students began to list a Method / Procedure for their experiment. This also might have included a diagram for your experiment.
4. We went outside on the Green Roof to observe, study discuss and Plan!

Homework / Assignment –

No homework, but you may choose to bring in substances to create a mixture of some sort for class tomorrow (and write up chemistry connections).

Monday, April 29

Learning Targets & Goals:

• 1. Can you represent different types of matter with a sketch or diagram? How will you demonstrate your understanding with these types of notes?
• 2. Can you differentiate the different types of matter from one another?
• 3. Can you organize examples of different types of matter?
• 4. Can you differentiate between homogeneous and heterogeneous mixtures?

Today in Class:

1. First – Silver Lake Field Trip announcements!
   • Silver Lake Field Trip Parent Acknowledgement Forms were due over 3 weeks ago. Some students need to PLEASE get these to their parents for a signature.
   • Sliver Lake Chaperone forms – information letters went out today (they will also be emailed)
   • Silver Lake Payment ($20) is due today… of course we will take payments tomorrow! Remember, if money is a concern – just write this in a note and put it in an envelope. There are parents willing to help other students out if help is needed.
2. Next: Students started your reading about MOLECULES!!! Unit 1, Lesson 2, Section Intro., 1-2-3. You should have read out loud with a partner about molecules and all sorts of related topics, like:
   • Atomic Bonds
   • Models
   • Atoms
   • Molecules containing one element
   • Water Molecules
   • Examples of molecules of compounds (ammonia, hydrogen peroxide, butane,…)
   • chemical structure
   • Crystals; ex.: salt
   • Polymer Molecules – chains
   • Extended Molecules – repeating structures in molecules
3. Most students completed a set of sketch notes for their reading strategy with Molecules; some completed a 3-2-1 or a sticky note list of terms
4. After this – students completed their sketch notes on MIXTURES!
   • We discussed, took notes, stated examples and drew some sketches (of course!)
   • We differentiated between heterogeneous and homogeneous mixtures
   • Notes are on the Unit Notes page on this Blog…
5. Atoms: quick videoclip: How Small Is An Atom? Spoiler: Very Small. Just to give you an idea how small atoms are, and their composition.

Homework: Read and complete a reading strategy!

(Hopefully you completed this in class): Unit 1, Lesson 2, Section Intro., 1-2-3.

Friday, April 26

Learning Targets & Goals:

• 1. Can you represent different types of matter with a sketch or diagram? How will you demonstrate your understanding with these types of notes?
• 2. Can you differentiate the different types of matter from one another?
• 3. Can you organize examples of different types of matter?
• 4. How will I apply scientific principles to design a method for monitoring and minimizing a human impact on the environment? 
• 5. Can I identify actions that counter-act negative human impacts on the Earth and its inhabitants?
• 6. What are the benefits of interacting with nature?  Can I (my team) make a positive impact on our school’s habitats through experimentation and study?

Today in Class:

1. First – anyone who still wanted to update their Earth Day Actions slide or their Golf Ball Density Lab class slide – you were encouraged to do this one more time.

2. Next – You and your Green Roof Team talked and wrote a Claim on your “I See, I Wonder, I Infer” worksheet. Each team checked their experiment idea with me- so we have a variety of experiments that students are planning on taking on these next 4 weeks. Super ideas, this is so exciting!

3. Now the class took the majority of our class hour to complete the Sketch Notes – with Chemistry-Types of Matter. You were very much encouraged to take your time! If you were only writing – you were asked to sketch some related drawings to help you to understand and remember what atoms, molecules, elements, compounds and mixtures are. These notes have been shared with you on the Google.SlideoftheWeek, but I will also share them on our Unit Notes page on this Blog.

Homework / Assignment –

No HW today