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Parents: Please come to the office and get the forms for Parent Internet Viewer to sign up to keep a check on student assignments, grades, and attendance. Parents and Students: Please go to http://new.schoolnotes.com/xpages/view/4251/1 and sign up for the "notify me" list so that as the web site is updated you will get automatic notifications. Help is available Monday through Friday mornings at 8:00. Afternoon help is available Monday through Thursday at 3:45. Work that was assigned before an absence is due on your return. Make up work for an absence is to been done within three days. On the day of your return, please go to all classes and get the make up work and a schedule to turn the work in on time. No appointment is necessary to come in for help. Get your parent to write a note in the agenda and come through the lunchroom to the classroom. If you are help for help and the teacher is not, wait five minutes. After five minutes, go to the office and have the office personnel page Ms. Thomas to go back to the room. Materials Three-ring double pocket binder, six index dividers, wide-ruled paper, book cover, pencils, lab/material fee Science Fair Materials Standard backboard, 3x5 index cards, One paper double pocket folder with brads, one spiral bound notebook, blue or black ink pens These items are requested Box of tissues, roll of paper towels, antibacterial wipes E-mail Address Homework Web Site http://new.schoolnotes.com/xpages/view/4251/1 Daily Procedure: A. On Time B. Materials and Seated C. Agenda Fill-In D. Bellwork/review of previous lesson's concepts E. Lesson F. Review of Lesson Essential Questions G. Homework
Scientific Investigation Schedule Use this schedule to help keep your investigation in such a manner that all completion dates are met. The bold type actions with dates are those on which something is due your instructor. The other actions are those you will need to take, but which will not be checked. Add your own completion dates to stay on target. Action Due Date Submit Science Project I (SPI) Brainstorming 9/1 Library night research Select investigative problem Develop a hypothesis Design a procedure Submit Science Project II (SPII) - Project Proposal 9/15 Hypothesis included Beginning Procedure included Collect background information on note cards Submit a minimum of 10 research note cards (use a minimum of five resources) 9/22 One may be an encyclopedia source. Wikipedia is not an approved source. Prepare bibliography according to proper format Continue library research Gather materials for investigation Maintain log diary Begin investigation (record data in log book) Organize note cards into a logical sequence Write rough draft of library research/background information
Submit data synopsis of background information 10/6 Submit log diary for review 10/6 Submit Science Project III (SPIII) 10/13 Submit Research Plan and Certification Forms 10/20 Continue to collect and record data from investigation (log diary) Submit log diary for teacher review 10/27 Submit data analysis and graphs for review 10/27 Revise rough draft of research report Have final draft proofed and make corrections Write abstract according to proper format Submit Research Report 11/3 Submit Bibliography Submit Abstract for review Prepare Investigation/Research folder Submit Investigation Folder for Review 11/3 Gather materials for project display Make charts and/or graphs for display Prepare project display Submit Project Display and begin Oral Presentation 11/10 Of Investigation to Class Make revisions as necessary in Display Submit Project Display, Entry Form, and Certification Forms 12/1 For School Science Fair School Science Fair 12/1-12/5 Revise project as needed before Regional Science Fair
Polk Regional Science Fair
Investigative/ Research Notebook Pocket One Middle Pocket Two SPI Research Paper Checklist (1) SPII Bibliography Page 1A SPIII Printed articles Research Attachment Form SPIV Research Proposal Note cards Abstract Ethics Pages (3) 1B Entry Form *Other Forms as needed Log Book Done in Pen Each Page Signed Page -1 Title Page Page-2 Table of Contents with page numbers Page-3 Initial Observation/Wonder Statement Page-4 Problem in the form of a question Page-5 Data Synopsis of note card information Page-6 Hypothesis stated in If… then format Page-7 List of material Page-8 Procedure numbered sentence by sentence *Page-9 Observations Page-10 Graph of results Page -11 Conclusion Statement of support/nonsupport of Hypothesis statement Page-12 Supporting reasons for the conclusion statement using data from the observations Page-13 Factors that may have changed the results Page-14 What would you do differently if you re-did the experiment? *Page numbers for the observations will take more than one page. Make sure the observations are complete and included in the research paper. *Get your abstract form from floridassef.net. Use www.societyforscience .org to go to the sites for the document rules and the document forms: A. http://www.societyforscience.org/isef/document/Rule2010.pdf
B. http://www.societyforscience.org/isef/document/form2010.pdf
* List both sites on the bibliography page along with the five sources you have found for your science fair project. 8/24-8/25 Objective: 1. Introduce the Code of Conduct. 2. Introduce classroom procedures. 3. Begin introduction of safety rules and science tools. Method: 1. Have students fill out the student information sheet. 2. Have students brainstorm and tell what are the most common classroom policies found in other classrooms. Use the comments to go over the classroom policies in the science room. 3. Go over procedures for: A. Beginning of class B. Assignments C. Drawings D. Safety E. Responsibility and Organization 4. Review the agenda letter and lab fee sheet. 5. Go to the lab area and have students read round-robin to review the safety rules. 6. Come to the classroom and listen as Mr. Brackman review the code of conduct. Homework: 1. Get safety contract, expectations, agendaand lab fee sheet signed. 2. Have students reseacrch science fair ideas to start the science fair project. 8/26-8/27 Objective: 1. Continue to work on class procedures, safety rules, and science tools in the classroom. 2. Describe safety practices and their importance in the science laboratory including rules, symbols, and emergency equipment. The importance of following oral and written directions will be emphasized. LEQ: What are the essential components of laboratory safety? 3. Polk County safey rules and contract will be reviewed. Students will be asked to have the parent read and sign the rules. The student will also be told to return the contract to the teacher. Method: Bellwork: 1. Have students watch a film on accepted safety practices in the classroom. 2. Go to the lab and review the safety rules, symbols, safety features of the room, fire evacuation procedure and route, location of the wash room, chemical and flammable room, and shower room. 3. Have students use the reference sheets of the science rules, symbols, and tools and see what lab equipment is in the room. 4. Have students practice naming the tools and give the use and/or purpose of the tool. 5. Homework: Have students work on the SPI sheet of the science fair packet. 8/28-8/31 Objective/LEQ: A. What strategies can we use to answer scientific questions? B. What are the essential components of an experiment? C. Continue to practice lab safety, lab procedures, and lab equipment (name and usage.) Method: 1. Show a film on lab safety and equipment. 2. Go to the lab area and practice naming equipment and safety procedures and features of the room using the practical format. 3. Give out science fair calendar. 4. Have students sign the "What to do if One has been absent form school form." Homework: 1. Students will continue to work on SPI sheet. 2. Have students start narrowing their problem idea on the SPII sheet from the science fair packet. 