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.