Apologia: Chemistry, Periodic Table

As mentioned before, this week the Chemistry class needs to do a lab or two.  The class will get an introduction to ionic compounds Ionic Formula Writing and a precipitate lab.  When two solutions combine and form a solid, it is a type of precipitate reaction.  The class is going to conduct a series of reactions and name the ionic compounds which form.The link Ionic Precipitate Lab is similar.  The kids are going to do an activity in which they make exactly one 3 ounce paper cup of Kool-aid, an activity which requires a bit of conversions and some thinking.  If time permits, the Chemistry class may do a timeline of scientists who contributed to the development of the Periodic Table: Dmitri Mendeleev, Johann Dobereiner, A.E. de Chancourtois, John Newlands, Stanislao Cannizzaro, Glen Seaborg, Lothar Meyer, William Odling, and Henry Moseley.  The development of the Periodic Table coalesced around 1864; several scientists worked independently to arrive at very similar conclusions, practically at the same time, a phenomena which occurs fairly often in science.  Lothar Meyer's table was very much like Mendeleev's.  So, one may ask why Mendeleev earned the credit, rather than Meyer?

Apologia: Physical Science

Physical Science is about to begin several modules on Air.  This week, my goal is for the class to do a timeline on the scientists who contributed to the development of the Atomic Theory: Democritus, LaVoisier, Dalton, JJ Thomson, Rutherford, Bohr, Shrodinger, and Chadwick.  They should also finish the three experiments in Module Two, and start the 'foldable' on the layers of Air.  If time permits, the kids can work on another concept map: smoke stack, scrubbers, catalytic converters, lead, 'Dirty Half Dozen', Air Pollution, SOx, ozone, O3, carbon monoxide, CO, carbon dioxide, CO2, argon, Ar, oxygen, O2, nitrogen, N2, Composition of Air, saturated, relative humidity, absolute humidity, humidity, air, sulfur dioxides, heat index, ppm, parts per million, Global Warming, Greenhouse Effect, nitrogen dioxides, NOx, and EPA.  Yippee!  The kids do not like concept maps; they are terrific to ensure an understanding of the terms and how the key ideas relate to one another.  An online site to creat concept maps is at www.ihmc.us/. Look at the tab marked cmap tools.  I want the class to be able to create a timeline on graph paper with intervals, assemble a foldable on Air, and put the module's key terms into a concept map.  Obviously, this will take some time.  Anticipate some moaning.

WA: Earth Science

The class is working on their first portfolio submission, a raised bed by the Cottages.  Earth Science is starting the Rocks and Minerals Unit and should read Chapter 3.  They are doing a review of Chemistry in preparation for the Minerals unit.  Next up is a crystal lab.  The class will make several super-saturated solutions to crystallize: Epsom salts (magnesium sulfate), Sea salt (sodium chloride), Sugar (sucrose), and Alum (potassium aluminum sulfate).

WA: Physical Science

Physical Science has made good progress in Chemistry.  The girls will spend some more time going over basic nomenclature and balancing equations.  They are going to plan a Chemistry show, next, for the third grade.  The class should continue to read their text and take notes.

WA: Life Science, Week of 9/30 and 10/2

The Life Science class is wrapping up Ecology with a few activities: camouflage, capture-recapture (Wildlife Population Sampling), and the Lynx and Hare (Lynx eats the Hare) activity.  The students are collecting pill bugs or sow bugs for a Rolly Polly lab on Tuesday.  I asked them to start collecting odds and ends for a cell model.  The class should start reading Chapter 1, Cells.

Apologia: Chemistry Ionic Formulas

Next week is The Flinn Ionic Formula Writing kit, which is free online!  Ionic Formulas. The kit has the ionic in two colors: the positive ions, or cations are red and the negative ions, or anions, are blue.  I draw a red cat with a huge positive sign and a blue ant with a big negative sign to help kids remember them.  The formula kit can be augmented with red and blue Legos. Lego Ions

I write an example using aluminum chloride on the board and complete the first row of the data chart before reviewing the process with the class.  I write the cations in red pen and the anions in blue to reinforce the concepts.  The link above has the data sheet, ion formulas, and copies of the ions, which should be copied on to red and blue card stock.  Some kids want their own sets of ions to practice at home.  If you have a big class, make large ions with felt to demonstrate on the board.  Next week, our plans include several labs, including an ionic compound lab.  I prepared 1M solutions of several compounds, such as, sodium carbonate, silver nitrate, calcium chloride, magnesium sulfate, sodium sulfate, sodium carbonate, etc.  The lab is a precipitate lab.  Whenever they get a precipitate, they have to write the name of the compound.  I usually label one set as cations and another with its anion.  It is simple, but effective.  Ionic Formulas Lab
This is a good lab to introduce lab reports.  I want the kids to write a title and keep data.  For this lab, they note observations in a data table and then write the ionic formulas below.