9/1-9/2 Objective/LEQ: A. What strategies can we use to answer scientific questions? B. What are the essential components of an experiment? C. Continue to practice lab safety, lab procedures, and lab equipment (name and usage.) Method: 1. Have students go to the media center and check out books. 2. Collect SPI sheets. 3. Review the make up work form that is to be signed by the parent and returned. 4. Go to the lab area and review equipment, symbols, safety features of the room, and safety behavior during labs and if an emergency arises. 5. Come to the classroom use a power point to give a visual of the lab procedures. 6. Assign the vocabulary from section 1/1. 7. Have students start looking at the SPII sheet that will be due on 9/15. 9/3-9/8 Objective:LEQ: A. What strategies can we use to answer scientific questions? B. What are the essential components of an experiment? C. Continue to practice lab safety, lab procedures, and lab equipment (name and usage.) Method: 1. Test the essential components of laboratory safety, lab equipment, and the class expectations. 2. Students will read and work on tools from the assignment sheet. Students are to capitalize and write the name of the tool. Put a hyphen by the name of the tool and underline the name of the tool. Students will tell the job of the tool. 9/9-9/14 Objective: LEQ 1. What strategies can we use to answer scientific questions? LEQ 2. What are the essential components of an experiment? LEQ 3. How can I identify a testable question? LEQ 4. How can I identify a testable hypothesis? LEQ 5. Teacher will conference each student to check on the science fair idea so that students can start work on the SPII sheet. LEQ 6. What strategies can we use to determine accurate measurements in the lab? LEQ 7. How can I use appropriate apparatus and SI units to accurately measure in the lab? LEQ 8. What are the essential components of an experiment? LEQ 9. What is the relationship between variables, constants, and controls? LEQ 10. How do models and theories reflect scientific evidence? LEQ 11. How do scientific laws illustrate patterns in nature? Method: 1. Review concepts from the last class period: a. What is science? b. What are the two parts that make up science? c. What are the branches of science? d. What is the purpose of the scientific method? e. What are the steps of the scientific method? f. What is done in each of the steps of the scientific method? g. What is the purpose of an experiment? h. What are the steps of an experiment? i. Cover that controlled experiments are done during the scientific method j. Review the groups that are in a controlled experiment k. Practice identifying the: control group, the experimental group, the control, the experimental variable, the dependent variable, the independent variable, the axis on which to graph both the dependent and independent variable. l. What makes an experiment reliable and what makes an experiment valid? 2. Introduce metric measure. 3. What do metrics measure? 4. What are the symbols for metric units? 5. What tools are used to measure mass, volume, temperature, force, length, and time? 6. Introduce metric prefixes. 7. Practice filling in a practice metric worksheet (1) that includes writing metric names, identifying the base-10, fraction number, whole number, decimal number, symbol, and converting metric prefixes. 8. Give students time to work in class. Finish up for homework.
9/15-9/22
Objective: LEQ 1. What strategies can we use to answer scientific questions? LEQ 2. What are the essential components of an experiment? LEQ 3. How can I identify a testable question? LEQ 4. How can I identify a testable hypothesis? LEQ 5. Teacher will conference each student to check on the science fair idea so that students can start work on the SPII sheet. LEQ 6. What strategies can we use to determine accurate measurements in the lab? LEQ 7. How can I use appropriate apparatus and SI units to accurately measure in the lab? LEQ 8. What are the essential components of an experiment? LEQ 9. What is the relationship between variables, constants, and controls? LEQ 10. How do models and theories reflect scientific evidence? LEQ 11. How do scientific laws illustrate patterns in nature? LEQ 12. What strategies can we use to answer scientific questions? LEQ 13. What are the most effective ways to collect and record data? LEQ 14. What can we learn from empirical evidence? LEQ 15. Review graph types and which is used for information over time, comparison, and data in percentages. Method: 1. Give an example of a controlled experiment. 2. Have students identify: control group, experimental group, control, experimental variable, independent variable, dependent variable, constants, axis on which to graph the dependent and independent variable. 3. Have students tell how to make the experiment valid and reliable. 4. Review metric measure. 5. Practice converting prefixes, code word, and writing metric names. 6. Have students continue to work on the metric worksheet (2). 7. Assign metric worksheet two. 8. While students work, conference each on SPII. 9. Review concepts, LEQ questions, from the chapter to prepare for the test.
9/23-9/24 Objective: Test skills on the nature of science. Method: 1. Do pre –test activities. 2. Pass out materials. 3. Explain what to do for each section of the test. 4. Allow questions. 5. Give time for students to take the test. 6. Collect materials. 7. Assign reading from 17/1.
9/25-9/28 Objective: 1. Practice metric measurement and observation skills while doing the burning candle lab. 2. Practice reading the spring scale, the graduate, the ruler, the thermometer, and the pan balance. Method: 1. Do pre-lab observations. 2. Explain what to do on each step of the experiment. 3. Have students go back and tell me what to do on each step of the procedure. 4. Emphasize the safety procedures for the lab. 5. Allow students to ask questions. 6. Go to the lab area and do the lab. 7. Do clean up procedure. 8. Come to the classroom. Review lab and observations generated while doing the lab. 9. Have students answer conclusion questions and collect the lab papers. 10. Do a pre-lab activity to practice reading the pan balance, the graduate, the thermometer, the spring scale, and the ruler to measure solid volume to prepare for the next lab on measurement. 11. Assign the vocabulary from 17/1.
9/29-9/30 Objective: Have students do baseline Odyssey Testing. Method: 1. Collect the candle lab and microscope sheet. 2. Go to the 6th grade computer lab. 3. Students will complete the baseline Odyssey test for science. 4. Students will come back to the classroom and watch “Warning: Food Maybe Hazardous to Your Health!” 5. The film is on subject testing. The film is a lead in for ethics in experimentation, which is part of the science fair project.
10/1-10/2 Objective: Have students propose and test hypotheses, make inferences, practice writing quantitative observations, and qualitative observations. Method: 1. Pass out computer sheets for students to check grades and make corrections. 2. Review the measurement lab. 3. Pass out the M and M direction sheets and candy packages to the students. 4. Walk students through step-by-step directions to do the lab. 5. Pass out graph paper and have students discuss and tell the group what graph they are to use and why. 6. Give directions on how to write up note cards from the five sources that were needed for the science fair project. 7. Tell students to put one fact per card on the lined side of the card. The source information should be on the back of the card. 8. Students will need a minimum of two facts per source for a total of ten note cards. 9. Students are directed to print the five sources that are to be placed in the science fair note book. 10. Silver day students will turn in the note cards on 10/9. Gold day students will turn in the note cards on 10/12.
