WEEK+2+(Unit+2)

//How do scientists classify matter? 1. Daily Catalyst Write down three examples of elements. Write down three examples of compounds. Write down three down examples of mixtures.
 * =Wednesday, November 4=

2. Continue Project with Elements, Compounds, and Mixtures Objective: // //
 * 1) Students will create a PowerPoint of 26 everyday things from A-Z and will classify each things as an element, a compound, or a mixture.
 * 2) Mr. Smith will provide 6 examples (2 each of elements, compounds, and mixtures).
 * A > Atmosphere: mixture of gases and some liquids/solids (nitrogen, oxygen, carbon dioxide, ozone)
 * B > Boron: element
 * C > Coffee: mixture of liquid water (a compound), sugar (a compound), and different acids (compounds)
 * S > Sugar: (also called sucrose) compound of carbon, hydrogen, and oxygen-- C12H22O11
 * T > Table Salt: compound of sodium and chloride--NaCl
 * Z > Zinc: element
 * 1) Students must include at least 5 examples of each. (The other 5 things are flexible).
 * 2) Students must include a description of a physical property and a chemical property of each ELEMENT.
 * 3) Students must include a description of the elements that make up each COMPOUND that shows the ratios of each element.
 * 4) Students must include a description of the states of the matter and **at least two** examples of elements and/or compounds in the MIXTURE.

//Elements// http://www.chemicalelements.com/ http://education.jlab.org/itselemental/ //Compounds// http://antoine.frostburg.edu/chem/senese/101/compounds/library.shtml http://www.syvum.com/cgi/online/serve.cgi/squizzes/chem/compds1.html http://www.newton.dep.anl.gov/askasci/chem03/chem03882.htm
 * Links for Project ** //

//Homework// Students will use before and during reading strategies to examine a text about chemical reactions in a glow stick

||  || =Thursday, November 5= //How do scientists classify matter? 1. Daily Catalyst Students will be provided with a context sentence and a prompt:
 * Context Sentence: Students have pride in themselves and in their school.


 * What does pride mean? What does it mean to have it? What does it look like when someone doesn’t have it?

2. Define "pride" as a class using a poster-sized Frayer model.
 * Students are not completing homework with fidelity, are leaving notes in their desks, and are eating in class.
 * Students will be given Post-it notes to record a definition, characteristics, examples, and non-examples of "pride."
 * Students will share out what they wrote on the Post-its and will add their Post-its to the giant Frayer model.

3. Continue Project with Elements, Compounds, and Mixtures Objective: // //
 * 1) Students will create a PowerPoint of 26 everyday things from A-Z and will classify each things as an element, a compound, or a mixture.
 * 2) Mr. Smith will provide 6 examples (2 each of elements, compounds, and mixtures).
 * A > Atmosphere: mixture of gases and some liquids/solids (nitrogen, oxygen, carbon dioxide, ozone)
 * B > Boron: element
 * C > Coffee: mixture of liquid water (a compound), sugar (a compound), and different acids (compounds)
 * S > Sugar: (also called sucrose) compound of carbon, hydrogen, and oxygen-- C12H22O11
 * T > Table Salt: compound of sodium and chloride--NaCl
 * Z > Zinc: element
 * 1) Students must include at least 5 examples of each. (The other 5 things are flexible).
 * 2) Students must include a description of a physical property and a chemical property of each ELEMENT.
 * 3) Students must include a description of the elements that make up each COMPOUND that shows the ratios of each element.
 * 4) Students must include a description of the states of the matter and **at least two** examples of elements and/or compounds in the MIXTURE.

//Elements// http://www.chemicalelements.com/ http://education.jlab.org/itselemental/ //Compounds// http://antoine.frostburg.edu/chem/senese/101/compounds/library.shtml http://www.syvum.com/cgi/online/serve.cgi/squizzes/chem/compds1.html http://www.newton.dep.anl.gov/askasci/chem03/chem03882.htm
 * Links for Project ** //

//Homework// Students will use before and during reading strategies to examine a text about chemical reactions in a glow stick

||  || //How do scientists classify matter? 1. Daily Catalyst Students will practice their standardized test skills to answer a question about elements, compounds, and mixtures. After selecting the correct answer choice, students will explain their answer choice.
 * =Friday, November 6=

2. Reviewing Elements, Compounds, and Mixtures // // 3. Writing Context Sentences // //Homework// Students will use after reading strategies to examine a text about chemical reactions in a glow stick
 * Students have been struggling to identify elements, compounds, and mixtures (and non-examples of matter). Today will serve as a review.
 * Students will be put into teams of 3-4 and will be given cards with examples, non-examples, and characteristics of matter. Students will also have a large piece of construction paper divided into four columns: Elements, Compounds, Mixtures, and Non-examples of Matter.
 * Students will work in their groups to classify the cards and must justify to their peers why they classified each card the way they did.
 * A similar version of the cards and the table will be displayed on the Promethean board. Students will take turns coming to the board to move the cards into the correct columns. The class must agree on the justification.
 * Each student will have an individual graphic organizer to put the final pieces of information for their individual use.
 * Students will be provided with 3 index cards. They will write a context sentence (with three points of context) on each card for the terms element, compound, and mixture. This will be the exit slip.

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