Apologia: Chemistry, Periodic Table

The Chemistry class took a test on 1-50 elements and played the Elements Card game with the decks they constructed a few weeks ago. (The decks of cards are from an activity in the Journal of Chemical Education. Deck of Elements Cards). The Chemistry class overlaps with the Physical Science Class each week and meets for three hours.  After the Chemistry class finished their test and graded it (This approach gives the kids immediate feed-back.), they swapped Periodic Table songs, and spent about twenty-thirty minutes playing the card game using their decks of elements.  This allowed me to check on the Physical Science kids and their labs.

Next the kids color coded the blank copies of the Periodic Tables.  We pulled out five or so different Periodic Tables, including the copy in their textbook for comparison.  No two Periodic Tables are alike.  I brought out my special flame test crayons. Flame Test Crayons. The kids used the same color scheme for the groups or families of elements as they had for this decks of cards.  Next they named the families, separated the metals and nonmetals, and reviewed atomic number, atomic mass, symbols, etc.  We added the Pnictogen and Chalcogen groups despite the fact these two group names are esoteric.  Next was Sweet 16!  Flinn Sweet 16, a fun activity that reviews some of the basics just taught! (I need to make a confession.  I had seen this Flinn activity over the past few years, but had not used it.  Last year, I had a coach explain brackets to me.  Once I understood what a bracket was, I could explain the activity!  I should also confess that I never took my kids to a football game, either.) There was time to do the Elements, Mixtures, and Comounds activity.  I got this idea from Flinn and made my own set of twenty items: alloys, like, steel, pewter, 14K gold, sterling silver, brass, bronze, or elements, such as tin, gold, silver, silicon, lead, and compounds, like salt, or peroxide.  I have cards like silicone and talc, which may be unfamiliar.  Lastly, I added coke, which can mean carbon, or a soft drink, or slang for cocaine.  It is a simple way to see if the class can differentiate between elements, mixtures, and compounds.  There was time for the Physical Science class to use the cards, too.  Lastly, the Chemistry class performed a paper chromatography lab.  The Chemistry class
received a demonstration of Experiment 3.2, Electrical Conductivity of Compounds Dissolved in
Water.  (The Physical Science class has the same experiment.  The Chemistry class will be doing a
variety of labs, including most of the experiments in the text.  My one quibble with Dr. Wile is the number of experiments which use baking soda and vinegar.  Home Science Tools has an excellent selection of chemicals in small quantities.). Next week, the Chemistry class is going to use Flinn's Ionic Formula Writing kit.

Apologia: Physical Science

Flinn Chromatography ChallengeAfter the class completed their quiz on matter and a follow up discussion, they performed several experiments.  Today, they performed Experiment 1.1, Composition of Atoms and 1.3, Concentration. They also learned about chromatography. One student, L., is studying Chemistry and Physics.  Her text has a great idea for chromatography using chalk sticks.  While neither the Chemistry nor the Physical Science textbooks have an experiment on chromatography, it is one the kids should do.  Thin layer chromatography is an important scientific tool.Flinn Chromatography ChallengeFood Dye Chromatography. The kids videotaped their experiments, which is a quick way to determine if they understand their experiment or not.  Their videos are on YouTube, ddsteven1.  The kids did a show and tell for the Chemistry students.  M. gave the Chemistry class a quick lesson to do chromatography lab and calculate Rf values.  Here is a site which explains How to correctly calculate an Rf value. Rf Values

Apologia: Chemistry and Physics

One of the students in our class is in Middle School and studies Chemistry and Physics.   The other kids are either studying Physical Science or Chemistry.  Many of the activities in her text book dovetail well with Physical Science.  Our class meets once each week for three hours.  The two groups overlap.  The one student, L., works with the Physical Science students.  Some of the activities are in the Physical Science textbook; for example, last week, L. created a density column.  Her textbook has a terrific idea for density straws!  We compared density straws using salt solutions with density straws using sugar solutions.  The videos are on You tube at ddsteven1.