10/5-10/6 Objective: 1. Have students do a directed reading activity to work on the main idea, recalling facts, making inferences, using words precisely, and a summary write up of the article. 2. Address LEQ numbers: LEQ: 1 Have students make an initial observation. LEQ: 2 How can I identify a testable questions? LEQ: 3 How can I identify a testable hypothesis? LEQ: 4 What can I learn from research about my question? LEQ: 5 What is the relationship between my results and my hypothesis? LEQ: 6. What are the most effective ways to share my investigation with others? 3. Introduce the Epsom salt lab. Method: 1. Have students fill in the first three boxes of the directed reading guide. 2. The teacher and students will read the article on The Mysterious Life of Twins. 3. Have students fill in the last box of the reading guide. 4. Have students go to the lab area and do an initial observation to find the boiling point of tap water. 5. From the initial observation, prompt students with a problem scenario of what will happen to the boiling point of water if Epsom salt is added to the water. 6. Work with students to write data about water and Epsom salt. 7. Use the data to write a hypothesis about what would happen to the boiling point of water if Epsom salt is added. 8. Generate a list of materials and a procedure. 9. Assign each group a trial with a different amount of Epsom salt. 10. Ask the la groups the time it took for their hotplate to reach the boiling point of water. Use that time for all the groups to use to boil the second time around. 11. Walk students through the steps to set up and observe the Epsom salt solution boil. 12. Students will write both quantitative and qualitative observations. 13. Use the data from each group to produce a data chart. 14. Students are working on note cards and SPII sheets to make sure the project is approved students are starting to work on the actual experiment.
10/7-10/8 Objective: 1. Have students do a directed reading activity to work on the main idea, recalling facts, making inferences, using words precisely, and a summary write up of the article. 2. Address LEQ numbers: LEQ: 1 Have students make an initial observation. LEQ: 2 How can I identify a testable questions? LEQ: 3 How can I identify a testable hypothesis? LEQ: 4 What can I learn from research about my question? LEQ: 5 What is the relationship between my results and my hypothesis? LEQ: 6. What are the most effective ways to share my investigation with others? 3. Review and write up the Epsom salt lab. Method: 1. Do the assignment on the main idea. 2. Review the steps done in the initial observation and individual group’s observations during the Epsom salt lab. 3. Have students write and fill their paper on any observations that they did not get as they were doing the lab. 4. Review the data chart. 5. Review quantitative and qualitative observations. 6. Go to the lab groups and work to identify the control, control groups, the variable, the experimental groups, the independent, and the dependent variable. 7. As a group, decide what axis and what unit should be listed for the dependent and independent variable. 8. Have the groups decide what type graph should be used and how to answer the follow-up questions for the lab. 9. Allow students time to answer.
10/9-10/12 Objective: 1. Have students do a directed reading activity to work on the main idea, recalling facts, making inferences, using words precisely, and a summary write up of the article. 2. Address LEQ numbers: LEQ: 1 Have students make an initial observation. LEQ: 2 How can I identify a testable questions? LEQ: 3 How can I identify a testable hypothesis? LEQ: 4 What can I learn from research about my question? LEQ: 5 What is the relationship between my results and my hypothesis? LEQ: 6. What are the most effective ways to share my investigation with others? 3. Collect the write up for the Epsom salt lab. 4. Introduce ethics in subject testing. Method: 1. Collect note cards and Epsom salt lab. 2. Have students do the assignment on recalling facts. 3. Watch the clip on subject testing from the film “Warning: Food Can Be Hazardous to Your Health!” 4. Use this activity to launch into the reading of animal testing. 5. Read the article in Round-Robin groups. 6. Use the time-line to see how animal testing has progressed. 7. Practice finding and writing the symbols for elements on the periodic table. 8. Use the elements to figure out the Matching Game puzzle. 9. Have students answer the comprehension questions, answer questions 1-3 from the Animal House sheet, and draw the pie chart of the populations of animals at the laboratory. 10. Use class time to work on the assignments.
10/13-10/14 1. Objective: Have students do a directed reading activity to work on the main idea, recalling facts, making inferences, using words precisely, and a summary write up of the article. 2. Address LEQ numbers: LEQ: 1 Have students make an initial observation. LEQ: 2 How can I identify a testable questions? LEQ: 3 How can I identify a testable hypothesis? LEQ: 4 What can I learn from research about my question? LEQ: 5 What is the relationship between my results and my hypothesis? LEQ: 6. What are the most effective ways to share my investigation with others? 3. Review the chapter one test, Epsom salt lab, note cards, science fair directions from the calendar. Method: 1. Have students work on making inferences as the reading practice today. 2. Use the Epsom salt lab to review the steps of the scientific method to show what elements should be in the science fair project from the students. 3. Use the science fair calendar and packet to review dates and tasks to do to prepare the science fair project. 4. Review the nature of science test. 5. Have students work in groups to work on the matching game, chemical elements, and chemistry shorthand work sheets.
10/15-10/16 Objective: 1. Objective: Have students do a directed reading activity to work on the main idea, recalling facts, making inferences, using words precisely, and a summary write up of the article. 2. Review science fair forms and dates. 3. Address LEQ numbers: a. What are the most effective ways to organize the periodic table? b. How can elements be classified? c. What is the relationship between an electron and a valence electron? d. How does the arrangement of electrons influence an elements placement on the periodic table? Method: 1. Have students turn in the matching game, chemistry shorthand, and chemical elements. 2. Go over the directions to answer the “using words precisely” and summary writing assignment on the directed reading guide. 3. Give students time to do the assignment. 4. Trade, grade, and collect the assignment. 5. Review the science fair calendar dates, forms, and log book assignment. Tell students how to set up the investigation notebook and how to fill out the science fair dates and forms. 6. Show a film on the periodic table. Students will take ten facts from the film. Collect the facts. 7. Give notes and practice use of the periodic table as the notes are given. Practice finding and naming the atomic number, atomic mass, symbol, the number of protons, the number of electrons, the number of positive charges, and the number of negative charges. 8. Assign work on the science fair project work.
10/19-10/20 Objective: 1. Have students do a directed reading activity to work on the main idea, recalling facts, making inferences, using words precisely, and a summary write up of the article. 2. Notes and practice use of the periodic table to address the LEQ questions for the chapter. 3. Lab on the sublimation of iodine 4. Students are to work on the science fair experiment, forms, and/or paperwork for the project.
