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KeyEdit

In the Titles:

  1. Roman Numerals refer to Chapter Numbers.
  2. Letters refer to Sections within a Chapter.

In the GLE's:

  1. PS means Physical Science
  2. SI means Science as Inquiry
  3. ESS means Earth and Space Science



Physical Science - Fall 2016Edit


Unit: Physical Science Tools Edit

Jan 04 Class Introduction

  • Standards:
  • Learning Outcome(s): Define Physical Science
  • Vocabulary: Physical Science
  • Activities/Tasks:
  1. Teacher takes Role as students pass out and fill out Info Sheets
  2. Teacher defines Physical Science – Compare/contrast with previous classes, using interactive Venn Diagram on Pro Board.
  3. Whole-class instruction: Teacher reads/explains PROWL and reviews dress code using student planners and class policy as references. "What is Mr. Leeson's favorite letter?" ("O")
  4. Class (with teacher participating as well) plays the Live Multiple Choice game - moving to A,B,C,D to answer Icebreaker questions posted on Pro Board.
  5. Teacher Introduces Classroom procedures: seating assignments, turning in work, and reviewing HW, fire escape, ...
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science I HW:


Jan 05 Introduction to Physical Science and Scientific Method

  • Standards: SCI.9.SI.1 Write a testable question or hypothesis when given a topic
SCI.9.SI.2 Describe how investigations can be observation, description, literature survey, classification, or experimentation
SCI.9.SI.3 Plan and record step-by-step procedures for a valid investigation, select equipment and materials, and identify variables and controls
  • Learning Outcome(s): Define Physical Science and Scientific Method
  • Vocabulary: Scientific Method (2)
  • Activities/Tasks:
  1. Whole-class instruction: Teacher reads/explains Class Policy, PROWL, and school rules. Review Classroom procedures: seating assignments, turning in work, and reviewing HW, group problems, etc.
  2. Whole-class instruction: Discuss/define Tier 2 terms that help introduce the course, in notes. List the steps of the Scientific Method in notes as student volunteers supply definitions and examples.
  3. Cooperative: Each group is handed a problem and must use Scientific reasoning to create the pretend steps to solve the problem, then present their ideas to the class.
  4. Assign HW, handout sheet, remind class when HW is due
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science I HW: Which freezes first - hot or cold water? First steps...


Jan 06 Introduction to Physical Science and Experimentation Terminology

  • Standards: SCI.9.SI.1 Write a testable question or hypothesis when given a topic
SCI.9.SI.3 Plan and record step-by-step procedures for a valid investigation, select equipment and materials, and identify variables and controls
  • Learning Outcome(s): Define Physical Science and Scientific Method
  • Vocabulary: Scientific Method, Experimental Design (2)
  • Activities/Tasks:
  1. Walk-in-Problems: questions about Scientific Method steps.
  2. Whole-class instruction: Teacher reads/explains Class Policy, PROWL, and school rules. Review Classroom procedures: seating assignments, turning in work, and reviewing HW, group problems, etc.
  3. Whole-class instruction: Discuss/define Tier 2 terms that help introduce the course, in notes: Variables, Constants, Dependent Variable, Independent Variable, Control, Placebo, Double Blind.
  4. Cooperative: Each group is handed a problem and must use Scientific reasoning to create an experiment to help solve the problem, then present their ideas to the class.
  5. Assign HW, go over first steps taken, remind class when HW is due
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science I HW: Which freezes first - hot or cold water? Design the experiment...


Jan 09 Introduction to Physical Science and Experimental Design

  • Standards: SCI.9.SI.1 Write a testable question or hypothesis when given a topic
SCI.9.SI.3 Plan and record step-by-step procedures for a valid investigation, select equipment and materials, and identify variables and controls
  • Learning Outcome(s): Define Physical Science and Scientific Method
  • Vocabulary: Scientific Method, Experimental Design (2)
  • Activities/Tasks:
  1. Walk-in-Problems: questions about experimental design terms.
  2. Whole-class instruction: Teacher reads/explains Class Policy, PROWL, and school rules. Review Classroom procedures: seating assignments, turning in work, and reviewing HW, group problems, etc.
  3. Whole-class instruction: Review Tier 2 terms involved in designing a lab: Variables, Constants, Dependent Variable, Independent Variable, Control, Placebo, Double Blind.
  4. PreTest
  • Formative/Summative Assessment: Teacher grades the Parish PreTest
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science I HW: Who STILL needs to do the first 2 steps?


Jan 10 Scientific Method and Pre-Test

  • Standards: Write a testable question or hypothesis when given a topic
  • Learning Outcome(s): Design an experiment
  • Vocabulary: Experimental Design
  • Activities/Tasks:
  1. Groups design and perform the Pendulum lab
  2. Review for quiz tomorrow.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


Jan 11 Quiz and Tools: Measuring

  • Standards: Measure the physical properties of different forms of matter in metric system units
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Scientific Method Quiz
  2. Review HW. Volunteers read examples from HW.
  3. Teacher begins the "Story of the Metric System"
  4. Whole-group instruction: Teacher walks class through info page giving Rules/Advice for Measuring Accurately (I.F.)
  5. Individuals complete the math practice worksheet/quiz, then groups work together to help each other, then the class gives correct answers orally, as individuals correct their own work.
  6. HPS: Cooperative groups - Student Pairs begin "Measuring Practice" page
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: DO the Lab... Which freezes faster, hot water or cold water?


Jan 12 Tools: Measuring length

  • Standards: Measure the physical properties of different forms of matter in metric system units
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Each group is given a measuring device and presents Scale info to the class.
  2. Measuring Labs continue. Working in pairs, students measure each object to the nearest 100th of a cm, with frequent interruptions by the teacher for advice and improvement.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Build a square meter and a cubic meter. What do we buy using these units?

Physics I HW:


Jan 17 Test and Tools: Conversions

  • Standards: Measure the physical properties of different forms of matter in metric system units
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Each group is given a measuring device and presents Scale info to the class.
  2. Measuring Labs continue. Working in pairs, students measure each object to the nearest 100th of a cm, with frequent interruptions by the teacher for advice and improvement.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Build a square meter and a cubic meter. What do we buy using these units?

Physics I HW:


Jan 18 Tools: Conversions

  • Standards: Measure the physical properties of different forms of matter in metric system units
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Each group is given a measuring device and presents Scale info to the class.
  2. Measuring Labs continue. Working in pairs, students measure each object to the nearest 100th of a cm, with frequent interruptions by the teacher for advice and improvement.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Build a square meter and a cubic meter. What do we buy using these units?

