LT: Describe the components of the earth’s
atmosphere and how they impact living things.
Do Now: 10-20-15
1. Generate a list of different types of
gases.
2. Is air in the atmosphere a pure
substance or a mixture of many
gases?
PS: Notebook check October 21st.
Includes entries from September
15th to October 20th
http://classrooms.tacoma.k12.wa.us/stewart/wbaur
Title: Air heads
READ PAGES 44-51
I CAN TAKE CORNELL NOTES
I CAN CHUNK MY NOTES
I CAN WRITE COSTA LEVEL
QUESTIONS FOR EACH CHUNK
I CAN ANSWER THE QUESTIONS
IN SUMMARY
• Syria chlorine gas attack:
https://www.youtube.com/watc
h?v=lB21Q2vgY18
PAGES 44-51
1. How was chlorine used as a weapon in World War 1?
2. If a country uses chemical weapons such as chlorine gas, should the
other countries intervene?
3. What gases make up our atmosphere?
4. Which gases are most important to living things? Why?
5. What effects do humans have on the composition of gases in our
atmosphere?
6. Describe the greenhouse effect. What are some of the negative
consequences of global warming?
Reflection:
• Make a prediction of how the
composition of the earth’s
atmosphere will change in the
future.
LT: I CAN CREATE A PROCEDURE THAT PROVES
THAT AIR HAS MASS AND VOLUME.
Do Now: 10-19-15
Title: Mass of gas 2
1. How does the density of air
compare with the density of
solids and liquids?
2. What is the purpose of having
multiple trials in an
experiment?
I CAN PERFORM THE LABS ACCURATELY
I CAN WORK AND COLLABORATE WITH MY
TEAM MEMBERS TO CREATE A SOLUTION TO
A PROBLEM
I CAN USE MY UNDERSTANDING OF MATTER
AND DENSITY TO PROVE THAT GAS HAS
MASS AND VOLUME
I CAN HOLD MY TEAM MEMBERS
ACCOUNTABLE BY ASKING QUESTIONS AND
PUSHING THEM TO QUESTION MY THINKING
I CAN WRITE AT LEAST 4 COMPLETE
SENTENCES TO LINK WHAT I LEARNED IN LAB
TO TODAY’S LEARING TARGET.
PS: Notebook check October 21st. Includes
entries from September 15th to October 20th
http://classrooms.tacoma.k12.wa.us/stewart/wbaur
• Buoyancy Bill Nye:
https://www.youtube.com/watc
h?v=09ds1il6FKY
AS A TEAM: LOOK AT THE MATERIALS PROVIDED: HOW
CAN YOU USE THESE MATERIALS TO PROVE THAT GAS
(AIR) IS MADE OF MATTER, HAS MASS AND HAS
VOLUME AND DENSITY?
1. LOOK AT MATERIALS
2. DECIDE HOW YOU WILL USE THE MATERIALS
3. DECIDE UPON A PROCEDURE
4. WRITE YOUR PROCEDURE
5. WRITE PREDICTION
6. PERFORM THE LAB (3 TRIALS)
7. COLLECT DATA
8. ANALYZE DATA
9. DISCUSS THE CONCLUSION AS A TEAM
10.WRITE YOUR CONCLUSION
Reflection
• WRITE AT LEAST 4 SENTENCES
DESCRIBING WHICH METHOD
WAS MORE EFFECTIVE TO
MEASURE THE MASS AND
VOLUME OF AIR?
• DID YOU GET SIMILAR RESULTS
USING EACH METHOD? WHY
OR WHY NOT?
LT: I CAN CREATE A PROCEDURE THAT PROVES
THAT AIR HAS MASS AND VOLUME.
Do Now: 10-16-15
1. Is it still matter if you can’t see it?
Give an example.
2. Does air have mass? Does air have
volume? What evidence do you
have that air has mass? Volume?
Density?
Title: Mass (don’t pass) the gas
I CAN PERFORM THE LABS ACCURATELY
I CAN WORK AND COLLABORATE WITH MY
TEAM MEMBERS TO CREATE A SOLUTION TO
A PROBLEM
I CAN USE MY UNDERSTANDING OF MATTER
AND DENSITY TO PROVE THAT GAS HAS
MASS AND VOLUME
I CAN HOLD MY TEAM MEMBERS
ACCOUNTABLE BY ASKING QUESTIONS AND
PUSHING THEM TO QUESTION MY THINKING
I CAN WRITE AT LEAST 4 COMPLETE
SENTENCES TO LINK WHAT I LEARNED IN LAB
TO TODAY’S LEARING TARGET.