Method: 1. Have students complete the directed reading guide in the first three boxes. 2. Read the article and do the assignment on the main idea. 3. Show the rest of the film on the periodic table. Have students take ten facts from the film. 4. Use the notes from the last class and take notes with practice on use and how to get information from the periodic table. 5. Have students use the page of notes as the lab paper and set up the observations for the lab on the sublimation of iodine. 6. Emphasize the safety aspects of the lab with eyewear and the apron. 7. Do the lab. Clean up. 8. Home work: work on the science fair project.
10/21-10/22 Objective: Have students see different forms of light waves are used to make scientific inquires. Method: 1. Pass out the film sheets on The Invisible World. 2. Explain what to do. 3. Have students answer the questions as the film progresses. 4. Collect the film sheet. 5. Pass out the word search forms. 6. Have the students find the words associated with the different types of light within the electromagnetic spectrum. 7. Have students turn in the forms on their return to class. 8. Home work: work on the science fair project and the vocabulary from 17/3.
10/26-10/27 Objective: What is the relationship between atoms, the periodic table, and states of matter? LEQ-1. What are the most effective ways to organize the periodic table? LEQ-2. How can elements be classified? LEQ-3. What is the relationship between an electron and a valence electron? LEQ-4. How does the arrangement of electrons influence an elements placement on the periodic table?
Method: 1. Have students do a directed reading activity to work on the main idea, recalling facts, making inferences, using words precisely, and a summary write up of the article. 2. Have students practice finding and naming information from the periodic table. 3. Using the periodic table and notes, review how to find: A. atomic mass B. the atomic mass unit C. How to find the (Z) atomic number and the (A) atomic mass number? D. How to find the number of protons and electrons E. How to find the number of positive and negative charges F. The basis for Mendeleev’s periodic table. G. The basis for Moseley’s periodic table. H. Who got credit for naming periodic law? I. Why is Moseley’s chart used as the modern periodic table? J. Where are the metals, non-metals, and the metalloids on the periodic table? K. What happens to the atomic number and atomic mass number if the elements are read from column or from rows? L. Where are the transition elements or transition metals? M. Where are the actinide and the lanthanide series located on the periodic table? N. What is an isotope? How do you write or show an isotope? O. How is chemical activity of an element found using the periodic table? 4. Have students turn in the vocabulary from the assignment sheet from 17/3. 5. Work on the science fair project.
10/28-10/29 Objective: What is the relationship between atoms, the periodic table, and states of matter? LEQ-1. What are the most effective ways to organize the periodic table? LEQ-2. How can elements be classified? LEQ-3. What is the relationship between an electron and a valence electron? LEQ-4. How does the arrangement of electrons influence an elements placement on the periodic table? Review set up for the science fair project and forms.
Method: 1. Have students do a directed reading activity to work on the main idea, recalling facts, making inferences, using words precisely, and a summary write up of the article. 2. Review the set up for the Investigation/research note book and the log book. 3. Review the required forms that are needed for the investigation note book from www.societyforscience .org using the sites for the document rules and the document forms: A. http://www.societyforscience.org/isef/document/Rule2010.pdf
B. http://www.societyforscience.org/isef/document/form2010.pdf 4. Bring out the science fair back board and review how to set up the forms on the board using the guide that students have in their science fair packet of materials. 5. Have students review how to use the periodic table and get information about the elements. 6. Review the worksheet “What does the periodic table tell”. 7. Students will review the information on the periodic table and work on the science fair project.
10/30-11/2 Objective: 1. Test on the Periodic Table 2. What is the relationship between atoms, the periodic table, and states of matter? LEQ-1. What are the most effective ways to organize the periodic table? LEQ-2. How can elements be classified? LEQ-3. What is the relationship between an electron and a valence electron? LEQ-4. How does the arrangement of electrons influence an elements placement on the periodic table?
Method: 1. Have students get the test, periodic table, and directions. 2. Explain what to do. 3. Allow questions from the students. 4. Give time for students to take the test and answer essay questions. 5. Collect materials. 6. Go over the back board display and the data synopsis. 7. Have students pick an element of their choice and tell me information about the element using the periodic table. 8. Assign vocabulary from 19/1.
11/3-11/4 Objective: LEQ- 1. Where are elements found in my world? LEQ- 2. What is the relationship between the atomic number, mass number, and the number of subatomic particles in an atom? LEQ-3. How do I use atomic number and mass number to calculate the number of subatomic particles in an atom? Method: 1. Engage students with a lab to generate oxygen gas. 2. Have students put on eyewear and apron. 3. Walk students through the procedure and have them tell me what to do step-by-step. 4. Have managers practice doing the lab to generate oxygen before the heat source is brought to the table. 5. Check with students that they understand what to do and how to keep themselves safe. 6. Have students do the lab, write their observations, and do the clean up the lab table and their hands. 7. Students will answer conclusion questions to check their comprehension. 8. As a class, we will read and discuss section 19/1 from the text. 9. Review the science fair log book, notebook, and backboard. 10. Assign 19/1 vocabulary.
11/5-11/6 Objective: LEQ- 1. Where are elements found in my world? LEQ- 2. What is the relationship between the atomic number, mass number, and the number of subatomic particles in an atom? LEQ-3. How do I use atomic number and mass number to calculate the number of subatomic particles in an atom? Method: 1. Collect vocabulary from 19/1. 2. Introduce the halogens and the oxygen families. 3. Practice how to find: a. phase b. type element c. source d. how the element is made e. electron dot diagram f. bonding type g. use 4. Review how to find the: a. mass number b. atomic number c. number of subatomic particle d. row number e. column number 5. Review science fair forms, backboard, and log book. 6. Assign 19/2 vocabulary.
11/9-11/10 Objective: LEQ- 1. Where are elements found in my world? LEQ- 2. What is the relationship between the atomic number, mass number, and the number of subatomic particles in an atom? LEQ-3. How do I use atomic number and mass number to calculate the number of subatomic particles in an atom?
Method: 1. Use the sharpen up work to work on story elements. 2. Collect vocabulary from 19/2. 3. Review the halogen and oxygen family elements. 4. Introduce the nitrogen, alkali, alkaline earth, and noble gas families. 5. Practice how to find: a. phase b. type element c. source d. how the element is made e. electron dot diagram f. bonding type g. use
11/11-11/12 Objective: LEQ- 1. Where are elements found in my world? LEQ- 2. What is the relationship between the atomic number, mass number, and the number of subatomic particles in an atom? LEQ-3. How do I use atomic number and mass number to calculate the number of subatomic particles in an atom? Method: 1. Use the sharpen up work to work on story elements. 2. Work on the classifying the elements as metals, metalloids, and nonmetals by their characteristics. 3. Use notes from the chapter the refine notes given on the families. 4. Review bonding types, allotropes, characteristics of metals, nonmetals, and metalloids. 5. Assign worksheets to review uses, vocabulary, bonding, and characteristics of the elements.