I remembered to show all of the classes the density bottle, which is a discrepent event.Density bottle. Discrepent events make kids think.

This week, L.'s textbook had a chromatography experiment with chalk.  L. followed the directions in her book and then expanded the project to make things more inquiry-based using water color paper, cut into strips.  She tested pens, washable markers, and sharpies in both alcohol and water.  Look for the video at ddsteven1.

WA: Physical Science

Ionic FormulasThe class had a comprehensive review for the test, Thursday.  The girls started a lesson on writing ionic compounds. (The link is above.) Most of this material is in Chapter 5 with a focus on understanding ionic and covalent compounds.  The girls did an excellent job with the first assignment, creating and naming compounds. The video is on YouTube, ddsteven1.  On Thursday, the class is teaching the third grade about the Periodic Table.  Stay posted!

WA Earth Science

The first test is Thursday is on matter.  Right now, the students should read Chapters 3 and 4 in preparation for the next unit sometime over the next week.  Earth Science started a review of Chemistry today in light of the upcoming unit on rocks and minerals.  Minerals can be confusing, particularly the nomenclature and descriptions.  Your student should take notes as he or she reads the material.  I am in the process of preparing another study guide and vocabulary list for the students.

WA Life Science: pill bugs

Sow bugs
The Life Science students have a test this Thursday.  Today, the class completed an exhaustive review.  Please encourage your child to study.  This first test will be straight forward as together we gauge the class performance and adjust the pace and scope.  The class is collecting pill bugs or sow bugs for a lab.  The container should be vented with mulch and soil.  The sow bugs can survive on a piece of apple.  The lab link is at the top; the sow bugs will be released outside after the class makes their observations.

Earth Science

Earth Science has a review on Tuesday and a test, Thursday.  Here is a copy of the student study guide which the class will review together on Tuesday.

Earth Science: Matter Study Guide, Chapters 1 and 2

1.        What is matter? __________________

2.       Physical properties are _____________________________________.

3.       Compare extensive properties with intensive properties.

4.       Compare intrinsic and extrinsic physical properties.

5.        Classify the following terms as intrinsic or extrinsic physical properties with the letters, I and E.

____ Mass

____ Density

____ Weight

____ Specific Gravity

____ Volume

____ Specific Heat

____ Temperature

____ Melting Point

____ Boiling Point

6.        Differentiate between an element, mixture, and compound.

7.        Compare or contrast gases, liquids, and solids, which are described as three ___________ __ ____________.

8.        Volume can be measured directly or by displacement.  Which method is more accurate?

9.       What is the formula for density?

1   The science of mapmaking is ______________. 

1 Halfway between the north and south poles circling the Earth horizontally is the ____________.

     The _____________ _______________ represents 0 degrees longitude and goes through Greenwich, England, home to the Royal Naval Observatory.

1   Differentiate between latitude and longitude.

1  A map with parallel lines of latitude and longitude is called a ____________ _____________ and a map with projecting points and lines from a globe is a _______________ _____________.

1   Differentiate between topographic maps and geologic maps.  Explain the relationship between contour lines, elevation, and contour intervals.

1   Most maps have a scale, legend, and compass rose.  How is a map’s scale different from a map’s legend?

WA: Physical Science, Study Guide

The Physical Science class has a test, Thursday.  Here is a copy of the study guide the class will complete on Tuesday.

Physical Science: Matter Study Guide, Chapters 1 and 5.2 in Chapter 5.

1.        What is matter? __________________

2.       Physical properties are _____________________________________.

3.       Compare extensive properties with intensive properties.

4.       Compare intrinsic and extrinsic physical properties.

5.        Classify the following terms as intrinsic or extrinsic physical properties with the letters, I and E.

____ Mass

____ Density

____ Weight

____ Specific Gravity

____ Volume

____ Specific Heat

____ Temperature

____ Melting Point

____ Boiling Point

6.        Differentiate between an element, mixture, and compound.

7.        Compare or contrast gases, liquids, and solids, which are described as three ___________ __ ____________.

8.       The Periodic Table, first devised by Mendeleev, can be divided into three parts, ______________, ______________, and ______________.

9.       Horizontal rows on the Periodic Table are called _______________ and vertical columns are called ___________ or ____________.

10.   Group I is __________.  Group II is _________.  The big group of metals in the middle of the Table are ___________ metals.  Group 5 is named the ____________.  Group 6 is ____________ and Group 7 is ________________ and Group 8 is the ________________.