Reflection
• WRITE AT LEAST 4 SENTENCES
DESCRIBING WHAT HAPPENED
IN YOUR LAB AND HOW YOUR
DATA PROVES THAT AIR HAS
MASS AND VOLUME.
LT: USING WHAT YOU KNOW ABOUT MATTER TO
EXPLAIN HOW GASES BEHAVE UNDER PRESSURE.
Do Now: 10-15-15
1. THINK BACK TO WHEN YOU PUT A
STRAW INTO YOUR SODA AND PUT
YOUR THUMB OVER THE END AND
PULL OUT THE STRAW, WHAT
HAPPENS? WHY?
• PS: Notebook check October 21st.
Includes entries from September 15th
to October 20th
http://classrooms.tacoma.k12.wa.us/stewart/wbaur
Title: Under Pressure
I CAN PERFORM THE LABS ACCURATELY
I CAN WORK AND COLLABORATE WITH
MY TEAM MEMBERS
I CAN USE MY UNDERSTANDING OF
MATTER AND DENSITY TO EXPLAIN THE
BEHAVIOR OF GASES UNDER PRESSURE
I CAN HOLD MY TEAM MEMBERS
ACCOUNTABLE BY ASKING QUESTIONS
AND PUSHING THEM TO QUESTION MY
THINKING
I CAN WRITE AT LEAST 6 COMPLETE
SENTENCES TO LINK WHAT I LEARNED IN
LAB TO TODAY’S LEARING TARGET.
LT: USING WHAT YOU KNOW ABOUT MATTER TO
EXPLAIN HOW GASES BEHAVE UNDER PRESSURE.
Reflection
• WRITE AT LEAST SIX SENTENCES
DESCRIBING WHAT HAPPENED
IN THE TWO LABS AND WHAT
THEY TELL YOU ABOUT GASES.
2 sentences about investigation 1
2 sentences about investigation 2
2 sentences relating both labs to the
learning target and previous lessons
LT: DESIGN AN EXPERIMENT TO PROVE A HYPOTHESIS AND
EXPLAIN HOW DENSITY AND BOUYANCY ARE RELATED.
Do Now: 10-14-15
1. WHAT HAPPENS TO THE LEVEL OF
WATER WHEN YOU STEP INTO THE
BATHTUB? WHY?
PS: Notebook check October 21st.
Includes entries from September 15th
to October 20th
http://classrooms.tacoma.k12.wa.us/stewart/wbaur
Title: buoyancy vs density
I CAN USE PROBLEM SOLVING
SKILLS TO IDENTIFY A SOLUTION
TO A SCIENTIFIC PROBLEM
I CAN ACCURATELY CALCULATE
DENSITY AS D=M/V
I CAN USE MY UNDERSTANDING
OF DENSITY AND BOUYANCY TO
COMPARE AND CONTRAST THE
TWO CONCEPTS IN SCIENTIFIC
TERMS SO THAT IT MAKES SENSE
TO ME AND TO OTHERS.
Reflection
• BASED UPON THE EVIDENCE
YOU FOUND IN YOUR
INVESTIGATION, HOW ARE
BOUYANCY AND DENSITY
RELATED? HOW ARE THEY
DIFFERENT?
LT: EVALUATE HOW DENSITY AFFECTS SUBSTANCES
Do Now: 10-13-15
Title: Heavy Metal
1. WHAT DID YOU NOTICE
ABOUT THE DIFFERENT
LIQUIDS IN YOUR DENSITY
COLUMN FROM YESTERDAY?
2. HOW DID THE SOLIDS BEHAVE
IN THE DIFFERENT LIQUIDS?
WHY?
PS: Notebook check October 21st.
I CAN ACCURATELY CALCULATE THE
DENSITY OF AN OBJECT
I CAN ACCURATELY CALCULATE THE
DENSITY OF A LIQUID
I CAN USE PROBLEM SOLVING SKILLS TO
IDENTIFY A SOLUTION TO A SCIENTIFIC
PROBLEM
I CAN ACCURATELY CALCULATE DENSITY
AS D=M/V
I CAN USE MY UNDERSTANDING OF
DENSITY TO EXPLAIN HOW DENSITIES OF
THE DIFFERENT LIQUIDS AFFECT OBJECTS
OF DIFFERENT DENSITIES
Reflection
• HOW DOES DENSITY AFFECT
DIFFERENT SUBSTANCES? LIST
ALL THE WAYS THAT YOU CAN
THINK OF
LT:EVALUATE HOW DENSITY ALLOWS SOMETHING
TO FLOAT OR SINK.