11/13-11/20 Objective: LEQ- 1. Where are elements found in my world? LEQ- 2. What is the relationship between the atomic number, mass number, and the number of subatomic particles in an atom? LEQ-3. How do I use atomic number and mass number to calculate the number of subatomic particles in an atom? Method: 1. Use the sharpen up work to work on story elements. 2. Presentation of science fair projects 3. Notes and practice on the periodic table’s elements by family.
11/30-12/1 Objective: LEQ- 1. Where are elements found in my world? LEQ- 2. What is the relationship between the atomic number, mass number, and the number of subatomic particles in an atom? LEQ-3. How do I use atomic number and mass number to calculate the number of subatomic particles in an atom? Method: 1. Use the sharpen up booklets to work on sequencing by practicing to follow directions on pages 131-132. 2. Have students do a peer review of the notes and worksheets to teach the class the concepts on the families of elements. 3. Teacher will review the column number, phase, element type, source, how to get the pure element, use, bonding, use, and electron dot diagram of the element families. 4. Review and practice bonding types with examples. 5. Review differences in metals, metalloids, and nonmetals. 6. Use a power point to review concepts with the students.
12/2-12/3 Objective: LEQ- 1. Where are elements found in my world? LEQ- 2. What is the relationship between the atomic number, mass number, and the number of subatomic particles in an atom? LEQ-3. How do I use atomic number and mass number to calculate the number of subatomic particles in an atom? Method: 1. Work on a sequencing activity from the sharpen up worksheets. 2. Collect the worksheets from chapter 19. 3. Pass out materials for the test on families of elements. 4. Explain what to do and allow questions. 5. Give time to take the test. 6. As students finish the scan tron portion of the test, pass out the periodic table challenge and family worksheet. The student will make words using the symbols from the chart. 7. Students will be given one family from the periodic table. They will name the elements that make it up. Tell the phase. Tell the type element. Tell the source for the family members. Tell how to get the pure element. Draw an electron dot diagram. Tell and use for the individual element. 8. Assign the vocabulary from 17/1.
12/4-12/7 Objective: LEQ-1 What are the relationships between protons, neutrons, and electrons? LEQ-2 How do I use a model to illustrate subatomic particles in an atom? LEQ-3 What influence does the number of electrons have on the number of electron shells? Method: 1. Collect the vocabulary assignment. 2. Work on a sequencing activity from sharpen up on pages 135-136. 3. Have students set up their paper to do a lab on hydrogen gas. 4. Stress safety directions that must be followed while we do the lab. 5. Remind what to do doing the lab to keep safe: safety goggles, apron, neutralizing solution use during the lab. 6. Go through procedure with the students. 7. Have students go through each step with the teacher before the actual lab to practice lighting the splint, dropping zinc pieces, and lighting the escaping gas that is formed. 8. Allow questions. 9. Do the lab. 10. Clean and put up equipment. 11. Review the lab. 12. Have students answer conclusion questions. 13. Assign the scramble/atoms and molecule sheet.
12/8-12/9 Objective: LEQ-1 What are the relationships between protons, neutrons, and electrons? LEQ-2 How do I use a model to illustrate subatomic particles in an atom? LEQ-3 What influence does the number of electrons have on the number of electron shells? Method: 1. Collect the scramble sheet. 2. Pass out the reading sheet on following directions. 3. Students will read the directions for using the Live Animal Trap and then sequence the steps on how to use it. 4. Collect the sheets. 5. Pass out the pretest for the chapter on atoms and molecules. Have students attempt to answer the sheets and then collect. 6. Have students read the sheet on The Introduction to the atoms. Have students fill in the sheet as the cassette tape progresses. 7. Trade, grade, and collect the sheet. 8. Begin notes on atomic models. Point out what was true and what was false about each of the models. Include: A. Ancient Greeks B. Democritus C. Atomists D. Alchemists E. Dalton F. Thomson G. Rutherford H. Bohr I. Electron Cloud J. Wave Model 9. Assign section one of the worksheet from chapter 17/1.
12/10-12/11 Objective: LEQ-1 What are the relationships between protons, neutrons, and electrons? LEQ-2 How do I use a model to illustrate subatomic particles in an atom? LEQ-3 What influence does the number of electrons have on the number of electron shells? Method: 1. Collect the homework and have students copy into the agenda. 2. Have students continue working on the reading assignment on following directions-sequencing. 3. Trade, grade, and collect the sheet. 4. Have students set up a three column note format. Use the format to review the atomic models to tell the idea, what was true, and what was false about the model. 5. Use the Holt, Macmillan, and Focus Physical Science books to show the experiments and model proposals as they developed over time. 6. Use the films, The Invisible World and The Secret of 118 Green Street, to show how science is able to photograph clusters of atoms and now electron clouds. 7. Practice naming the symbols and the elements that make up a compound. 8. Practice using the subscripts to count the number of atoms that make up a compound. Use the subscripts to give the ratio of the atoms that make up a compound with the total number of atoms. 9. Assign problems 2-4 from the assignment sheet. Have students work on side A of the time line sheet to tell what was true and what was false about each of the atomic models over time.
12/14/-12/15 Objective: LEQ-1 What are the relationships between protons, neutrons, and electrons? LEQ-2 How do I use a model to illustrate subatomic particles in an atom? LEQ-3 What influence does the number of electrons have on the number of electron shells? Method: 1. Have students read pages 135 -136 of the reading sheet on following directions. 2. Students will answer questions to show sequencing skills on following directions to prepare the recipe. 3. Introduce the films sheet on atoms and molecules. 4. Students will listen and answer questions as the film progresses. 5. Use the graphic on atomic models to have students fill in a time line on atomic model development over time. 6. Students will write what was true and what was later found false about the model. 7. Students will use the Holt, Merrill, and MacMillan test to look at drawings of the model. 8. Students will use the game format to learn how to assign valence. 9. Using valence, students will write symbols, assign valence, use the criss-cross method, and write the final formula for a compound. 10. Students will list the elements, give an atom count, give the total atom count for the compound, give the ratio, and name the compound. 11. Students will practice binary compounds today that have one valence and more than one valence along with the names of the compounds. 12. Assign problems 7-9 from the assignment sheet.