Physics I HW:


Jan 19 Review and Tools: Measuring Area

  • Standards: Measure the physical properties of different forms of matter in metric system units
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Students complete PreLab to practice measuring
  2. Review HW
  3. Whole-group instruction: Teacher continues "Story of the Metric System" --> define Area and Volume. Build a square meter on the floor.
  4. Measuring Labs continue. Groups rotate around the class to measure specific objects at each station, and calculate surface area.
  5. Review measurements and units, adding examples into student notes. Next, we move on to Volume. Review units and methods of determining Volume.
  6. Measuring Labs continue. Class helps set up next day's lab ... to measure Volume.
    1. Use the square meter to build a cubic meter. What do we buy using these units?
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing. Teacher grades lab for correct format, precision, units, and accuracy.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physics I HW:


Jan 20 Test

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Distinguish between Physical and Chemical Change
  • Vocabulary: Kinetic Theory(2)
  • Activities/Tasks:
  1. Whole-group instruction: student-led discussion ... Chemical vs. Physical change. Read and Discuss "The Law of Conservation of Mass".
  2. Test 17
  3. Early finishers begin defining terms from Chapter 18. All must copy the terms and finish defining them for homework.
  4. HPS: Guided Practice - Individuals answer "Chapter Assessment" questions (p540). Students swap papers and the class "checks" and discusses the questions for review.
  5. Review fist page of test. Define key terms for Chapter 18 as time permits.
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Define Chapter 4 terms


Jan 23 Tools: Measuring Volume

  • Standards: Measure the physical properties of different forms of matter in metric system units
SCI.9.SI.1 Write a testable question or hypothesis when given a topic
  • Learning Outcome(s): Define Physical Science and Scientific Method. Use Tools to Measure and Convert
  • Vocabulary: Scientific Method (2), Measuring (2)
  • Activities/Tasks:
  1. Students complete PreLab to practice measuring
  2. Test on Scientific method and measurement.
  3. Review terms and units from Test
  4. Assign / review HW
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing. Teacher grades lab for correct format, precision, units, and accuracy. Teacher formally grades quiz (attached on the following Monday).
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physics I HW:


Jan 24 Physical Science Tools: Measuring Mass

  • Standards: SI.1-3,5,7 PS.1
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Students complete PreLab to practice measuring
  2. Whole-group instruction: Teacher continues "Story of the Metric System" --> define standard, mass, volume, m, L, & g. Student input/participation is used to tell story. Demo use of triple-beam balances.
  3. Measuring Labs continue ... groups rotate measuring/calculating VOLUME of objects
  4. Cleanup, put room back in order, review measuring results.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physics I HW:


Jan 25 Physical Science Tools: Measuring Volume, Dew Point Lab, and Quiz

  • Standards: Measure the physical properties of different forms of matter in metric system units
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Students complete PreLab to practice measuring
  2. Whole-group instruction: Teacher continues "Story of the Metric System" --> define standard, mass, volume, m, L, & g. Student input/participation is used to tell story
  3. Measuring Labs continue ... groups rotate measuring VOLUME of irregular objects... screwdriver, fishing weight, rubber ball, etc.
  4. Cleanup, put room back in order, review measuring results.
  5. Quiz on Scientific Method and Measuring
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physics I HW:


Jan 26 Tools: Conversions

  • Standards: Measure the physical properties of different forms of matter in metric system units
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Each group is given a measuring device and presents Scale info to the class.
  2. Measuring Labs continue. Working in pairs, students measure each object to the nearest 100th of a cm, with frequent interruptions by the teacher for advice and improvement.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Build a square meter and a cubic meter. What do we buy using these units?

Physics I HW:


Jan 27 Tools: Conversions

  • Standards: Measure the physical properties of different forms of matter in metric system units
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Each group is given a measuring device and presents Scale info to the class.
  2. Measuring Labs continue. Working in pairs, students measure each object to the nearest 100th of a cm, with frequent interruptions by the teacher for advice and improvement.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Build a square meter and a cubic meter. What do we buy using these units?

Physics I HW:


Jan 30 Physical Science Tools: Measuring Mass

  • Standards: SI.1-3,5,7 PS.1
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Students complete PreLab to practice measuring
  2. Whole-group instruction: Teacher continues "Story of the Metric System" --> define standard, mass, volume, m, L, & g. Student input/participation is used to tell story. Demo use of triple-beam balances.
  3. Measuring Labs continue ... groups rotate measuring/calculating VOLUME of objects
  4. Cleanup, put room back in order, review measuring results.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physics I HW:


Jan 31 Test

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Distinguish between Physical and Chemical Change
  • Vocabulary: Kinetic Theory(2)
  • Activities/Tasks:
  1. Whole-group instruction: student-led discussion ... Chemical vs. Physical change. Read and Discuss "The Law of Conservation of Mass".
  2. Test 17
  3. Early finishers begin defining terms from Chapter 18. All must copy the terms and finish defining them for homework.
  4. HPS: Guided Practice - Individuals answer "Chapter Assessment" questions (p540). Students swap papers and the class "checks" and discusses the questions for review.
  5. Review fist page of test. Define key terms for Chapter 18 as time permits.
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Define Chapter 4 terms


Feb 01 Tools: Conversions

  • Standards: Measure the physical properties of different forms of matter in metric system units
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Each group is given a measuring device and presents Scale info to the class.
  2. Measuring Labs continue. Working in pairs, students measure each object to the nearest 100th of a cm, with frequent interruptions by the teacher for advice and improvement.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Build a square meter and a cubic meter. What do we buy using these units?

Physics I HW:


Feb 02 Tools: Conversions

  • Standards: Measure the physical properties of different forms of matter in metric system units
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Each group is given a measuring device and presents Scale info to the class.
  2. Measuring Labs continue. Working in pairs, students measure each object to the nearest 100th of a cm, with frequent interruptions by the teacher for advice and improvement.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Build a square meter and a cubic meter. What do we buy using these units?

Physics I HW:


Feb 03 Tools: Conversions

  • Standards: Measure the physical properties of different forms of matter in metric system units
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Each group is given a measuring device and presents Scale info to the class.
  2. Measuring Labs continue. Working in pairs, students measure each object to the nearest 100th of a cm, with frequent interruptions by the teacher for advice and improvement.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Build a square meter and a cubic meter. What do we buy using these units?

Physics I HW:


Feb 06 Physical Science Tools: Measuring Volume, Dew Point Lab, and Quiz

  • Standards: Measure the physical properties of different forms of matter in metric system units
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Students complete PreLab to practice measuring
  2. Whole-group instruction: Teacher continues "Story of the Metric System" --> define standard, mass, volume, m, L, & g. Student input/participation is used to tell story
  3. Measuring Labs continue ... groups rotate measuring VOLUME of irregular objects... screwdriver, fishing weight, rubber ball, etc.
  4. Cleanup, put room back in order, review measuring results.
  5. Quiz on Scientific Method and Measuring
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physics I HW:


Feb 07 Tools: Conversions

  • Standards: Measure the physical properties of different forms of matter in metric system units
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Each group is given a measuring device and presents Scale info to the class.
  2. Measuring Labs continue. Working in pairs, students measure each object to the nearest 100th of a cm, with frequent interruptions by the teacher for advice and improvement.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Build a square meter and a cubic meter. What do we buy using these units?

Physics I HW:


Feb 08 TEST and intro to Organizing Matter

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Classify Matter
  • Vocabulary:
  • Activities/Tasks:
  1. Finish "Calculating Volume" lab
  2. taking a break from measuring
  3. HPS: Cooperative groups - groups of 3 map substances and mixtures (with examples for each category)
  4. Metric Quiz 3
  5. Class checks/reviews quiz
  6. Whole-group instruction: teacher-led discussion with demonstrations: Physical and Chemical Properties of matter
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review - Is ......... a physical property or a chemical property?

Physical Science HW:


review test. short schedule


Feb 10 Organizing Matter

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Classify Matter
  • Vocabulary:
  • Activities/Tasks:
  1. HPS: Cooperative groups - groups of 3 map substances and mixtures (with examples for each category)
  2. Metric Quiz 3
  3. Class checks/reviews quiz
  4. Whole-group instruction: teacher-led discussion with demonstrations: Physical and Chemical Properties of matter
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review - Is ......... a physical property or a chemical property?