Do Now: 10-12-15
Title: Density Column
1. USING YOUR KNOWLEDGE OF
DENSITY, EXPLAIN HOW OIL
FLOATS ON WATER.
2. ENTER THE WORDS MISCIBLE
AND IMMISCIBLE INTO YOUR
GLOSSARY.
I CAN ACCURATELY CALCULATE THE
DENSITY OF AN OBJECT
I CAN ACCURATELY CALCULATE THE
DENSITY OF A LIQUID
I CAN USE PROBLEM SOLVING SKILLS TO
IDENTIFY A SOLUTION TO A SCIENTIFIC
PROBLEM
I CAN ACCURATELY CALCULATE DENSITY
AS D=M/V
I CAN USE MY UNDERSTANDING OF
DENSITY TO EXPLAIN HOW DENSITIES OF
THE DIFFERENT LIQUIDS AFFECT OBJECTS
OF DIFFERENT DENSITIES
Reflection
• HOW DID THE DENSITIES OF
THE DIFFERENT LIQUIDS AFFECT
OBJECTS OF DIFFERENT
DENSITIES?
LT:EVALUATE THE LAB 3.1 DESCRIBED ON PAGES 33-34 USING THIS AS YOUR FOCUS:
HOW DOES THIS LAB DEMONSTRATE THE PROPERTIES OF DENSITY IN DIFFERENT
OBJECTS?
Do Now: 10-9-15
1. Mr. Baur found that when
he put the Coca Cola can
into 1500 mL of water, the
water level rose to 1900 mL.
What is the volume of the
Coca Cola can?
2. When he added the diet
Coke can to the graduated
cylinder, it floated in the
water. Why do you think
the diet Coke floats, but the
regular Coca Cola sinks in
water?
Title: density column preview
READ PAGES 30-37
I CAN TAKE CORNELL
NOTES
I CAN CHUNK MY NOTES
I CAN WRITE COSTA LEVEL
QUESTIONS FOR EACH
CHUNK
I CAN ANSWER THE
QUESTIONS IN SUMMARY
Reflection
• HOW DID THE LAB 3.1
DEMONSTRATE THE
PROPERTIES OF MATTER?
• HOW WOULD YOU IMPROVE
THE LAB?
1. How do you find the volume of a block?
2. How do you find the volume of an irregular object?
3. What is the relationship between density and floating
and sinking in water?
4. How do you determine the density of a liquid?
Describe the steps.
5. Define miscible and immiscible. Give an example of
each.
6. Why did the Titanic sink?
LT:BY THE END OF CLASS BE ABLE TO CREATE AN APPARATUS
THAT NEITHER FLOATS NOR SINKS IN DIFFERENT LIQUIDS.
Do Now: 10-8-15
Title: density of different liquids
1. HOW WOULD YOU FIND THE
DENSITY OF AN UNKNOWN
LIQUID?
2. HOW CAN DENSITY BE USED
TO DETERMINE IF
SOMETHING FLOATS OR
SINKS IN THAT UNKNOWN
LIQUID?
• I CAN ACCURATELY MEASURE MASS OF AN
OBJECT
• I CAN ACCURATELY MEASURE VOLUME OF
AN OBJECT
• I CAN USE PROBLEM SOLVING SKILLS TO
IDENTIFY A SOLUTION TO A SCIENTIFIC
PROBLEM
• I CAN ACCURATELY CALCULATE DENSITY AS
D=M/V
• I CAN USE MY UNDERSTANDING OF MASS,
VOLUME AND DENSITY TO CREATE AN
APPARATUS THAT NEITHER FLOATS NOR
SINKS IN DIFFERENT LIQUIDS
Reflection
1. HOW DOES THE DENSITY OF
WATER COMPARE TO THE
DENSITY OF VEG. OIL?
SUPPORT YOUR ANSWER
WITH EVIDENCE FROM THE
LAST TWO EXPERIMENTS.
LT:BY THE END OF CLASS BE ABLE TO CREATE AN
APPARATUS THAT NEITHER FLOATS NOR SINKS IN H2O.