12/16-12/17 Objective: LEQ-1 What are the relationships between protons, neutrons, and electrons? LEQ-2 How do I use a model to illustrate subatomic particles in an atom? LEQ-3 What influence does the number of electrons have on the number of electron shells? Method: 1. Review the techniques used on the reading sheet for sequencing and following directions. 2. Review the application portion to the test on families of elements. 3. Introduce part two to the film sheet on atoms and molecules. Have students fill in the notes as the film progresses. 4. Pass out the chart on elements that have more than one valence. Use the chart to practice writing and naming binary compounds. Students will practice listing the elements, counting individual atoms, getting the total atom count, giving the ratio of the atoms in the compound, and naming the compound. 5. Students will draw electron dot diagrams of atoms. 6. Students will use boxes from the periodic table to get the number of protons, electrons, and neutrons. 7. Using that information, students will draw Bohr models and see how electron dot and Bohr models are related. 8. We will practice writing formulas using polyatomic ions. 9. Assign problems 10-12.
12/18 Objective: LEQ-1 What are the relationships between protons, neutrons, and electrons? LEQ-2 How do I use a model to illustrate subatomic particles in an atom? LEQ-3 What influence does the number of electrons have on the number of electron shells? Method: 1. Review science fair projects. 2. Have students total points on the science project to check points and compare to the point total from the teacher. If any papers were not seen by the teacher, students will open the notebooks and show the teacher the papers while we are in the lab area so any corrections can be made to the grade today. 3. Class activity for the day.
1/4 Objective: LEQ-1 What are the relationships between protons, neutrons, and electrons? LEQ-2 How do I use a model to illustrate subatomic particles in an atom? LEQ-3 What influence does the number of electrons have on the number of electron shells? Method: 1. Reading sheet intorduction on cause and effect. 2. Review atomic development over time to see what was true and what was later proven false through observation and experimentation. 3. Practice assigning valence and writing and naming both binary and polyatomic compounds. 4. Practice writing formulas of elements that have more than one valence. 5. Assign problems 2-12 from the assignment sheet.
1/5-1/6 Objective: LEQ-1 What are the relationships between protons, neutrons, and electrons? LEQ-2 How do I use a model to illustrate subatomic particles in an atom? LEQ-3 What influence does the number of electrons have on the number of electron shells? Method:1. Reading sheet on cause and effect. 2. Notes on how to write, name, count atoms, total atoms for the compound, find the ratio, and tell the type compound from the formula of both binary and polyatomic compounds. 3. Re-assign problems 2-12 and assign part D 1-9 from the assignment sheet.
1/7 Objective: LEQ-1 What are the relationships between protons, neutrons, and electrons? LEQ-2 How do I use a model to illustrate subatomic particles in an atom? LEQ-3 What influence does the number of electrons have on the number of electron shells? Method: 1. Reading sheet on cause and effect. 2. Film on atoms and molecules. Check responses. 3. Practice problems 2-12. Review how to write, name, and get information from binary and polyatomic compounds. 4. Assign worksheet to review atomic development over time.
1/8-1/11 LEQ-1 What are the relationships between protons, neutrons, and electrons? LEQ-2 How do I use a model to illustrate subatomic particles in an atom? LEQ-3 What influence does the number of electrons have on the number of electron shells? Method: 1. Reading sheet on cause and effect. 2. Introduce the lab on starch. 3. Have students set up their paper and put on safety gear. 4. Explain that the protons and neutrons will not move in the development of compounds. The electrons on the outer shell are the ones that react to form compounds. 5. Tell students that we will use iodine tincture to test foods for starch. We will look for a blue-black color to see that starch is present. If starch is absent, the iodine will stay red-brown. 6. Have students work together at the lab table to check each food item. 7. Have the students talk about what they found out after the lab to extend thinking, i.e. which food types contained starch and which food types did not contain starch. 8. What would be an advantage of knowing which foods contained starch. 9. How would the starch amount in food affect a diabetic and a healthy person? 10. Come back to the classroom and review information on binary and polyatomic compounds. 11. Have students do a worksheet on atomic development and compounds for homework. 1/12-1/13 LEQ-1 What are the relationships between protons, neutrons, and electrons? LEQ-2 How do I use a model to illustrate subatomic particles in an atom? LEQ-3 What influence does the number of electrons have on the number of electron shells? Method: 1. Reading sheet on cause and effect. 2. Lab on protein to show movement of electrons causes the change or formation of compounds. 3. Have students verbalize what happened in the lab to explain what happened with the movement of the ions. 4. Come to the classroom and practice starting with the symbols and ending with the formula, the electron dot diagram, the Bohr model, and information from the compound. 5. Information from the compound will include: the listing of the symbols, atom count for the individual elements, total atom count for the compound, ratio for the compound, the type compound, the name of the compound, and the type bonding. 6. Review the worksheet on atoms and molecules. 1/14-1/15 Objective: Test concepts on atoms and molecules Method: 1. Pass material to students that will be needed to take the test. 2. Explain what to do on each part of the test. 3. Allow questions from students. 4. Give time to take the test and collect. 5. Have students read section 15/1-15/2 on matter. 1/19-1/20 Objective: LEQ-1 What are the relationships between protons, neutrons, and electrons? LEQ-2 How do I use a model to illustrate subatomic particles in an atom? LEQ-3 What influence does the number of electrons have on the number of electron shells? Method: 1. Do reading assignment. 2. Have students do a lab to test for sugar to show that it is the movement of electrons that is responsible for the formation of compounds. 3. Have students do assignments from 15/1. 1/21-1/22 Objective: LEQ-1 What are the relationships between protons, neutrons, and electrons? LEQ-2 How do I use a model to illustrate subatomic particles in an atom? LEQ-3 What influence does the number of electrons have on the number of electron shells? Method: 1. Do reading assignment. 2. Have students do the lab on alkali metals to show the wave model in application from theory. 3. Have students do the vocabulary assignment from 15/2. 