11.   The atomic number is the number of ____________ and the atomic mass is the ______________________________. 

12.   Elements are composed of atoms, which have __________, __________, and ____________.

13.    Volume can be measured directly or by displacement.  Which method is more accurate?

14.   What is the formula for density?

WA Life Science: Study Guide

On Tuesday, the class will do a comprehensive review of Chapters 7, 14, and 15.  You and your child may want a little more time to prepare the material.  The kids will receive a set on Tuesday and will review all of this material, a Biome concept map, and a food web.

Ecology Guide

Ecology is about patterns and understanding relationships.  Use Chapters 7 and Chapters 14-16 to complete these questions.

1.        The study of the living and nonliving parts of the environment is ____________, which is subdivided into regions called ____________, such as Tundra, Taiga, or Tropical Forests.

2.        Ecology is part of Life Science or ____________, the study of living things.

3.        Each region can be subdivided into ecosystems, which are made of groups of organisms of the same type or species, _______________, that in turn form groups called _______________.

4.        Species are living organisms which live in a specific, physical location called a _________________ and have a specific job or role, called a _________________.

5.       So, to review, the study of Life Science is ______________ and one discipline is _____________.  Specific regions, such as Deserts or Temperate Forests, _________ can be divided into _____________, like the one at Winchester Academy, which in turn is made of _______________, that interact as a _________________ of different ______________, each with a spot to live _________ and a job to do ______________.

6.       The class has been designing a food web of Winchester Academy’s ecosystem.  Below, identify five species, one may find near our campus. _________________, ___________________, ____________________, ____________________, and __________________.

.

       4.  Ecosystems are comprised of biotic and abiotic factors, the living and nonliving factors in an ecosystem.  Identify two biotic factors and two abiotic factors. May als

              a. Biotic factors, such as a dandelion or chipmunk may also include ______________ and _______________.

             b. Abiotic factors, such as air may also include _____________ and ____________.

      5.  List the trophic levels.

              a.  Plants make their own food as well as provide food for an ecosystem.  Plants such as grasses, shrubs, or flowers are _____________.

             b.   Mice, seed-eating birds, caterpillars, rabbits, and deer are _________________ or __________________.

             c.  Spiders, foxes, raccoons are _______________ or ________________.

             d.  Some organisms, such as snakes or hawks can belong in this trophic level, __________________.

             e.   The trophic level which can be placed beneath the Producers is comprised of _______________ or _______________, often bacteria or beetles.

      6.  An organism which may eat both plants and animals is called an _______________________.

      7.  Organisms compete.  When a fox kills and eats a mouse, the fox is the _____________ and the mouse is the_____________.

      8.  Another key idea in Ecology is that different members of a community, which is part of an ecosystem both compete for resources, competition, and cooperate.  When two different species cooperate in a close relationship, it is ______________, which means “living together.”

      9.  Four types of cooperation are  _____________, _____________, ________________, and _______________.   Write an example for each form of cooperation.

      10. The science of naming and organizing species into groups is ________________ or _______________. 

     11.  Linnaeus was a scientist who first named plants using two names, their Genus and Species names, two names called the __________________ ____________________ system.

     12. What are the names for the six kingdoms?

     13.  Katie poured Coke on Father’s good suit is a mnemonic for the seven levels or subdivisions for each kingdom.  List these seven levels and an example from the textbook for each kingdom.

     14.  The class has completed several dichotomous keys.  Explain what a dichotomous key is and how it is used.

     

 Ecology Vocabulary:

1.      Abiotic

2.      Autotroph

3.      Biodiversity

4.      Biology

5.      Biome

6.      Biotic

7.      Biosphere

8.      Carnivore

9.      Chemosynthesis

10.  Community

11.  Competition

12.  Consumers

13.  Detritivore

14.  Decomposer

15.  Ecology

16.  Ecosystem

17.  Energy Pyramid

18.  Food Chain

19.  Food Web

20.  Habitat

21.  Herbivore

22.  Heterotroph

23.  Niche

24.  Omnivore

25.  Parasitism

26.  Photosynthesis

27.  Population

28.  Predator

29.  Prey

30.  Producers

31.  Scavengers

32.  Species

33.  Symbiosis

34.  Trophic Levels

Classification Vocabulary:

1.      Animalia

2.      Archaea

3.      Bacteria

4.      Binomial Nomenclature

5.      Class

6.      Classification

7.      Dichotomous Key

8.      Domains

9.      Eubacteria

10.  Eukarya

11.  Family

12.  Fungi

13.  Genus

14.  Kingdom

15.  K-P-C-O-F-G-S

16.  Order

17.  Phylum

18.  Plantae

19.  Protista

20.  Six Kingdom Model

21.  Species

22.  Taxonomy

   

Apologia: Chemistry

Don't forget to memorize 1-50 of the elements on the Periodic Table.  The quiz will be a blank Periodic Table with symbols, but without the names.  Bring the trading cards to play!