Do Now: 10-7-15
Title: flink or sloat
1. WHAT IS THE DENSITY OF
WATER?
2. HOW CAN DENSITY BE USED
TO DETERMINE IF
SOMETHING FLOATS OR
SINKS?
I CAN ACCURATELY MEASURE MASS OF
AN OBJECT
I CAN ACCURATELY MEASURE VOLUME
OF AN OBJECT
I CAN USE PROBLEM SOLVING SKILLS TO
IDENTIFY A SOLUTION TO A SCIENTIFIC
PROBLEM
I CAN ACCURATELY CALCULATE DENSITY
AS D=M/V
I CAN USE MY UNDERSTANDING OF
MASS, VOLUME AND DENSITY TO
CREATE AN APPARATUS THAT NEITHER
FLOATS NOR SINKS IN H2O
Reflection
1. HOW WOULD YOU CREATE
THE SAME KIND OF
APPARATUS TO NEITHER
FLOAT NOR SINK IN A
DIFFERENT KIND OF LIQUID?
EXPLAIN THE STEPS YOU
WOULD FOLLOW
LT:BY THE END OF CLASS BE ABLE TO STACK DIFFERENT SALT WATER SOLUTIONS,
EACH A DIFFERENT COLOR AND OF A SPECIFIC DENSITY SO THAT THEY DO NOT
BLEND INTO ONE COLOR.
Do Now: 10-6-15
• WHAT IS THE DENSITY OF THE
FOLLOWING:
1. A CUBE THAT HAS A MASS OF 9
GRAMS AND THE FOLLOWING
DIMENSIONS- 3CM OF LENGTH,
3 CM OF HEIGHT, 3 CM OF
WIDTH.
2. WHAT WOULD BE THE DENSITY
OF 100 ML OF H2O AFTER
ADDING 20 GRAMS OF SALT?
Title: Rainbow straws
Correctly calculate density during do
now.
Use a graduated cylinder and scale to
accurately measure mass and volume
of different colored solutions.
Use the density to determine how to
stack the liquids so they do not blend.
Reflection
• How do you think the solutions
were made to have different
densities?
LT:I CAN DESIGN A PROCEDURE TO CREATE A
SALTWATER SOLUTION OF A SPECIFIC DENSITY.
Do Now: 10-5-15
Title: Calculating density
1. IF YOU WERE TO ADD 5
GRAMS OF SALT TO 50ML OF
H2O, AND THE VOLUME WAS
50ML AFTER ADDING THE
SALT, WHAT WOULD BE THE
DENSITY OF THE SALT WATER
SOLUTION?
I CAN ACCURATELY MEASURE MASS OF
H2O AND NaCl
I CAN ACCURATELY MEASURE VOLUME
OF H2O
I CAN ACCURATELY CALCULATE DENSITY
AS D=M/V
I CAN ENTER MY RESULTS IN A TABLE
WITH COLUMNS FOR MASS, VOLUME
AND DENSITY
I CAN USE MY UNDERSTANDING OF
MASS, VOLUME AND DENSITY TO
CREATE A WATER AND SALT SOLUTION
OF A SPECIFIC DENSITY
Quiz. First summative grade. Find the density of each object.
Show your work.
Calculating volume and density
Period
Right
wrong
%
Right
Wrong
%
2nd
9
12
43%
18
5
78 %
3rd
6
8
43%
14
3
82 %
4th
3
14
18%
7
10
41 %
Overall
Baur
18
34
35%
39
18
68 %
Hoover
27 %
Quiz. First summative grade. Find the density of each object.
Show your work.
Reflection
• HOW IS DENSITY DIFFERENT
FROM MASS OR VOLUME?
EXPLAIN YOUR THINKING
LT:I CAN DISTINGUISH BETWEEN MASS AND WEIGHT, AND
DESCRIBE HOW DENSITY IS A CHARACTERISTIC PROPERTY
OF MATTER.
Do Now: 10-2-15
Title: Comparing mass and weight
1.
Read pages 25-29
I CAN TAKE CORNELL NOTES
I CAN CHUNK MY NOTES
I CAN WRITE COSTA LEVEL
QUESTIONS FOR EACH CHUNK
I CAN ANSWER THE QUESTIONS IN
SUMMARY
First summative assessment: mass,
volume, and density quiz
2.
3.
4.
IF I HAVE 37 ML OF H2O, WHAT IS ITS
MASS?
WHAT PATTERN DID YOU NOTICE
BETWEEN THE MASS, VOLUME AND
DENSITY OF WATER?