Physical Science HW:


Feb 13 Organizing Matter and Properties

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Classify Matter
  • Vocabulary:
  • Activities/Tasks:
  1. HPS: Cooperative groups - groups of 3 map substances and mixtures (with examples for each category)
  2. Metric Quiz 3
  3. Class checks/reviews quiz
  4. Whole-group instruction: teacher-led discussion with demonstrations: Physical and Chemical Properties of matter
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review - Is ......... a physical property or a chemical property?

Physical Science HW:


Feb 14 Phases of Matter

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Use Chapter 16 terminology correctly to identify Phases of Matter
  • Vocabulary: Kinetic Theory(2)
  • Activities/Tasks:
  1. Review Test
  2. Whole-group instruction: Chapter 16 terms and Kinetic Theory of Matter. Tesla coil demo to show Plasma.
  3. Metric Quiz 6
  4. Class checks/reviews quiz
  5. HPS: Cooperative groups - partners discuss and compile list of phase changes. Class discussion of results. What do you call it when a solid becomes a gas?
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


Feb 15 Phases and Fluid Mechanics

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Describe the different Phases and Phase changes
  • Vocabulary: Kinetic Theory(2)
  • Activities/Tasks:
  1. Whole-group instruction: Review Phase terms. Thermal expansion - demo thermometers and heated balloon.
  2. HPS: Hands-on - Lab to demo Heat of Vaporization and Heat of Fusion through a graph using PASPort equipment, and student graphs. What was the water doing during these flat parts of the graph?
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Boiling Ice Graph


Feb 16 Fluid Mechanics

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Describe the different Phases and Phase changes
  • Vocabulary: Kinetic Theory(2)
  • Activities/Tasks:
  1. Whole-group instruction: Review Phase terms. Thermodynamics - demo buoyancy, bernoulli's principle.
  2. Whole-group instruction: Class participation involving Fluid Dynamics demonstrations, led/hosted by teacher. Students help perform and explain demonstrations... buoyancy, pressure, Bernoulli's Principle, Pascal's principle, Archimedes' Principle, etc. When students are not actively doing demonstration, they must be copying explanations of concepts into notes.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Boiling Ice Graph


Homework in the hall and Fluid Mechanics


Feb 20 Fluid Mechanics

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Describe the different Phases and Phase changes
  • Vocabulary: Kinetic Theory(2)
  • Activities/Tasks:
  1. Whole-group instruction: Review Phase terms. Thermodynamics - demo buoyancy, bernoulli's principle.
  2. Whole-group instruction: Class participation involving Fluid Dynamics demonstrations, led/hosted by teacher. Students help perform and explain demonstrations... buoyancy, pressure, Bernoulli's Principle, Pascal's principle, Archimedes' Principle, etc. When students are not actively doing demonstration, they must be copying explanations of concepts into notes.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Boiling Ice Graph


Feb 21 Density Lab

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Use Tools to Measure and Convert
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: Teacher reviews/demonstrates all needed techniques for measuring mass and volume.
  2. HPS: Cooperative groups - Density lab
  3. Metric Quiz 3
  4. Class checks/reviews quiz
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How accurate can you be with this or this or this measuring device?

Physical Science HW:


Feb 22 Test

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Explain the structure of atoms and relate that structure to the periodic table
  • Vocabulary: Atomic Number, Mass Number
  • Activities/Tasks:
  1. Look at HW labels brought in by students – point out (not)useful things from labels.
  2. Test on the Periodic table, Structure of Atoms and the Periodic Table.
  3. Review 1st page of test
  4. HPS - Cooperative Groups: Student pairs Review Classification of Matter and Changes using AVC booklet.
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review spellings and symbols for elements 11-20.

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Feb 23 Atomic Theory and Subatomic particles

Standards: SCI.9.PS.5 - Identify the three subatomic particles of an atom by location, charge, and relative mass
  • Learning Outcome(s): I will Organize the matter of the universe from smallest to largest
  • Vocabulary: Atom (3), Atomic Theory (3)
  • Activities/Tasks:
  1. Review HW
  2. Review Test. Students solve test problems on board
  3. Whole-group instruction: Teacher explains "Scientific Shorthand" (XVIII.B.) ... different ways of using symbols in chemistry.
  4. HPS: Non-linguistic representation ... Biggest stuff to smallest stuff... what is the universe made of? Quark Nucleon Atom Molecule Protein Organelle Cell Tissue Organ Organ System Organism Community Biome Planet System Galaxy Cluster Universe. Students draw flow-chart (map) as they remember each level.
  5. Shortened class
  • Closure: Do we need to add terms to this list like we did in Chapter 17?

Physical Science HW:


Finish Quarks and do Research


Mar 06 Atomic Mass vs Atomic Number... The Periodic Table

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Use Atomic Mass and Atomic Number to organize the periodic table
  • Vocabulary: Atomic Mass, Mass Number
  • Activities/Tasks:
  1. Problem-based instruction: (XVIII.C.)Students solve a simple puzzle to determine which quarks make up Protons and Neutrons.
  2. Whole-group instruction: (XVIII.D.) Sub-atomic particles and the history of Atomic models using Wikipedia
  3. AVC:I - Atomic Number and Mass Number
  4. Whole-group instruction: (XVIII.A.) Teacher Reviews Atomic Number and Mass Number
  5. Whole-group instruction: Class reads “Puzzles” P 554 This is what Dmitri Ivanovich Mendeleev had to do over 100 years ago.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How does Mendeleev's classification problem relate to Chapter 17?

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Mar 07 1) Calculating Volume and 2) Atoms and the Periodic Table

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Describe Element Property trends on the Periodic Table.
  • Vocabulary: Atomic Number, Mass Number
  • Activities/Tasks:
  1. Look at HW labels brought in by students – point out (not)useful things from labels
  2. HPS: Problem-based instruction - Students complete “Periodic Table” coloring puzzle, to see trends on the periodic table.
  3. Element Quiz 1
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Assign Elements to students for research project.

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Mar 08 Element Project Presentations

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Use Models to explain chemical bonding and chemical formulas
  • Vocabulary: Chemical Bonds
  • Activities/Tasks:
  1. Look at HW labels brought in by students – point out (not)useful things from labels.
  2. Whole-group instruction: Teacher demonstrates the building of Bohr Models including the use of Ionic and Covalent bonds, while students supply data for making the models and copy the models into notes.
  3. HPS - Problem-based instruction: Student groups make Bohr models of assigned molecules in teacher-made workbooks.
  • Formative/Summative Assessment: Teacher formally grades Bohr Model Workbooks.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Can we tell which models are covalent and which are Ionic?

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Mar 09 Element Project Presentations

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Use Models to explain chemical bonding and chemical formulas
  • Vocabulary: Chemical Bonds
  • Activities/Tasks:
  1. Look at HW labels brought in by students – point out (not)useful things from labels.
  2. Whole-group instruction: Teacher demonstrates the building of Bohr Models including the use of Ionic and Covalent bonds, while students supply data for making the models and copy the models into notes.
  3. HPS - Problem-based instruction: Student groups make Bohr models of assigned molecules in teacher-made workbooks.
  • Formative/Summative Assessment: Teacher formally grades Bohr Model Workbooks.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Can we tell which models are covalent and which are Ionic?