Apologia: Physical Science

Next week's quiz in on Matter.  Just what is a physical property?  How can they be described?  What are examples of physical properties, especially intrinsic physical properties?  Compare extensive with intensive properties.  Differentiate between intrinsic and extrinsic physical properties.  How are solids, liquids, and gases different?  The quiz is short answer.

WA: Earth Science, Update

The Earth Science class completed a Latitude and Longitude activity, learned about Cornell style notes, started an inductive reasoning lab with rock specimens, and did a chromatography lab.  Next week, the class will complete the Rock lab they began, take a quiz on Matter, and a test on Thursday.  Students will receive a guide to prepare them for their test, Thursday.

WA: Physical Science, Chemistry Update

The Physical Science class has covered some ground understanding the Periodic Table.  The girls are working on a lesson for third grade they plan to present next week.  On Tuesday, the class will take a quiz on Matter and a Unit test on Chapters 1 and 2, on Thursday.  They will receive a guide on Tuesday to help them prepare for the test, Thursday.

The class is structured to be inquiry-based.  Presently, the girls are working on experimental design, observation skills, and other tools, such as Cornell notes and discrepant events.  Next week, the girls will continue to study the Periodic Table and complete the mini-project, "Adopt An Element".

WA Life Science: Ecology Update

This past week, the Life Science class completed several dichotomous keys and quizzed on food webs.  The students are in the process of completing a food web for the local ecosystem at Winchester Academy, as part of a portfolio submission, which should include the food web and list of organisms with their scientific names.  This coming week, the class will have a vocabulary quiz and a unit test on Chapters 7 and 14.  They will receive a guide to complete in preparation for their test.  The vocabulary quiz is on the terms from their concept map they completed last week.

Apologia: Chemistry

Our Chemistry class meets weekly for three hours.  The class of five students determined whether a bowling ball will float. (http://scifun.chem.wisc.edu/homeexpts/bowling.htm)
Students must use deductive reasoning to determine whether a bowling ball will float.  The students also split up to do another density lab.  One group had a variety of materials to use: pennies, blocks, marbles, golf balls, etc. The other group used density blocks from Amazon, which were each 1 cubic centimeter.  They also used a set of specific heat cylinders.  It was not supposed to be an unknown lesson, but became one.  The metal cylinders and metal cubes had been ordered from Amazon and were not marked.  The density lab was intended to compare volume by displacement with direct measurements.  It became an unknown lab to determine which metal cube was which.  The students created a concept map about Matter that included a number of extrinsic and intrinsic physical properties.  Lastly, the group created a density column, Experiment 1.4.

WA: Life Science, Update Ecology

The Life Science class is progressing well; they just completed two more dichotomous keys and worked on their food webs.  Class began with a practice quiz; there is a quiz on Thurday.  Students will get a list of organisms to create a food web.

Thursday, after the quiz, the students will complete one more dichotomous key with Jelly Belly beans  before creating a key with buttons.  There should be time to work on their portfolio submissions in class.  The tentative due date for their food webs is Thursday, 9/25/14.

Next up, Lynx and Hare!  The Life Science class will continue to study key concepts in Ecology.

WA: Earth Science, Update Lesson

Earth Science is moving along.  On Tuesday, the class completed an introduction to Earth Science concept map, a chromatography lab, and started an activity, Latitude and Longitude, as part of a unit on Maps.  The lab was much smoother this time!  Students will finish the Latitude and Longitude activity, take a Matter quiz, and work on their portfolio submission.

Earth Science decided to create a raised bed for their first portfolio submission.  Plans are under way!  The students should start an inductive reasoning lesson to introduce Rocks and Minerals after the quiz, Thursday.

WA: Physical Science, Periodic Table Lesson and Project

The Physical Science class has decided to teach the Periodic Table to the third grade class.  They are planning the lesson to include frosting sugar cookies! (http://www.instructables.com/id/Cookie-Periodic-Table-aka-quotThe-Periodic-Tabl/)

The girls are busy color-coding their Periodic Tables, making the trading cards, and planning the lesson as a portfolio submission.  The girls completed a chromatography lab, too.  Next up is a lab on Accuracy and Precision, a Periodic Table simulation, and lessons on writing formulas.