DO YOU THINK THIS SAME PATTERN
EXITS WITH OTHER LIQUIDS? SOLIDS?
GASSES? EXPLAIN YOUR THINKING.
GO TO ANOTHER TABLE AND
COMPARE YOUR ANSWERS ABOVE TO
THEIR ANSWERS. THEN RETURN TO
YOUR SEAT
Reflection
• IF YOU WERE TO ADD 10
GRAMS OF SALT TO 100ML OF
H2O, AND THE VOLUME WAS
100ML AFTER ADDING THE
SALT, WHAT WOULD BE THE
DENSITY OF THE SALT WATER
SOLUTION?
LT:I CAN CALCULATE THE DENSITY OF DIFFERENT
MEASUREMENTS OF H2O AND LOOK FOR PATTERNS
OF SCALE AND PROPORTION IN THE DATA
Do Now: 10-1-15
Title: Density of water
1. IF I CHANGE THE VOLUME OF
WATER THAT I MEASURE, WILL
IT CHANGE THE DENSITY? GIVE
A SCIENTIFIC EXPLANATION TO
SUPPORT YOUR CLAIM
2. LOOK AT THE GRADUATED
CYLINDER BY MR. BAUR’S DESK,
DO NOT TOUCH IT…WHAT IS
THE VOLUME OF WATER IN THE
GRADUATED CYLINDER?
REVIEW EXIT TASK DATA FROM
YESTERDAY
I CAN ACCURATELY MEASURE
MASS OF H2O
I CAN ACCURATELY MEASURE
VOLUME OF H2O
I CAN ACCURATELY CALCULATE
DENSITY AS D=M/V
I CAN ENTER MY RESULTS IN A
TABLE WITH COLUMNS FOR MASS,
VOLUME AND DENSITY
Common mistakes
A. Did not know how to read a graduated cylinder to find volume (4 mL).
B. Did not know to divide mass by volume to find density (12g/4mL=3 g/mL) or
(200g/1000 cm3= 0.2 g/ cm3
C. Did not know to multiply LxWxH to find volume (20x5x10=1000 cm3)
Period
Right
wrong
%
2nd
9
12
43%
3rd
4th
6
3
8
14
43%
18%
Overall
Baur
18
34
35%
Hoover
REFLECTION
• IF YOU WERE TO ADD 10
GRAMS OF SALT TO 100ML OF
H2O, HOW WOULD THAT
CHANGE THE OVERALL MASS?
HOW WOULD THAT CHANGE
THE DENSITY? EXPLAIN YOUR
ANSWER.
LT:I CAN CALCULATE THE DENSITY OF IRREGULAR SHAPED
OBJECTS AND LOOK FOR PATTERNS OF SCALE AND PROPORTION
IN THE DATA.
Do Now: 9-30-15
1.
2.
3.
4.
THE ELECTRONIC SCALE IS USED TO
MEASURE…?
A GRADUATED CYLINDER IS USED TO
MEASURE…?
CALCULATE THE FOLLOWING: IF I HAVE AN
OBJECT THAT HAS A MASS OF 10 GRAMS
AND A VOLUME OF 10ML WHAT IS ITS
DENSITY?
IF I PUT 50 ML OF H2O IN A GRADUATED
CYLINDER AND THEN DROP IN A MARBLE
AND THE VOLUME OF WATER MOVES UP
TO 52 ML, WHAT IS THE VOLUME OF THE
MARBLE?
Title: calculating density of irregular objects
I CAN ACCURATELY MEASURE MASS
OF A IRREGULAR SOLID OBJECT.
I CAN ACCURATELY MEASURE
VOLUME OF A IRREGULAR SOLID
OBJECT USING WATER
DISPLACEMENT
I CAN ACCURATELY CALCULATE
DENSITY AS D=M/V
I CAN ENTER MY RESULTS IN A TABLE
WITH COLUMNS FOR OBJECT, MASS,
VOLUME AND DENSITY
Put your name on the front of your notecard.
Answer these questions independently.
Exit task
Find the density of the objects
200 g
12.0 g
LT:I CAN CALCULATE THE DENSITY OF REGULAR SHAPED
OBJECTS AND LOOK FOR PATTERNS OF SCALE AND PROPORTION
IN THE DATA.
Do Now: 9-29-15
1.
WHAT TOOL IS USED TO MEASURE
MASS?