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Mar 10 Test

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Explain the structure of atoms and relate that structure to the periodic table
  • Vocabulary: Atomic Number, Mass Number
  • Activities/Tasks:
  1. Look at HW labels brought in by students – point out (not)useful things from labels.
  2. Test on the Periodic table, Structure of Atoms and the Periodic Table.
  3. Review 1st page of test
  4. HPS - Cooperative Groups: Student pairs Review Classification of Matter and Changes using AVC booklet.
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review spellings and symbols for elements 11-20.

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Mar 13 Atoms and the Periodic Table

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Use Atomic Mass and Atomic Number to organize the periodic table
  • Vocabulary: Atomic Number, Mass Number
  • Activities/Tasks:
  1. Whole-group instruction: Review Periodic Table Coloring Activity ... Teacher explains (XVIII.E.) Periodic Table notes. Add to the "List to Know" so that students have a list of 20 elements that they need to 1) spell, 2) know symbols, 3) know atomic numbers
  2. Elements Quiz 1
  3. HPS - Cooperative groups: Student pairs "check" Quiz for review
  4. Whole-group instruction: Class reads/discusses "The Atom and the Periodic Table" P558-562. Teacher helps relate energy levels to the shape of the Periodic Table. Teacher reviews Mass Number, Atomic Number, and Isotopes. Difference between Nuclear Reactions and Chemical Reactions.
  5. Students do "Chapter Assessment" (p570, Write Q & A) to review for test.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Assign Elements to students for research project.

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Mar 14 Atoms and the Periodic Table

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Use Atomic Mass and Atomic Number to organize the periodic table
  • Vocabulary: Atomic Number, Mass Number
  • Activities/Tasks:
  1. Whole-group instruction: Review Periodic Table Coloring Activity ... Teacher explains (XVIII.E.) Periodic Table notes. Add to the "List to Know" so that students have a list of 20 elements that they need to 1) spell, 2) know symbols, 3) know atomic numbers
  2. Elements Quiz 1
  3. HPS - Cooperative groups: Student pairs "check" Quiz for review
  4. Whole-group instruction: Class reads/discusses "The Atom and the Periodic Table" P558-562. Teacher helps relate energy levels to the shape of the Periodic Table. Teacher reviews Mass Number, Atomic Number, and Isotopes. Difference between Nuclear Reactions and Chemical Reactions.
  5. Students do "Chapter Assessment" (p570, Write Q & A) to review for test.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Assign Elements to students for research project.

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Mar 15 Test

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Explain the structure of atoms and relate that structure to the periodic table
  • Vocabulary: Atomic Number, Mass Number
  • Activities/Tasks:
  1. Look at HW labels brought in by students – point out (not)useful things from labels.
  2. Test on the Periodic table, Structure of Atoms and the Periodic Table.
  3. Review 1st page of test
  4. HPS - Cooperative Groups: Student pairs Review Classification of Matter and Changes using AVC booklet.
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review spellings and symbols for elements 11-20.

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Mar 16 Bohr Models


Mar 17 Chemical Bonds

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Describe the 3 types of chemical bonds
  • Vocabulary: Chemical Bond, Ionic Bond, Covalent Bond
  • Activities/Tasks:
  1. Review Quiz test
  2. Look at HW labels brought in by students – point out (not)useful things from labels.
  3. Whole-group instruction: Teacher explains "Why chemicals bond..." (XIX.A.) stability.
  4. Elements Quiz 4
  5. HPS - Cooperative groups: Student pairs "check" Quiz for review
  6. AVC - I: Chemical Bonds
  7. Whole-group instruction: Class reads/discusses Types of Chemical Bonds (XIX.B.)
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How many of you still need to bring in labels?

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Mar 20 Chemical Bonds

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Use Models to explain chemical bonding and chemical formulas
  • Vocabulary: Chemical Bonds
  • Activities/Tasks:
  1. Look at HW labels brought in by students – point out (not)useful things from labels.
  2. Whole-group instruction: Teacher demonstrates the building of Bohr Models including the use of Ionic and Covalent bonds, while students supply data for making the models and copy the models into notes.
  3. HPS - Problem-based instruction: Student groups make Bohr models of assigned molecules in teacher-made workbooks.
  • Formative/Summative Assessment: Teacher formally grades Bohr Model Workbooks.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Can we tell which models are covalent and which are Ionic?

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Mar 21 Chemical Bonds

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Describe the 3 types of chemical bonds
  • Vocabulary: Chemical Bond, Ionic Bond, Covalent Bond
  • Activities/Tasks:
  1. Review Element details using Bohr coloring activity
  2. Look at HW labels brought in by students – point out (not)useful things from labels.
  3. Whole-group instruction: Teacher explains "Why chemicals bond..." (XIX.A.) stability.
  4. Elements Quiz 4
  5. HPS - Cooperative groups: Student pairs "check" Quiz for review
  6. AVC - I: Chemical Bonds
  7. Whole-group instruction: Class reads/discusses Types of Chemical Bonds (XIX.B.)
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How many of you still need to bring in labels?

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Mar 22 Chemical Bonds

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Use Models to explain chemical bonding and chemical formulas
  • Vocabulary: Chemical Bonds
  • Activities/Tasks:
  1. Compound card game
  2. Look at HW labels brought in by students – point out (not)useful things from labels.
  3. Whole-group instruction: Teacher demonstrates the building of Bohr Models including the use of Ionic and Covalent bonds, while students supply data for making the models and copy the models into notes.
  4. HPS - Problem-based instruction: Student groups make Bohr models of assigned molecules in teacher-made workbooks.
  • Formative/Summative Assessment: Teacher formally grades Bohr Model Workbooks.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Can we tell which models are covalent and which are Ionic?

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Mar 23 Review Chemical Formulas

  • Standards:
  • Learning Outcome(s): I will Write balanced Chemical Formulas. I will Solve problems involving Atomic Mass
  • Vocabulary: Oxidation Number, Subscript
  • Activities/Tasks:
  1. Cooperative Groups: Groups of 3, assigned by teacher, review specific parts of the test from Friday (V).
  2. Look at HW labels brought in by students – point out (not)useful things from labels
  3. whole-group instruction: Teacher reviews Mass Number, Atomic Number, and Isotopes.
  4. Rotating partnerships complete the "Balancing Practice" worksheet
  5. Students introduce the "Chemical Formula" card game.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Mar 24 Test

  • Standards:
  • Learning Outcome(s): I will Explain the structure of atoms and relate that structure to the periodic table and Chemical Formulas
  • Vocabulary: Oxidation Number, Subscript
  • Activities/Tasks:
  1. Look at HW labels brought in by students – point out (not)useful things from labels.
  2. Test on the Structure of Atoms and the Periodic Table, and balancing chemical formulas. Early finishers define terms from Chapter 7.
  3. Review 1st page of test
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Mar 27 Review Chemical Formulas

  • Standards:
  • Learning Outcome(s): I will Write balanced Chemical Formulas. I will Solve problems involving Atomic Mass
  • Vocabulary: Oxidation Number, Subscript
  • Activities/Tasks:
  1. Cooperative Groups: Groups of 3, assigned by teacher, review specific parts of the test from Friday (V).
  2. Look at HW labels brought in by students – point out (not)useful things from labels
  3. whole-group instruction: Teacher reviews Mass Number, Atomic Number, and Isotopes.
  4. Rotating partnerships complete the "Balancing Practice" worksheet
  5. Students introduce the "Chemical Formula" card game.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Mar 28 Review Chemical Formulas