There is a quiz on Matter this week!  Students must distinguish between extensive/intensive, extrinsic/intrinsic properties, describe and list physical properties, and differentiate between solids, liquids, and gases.

Chemistry and Physical: Apologia, Matter Update

The Chemistry and Physical Science classes meet once a week for three hours.

The Chemistry class took on Bowling for Density, to see if a bowling ball will float. (http://scifun.chem.wisc.edu/homeexpts/bowling.htm)  The class did Experiments 1.3 and 1.4.  The class completed another density lab to compare measuring volume by displacement with volume by direct measurement to determine the density of a bunch of objects.  It became an unknown lab.  The metal cubes and cylinders had been ordered from Amazon and were not labeled.  The class used a table of densities to try to determine which cube and cylinder was which.  One of the groups also measured the densities of several objects, such as pennies, blocks, marbles, and golf balls.  The two groups were introduced to percent error.  They completed a concept map using terms associated with Matter.  Lastly, they created a density column; the video is on Youtube, ddsteven1.

The Physical Science class started by making density columns in straws.  One group tried using salt and colored water; the other groups used colored sugar water.  The videos are also on Youtube, ddsteven1.  The Physical Science class also did the Matter concept map and density lab.

Next week,  the Physical Science class will have a short answer quiz on Matter.  They should study the concept maps.  The Chemistry class will have a test on the first 50 elements of the Periodic Table.  The Chemistry class should bring their cards to play right after their test.

Chemistry: Apologia, Periodic Table Lesson

Periodic Table: 5 E Lesson

Evaluate

     1. Elements, Mixtures, and Compounds Activity (five minute formative assessment) **

     2. Debrief the lesson with the group by sorting and discussing the 20 cards into three groups.

     3.  Memorize the Periodic Table.  This is an on-going evaluation to determine if students know  the names of the elements.

Engage

    1.        Color code the Periodic Table with labels to coincide with Trading Cards (JCE, ‘An Educational Card Game for Learning Families of Chemical Elements’. (http://pubs.acs.org/doi/ipdf/10.1021/ed200542x)

    2.         Use ‘flame test’ crayons. (https://www.etsy.com/listing/65030716/chemistry-crayon-labels-set-of-24?ref=tre-2720138713-15)

    3.        Annotate the Periodic Table into metals, nonmetals, and groups.

    4.        Engage students with the Alchemy activity.  Distribute samples of alchemy symbols

      for students to create their own element and design. (http://colourschool.co.uk/2012/12/alchemy-symbols/)

    5.        Students may incorporate the Alchemy activity with ‘Adopt an Element’. (http://sciencespot.net/Media/adtelempjt.pdf)

           Another fun idea is to come up with a phrase using the symbols of the elements to make a bumper sticker.  (http://store.discoveryeducation.com/product/show/51402)

Explore

     1.  Compare different examples of the periodic tables available in their textbooks.

     2.  Add group names such as the pnictogen and chalcogen groups to pique discussion.

     3.  Have students prepare the “Families of Chemical Elements” card game. (See link above.)

     4.  Draw a sample card on the board and use uniform colors for the eight families.

     5.  Allow time for the students to research applications for all 48 elements.

     6.  Allow time for the students to play the “Families of Chemical Elements” card game.

     7.  Allow time for students to transfer their alchemy images to card stock.

     8.  The card game with Mendeleev, “It’s in the Cards” is a way to introduce

          the manner in which the periodic table was originally developed. (http://www.flinnsci.com/store/Scripts/prodView.asp?idproduct=16152)

Explain

     1. Use this as an opportunity to discuss metalloids. 

     2. Each activity allows for brief direct instruction: names of the groups, organization of the periodic table, history of Mendeleev, the use of Roman numerals versus Arabic characters, the IUPAC designation of Unq, etc. until the element’s attribution is established, etc.

     3. . The card games alow the instructor to emphasize the purpose of these activities, namely to get students familiar with the elements and groups or families.