2. WHAT TOOLS ARE USED TO MEASURE
VOLUME?
DENSITY IS THE RELATIONSHIP OF HOW
MUCH MASS IS FOUND IN A CERTAIN
VOLUME OF SOMETHING. THE EQUATION
IS DENSITY=MASS DIVIDED BY VOLUME OR
D=M/V
3. CALCULATE THE FOLLOWING: IF I HAVE
AN OBJECT THAT HAS A MASS OF 10
GRAMS AND A VOLUME OF 10CM3 WHAT
IS ITS DENSITY?
Title: calculating density of regular objects
I CAN ACCURATELY MEASURE MASS
OF A REGULAR SOLID OBJECT.
I CAN ACCURATELY MEASURE
VOLUME OF A REGULAR SOLID
OBJECT USING L X W X H
I CAN ACCURATELY CALCULATE
DENSITY AS D=M/V
I CAN ENTER MY RESULTS IN A TABLE
WITH COLUMNS FOR OBJECT, MASS,
VOLUME AND DENSITY
Reflection:
1. IF ONE ML OF VOLUME
EQUALS 1CM3 OF VOLUME
WHAT WOULD BE THE
DENSITY OF A LIQUID WITH A
MASS OF 100 GRAMS AND A
VOLUME OF 100ML?
LT:I CAN USE GRAPH DATA TO COMPARE THE MASS
AND VOLUMES OF IRREGULAR SHAPED OBJECTS
AND LOOK FOR A PATTERN IN THIS RELATIONSHIP.
Do Now: 9-28-15
Title: mass and volume of irregular objects
1. Which method should you use
measure the volume of this
object? List the steps.
I CAN ACCURATELY MEASURE MASS OF
A IRREGULAR SOLID OBJECT.
I CAN ACCURATELY MEASURE VOLUME
OF A IRREGULAR SOLID OBJECT USING
WATER DISPLACEMENT.
I CAN ENTER MY RESULTS IN A TABLE.
I CAN GRAPH MY RESULTS.
I CAN ANALYZE THE DATA IN MY GRAPH
TO LOOK FOR PATTERNS OF THE
RELATIONSHIP OF MASS(Y) TO
VOLUME(X) IN THE SLOPE OF THE
GRAPH
Reflection:
• Think back to candle baking
soda and vinegar demo. How
should you measure the volume
of gas produced by the reaction?
LT:I CAN USE GRAPH DATA AND REASONING TO EXPLAIN
THE PATTERN THAT THE PROPORTION OF MASS TO
VOLUME IN DIFFERENT SOLID OBJECTS IS NOT STABLE.
Do Now: 9-25-15
Title: mass and volume of regular objects
• LOOK AT THE DATA THAT YOU
COLLECTED FROM YESTERDAY’S
LAB.
1. IF YOU ADDED TWO MORE
TRIALS, ONE OF 500ML H2O
AND 1000ML OF H2O, HOW DO
YOU THINK IT WOULD AFFECT
YOUR GRAPH? WOULD IT
CHANGE THE PATTERN THAT
YOU CURRENTLY SEE ON YOUR
GRAPH?
2. WHY OR WHY NOT?
I CAN ACCURATELY MEASURE THE
VOLUME AND MASS OF A
REGULAR SOLID OBJECT.
I CAN ENTER MY RESULTS IN A
TABLE.
I CAN GRAPH MY RESULTS.
I CAN ANALYZE THE DATA IN MY
GRAPH TO LOOK FOR PATTERNS
OF THE RELATIONSHIP OF MASS(Y)
TO VOLUME(X) IN THE SLOPE OF
THE GRAPH.
Reflection
1. IF ALL OF SOLID OBJECTS WERE
MADE OF THE SAME MATERIAL,
HOW WOULD THIS CHANGE THE
PATTERN THAT YOU SEE ON
YOUR GRAPH?
2. ALL THE OBJECTS WERE
REGULAR SHAPES (RECTANGLES,
SQUARES) HOW WOULD YOU
FIND THE VOLUME OF AN
IRREGULAR SHAPED ROCK?
LT: I can use a graph to model the pattern that the
proportion of mass to volume in water is stable.
Do Now: 9-24-15
Title: mass and volume of water
1. WHAT IS THE DIFFERENCE
BETWEEN MASS AND
VOLUME?
2. WHAT IS THE DIFFERENCE
BETWEEN MASS AND
WEIGHT?