1/26-1/27 Objective: How do we use physical properties and changes to describe the nature of a substance? LEQ-1. How can you describe a substance? LEQ-2. How does solubility illustrate a physical property? LEQ-3. How can mixtures be classified? LEQ-4. How can you describe matter using basic properties? LEQ-5. How do we use volume to measure capacity? LEQ-6. How do I use mass and volume to determine density? LEQ-7. How does density impact an object’s ability to float? LEQ-8. How do we use physical properties to describe a substance? LEQ-9. How can physical properties be classified? LEQ-10. How do we use the water cycle to show physical changes? LEQ-11. How do physical changes reflect the law of conservation of mass? LEQ-12. How can I identify the various states of matter? LEQ-13. How does the kinetic theory illustrate the behavior of particles in matter? LEQ-14. Why would we study conduction, convection, and radiation? LEQ-15. What is the relationship between temperature, and average kinetic molecular energy? LEQ-16. What influence does temperature have on particle movement? Method: 1. Reading assignment on reading a science article. 2. Film facts on matter part one. 3. Use the facts to launch a discussion of matter (with notes) and its components. 4. Go to the lab area and have students work on nine labs on matter to apply skills of what makes up matter: elements, compounds, and mixtures. 5. Students will look at elements, compounds, and mixtures. If the item is a mixture, students will tell if the item is homogeneous or heterogeneous. If the item is a heterogeneous mixture, the student will tell if the example is a suspension, an emulsion, or a colloid. 6. Assign pages 19-22 worksheets to give an overview of matter, review vocabulary, and apply classification skills to types of matter. 7. Students will write a reflection on the worksheets to tell what is matter, what composes matter, and give an example of each component of matter. 1/28-1/29 Objective: How do we use physical properties and changes to describe the nature of a substance? LEQ-1. How can you describe a substance? LEQ-2. How does solubility illustrate a physical property? LEQ-3. How can mixtures be classified? LEQ-4. How can you describe matter using basic properties? LEQ-5. How do we use volume to measure capacity? LEQ-6. How do I use mass and volume to determine density? LEQ-7. How does density impact an object’s ability to float? LEQ-8. How do we use physical properties to describe a substance? LEQ-9. How can physical properties be classified? LEQ-10. How do we use the water cycle to show physical changes? LEQ-11. How do physical changes reflect the law of conservation of mass? LEQ-12. How can I identify the various states of matter? LEQ-13. How does the kinetic theory illustrate the behavior of particles in matter? LEQ-14. Why would we study conduction, convection, and radiation? LEQ-15. What is the relationship between temperature, and average kinetic molecular energy? LEQ-16. What influence does temperature have on particle movement? Method: 1. Have students answer questions on the reading article: Is the earth alive? 2. Have students take facts on matter, part two. 3. Use the notes and have the students answer LEQ questions on matter. 4. Use the study guide and review with everyday examples: A. What is matter? B. What is mass and volume? C. What are the types of matter? D. What is one property of matter that is true for all types of matter? E. What is an element, compound, and mixture? Review the smallest part of each, how represented, and if the substance is able to be separated? F. What happens if heat is added or taken from matter? G. Have students go to the lab area and finish the first nine labs on matter. H. Start the second nine labs on matter. I. Come to the classroom and have students list each substance that was used in lab one on matter. Students will identify each substance as an element, compound, or mixture. If the substance is a mixture, the student will also tell if the substance is homogeneous or heterogeneous. If the mixture is heterogeneous, the student will tell if it is a suspension, an emulsion, or a colloid. 2/1-2/2 LEQ-1. How can you describe a substance? LEQ-2. How does solubility illustrate a physical property? LEQ-3. How can mixtures be classified? LEQ-4. How can you describe matter using basic properties? LEQ-5. How do we use volume to measure capacity? LEQ-6. How do I use mass and volume to determine density? LEQ-7. How does density impact an object’s ability to float? LEQ-8. How do we use physical properties to describe a substance? LEQ-9. How can physical properties be classified? LEQ-10. How do we use the water cycle to show physical changes? LEQ-11. How do physical changes reflect the law of conservation of mass? LEQ-12. How can I identify the various states of matter? LEQ-13. How does the kinetic theory illustrate the behavior of particles in matter? LEQ-14. Why would we study conduction, convection, and radiation? LEQ-15. What is the relationship between temperature, and average kinetic molecular energy? LEQ-16. What influence does temperature have on particle movement? Method: 1. Trade, grade, and discuss the reading sheet on Is the earth alive? 2. Trade, discuss, and grade the first nine labs on matter: elements, compounds, and mixtures 3. Film facts on matter part three. 4. Notes on matter: What are physical and chemical properties? What are physical and chemical changes? 5. Students will go to the lab area and continue work on nine labs on matter. 6. Assign reading check and section questions on 15/2. 2/3-2/4 LEQ-1. How can you describe a substance? LEQ-2. How does solubility illustrate a physical property? LEQ-3. How can mixtures be classified? LEQ-4. How can you describe matter using basic properties? LEQ-5. How do we use volume to measure capacity? LEQ-6. How do I use mass and volume to determine density? LEQ-7. How does density impact an object’s ability to float? LEQ-8. How do we use physical properties to describe a substance? LEQ-9. How can physical properties be classified? LEQ-10. How do we use the water cycle to show physical changes? LEQ-11. How do physical changes reflect the law of conservation of mass? LEQ-12. How can I identify the various states of matter? LEQ-13. How does the kinetic theory illustrate the behavior of particles in matter? LEQ-14. Why would we study conduction, convection, and radiation? LEQ-15. What is the relationship between temperature, and average kinetic molecular energy? LEQ-16. What influence does temperature have on particle movement? Method: 1. Reading assignment. 2. Review notes and terms associated with matter using graphic three column/picture organizer. 3. Review 15/1 vocabulary, reading check, worksheets, and section questions. 4. Go to the lab area and finish the second set of labs on matter. 5. Have students use notes and facts to answer/analyze the data on the labs on matter. 6. Have students do LINCing assignment for terms 1-20. 2/5-2/10 LEQ-1. How can you describe a substance? LEQ-2. How does solubility illustrate a physical property? LEQ-3. How can mixtures be classified? LEQ-4. How can you describe matter using basic properties? LEQ-5. How do we use volume to measure capacity? LEQ-6. How do I use mass and volume to determine density? LEQ-7. How does density impact an object’s ability to float? LEQ-8. How do we use physical properties to describe a substance? LEQ-9. How can physical properties be classified? LEQ-10. How do we use the water cycle to show physical changes? LEQ-11. How do physical changes reflect the law of conservation of mass? LEQ-12. How can I identify the various states of matter? LEQ-13. How does the kinetic theory illustrate the behavior of particles in matter? LEQ-14. Why would we study conduction, convection, and radiation? LEQ-15. What is the relationship between temperature, and average kinetic molecular energy? LEQ-16. What influence does temperature have on particle movement? Method: 1. Reading assignment. 