Extend

     1. “Household Chemicals” is a great extension.  The activity is a scavenger hunt at the grocery store to determine common chemicals.  Here is another idea for teachers to create their own hunt. (http://prezi.com/ca849aejjiqv/copy-of-chemistry-scavenger-hunt/)

     2. “The Elements” DVD is another great extension for students. (http://store.discoveryeducation.com/product/show/51402)

     3. Inquiry Cubes: Have students make the cubes using blank templates.  They can do families of elements. 

     4.  ‘The Elements Song’ is another fun way to learn the names of the elements. (https://www.youtube.com/watch?v=GFIvXVMbII0)

**Elements, Mixtures, and Compounds:

The card sets include bronze, chalk, titanium, copper, water, white gold, steel, peroxide, 22 carat gold, coke, silicone, silver, salt, silicon, gold, sterling silver, talc, brass, tin, and pewter.  These were selected because students often confuse elements and alloys.  Coke could go in any of the three categories.  Coke is often charcoal, used in steel, which is mainly carbon.  Coke may be slang for cocaine; it can be a solution or soft drink.

WA Physical Science: Periodic Table Lesson

Periodic Table: 5 E Lesson

Evaluate

     1. Elements, Mixtures, and Compounds Activity (five minute formative assessment) **

     2. Debrief the lesson with the group by sorting and discussing the 20 cards into three groups.

     3.  Memorize the Periodic Table.  This is an on-going evaluation to determine if students know  the names of the elements.

Engage

    1.        Color code the Periodic Table with labels to coincide with Trading Cards (JCE, ‘An Educational Card Game for Learning Families of Chemical Elements’. (http://pubs.acs.org/doi/ipdf/10.1021/ed200542x)

    2.         Use ‘flame test’ crayons. (https://www.etsy.com/listing/65030716/chemistry-crayon-labels-set-of-24?ref=tre-2720138713-15)

    3.        Annotate the Periodic Table into metals, nonmetals, and groups.

    4.        Engage students with the Alchemy activity.  Distribute samples of alchemy symbols

      for students to create their own element and design. (http://colourschool.co.uk/2012/12/alchemy-symbols/)

    5.        Students may incorporate the Alchemy activity with ‘Adopt an Element’. (http://sciencespot.net/Media/adtelempjt.pdf)

           Another fun idea is to come up with a phrase using the symbols of the elements to make a bumper sticker.  (http://store.discoveryeducation.com/product/show/51402)

Explore

     1.  Compare different examples of the periodic tables available in their textbooks.

     2.  Add group names such as the pnictogen and chalcogen groups to pique discussion.

     3.  Have students prepare the “Families of Chemical Elements” card game. (See link above.)

     4.  Draw a sample card on the board and use uniform colors for the eight families.

     5.  Allow time for the students to research applications for all 48 elements.

     6.  Allow time for the students to play the “Families of Chemical Elements” card game.

     7.  Allow time for students to transfer their alchemy images to card stock.

     8.  The card game with Mendeleev, “It’s in the Cards” is a way to introduce

          the manner in which the periodic table was originally developed. (http://www.flinnsci.com/store/Scripts/prodView.asp?idproduct=16152)

Explain

     1. Use this as an opportunity to discuss metalloids. 

     2. Each activity allows for brief direct instruction: names of the groups, organization of the periodic table, history of Mendeleev, the use of Roman numerals versus Arabic characters, the IUPAC designation of Unq, etc. until the element’s attribution is established, etc.

     3. . The card games alow the instructor to emphasize the purpose of these activities, namely to get students familiar with the elements and groups or families.

Extend

     1. “Household Chemicals” is a great extension.  The activity is a scavenger hunt at the grocery store to determine common chemicals.  Here is another idea for teachers to create their own hunt. (http://prezi.com/ca849aejjiqv/copy-of-chemistry-scavenger-hunt/)

     2. “The Elements” DVD is another great extension for students. (http://store.discoveryeducation.com/product/show/51402)

     3. Inquiry Cubes: Have students make the cubes using blank templates.  They can do families of elements. 

     4.  ‘The Elements Song’ is another fun way to learn the names of the elements. (https://www.youtube.com/watch?v=GFIvXVMbII0)

**Elements, Mixtures, and Compounds:

The card sets include bronze, chalk, titanium, copper, water, white gold, steel, peroxide, 22 carat gold, coke, silicone, silver, salt, silicon, gold, sterling silver, talc, brass, tin, and pewter.  These were selected because students often confuse elements and alloys.  Coke could go in any of the three categories.  Coke is often charcoal, used in steel, which is mainly carbon.  Coke may be slang for cocaine; it can be a solution or soft drink.

