Wednesday, March 29

Learning Targets and Goals

• Can you identify different types of metric measurement tools?
• Can you use different tools for metric measurement skills correctly?
• Can you recall the metric units for each type of metric measurement?
• Can you explain the relationship between mass and volume in determining density?
• How will you describe and classify different types of matter by their chemical and physical properties?
• Can you explain how the states of matter change phases in relationship to the amount of heat energy present? Do you understand how to use the States of Matter – Phase Change graph to help you explain this relationship?

Today in Class:

1. Metric Measurement Lab #2: You and your partner completed each of the remaining stations. Students moved around, from station to station, and most of the students demonstrated understanding of the metric measurement, the tools and correct metric units. Every class completed the rest of the stations.
   • You handed in these lab papers
   • I also asked for those students who needed to complete their Density Column (it was due Tuesday) – if they had their Absent / Late / MakeUp work.

2. We reviewed the Chemical and Physical Properties of Matter and Metric Measurement using Quizizz

Thanks to the students who suggested that they would like to have an online platform for review. I also asked you other questions to help you to review these concepts and the States of Matter Phase Changes graph (that you have in your notes).

Homework: Review and study: Metric Measurement, Chemical and Physical Properties. Quiz tomorrow

Tuesday, March 29

Learning Targets and Goals

• Can you identify different types of metric measurement tools?
• Can you use different tools for metric measurement skills correctly?
• Can you recall the metric units for each type of metric measurement?
• Can you explain the relationship between mass and volume in determining density?
• How will you describe and classify different types of matter by their chemical and physical properties?
• Can you explain how the states of matter change phases in relationship to the amount of heat energy present? Do you understand how to use the States of Matter – Phase Change graph to help you explain this relationship?

Today in Class:

1. You read TCi Unit 2, Lesson 4, Sections 5-6-7: Pressure of Gasses and Predicting States of Matter. After you read this, I asked questions about the text and the graphs to check for your understanding.

2. Next, we chose partners (random draw) for the Metric Measurement Lab #2. You and your partner completed each station, together. Students moved around, from station to station, and for the most part, you were all focused and demonstrated understanding of the material. Every class completed over half of the stations. I collected your lab papers for tomorrow. Classes will complete the last 4-5 stations tomorrow at the beginning of class.

Homework: Review and study: States of Matter Graphs: can you explain these and interpret these ? Do you understand what each graph shows?

Monday, March 27

Learning Targets and Goals

• Can you identify different types of metric measurement tools?
• Can you use different tools for metric measurement skills correctly?
• Can you recall the metric units for each type of metric measurement?
• Can you follow directions to complete each lab station?
• Can you explain the relationship between mass and volume in determining density?

Today in Class:

1. First- you read TCi, Unit 2, Lesson 4, Sections 4-5 to start off by thinking about molecular arrangement and movement when heat or pressure is added to a type of matter.

2. Next, you and your table group should  have explained and described how to determine the density of a liquid. You could have referred to your notes and/or your “I Love Density” lab worksheet (started last Friday).

3. Next, students were in small groups (2-3 students). You determined and found the density of water (again) using math, a scale and a small beaker.

4. Now – you were to determine the density of 2 other liquids that were at your table, using math, a beaker and a digital scale. You then reported the density of the liquids and Ms. Kelly Typed these up on a table for the class to observe and study.

5. Next – all groups decided which liquids (and their corresponding density) that they would note on their own data tables.

6. I explained what a density column is – and showed an example at the front of the board. I asked you, “If liquids were poured into a graduated cylinder, why would some liquids sink to the bottom and others would remain at the top? Why would layers form? You were to consider this when you drew your density column. If you need help with this, check out the links below (see HW).

Homework: Draw, color and label a “Density Column” that matches 3+ of the liquids that you tested. See the links below for help in drawing your own if you need some hints & help!

How to Make a Density Column With Many Layers – Science Notes

Seven-Layer Density Column

Friday, March 24

Learning Targets and Goals

• Can you identify different types of metric measurement tools?
• Can you use different tools for metric measurement skills correctly?
• Can you recall the metric units for each type of metric measurement?
• Can you follow directions to complete each lab station?
• Can you explain the relationship between mass and volume in determining density?

Today in Class:

1. First you and your table group should have explained to one another the goals of the Metric Measurement lab.

Next: Each class completed the last few stations of the Metric Measurement Lab #1: Complete Stations as you moved from table to table.

• a. —>Students worked with materials from each station; directions at each station for guided work were provided for each type of measurement
• This was a practice and “how-to” learning activity! The focus was on learning how to use these tools and beginning to understand how all of these measurements should be taken!!!
• You were encouraged to ask questions of me or of other students in your area.