  • Standards:
  • Learning Outcome(s): I will Write balanced Chemical Formulas. I will Solve problems involving Atomic Mass
  • Vocabulary: Oxidation Number, Subscript
  • Activities/Tasks:
  1. Cooperative Groups: Groups of 3, assigned by teacher, review specific parts of the test from Friday (V).
  2. Look at HW labels brought in by students – point out (not)useful things from labels
  3. whole-group instruction: Teacher reviews Mass Number, Atomic Number, and Isotopes.
  4. Rotating partnerships complete the "Balancing Practice" worksheet
  5. Students introduce the "Chemical Formula" card game.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Mar 29 Review Chemical Formulas

  • Standards:
  • Learning Outcome(s): I will Write balanced Chemical Formulas. I will Solve problems involving Atomic Mass
  • Vocabulary: Oxidation Number, Subscript
  • Activities/Tasks:
  1. Cooperative Groups: Groups of 3, assigned by teacher, review specific parts of the test from Friday (V).
  2. Look at HW labels brought in by students – point out (not)useful things from labels
  3. whole-group instruction: Teacher reviews Mass Number, Atomic Number, and Isotopes.
  4. Rotating partnerships complete the "Balancing Practice" worksheet
  5. Students introduce the "Chemical Formula" card game.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Mar 30 Review Chemical Formulas

  • Standards:
  • Learning Outcome(s): I will Write balanced Chemical Formulas. I will Solve problems involving Atomic Mass
  • Vocabulary: Oxidation Number, Subscript
  • Activities/Tasks:
  1. Cooperative Groups: Groups of 3, assigned by teacher, review specific parts of the test from Friday (V).
  2. Look at HW labels brought in by students – point out (not)useful things from labels
  3. whole-group instruction: Teacher reviews Mass Number, Atomic Number, and Isotopes.
  4. Rotating partnerships complete the "Balancing Practice" worksheet
  5. Students introduce the "Chemical Formula" card game.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Mar 31 Test

  • Standards:
  • Learning Outcome(s): I will Explain the structure of atoms and relate that structure to the periodic table and Chemical Formulas
  • Vocabulary: Oxidation Number, Subscript
  • Activities/Tasks:
  1. Look at HW labels brought in by students – point out (not)useful things from labels.
  2. Test on the Structure of Atoms and the Periodic Table, and balancing chemical formulas. Early finishers define terms from Chapter 7.
  3. Review 1st page of test
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Apr 03 Reaction Types

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Distinguish between Quark reactions, Nuclear Reactions, and Chemical Reactions. I will Solve problems involving Atomic Mass
  • Vocabulary:
  • Activities/Tasks:
  1. HPS: Problem-based instruction - Students complete “Puzzle” to decide what 2 pieces are missing from the "Periodic Table"
  2. Look at HW labels brought in by students – point out (not)useful things from labels
  3. whole-group instruction: Teacher reviews Mass Number, Atomic Number, and Isotopes. Difference between Nuclear Reactions and Chemical Reactions.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Introduce problems involving Atomic Numbers and Mass Numbers. Daily quizzes starting soon.

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Apr 04 Chemical Reactions

  • Standards: PS.26, 28
  • Learning Outcome(s): I will determine how chemists express chemical changes using equations
  • Vocabulary: Oxidation Number, Subscript, Coefficient
  • Activities/Tasks:
  1. Review Balancing Formulas.
  2. AVC:I - Chemical Equations
  3. Whole-group instruction: Class Reads/discusses 24-1 (p738) to define: Reactants, products, law of conservation of mass, coefficient. Demonstrations of chemical reactions with equations: Baking soda and vinegar, Magnesium and Oxygen, Hydrogen Peroxide with a catalyst. Students copy examples in notes. Rules for balancing equations.
  4. HPS - Cooparative groups: Student pairs use pre-constructed envelopes of info to balance equations.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: What is the difference between subscripts and coefficients?

Physical Science HW:


Apr 05 Types of Reactions

Standards: PS.24, 26-28
  • Learning Outcome(s): I will Classify and Balance Equations representing Chemical Reactions
  • Vocabulary: Oxidation Number, Subscript, Coefficient
  • Activities/Tasks:
  1. Whole-group Instruction: Class reads and discusses "Types of Reactions". Class finalizes Rules for balancing equations. How many atoms of ___ are there in this situation...? ex: 2(PO_4)_3
  2. HPS - Problem-based instruction: "Roundabout" pairs work on "Equation Practice" review sheet.:#AVC:R - Chemical Equations.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


Apr 06 Chemical Reactions

  • Standards: PS.26, 28
  • Learning Outcome(s): I will determine how chemists express chemical changes using equations
  • Vocabulary: Oxidation Number, Subscript, Coefficient
  • Activities/Tasks:
  1. Review Balancing Formulas.
  2. AVC:I - Chemical Equations
  3. Whole-group instruction: Class Reads/discusses 24-1 (p738) to define: Reactants, products, law of conservation of mass, coefficient. Demonstrations of chemical reactions with equations: Baking soda and vinegar, Magnesium and Oxygen, Hydrogen Peroxide with a catalyst. Students copy examples in notes. Rules for balancing equations.
  4. HPS - Cooparative groups: Student pairs use pre-constructed envelopes of info to balance equations.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: What is the difference between subscripts and coefficients?

Physical Science HW:


Apr 07 Balancing Equations Test

  • Standards: PS.24, 26-28
  • Learning Outcome(s): I will Balance Equations representing Chemical Reactions
  • Vocabulary: Oxidation Number, Subscript, Coefficient
  • Activities/Tasks:
  1. Review Rules for Balancing Equations.
  2. HPS - Cooparative groups: Student pairs use preconstructed envelopes of info to balance equations.
  3. AVC:I - Chemical Equations.
  4. HPS - Problem-based instruction: Students complete "Equation Practice" review sheet.
  5. Whole-group instruction: Read and Discuss "Types of Reactions" (p746).
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: When can you NOT change a subscript?

Physical Science HW:


Apr 18 Nuclear Reactions

Standards: PS.8, 9
  • Learning Outcome(s): I will Explain Nuclear Radiation, its causes and results
  • Vocabulary: *Activities/Tasks:
  1. Review Test
  2. HPS - Generating and testing a Hypothesis... Eagle sample questions to introduce topic. Students try to explain situations based on visual clues and deductive reasoning.
  3. Whole-group instruction: Teacher defines Radioactivity (IX.A.) and related Forces. ... N-14 + e -> C-14 ... U-238 -> He-4 + Th-234. Class reads section 9-2 and discuss the different types of radiation (IX.B.) ... I-131 -> e + Xe-131 ... Po-210 -> Pb-206 + He-4 ... Students read and discuss Half-life and Radioactive Dating.
  4. Elements Quiz 5
  5. HPS - Cooperative groups: Student pairs "check" Quiz for review
  6. AVG:R - Chemical Formulas.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Tomorrow you will see why I am the master of time and space. Be sure to bring your graphing skills with you to class.

