WEEK+7

//What kinds of questions are useful for developing a scientific test?// 1. Daily Catalyst The color changes of leaves in fall occur as a result of a change in the environment. In an experiment to determine how leaf color and air temperature are related, what would be a good testable question?
 * =Monday, October 19=
 * A. Why does temperature affect leaf color in fall?
 * B. Why do some leaves change color in fall, while others remain green?
 * C. Do low temperatures cause a color change in plant leaves?
 * D. Do low light levels cause a decrease in temperature?

2. Developing Testable Questions Objective: Generate and evaluate questions about objects, organisms and/or events that can be answered through scientific investigations.* Students will Stop and Jot > "What is the key feature of a testable question?" 3. Constructed Response Students will complete an assessment about the generation of testable questions.
 * Students will follow the procedure for passing out laptops.
 * Students will view examples of testable questions. They will identify (write down) the CAUSE and EFFECT involved in each of the three questions. []
 * Students will then explore a series of different science fair questions. They will choose THREE example questions and identify (write down) the CAUSE and EFFECT involved in each of their questions. []
 * Students will follow the procedure for turning in laptops.

//Homework// Practice generating testable questions using a review sheet ||  || //What kinds of questions are useful for developing a scientific test?// // 1. Daily Catalyst In 1648, a Flemish alchemist, Jan van Helmont, had a theory. To test it, he grew a tree in a large container of soil, adding nothing but measured quantities of water for five years. During that time he kept track of the weight of the soil and the tree. At the end of the experiment the tree had gained 164 pounds and the soil had lost 2 ounces. What could von Helmont conclude from his experiment?
 * =Tuesday, October 20=

2. "Elephant toothpaste" Objectives: //Generate and evaluate questions about objects, organisms and/or events that can be answered through scientific investigations; Describe three factors that affect how gases behave and predict changes when these factors are changed.
 * Students will record observation notes regarding the demonstration.
 * Students will have a question that guides their observations: "Is this a chemical or physical change? What evidence do you have to support your conclusions?"

3. Four-Square Vocabulary: Physical and Chemical Changes //Homework// Practice calculating density/mass/volume using a standardized test prep page //// ||  || Early Dismissal //Question// 1. Daily Catalyst To find the mass of a sample of iron filings, a student places the filings in a 14-gram plastic tray and places the tray on a balance. (Diagram of balance shown) What is the reading on the balance for the mass of the tray and iron filings? What is the mass of the iron filings?
 * Students will generate a mini-poster using the four-square vocabulary approach. They will begin by defining the word.
 * THREE Examples (pictures)
 * THREE NON-Examples (no picture)
 * Characteristics
 * Use it in a context sentence (with three points of context)
 * =Wednesday, October 21=

2. Introduce factors that affect behavior of gases Objective: Describe three factors that affect how gases behave and predict changes when these factors are changed. 3. Review benchmark scores and analyze data as a class.
 * Students will define and describe temperature, pressure, and volume using a 4-square approach.
 * Students will read a description of temperature, pressure, and volume on pages 36-37 in the textbook. They will generate a summary sentence about each paragraph.

Homework Complete reflection on Science Benchmark using scores and data //// ||  || //Question// 1. Daily Catalyst A student thinks that increasing the concentration of salt in a saltwater solution will increase the boiling point of the solution. The student makes five saltwater solutions, each with a different concentration of salt. The student uses a hot plate to heat each solution and a thermometer to record the temperature of each solution when it begins to boil. What is a testable question that the student might have asked before beginning?
 * =Thursday, October 22=

2. Balloon Demonstration Objective: Describe three factors that affect how gases behave and predict changes when these factors are changed.
 * Teacher will use a beaker, balloon, a container of warm water, and a container of ice to demonstrate Charles's law.
 * Students will record observations on a graphic organizer and will draw a diagram.
 * Students will then record notes that define Charles's law.

3. Marshmallow Lab Objective: Describe three factors that affect how gases behave and predict changes when these factors are changed. 4. Exit Slip Students will complete a quick set of three questions regarding Boyle's law and Charles's law.
 * Students will use a syringe and marshmallows to observe Boyle's law.
 * Students will record observations on a graphic organizer and will draw a diagram.
 * Students will then record notes that define Boyle's law.

//Homework Complete practice sheet for gas laws // //// ||  || //Question// 1. Daily Catalyst How much time did you spend studying for the quiz last week? Did you make your flash cards? What kind of grade do you think you earned based on the amount of studying that you did?
 * =**Friday, October 23**=

2. Review homework and gas laws Objective: Describe three factors that affect how gases behave and predict changes when these factors are changed.
 * Students will exchange homework papers to check for correct answers.
 * Students will then observe an example of a barometer created using two beakers and two balloons. Students will write a description of what occurs when the volume of the larger beaker is change and how it affects the air.

3. Review Unit 1 Quiz
 * Students will break into teams to create a poster that shows chemical and physical changes on a camping trip. Students will use their test responses to contribute to the group diagram and to write about examples of chemical and physical changes.

//Homework// Complete a reading passage for standardized test prep and develop a new title for the passage using justifications from the text //// ||  ||