• Mass (various scales)
• Volume (liquid)  Volume (rect. prism)
• Volume (liquid) various containers
• Length ( <100cm)   Length   1m > __ < 5m
• Length (>10m)
• Temperature

2. I Love Density!

• a. You cut out a paper heart! WHY? Because you LOVE density!
  • You were challenged to think about the heart you drew on your density station n the Measurement Lab Station – and we discussed the density of pop for that station.
• b. Now you were back to working with your table teams. As a class, you guessed at the definition of density – referring back to prior knowledge and your reading from last week. You wrote this and the formula for Density on your I Love Density worksheet.
• c. Next – we all completed row one on the back of the worksheet: determining the density of tap water. You found out that it was 1.0g/mL (or very close to this, if you had accurate measurement).
• d. Now your table team completed the same measurements and math skills to determine the density of 2 other liquids.

Thursday, March 23

Learning Targets and Goals

• Can you identify different types of metric measurement tools?
• Can you use different tools for metric measurement skills correctly?
• Can you recall the metric units for each type of metric measurement?
• Can you follow directions to complete each lab station?

Today in Class:

• First students moved to their assigned station to start with a partner. Metric Measurement Lab #1: Complete Stations as you moved from table to table.
• ***You were reminded to read the directions at each station and look at the white “hint” cards also at each station.

• a. —>Students work with materials from each station; directions at each station for guided work were provided for each type of measurement. Students were encouraged to refer to their GO Notes for Metric Measurement.
• This is a practice and “how-to” learning activity! The focus was on learning how to use these tools and beginning to understand how all of these measurements should be taken!!!
• You were encouraged to ask questions of me or of other students in your area.

• b. Stations 14 & 15: Volume of Irregular Shaped Objects:
• you watched a Video. Here is another video of Volume: Water Placement method
• The example from class / Lab: How to Measure the Volume of a Science Teacher Water Displacement 

• c. Stations included work for all of these types of measurements:
• Mass (various scales)
• Volume (liquid)  Volume (rect. prism)
• Volume (liquid) various containers
• Length ( <100cm)   Length   1m > __ < 5m
• Length (>10m)
• Temperature   

2. I Love Density! Station # 13…..

a. You cut out a paper heart! WHY? Because you LOVE density!

b. Now you were back to working with your table teams. As a class, you guessed at the definition of density – referring back to prior knowledge and your reading from last week. You wrote this and the formula for Density on your I Love Density worksheet.

c. You should have talked about which liquid (if you plan on this) bringing – for tomorrow’s lab. You should have discussed this with your table teams and written this in your Planner. Remember- you only need about 200mL of the liquid.

We will continue I Love Density tomorrow!

Wednesday, March 22

Learning Targets and Goals!

• Can you differentiate between physical and chemical properties of matter?
• Can you identify and explain various physical and chemical properties of matter, and note examples of each?
• Can you apply the different properties of matter to real-world situations?
• Can you identify and organize different types of metric measurement, and recall tools to use to employ these types of measurement?  Can you match the states of matter that could be measured in these ways?

Today in Class:

First- I reviewed what you should do if you have a Late or Missing assignment. This week (last week of the quarter), many of you are asking me where you can go to check for explanations of Missing / Late work:

• a. Read what you wrote in your planner. You know you are expected to keep a Planner and write your homework / assignments each day at the beginning of class.
• b. Check Google.calendar or your Google.classroom.
• c. Check Google.SlideoftheWeek: if you want a quick look, a website or link.
• d. Check the KellyBlog! Yes! Daily detailed posts! Unit notes!

*****I do not expect you to use ALL those tool each day! That would be overwhelming. Choose 1. Just like I have suggested since September. Either way – you have many ways to arrive at a solution.

Second: Metric Measurement Graphic Organizer (GO Notes) –

You had the option to organize these notes a couple of different ways:

a. You drew a 4Square GO Note page (actually 4 pages – 1 for each type of measurement).  or GO Notes with 4 different shapes as shown on the Unit Note pages.

b. I asked students to come up with some different types of metric measurements, and each class came up with:  

• Mass
• Volume
• Length
• Temperature

You organized your GO Notes and worked on these notes by answering questions at your tables and then I showed the completed notes on the SmartBoard.

Most classes completed these. One class did not – as we had a Tornado Drill … so you know where the links / notes are!

Homework:

1. Complete Metric Measurement Notes…. most classes completed and discussed 3/4 or 4/4 sections – as explained above.

Tuesday, March 21

Learning Targets and Goals

• Can you identify and differentiate between the 3 states of matter by their molecular arrangement and motion?
• Can you analyze the molecular movement diagrams and match these to a graph showing the relationship between the states of matter and their thermal energy?
• Can you name and explain 4 types of metric measurement?
• How will you describe and classify different types of matter by their chemical and physical properties?
• What is the difference between chemical and physical changes?

Today in Class:

1. First – everyone took 5 minutes to read and review your Chemical and Physical properties notes.

2. Next – you all took the quiz – results are looking good so far! I am excited to grade these.

3. Last: you all took out your Genetic Disorder 4-Square. We had worked on this March 7-8 in class, but we were supposed to discuss these and present these – and then we had a Snow Day. So – as I promised – we presented and evaluated these today, after the quiz.

Homework: No Homework

– unless you have missing work that you needed to complete.