Physical Science HW:


Apr 19 C-14 Decay

Standards: PS.8, 9
  • Learning Outcome(s): I will Explain Nuclear Radiation, its causes and results
  • Vocabulary: *Activities/Tasks:
  1. Review Test
  2. HPS - Generating and testing a Hypothesis... Eagle sample questions to introduce topic. Students try to explain situations based on visual clues and deductive reasoning.
  3. Whole-group instruction: Teacher defines Radioactivity (IX.A.) and related Forces. ... N-14 + e -> C-14 ... U-238 -> He-4 + Th-234. Class reads section 9-2 and discuss the different types of radiation (IX.B.) ... I-131 -> e + Xe-131 ... Po-210 -> Pb-206 + He-4 ... Students read and discuss Half-life and Radioactive Dating.
  4. Elements Quiz 5
  5. HPS - Cooperative groups: Student pairs "check" Quiz for review
  6. AVG:R - Chemical Formulas.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Tomorrow you will see why I am the master of time and space. Be sure to bring your graphing skills with you to class.

Physical Science HW:


Apr 20 Acids and Bases

Standards: PS.21-24, 26, 28
  • Learning Outcome(s): I will Identify and List properties of Acids and Bases
  • Vocabulary: pH, Indicator, Acid, Base
  • Activities/Tasks:
  1. Review Test.
  2. Class goes outside to Demonstrate Reaction of Sulfuric Acid and Sugar. Back in class, Balance Equation of Reaction of Sulfuric Acid and Sugar with student help.
  3. Whole-group Instruction: Class reads and discusses section 25-1 "Acids and Bases" to define the key words. Students make a chart in notes to compare Acids and bases.
  4. HPS - Problem-based Instruction: Oral Quiz ... Based on the name of the compound, a description, or its formula, is it an acid or a base? How can you tell if _________ is an acid or a base?
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Finish Worksheet to practice balancing equations


Apr 21 Describing Motion

Standards: PS.1, 31, 32, 35
  • Learning Outcome(s): I will Explain the difference between scalar and vector quantities
  • Vocabulary: velocity, acceleration, force
  • Activities/Tasks:
  1. Whole-group Instruction: Class reads/discusses “Motion” (section 2-1) and Students help to explain Vocabulary terms to start the unit. If you are sitting here 24 hours from now, what it your average velocity?
  2. HPS - Generating and testing a Hypothesis... Eagle sample questions to introduce topic. Students try to explain situations based on visual clues and deductive reasoning.
  3. HPS - Problem-based Instruction: Students use PASPort equipment to duplicate and predict d/t graphs.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


Apr 24 Measuring review and Graphing Motion

Standards: PS.1, 31, 32, 35, SI.6
  • Learning Outcome(s): I will Explain the difference between acceleration and constant speed, using d/t graphs.
  • Vocabulary: velocity, acceleration
  • Activities/Tasks:
  1. Student pairs do the "Measure Your Partner" Lab
  2. Whole-group Instruction: Teacher-led discussion with demonstration (Taking a ride), to help define acceleration. What device do we have that can measure instantaneous velocity?
  3. HPS - Problem-based Instruction: Oral Quiz ... Mile a minute to review measuring, units, and conversions.
  4. HPS - Problem-based Instruction: Students use PASPort equipment to duplicate and predict d/t graphs. Students should be able to explain, compare, duplicate graphs that involve constant speed and acceleration.
  5. Whole-group Instruction: (I.B. Graphing Motion) Teacher draws on board and students copy into notes as students help explain simple d/t graphs for common situations.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Measure Your MOM Lab


Apr 25 Graphing Motion

Standards: PS.1, 31, 32, 35, SI.6
  • Learning Outcome(s): I will Explain velocity and acceleration using d/t and v/t graphs.
  • Vocabulary: velocity, acceleration
  • Activities/Tasks:
  1. HPS - Problem-based Instruction: Students graph data given by teacher, and describe the motion in paragraph form. What does the slope of this graph tell us?
  2. Whole-group Instruction: Teacher introduces the Slope equation and students help solve problems based on teacher-provided graphs.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


Apr 26 Calculating and Graphing Motion

Standards: PS.1, 31-33, 35
  • Learning Outcome(s): I will Explain velocity and acceleration using d/t and v/t graphs and equations.
  • Vocabulary: equation, solve, velocity, acceleration
  • Activities/Tasks:
  1. HPS - Problem-based Instruction: Groups get the data according to their plans. Groups calculate/analyze their results.
  2. Student pairs work on graphing practice.
  3. Whole-group Instruction: Teacher introduces the equations for average velocity and acceleration. Students help solve problems on board then copy them into notes. Relate these equations to the slope equation from previous days.
  4. Guided practice: students solve sample problems individually.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Velocity Practice worksheet


Apr 27 Calculating Motion

Standards: PS.1, 31-33, 35
  • Learning Outcome(s): I will Explain velocity and acceleration using d/t and v/t graphs and equations.
  • Vocabulary: equation, solve, velocity, acceleration
  • Activities/Tasks:
  1. Worksheet to practice using equations.
  2. Whole-group Instruction: Teacher introduces the equations for average velocity and acceleration. Students help solve problems on board then copy them into notes. Relate these equations to the slope equation from yesterday.
  3. Guided practice: students solve sample problems individually.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: acceleration Practice worksheet


Apr 28 Test

Standards: PS.1, 31-33, 35
  • Learning Outcome(s): I will Explain velocity and acceleration using d/t and v/t graphs and equations.
  • Vocabulary:
  • Activities/Tasks:
  1. Test on Chapter 11, Motion. Early finishers work on "Chapter 12 Study Guide".
  2. Review Test
  3. Whole-group Instruction: What makes all of that motion happen? Force!!! Whose name is honored when we discuss Force?
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


May 01 Calculating and Graphing Motion

Standards: PS.1, 31-33, 35
  • Learning Outcome(s): I will Explain velocity and acceleration using d/t and v/t graphs and equations.
  • Vocabulary: equation, solve, velocity, acceleration
  • Activities/Tasks:
  1. HPS - Problem-based Instruction: Groups get the data according to their plans. Groups calculate/analyze their results.
  2. Student pairs work on graphing practice.
  3. Whole-group Instruction: Teacher introduces the equations for average velocity and acceleration. Students help solve problems on board then copy them into notes. Relate these equations to the slope equation from previous days.
  4. Guided practice: students solve sample problems individually.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Velocity Practice worksheet


May 02 Calculating Motion

Standards: PS.1, 31-33, 35
  • Learning Outcome(s): I will Explain velocity and acceleration using d/t and v/t graphs and equations.
  • Vocabulary: equation, solve, velocity, acceleration
  • Activities/Tasks:
  1. Worksheet to practice using equations.
  2. Whole-group Instruction: Teacher introduces the equations for average velocity and acceleration. Students help solve problems on board then copy them into notes. Relate these equations to the slope equation from yesterday.
  3. Guided practice: students solve sample problems individually.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: acceleration Practice worksheet


May 03 Calculating Motion

Standards: PS.1, 31-33, 35
  • Learning Outcome(s): I will Explain velocity and acceleration using equations.
  • Vocabulary: equation, solve, velocity, acceleration
  • Activities/Tasks:
  1. HPS - Problem-based Instruction: Oral Quiz ... Mile a minute to review measuring, units, and conversions. What are the units for ...?
  2. Whole-group Instruction: Class helps solve problems using equations for average velocity and acceleration. Students help solve problems on board then copy them into notes. Relate these equations to the slope equation from yesterday.
  3. Guided practice: students solve sample problems individually.
  4. Whole-group Instruction: Class reads and discusses "Motion and Forces".
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Acceleration Practice worksheet