I CAN ACCURATELY MEASURE THE
VOLUME AND MASS OF WATER.
I CAN ENTER MY RESULTS IN A
TABLE.
I CAN GRAPH MY RESULTS.
I CAN IDENTIFY PATTERNS OF THE
RELATIONSHIP OF MASS(Y) TO
VOLUME(X) IN THE SLOPE OF THE
GRAPH.
REFLECTION
1. HOW DOES CHANGING THE
VOLUME OF WATER AFFECT THE
MASS OF WATER?
2. HOW DO YOU THINK CHANGING
THE VOLUME OF A SOLID WOULD
AFFECT THE MASS OF THAT SOLID?
3. WHAT ABOUT A GAS?
LT: I CAN READ ABOUT MATTER AND SUMMARIZE WHAT I READ IN CORNELL NOTE
STYLE. I CAN CONNECT WHAT I HAVE READ WITH YESTERDAY’S CONCEPT MAP AND
ADD THOSE PIECE TO MY CONCEPT MAP
Do Now: 9-23-15
Title: What is Matter? reading
ENTER THE FOLLOWING WORDS
INTO YOUR GLOSSARY:
• MATTER
• MASS
• VOLUME
• SOLID
• LIQUID
• DISSOLVE(D)
• MIXTURE
I CAN READ FOR UNDERSTANDING
(pg 12-17)
I CAN SUMMARIZE WHAT I READ.
I CAN WRITE COSTA LEVEL
QUESTIONS FOR EACH CORNELL
ENTRY.
I CAN ANSWER MY QUESTIONS AS A
SUMMARY OF THE ENTIRE READING.
Reflection
1. NOW THAT YOU HAVE NOTES
ABOUT MATTER, TURN TO YOUR
CONCEPT MAPS AND ADD
MORE INFO FROM THE
READING.
2. ADD THE VOCABULARY WORDS
FROM THE DO NOW TO THE
CONCEPT MAP
3. ARE THERE ANY NEW
CONNECTIONS YOU CAN MAKE
BETWEEN THE LABS YOU HAVE
AND THE READING?
LT:I CAN VISUALLY ORGANIZE MY UNDERSTANDING OF
PATTERNS, STABILITY AND CHANGE AND, CAUSE AND EFFECT
THAT I OBSERVED WHEN EXAMINING MATTER IN LAB.
Do Now: 9-22-15
Title: concept map about matter
• THINK ABOUT THIS:
1. IF YOU CHANGE THE SHAPE OF
AN OBJECT, DOES IT AFFECT ITS
VOLUME? EXPLAIN USING AN
EXAMPLE FROM OUR PAST
LABS.
2. IF YOU CHANGE THE MASS OF
THAT OBJECT WILL IT AFFECT
THE VOLUME OF THE OBJECT?
EXPLAIN USING AN EXAMPLE
FROM OUR PAST LABS.
• I CAN ORGANIZE MY
THOUGHTS IN A CONCEPT MAP
• I CAN MAKE CONNECTIONS
BETWEEN DIFFERENT LABS
FROM DIFFERENT DAYS.
• I CAN LOOK FOR PATTERNS OF
STABILITY AND CHANGE, CAUSE
AND EFFECT, AND ENERGY AND
MATTER, AND DESCRIBE THEM.
Reflection
1. HOW DID MAKING A
CONCEPT MAP HELP YOU TO
ORGANIZE YOUR IDEAS
ABOUT MATTER? EXPLAIN
2. CAN YOU THINK OF A BETTER
WAY TO ORGANIZE YOUR
IDEAS? EXPLAIN
LT: I CAN OBSERVE PATTERNS,ANALYZE CAUSE AND
EFFECT AND OBSERVE HOW MATTER BEHAVES IN
DIFFERENT SYSTEM MODELS.
Do Now: 9-18-15
Title: volume and temperature
1. WHAT IS THE DIFFERENCE
BETWEEN MASS AND
VOLUME? WHICH TOOL
MEASURES WHAT?
ELECTRONIC SCALE?
GRADUATED CYLINDER?
I CAN LOOK FOR PATTERNS IN THE
BEHAVIOR OF MATTER
I CAN SHARE MY SCIENTIFIC
REASONING TO EXPLAIN CAUSE
AND EFFECTS THAT I SEE IN THE
LAB
I CAN USE A SYSTEM MODEL AND
DETERMINE IF IT IS AN OPEN
SYSTEM OR A CLOSED SYSTEM
Reflection:
1. LOOK AT THE RESULTS FROM
THE LAB “IT’S A GAS” IS
ENERGY FLOWING INTO THE
BOTTLE AND BALLOON?