Monday, March 20

Learning Targets and Goals

• Can you identify and differentiate between the 3 states of matter by their molecular arrangement and motion?
• Can you analyze the molecular movement diagrams and match these to a graph showing the relationship between the states of matter and their thermal energy?
• Can you name and explain 4 types of metric measurement?
• How will you describe and classify different types of matter by their chemical and physical properties?
• What is the difference between chemical and physical changes?

Today in Class:

1. After we looked over the plans for the week, you double-checked that you had complete Sketch Notes for the Types of Matter (and their Molecular Movement and Molecular Arrangement!). You were encouraged to check your diagrams with the diagram notes on the Unit Notes page (on this KellyBlog) which were also displayed in front of class on the SmartBoard.
   • Many students also reviewed the diagrams in the text Unit 1, Lesson 3 and Unit 2, Lesson 4).
   • Many students also referred to the posters – drawn by a student in the front of the room.

2. Next, I asked you questions about these diagrams and asked you to relate the states of matter to amount of energy (thermal energy) present for each state of matter – to compare these amounts. We created a graph to demonstrate your answers (analyzing and making connections).

3. Next – we had “Viscosity Races” to demonstrate the property of viscosity (the resistance of a liquid to being poured). You should be able to explain viscosity- relating your class results to the property. That was fun!

4. Next – we reviewed and reviewed the different Physical and Chemical Properties of Matter!

• I asked you questions about properties of some minerals (hematite – mica – pyrite
• I asked you questions about properties of rubber balls compared to foam balls
• I asked you questions about properties of a sponge compared to a nerf “brain”
• You asked me (in most classes) questions about Chemical Properties examples and to explain some of the Chemical properties

5. In some classes – we started your notes on Metric Measurement

You started by creating a GO – Length, Mass, Volume, Temperature

Homework:

:Review and study Chemical and Physical Properties

Review and study States of Matter molecule movement and arrangement – Quiz Tuesday.

If you would like review questions – check out all of the websites /links and video clips from last week – HW posts

You can also look at QuizzIzz for a practice quiz “Chemical and Physical Properties” using my school email to search for the quiz I made.

Thursday, March 16

Learning Targets and Goals!

• Can you describe a specific type of matter using scientific observations?
• Can you differentiate between physical and chemical properties of matter?
• Can you identify and explain various physical and chemical properties of matter, and note examples of each?
• Can you analyze a reading selection, and note real-world connections to physical and chemical properties of matter that were described and explained in the reading?

1st: Students discussed the types of matter and the Chemical and Physical Properties they listed to describe the matter (homework). The homework was checked for completeness.

2nd: Students read TCi Unit 2, Lesson 4, Sections: Intro, 1-2-3. This lesson described the different States of Matter – and noted the molecular motion and molecular arrangement.

After reading , I shared posters that a student had made, and you created GO Notes, with Sketches, for States of Matter and their Molecular Motion and Arrangement of Molecules.

3rd: After this – I asked students to name different properties that they wanted to have explained more clearly, or needed a demonstration or visual aid to show this property.

Some of these properties were shown and described in class. Some of the photos or videos of these properties are below!

Homework:

Review and study Chemical and Physical Properties – Quiz Tuesday.

Physical Properties – examples Chemical Properties of Matter

Properties of Matter: magnetism, combustion, electrolysis, tarnishing, oxidation,

More Properties of Matter: conductivity malleability ductility

Wednesday, March 15

Learning Targets and Goals!

• Can you describe a specific type of matter using scientific observations?
• Can you differentiate between physical and chemical properties of matter?
• Can you identify and explain various physical and chemical properties of matter, and note examples of each?
• Can you analyze a reading selection, and note real-world connections to physical and chemical properties of matter that were described and explained in the reading?

Today in Class:

1. Check: Was each class able to describe and define the 2-3 properties and types of matter you were asked to check out for homework?

2. Students completed the reading/ worksheet of Crime Solvers:

STEM Share & Communicate:  Students matched up with a partner, based on their progress with the Chemical Crime Scene reading strategy (Pages 46-49)

a. You finished reading the selection and discussed the pieces of evidence at the arson crime scene.

b. Next, you next evaluated the pieces of evidence from the reading. and noted if each piece of evidence was described by a Physical or Chemical property, and then noted the specific property.

c. We checked and discussed your answers. (1st hour will complete/ check this Thursday)

3. We needed to really double-check that you understand these Chemical and Physical Properties. So we looked at the text selections/page numbers that you located C & P properties, and I asked questions based on each property found in the reading. You answered as a Challenge activity in groups:

“Which property did you locate in the reading on ______ (this page)?”

“Is this a Chemical or Physical property? Or is it Measurement (a way to describe the matter, but for both C & P)”

“What does that property mean?”

“What is an example of that type of property?”

***You should have added or modified your Chemical and Physical Venn Diagram/TChart GO Notes.

Homework: Study & Review… Quiz next Tuesday

Chemical & Physical Properties…. list 10 real-world examples seen at home or at the store, outside,…

keep looking, explaining examples of these properties!