2. Notes on the states of matter: solids, liquids, gases, and plasma. Include melting point, boiling point, and freezing point. Include melting, evaporation, boiling, condensation, freezing and sublimation. 3. Field research to show transpiration of plants. 4. Come into the lab and have students: A. Measure mass and volume to calculate density B. Demonstrate conduction, radiation, and convection C. Use water, and its forms, to demonstrate parts of the water cycle and the states of matter D. Have stations set up to identify physical properties and chemical properties of matter. E. Have station set up to show physical and chemical changes. 5. Assign LINCing terms 21-40. 2/11-2/12 LEQ-1. How can you describe a substance? LEQ-2. How does solubility illustrate a physical property? LEQ-3. How can mixtures be classified? LEQ-4. How can you describe matter using basic properties? LEQ-5. How do we use volume to measure capacity? LEQ-6. How do I use mass and volume to determine density? LEQ-7. How does density impact an object’s ability to float? LEQ-8. How do we use physical properties to describe a substance? LEQ-9. How can physical properties be classified? LEQ-10. How do we use the water cycle to show physical changes? LEQ-11. How do physical changes reflect the law of conservation of mass? LEQ-12. How can I identify the various states of matter? LEQ-13. How does the kinetic theory illustrate the behavior of particles in matter? LEQ-14. Why would we study conduction, convection, and radiation? LEQ-15. What is the relationship between temperature, and average kinetic molecular energy? LEQ-16. What influence does temperature have on particle movement? Method: 1. Reading assignment. 2. Review notes on matter using the LINCing assignment. 3. Review of notes on matter, using power point, graphic organizers, labs, and worksheets, and the section questions. 4. Students will use the labs to tell what is: A. an element, compound, and mixture. If it is a mixture, the student will tell if it is homogeneous, or heterogeneous. If the mixture is heterogeneous, is the mixture, a suspension, a colloid, or an emulsion. B. Use the labs to tell/explain solubility. C. How to measure mass and volume to calculate density D. Describe the density of the item if the item floats, sinks, or mixes. E. Be able to tell that physical properties are used to identify a substance. F. Be able to tell that a chemical property tells how substance reacts in the presence of another substance. G. Tell that physical changes change the size, shape, or appearance of the substance only. H. Tell that with a chemical change, you get a new substance with different properties, energy is changed in the substance, one needs light, heat, or electricity will be used to form or break down a substance. I. Use the kinetic theory and heat to explain states of matter. 2/16-2/17 1. Test on matter. 2. Video film notes on states of Matter 3. Students will turn in the facts on elements, compounds, and mixtures (1/2), chapter review, labs on states matter, transpiration, and elements, compounds, and mixtures. 2/18-2/19 UEQ- How do chemical reactions reflect the Law of Conservation of Mass? LEQ-1. How can you describe a chemical change? LEQ-2. How do chemical equations illustrate the Law of Conservation of Mass? Method: 1. Reading assignment. 2. Pre-lab and set up for the lab on distillation. 3. Reading of sections 21/1-21/2 from the chapter on chemical reactions. 4. Vocabulary from chapter 21. 2/22-2/23 UEQ- How do chemical reactions reflect the Law of Conservation of Mass? LEQ-1. How can you describe a chemical change? LEQ-2. How do chemical equations illustrate the Law of Conservation of Mass? Method: 1. Reading assignment. 2. Pre-lab and set up for the lab on magnesium. 3. Reading of sections 21/3-21/4 from the chapter on chemical reactions. 4. Vocabulary from chapter 21 and worksheets 21/1-21/2. 2/24-2/25 UEQ- How do chemical reactions reflect the Law of Conservation of Mass? LEQ-1. How can you describe a chemical change? LEQ-2. How do chemical equations illustrate the Law of Conservation of Mass? Method: 1. Reading assignment. 2. Review labs on distillation and magnesium. 3. Give notes and practice on 21/1 and 21/2. 4. Students will work on worksheets from 21/1 and 21/2. 2/26-3/1 UEQ- How do chemical reactions reflect the Law of Conservation of Mass? LEQ-1. How can you describe a chemical change? LEQ-2. How do chemical equations illustrate the Law of Conservation of Mass? Method: 1. Reading assignment. 2. Notes and practice on 21/1-21/4. 3. Identify and prove Law of Conservation of mass equations from 21/1-21/4. 3/2-3/3 UEQ- How do chemical reactions reflect the Law of Conservation of Mass? LEQ-1. How can you describe a chemical change? LEQ-2. How do chemical equations illustrate the Law of Conservation of Mass? Method: 1. Reading assignment. 2. Practice chemcial equations from 21/1-21/4 3. Review science concepts. 3/4 – 3/5 UEQ- How do chemical reactions reflect the Law of Conservation of Mass? LEQ-1. How can you describe a chemical change? LEQ-2. How do chemical equations illustrate the Law of Conservation of Mass? Method: 1. Reading assignment. 2. Review science concepts. 3/8 UEQ- How do chemical reactions reflect the Law of Conservation of Mass? LEQ-1. How can you describe a chemical change? LEQ-2. How do chemical equations illustrate the Law of Conservation of Mass? Method: 1. Reading assignment. Review the periodic table, families of elements, and atoms. 2. Trade and grade the review sheets from the chapter. 3. Go to the lab area and do a synthesis lab. 4. Have students answer conclusion questions to apply concepts taught in the chapter. 3/9 Reading FCAT Period Eight 3/10 Math FCAT Period Seven 3/11 Science FCAT Period Eight 3/12 Silver UEQ- How do chemical reactions reflect the Law of Conservation of Mass? LEQ-1. How can you describe a chemical change? LEQ-2. How do chemical equations illustrate the Law of Conservation of Mass? Method: 1. Labs on chemical reaction. 2. Review notes and review work. 3. Tell test will be Tuesday. 3/15 Gold UEQ- How do chemical reactions reflect the Law of Conservation of Mass? LEQ-1. How can you describe a chemical change? LEQ-2. How do chemical equations illustrate the Law of Conservation of Mass? Method: 1. Labs on chemical reaction. 2. Review notes and review work. 3. Tell students that the test will be Wednesday. 3/16-3/17 UEQ- How do chemical reactions reflect the Law of Conservation of Mass? LEQ-1. How can you describe a chemical change? LEQ-2. How do chemical equations illustrate the Law of Conservation of Mass? Method: 1. Do pre test activities. 2. Pass out materials. 3. Allow students to take test. 4. Collect materials. 5. Assign reading (23/1) on the chapter on acids, bases, and salts. 3/18 Acids , Bases, and Salts UEQ-1. How do chemical reactions reflect the Law of Conservation of Mass? LEQ-1. How do you use a pH scale to determine if a substance is an acid or a base? LEQ-2. How would I recognize a salt of I saw one? LEQ-3. How can compounds be classified? Method: 1. Have students identify the three most common acid types and give uses. 2. Introduce bases and give uses. 3. Have students recognize reaction types that formed acids and bases. 4. Have students go to the lab area and do a lab to show what happens when acids and bases are brought together. 5. Have students do the clean up and conclusion questions. 6. Have students read section (23/2.) 3/19 1. Begin nurse lessons. 2. Read (23/3)
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