May 04 Calculating and Graphing Motion

Standards: PS.1, 31-33, 35
  • Learning Outcome(s): I will Explain velocity and acceleration using equations.
  • Vocabulary: equation, solve, velocity, acceleration
  • Activities/Tasks:
  1. HPS - Problem-based Instruction: Oral Quiz ... Mile a minute to review measuring, units, and conversions. What are the units for ...?
  2. Whole-group Instruction: Class helps solve problems using equations for average velocity and acceleration. Students help solve problems on board then copy them into notes. Relate these equations to the slope equation from yesterday.
  3. Guided practice: students solve sample problems individually.
  4. Whole-group Instruction: Class reads and discusses "Motion and Forces".
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Acceleration Practice worksheet


May 05 Test

Standards: PS.1, 31-33, 35
  • Learning Outcome(s): I will Explain velocity and acceleration using d/t and v/t graphs and equations.
  • Vocabulary:
  • Activities/Tasks:
  1. Test on Chapter 11, Motion. Early finishers work on "Chapter 12 Study Guide".
  2. Review Test
  3. Whole-group Instruction: What makes all of that motion happen? Force!!! Whose name is honored when we discuss Force?
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


May 08 Teacher out of state

Students complete numbered assignments in order.

May 09 Teacher out of state

Students complete numbered assignments in order.

May 10 Calculating and Graphing Motion

Standards: PS.1, 31-33, 35
  • Learning Outcome(s): I will Explain velocity and acceleration using equations.
  • Vocabulary: equation, solve, velocity, acceleration
  • Activities/Tasks:
  1. HPS - Problem-based Instruction: Oral Quiz ... Mile a minute to review measuring, units, and conversions. What are the units for ...?
  2. Whole-group Instruction: Class helps solve problems using equations for average velocity and acceleration. Students help solve problems on board then copy them into notes. Relate these equations to the slope equation from yesterday.
  3. Guided practice: students solve sample problems individually.
  4. Whole-group Instruction: Class reads and discusses "Motion and Forces".
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Acceleration Practice worksheet


May 11 Test

Standards: PS.1, 31-33, 35
  • Learning Outcome(s): I will Explain velocity and acceleration using d/t and v/t graphs and equations.
  • Vocabulary:
  • Activities/Tasks:
  1. Test on Chapter 11, Motion. Early finishers work on "Chapter 12 Study Guide".
  2. Review Test
  3. Whole-group Instruction: What makes all of that motion happen? Force!!! Whose name is honored when we discuss Force?
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


May 12 Explaining Motion - Forces

Standards: PS.1, 31-33, 35
  • Learning Outcome(s): I will Explain velocity and acceleration using d/t and v/t graphs and equations.
  • Vocabulary: Force
  • Activities/Tasks:
  1. Review Test
  2. HPS - Problem-based Instruction: Oral Quiz ... Mile a minute to review measuring, units, and conversions.
  3. Whole-group Instruction: Class reads and discusses "Motion and Forces". Are these forces balanced? (sample vector problems on board)
  4. Guided practice: students solve sample problems individually, then finish the "Chapter Study Guide" (p62).
  5. Whole-group Instruction: Class orally answers "Chapter 2 Assessment" questions.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


May 15 Explaining Motion - Forces

Standards: PS.1, 31-33, 35
  • Learning Outcome(s): I will Explain velocity and acceleration using d/t and v/t graphs and equations.
  • Vocabulary: Force
  • Activities/Tasks:
  1. Review Test
  2. HPS - Problem-based Instruction: Oral Quiz ... Mile a minute to review measuring, units, and conversions.
  3. Whole-group Instruction: Class reads and discusses "Motion and Forces". Are these forces balanced? (sample vector problems on board)
  4. Guided practice: students solve sample problems individually, then finish the "Chapter Study Guide" (p62).
  5. Whole-group Instruction: Class orally answers "Chapter 2 Assessment" questions.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


May 16 Newton's Laws – Inertia and Force

Standards: PS.29, 30, 34
  • Learning Outcome(s): I will explain inertial situations as they relate to Newton's 1st Law of Motion
  • Vocabulary: Inertia, Force
  • Activities/Tasks:
  1. Whole-group Instruction: Review "Forces" from Chapter 2. Class reads and discusses "Newton's Second Law". Are these forces balanced? (sample vector problems on board)
  2. HPS - Problem-based Instruction: Oral Quiz ... Mile a minute to review measuring, units, and conversions.
  3. Guided practice: students solve sample problems individually, F=ma.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


May 17 Test

Standards: PS.1, 31-33, 35
  • Learning Outcome(s): I will Explain velocity and acceleration using d/t and v/t graphs and equations.
  • Vocabulary:
  • Activities/Tasks:
  1. Test on Chapter 11, Motion. Early finishers work on "Chapter 12 Study Guide".
  2. Review Test
  3. Whole-group Instruction: What makes all of that motion happen? Force!!! Whose name is honored when we discuss Force?
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


May 18 Post-Test

Standards: PS.1, 31-33, 35
  • Learning Outcome(s): I will use Newton's laws to explain everyday situations.
  • Vocabulary:
  • Activities/Tasks:
  1. Post Test
  2. Review Test
  3. Whole-group Instruction: What is the result of all those forces we learned about? And how can it all happen? Work and Energy. How can we make work easier?
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


May 19 Free fall and Projectiles - Rockets and Rocket Problems

Standards: PS.29, 30, 34
  • Learning Outcome(s): I will explain why projectiles move as they do.
  • Vocabulary: Free fall
  • Activities/Tasks:
  1. Students fire rockets and collect time and angle data.
  2. HPS - Problem-based Instruction: Review measuring, units, and conversions. Explain Free fall through rocket and elevator examples. Use the strobe light to show projectile motion. Teacher walks class through their Rocket Worksheet problems.
  • Closure: Teacher reviews rocket requirements.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


Mimas

May 22 Free fall and Projectiles - Rockets and Rocket Problems

Standards: PS.29, 30, 34
  • Learning Outcome(s): I will explain why projectiles move as they do.
  • Vocabulary: Free fall
  • Activities/Tasks:
  1. Students fire rockets and collect time and angle data.
  2. HPS - Problem-based Instruction: Review measuring, units, and conversions. Explain Free fall through rocket and elevator examples. Use the strobe light to show projectile motion. Teacher walks class through their Rocket Worksheet problems.
  • Closure: Teacher reviews rocket requirements.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


May 23 Free fall and Projectiles - Rockets and Rocket Problems

Standards: PS.29, 30, 34
  • Learning Outcome(s): I will explain why projectiles move as they do.
  • Vocabulary: Free fall
  • Activities/Tasks:
  1. Students fire rockets and collect time and angle data.
  2. HPS - Problem-based Instruction: Review measuring, units, and conversions. Explain Free fall through rocket and elevator examples. Use the strobe light to show projectile motion. Teacher walks class through their Rocket Worksheet problems.
  • Closure: Teacher reviews rocket requirements.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