WA Life Science

Life Science has begun an Ecology unit.  The first submission for their portfolios is the food web the class has started.  There will be a food web quiz on Thursday.  Additionally, the students completed a concept map of ecology terms.  On Thursday, the students completed a classification exercise, called a dichotomous key using 'Pamishan Creatures'.(http://www.biologycorner.com/worksheets/pamishan.html)

Next week, students will do two more classification exercises, work on their food webs, and do the Lynx and Hare lab.  If time permits, the students will do a camouflage lab, too.

WA Physical Science

The Physical Science class did a density lab on Thursday, which went well.  The girls are planning a lesson on an introduction to the Periodic Table for their portfolios.  Next week, the class will have a quiz on Matter, Thursday.  My plans are for the girls to complete three labs: Accuracy and Precision, the Mixture Challenge, and Chromatography.  The class should continue to work on the elements' cards, as time permits.

WA Earth Science

This past Thursday, the students did two labs for the first time, which was very informative.  The class needs more instruction in experimental design and lab practices.  The two labs were Density and Accuracy and Precision.  Both involved some elementary aspects of experimental design.  Next week, our goal is to offer more of an introduction to Earth Science with an inductive Rocks and Minerals Lab and a 'hands-on' activity using balls to better understand latitude and longitude.  Students should expect a Matter quiz on Thursday.

Apologia Chemistry and Physical Science, September 10, Wednesday

The two classes will go over safety, an introduction to inquiry-based instruction through 'inquiry blocks' and the 'Checks' activity.  The Chemistry students will take a brief math assessment.  Both groups will learn about concept maps and the resource, IHMC, which provides free mapping software.  If time permits, the two groups will annotate periodic tables, and begin a series of labs and activities on density, a physical property.

So, just what did we finish?  Both groups went over the inquiry blocks, 'checks' activity, CER, and the safety DVD.  The two classes made observations of a burning candle, based on Faraday's famous Christmas lectures.  The Physical Science students completed the Accuracy and Precision lab.  The Chemistry class took a brief math assessment and then did Flinn's activity, 'Seeing the Invisible.'

Next week, both groups will do several density labs and one on lab practices.  Time permitting, the ?Chemistry class will start to annotate the Periodic Table and begin nomenclature.  The Physical ?Science class will begin the Air Quality Modules with an extensive concept map.  Both classes will take time to create a concept map about matter to distinguish between extensive and intensive or extrinsic and intrinsic physical properties.

WA: Life Science, September 9 & 11

Last week, the students met one day and explored the inquiry blocks to gain an understanding about just what an inquiry approach means.  The class completed textbook tours designed to get them acquainted with their textbooks.  The students also brain-stormed organisms who inhabit the neighboring property to the School.  The class listed over 50 species.

This week, the students will learn how to create a food web using their list from last week, as part of an Ecology unit.  Additionally, the class will learn about the "Claim-Evidence-Reasoning" or CER model, and how to create a concept map on IHMC (http://www.ihmc.us/).  Concept maps allow students to organize material, review vocabulary, and apply technology.

One last note!  My objective this week is to get to know the students better and to try assigning them into different groups to observe the dynamics.

WA: Physical Science, September 9 & 11

Last week, the Physical Science class completed several introductory activities designed to introduce students to an inquiry-based approach.  The three girls worked on a textbook tour, an inquiry block activity, and the "Checks" activity.

This week, the students are going to be introduced to the Claim-Evidence-Reasoning model or CER.  Additionally, the girls will create concept maps and annotate a periodic table.  My goal this week is to become better acquainted with the three girls to judge the pacing for the class.  My objective is to offer a robust course without overwhelming them.

WA: Earth Science, September 9 & 11

 Last week, the class met one day.  The students were introduced to an inquiry-based approach to instruction through inquiry blocks (http://schoolpartnership.wustl.edu/wp-content/uploads/2013/08/National-Academies-Inquiry-Lab.pdf) and the "Checks" (http://www.indiana.edu/~ensiweb/lessons/chec.lab.html) activity to learn about the nature of science.  The class also received instruction regarding the "Claim-Evidence-Reasoning" model or CER ( http://www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell)

This week, the Earth Science class will compare different maps and create a map of the School.  Additionally, the students will use an inductive approach to introduce the "Rocks and Minerals" unit. The class will review another CER set, and begin the unit on rocks and minerals.  Earth Science is student-centered and robust.  My goal this week is to become better acquainted with the class in order to understand their learning styles and to observe the group dynamics.