EXPLAIN.
2. IS MATTER FLOWING INTO
THE BOTTLE AND BALLOON?
EXPLAIN.
LT: I CAN OBSERVE PATTERNS,ANALYZE CAUSE AND
EFFECT AND PREDICT HOW MATTER BEHAVES
UNDER DIFFERENT CONDITIONS.
Do Now: 9-17-15
Title: whatever floats your boat
1. WHAT CAUSES SOMETHING
TO FLOAT ON WATER? WHY?
2. IF SOMETHING FLOATS ON
WATER, WILL IT FLOAT ON
ANY OTHER KIND OF LIQUID?
WHY OR WHY NOT?
 I CAN MAKE OBSERVATIONS AND
WRITE THEM DOWN
 I CAN LOOK FOR PATTERNS IN
THE BEHAVIOR OF MATTER
 I CAN DESCRIBE THE
RELATIONSHIP BETWEEN MATTER
AND ENERGY THAT I OBSERVE
 I CAN SHARE MY SCIENTIFIC
REASONING TO EXPLAIN CAUSE
AND EFFECTS THAT I SEE IN THE
LAB
Reflection
1.
BASED UPON YOUR
OBSERVATIONS FROM TODAY,
WHY DO YOU THINK LARGE SHIPS,
MADE OUT OF HEAVY STEEL,
CARRYING TONS OF SUPPLIES,
CAN STILL FLOAT ON OCEANS,
LAKES AND RIVERS?
LT: I CAN OBSERVE AND DESCRIBE WHAT HAPPENS
TO MATTER UNDER DIFFERENT CONDITIONS.
Do Now on pg 4: 9-16-15
Title: bubbles in limewater and salt
1. WHEN YOU PUT SUGAR IN
TEA AND IT DISSOLVES WHAT
HAPPENS TO THE MATTER IN
THE LIQUID (TEA) AND THE
SOLID (SUGAR)?
I CAN MEASURE ACCURATELY
I CAN MAKE OBSERVATIONS
AND WRITE THEM DOWN
I CAN IDENTIFY DIFFERENT
KINDS OF MATTER: LIQUIDS,
GASES, SOLIDS
I CAN SHARE MY SCIENTIFIC
REASONING TO DESCRIBE WHAT
I SEE HAPPEN IN LAB.
Reflection:
1. WHY DO YOU THINK THAT
SOME TYPES OF MATTER
(SOLIDS) CAN DISSOLVE IN
OTHER TYPES OF MATTER
(LIQUIDS)?
2. WHY DO YOU THINK THAT
SOME KINDS OF MATTER
(GASES) CAN APPEAR IN
OTHER TYPES OF MATTER
(LIQUIDS)?
LT:I WILL TAKE A PRE-TEST AND PERSEVERE TO DEMONSTRATE MY
KNOWLEDGE OR UNDERSTANDING OF MATTER AND TO DETERMINE A
STARTING POINT FOR MY LEARNING.
Do Now on pg 2: 9-15-15
1. WHAT IS MATTER?
2. MAKE A LIST OF ALL
THAT YOU KNOW
ABOUT MATTER.
BE PREPARED TO SHARE
YOUR THINKING.
Title: What’s the matter?
 I CAN THINK ABOUT MATTER AND
REFLECT BACK ON MY PREEXISTING KNOWLEDGE
 I CAN USE MY SCIENTIFIC
REASONING TO HELP DETERMINE
THE BEST ANSWERS ON THE TEST
QUESTIONS
 I CAN WORK QUIETLY AND NOT
DISTURB OTHERS WHILE THEY
ARE TAKING THE TEST
 I CAN USE THIS TEST AS A
STARTING POINT FOR MY
LEARNING
• Take the pretest.
• Log in to computer and go to this website:
http://assessment.aaas.org/test/zzackw
• Put in your full first and last name as your ID.
Reflection
• WATCH THE
DEMONSTRATION AND
EXPLAIN WHAT
HAPPENED IN YOUR
OWN WORDS SHARING
YOUR SCIENTIFIC
REASONING.
Do Now: 9-15-15
Agenda
• Turn to page 5 of your notebook
and construct your grade graph
according to my instructions.
• Take pre-assessment on forces
and motion.
• Fill out student information
sheet.