WEEK+8

= =  //What factors influence gases? How do gases change? 1. Daily Catalyst // Students will be shown a diagram and a set of answer choices: "Figure 1 below represents the arrangement of particles in a metal before it is heated. Which diagram shows the arrangement of particles after the metal has been heated? Explain." 2. Peeps in a Microwave Demo Objective: Describe three factors that affect how gases behave and predict changes when these factors are changed.
 * =Monday, October 26=
 * Mr. Smith will use a microwave and Peeps (Halloween Peeps!) to demonstrate one of the gas laws.
 * Students will create a table to organize their notes:
 * //Access Prior Knowledge//: "What are marshmallows made of? Why are they so fluffy?"
 * //Make a Prediction//: "What do you predict will happen if I heat a Peep in the microwave? Explain your reasoning."
 * //Record Observations and Questions//: "What do you see, smell, or hear? What questions do you have about what you see?"
 * //Apply Scientific Knowledge//: "Which of the gas laws describes the phenomenon that you have just observed? Explain."

3. Reviewing Gas Laws Objective: Describe three factors that affect how gases behave and predict changes when these factors are changed.
 * Students will complete a quick check to assess their understanding of and ability to apply the gas laws.
 * The check will include diagrams, clozed text, and application questions.

4. Organizing Our Notes
 * Students will put all of their notes and written materials from Unit 1 into portfolios.
 * Mr. Smith will stress the importance of keeping up with all work until the end of each unit. The portfolio provides a clear picture of a student's understanding of science, commitment to academic success, and ability to stay organized.

5. Generating a Testable Question //Homework Students will complete a brainstorming activity to generate possible testable questions for the science fair
 * Students will be provided with time on the laptops to research their testable question for the science fair.
 * Students will be provided with a graphic organizer example to help them with their research: "If I change THIS, how does it affect THAT?"

// ||  || //What factors influence gases? How do gases change? 1. Daily Catalyst // Students will be shown a diagram and a set of answer choices: "A tray containing 300 grams of water is placed in the freeze to make ice. What is the mass of the ice after the water freezes? Explain. a.) more than 300 grams, b.) 300 grams, c.) less than 300 grams, d.) unkno  wn"
 * =Tuesday, October 27=

2. Popcorn Demo Objective: Describe three factors that affect how gases behave and predict changes when these factors are changed.
 * Mr. Smith will use a hot plate, vegetable oil, popcorn kernels, aluminum pans, and tongs to pop corn.
 * Students will create a table to organize their notes:
 * //Access Prior Knowledge//: "What have your experiences been with popcorn? What does it feel like? Taste like? How is it made?"
 * //Make a Prediction//: "What do you predict will happen when I add oil to the pan with the kernels and put it all on a hot plate?"
 * //Record Observations and Questions//: "Touch the kernel. Then, touch the popped corn. What do you see/hear/smell? What questions do you have? "
 * //Apply Scientific Knowledge//: "Which gas law describes what you observed? What happened to molecules? Use these words: temperature, volume, heat, pressure, molecule, matter."

3. Generating a Testable Question //Homework Students will use before, during, and after reading strategies to examine a text about the invention of the thermometer
 * Students will be provided with time on the laptops to research their testable question for the science fair.
 * Students will be provided with a graphic organizer example to help them with their research: "If I change THIS, how does it affect THAT?".

// ||  || //What factors influence gases? How do gases change?// 1. Daily Catalyst Students will be shown a diagram and a set of answer choices: " Ken poured four liquids into an empty beaker (shown in the diagram). Then, he dropped a plastic disk into the beaker. Which statement is NOT true? Explain. A. Oil is more dense than corn syrup. B. Plastic is less dense than oil. C. Glycerin is more dense than oil. D. Corn syrup is more dense than water."
 * =Wednesday, October 28=

2. Submit Testable Question
 * Students will record their testable question for the science fair. They will submit them for review.

3. Checkpoint 4
 * Students will demonstrate their understanding of the gas laws.

4. Science Fair Journaling
 * Students will journal for the remaining class time regarding their progress and apprehensions about participating in the science fair.
 * What interests are you able to pursue for the science fair? What questions do you have?
 * Have you decided on a question? What is it? If not, what are some of your ideas?
 * What aspects of the science fair are exciting for you? Explain.
 * What aspects of the science fair might be challenging? Are you worried? Why?

//Homework Students will use before, during, and after reading strategies to examine a text about SI Units of Measurement

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