Mimas







Dec 14 Momentum

Standards: PS.29, 30, 34
  • Learning Outcome(s): I will Explain how momentum is a shift in point of view and can explain specific aspects of motion.
  • Vocabulary: Free fall, momentum, conservation
  • Activities/Tasks:
  1. Teacher-led mastery lecture... 1) Read P414 from text to define Momentum and Impulse in notes, 2) students help solve several problems in notes related to Momentum and Impulse, 3) teacher derives units to show that the 2 concepts are the same, 4) class reads "Conservation of Momentum" on page 416, 5) toy and friction cart demonstrations to explain conservation of momentum.
  • Closure: Q&A about Rockets.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Hero Project and Rockets


Dec 12 Forces - Friction and Terminal Velocity

Standards: PS.29, 30, 34
  • Learning Outcome(s): I will explain friction and find equilibrium in different situations.
  • Vocabulary: Friction, Terminal Velocity
  • Activities/Tasks:
  1. Whole-group Instruction: Class reads and discusses "Friction". Are these forces balanced? (sample vector problems on board)
  2. HPS - Problem-based Instruction: Oral Quiz ... Mile a minute to review measuring, units, and conversions.
  3. Guided practice: students solve sample problems individually, F=ma.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


May 02 Forces - Review Friction and Terminal Velocity

Standards: PS.29, 30, 34
  • Learning Outcome(s): I will explain friction and find equilibrium in different situations.
  • Vocabulary: Friction, Terminal Velocity
  • Activities/Tasks:
  1. Whole-group Instruction: Class reads and discusses "Friction". Are these forces balanced? (sample vector problems on board)
  2. HPS - Problem-based Instruction: Oral Quiz ... Mile a minute to review measuring, units, and conversions.
  3. Guided practice: students solve sample problems individually, F=ma.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


May 03 Test

Standards: PS.1, 31-33, 35
  • Learning Outcome(s): I will Explain velocity and acceleration using d/t and v/t graphs and equations.
  • Vocabulary:
  • Activities/Tasks:
  1. Test on Chapter 11, Motion. Early finishers work on "Chapter 12 Study Guide".
  2. Review Test
  3. Whole-group Instruction: What makes all of that motion happen? Force!!! Whose name is honored when we discuss Force?
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


May 05 Newton's Laws - Conservation of Momentum

Standards: PS.29, 30, 34
  • Learning Outcome(s): I will identify which of Newton's laws can explain different situations. Explain momentum and find examples of its conservation everyday systems.
  • Vocabulary: Momentum, Conservation
  • Activities/Tasks:
  1. Review Oral Quiz ... Mile a minute to review measuring, units, and conversions.
  2. HPS - Generating and testing a Hypothesis... Eagle sample questions to introduce topic. Students try to explain situations based on visual clues and deductive reasoning.
  3. Whole-group Instruction: Review Newton's Laws. Class reads and discusses "Newton's 3rd Lab". Define Momentum. Teacher demonstrates momentum calculations. "Is this the same as Force?" Collision-cart demonstrations... students predict outcome of collisions.
  4. Guided practice: students solve sample problems individually, momentum=mass*velocity.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


momentum


May 09 Test

Standards: PS.1, 31-33, 35
  • Learning Outcome(s): I will use Newton's laws to explain everyday situations.
  • Vocabulary:
  • Activities/Tasks:
  1. Test on Chapter 3, Newton's Laws and Forces. Early finishers work on "Chapter 4 Study Guide".
  2. Review Test
  3. Whole-group Instruction: What is the result of all those forces we learned about? And how can it all happen? Work and Energy. How can we make work easier?
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


May 10 Work, Power, and Machines

Standards: PS.29, 30, 34
  • Learning Outcome(s): I will Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: Teacher introduces Work and Power terms and equations through simple examples.
  2. Class goes to back of auditorium to do Work and Power lab: 1) calculate your weight in Newtons, 2) climb stairs and calculate work, 3) measure time to climb stairs so students can calculate work.
  3. LS - Students (3-4/group) make a list of things that make work easier.
  4. Whole-group instruction: Class discusses while teacher and students demonstrate the different Types of Simple Machines. Simple Machines Powerpoint.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Q&A about the Hero Project, and Rockets.

Physical Science HW: Hero Project and Rockets


May 11 Work, Power, and Machines

Standards: PS.29, 30, 34
  • Learning Outcome(s): I will Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: Teacher introduces Work and Power terms and equations through simple examples.
  2. Class goes to back of auditorium to do Work and Power lab: 1) calculate your weight in Newtons, 2) climb stairs and calculate work, 3) measure time to climb stairs so students can calculate work.
  3. LS - Students (3-4/group) make a list of things that make work easier.
  4. Whole-group instruction: Class discusses while teacher and students demonstrate the different Types of Simple Machines. Simple Machines Powerpoint.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Q&A about the Hero Project, and Rockets.

Physical Science HW: Hero Project and Rockets


May 13 Rockets, calculating projectile problems

Standards: PS.29, 30, 34
  • Learning Outcome(s): I will Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: Simple Machines, Newton's Laws of Motion
  • Activities/Tasks:
  1. Review Rocket Project Requirements.
  2. HPS - Problem-based Instruction: Lab to 1) determine IMA, and 2) measure their MA, and calculate Efficiency of pulley systems.
  3. HPS - Project-based Instruction: Students fire rockets and take measurements to determine how high the rockets go.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Rockets and posters.



Dec 16 Rockets, calculating projectile problems

Standards: PS.29, 30, 34
  • Learning Outcome(s): I will Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: Simple Machines, Newton's Laws of Motion
  • Activities/Tasks:
  1. Review Rocket Project Requirements.
  2. HPS - Problem-based Instruction: Lab to 1) determine IMA, and 2) measure their MA, and calculate Efficiency of pulley systems.
  3. HPS - Project-based Instruction: Students fire rockets and take measurements to determine how high the rockets go.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Rockets and posters.


Dec 18 Rockets, calculating projectile problems

Standards: PS.29, 30, 34
  • Learning Outcome(s): I will Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: Simple Machines, Newton's Laws of Motion
  • Activities/Tasks:
  1. Review Rocket Project Requirements.
  2. HPS - Problem-based Instruction: Lab to 1) determine IMA, and 2) measure their MA, and calculate Efficiency of pulley systems.
  3. HPS - Project-based Instruction: Students fire rockets and take measurements to determine how high the rockets go.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Rockets and posters.








Dec 05 Work, Power, and Machines

Standards: PS.29, 30, 34
  • Learning Outcome(s): I will Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: Teacher introduces Work and Power terms and equations through simple examples.
  2. Class goes to back of auditorium to do Work and Power lab: 1) calculate your weight in Newtons, 2) climb stairs and calculate work, 3) measure time to climb stairs so students can calculate work.
  3. LS - Students (3-4/group) make a list of things that make work easier.
  4. Whole-group instruction: Class discusses while teacher and students demonstrate the different Types of Simple Machines. Simple Machines Powerpoint.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Q&A about the Hero Project, and Rockets.

Physical Science HW: Hero Project and Rockets


Dec 06 Work and Simple Machines

Standards: PS.29, 30, 34
  • Learning Outcome(s): I will Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: *Activities/Tasks:
  1. Review Lab from yesterday... particularly the work equation.
  2. Review types of simple machines and the purpose of "Mechanical Advantage".
  3. HPS - Guided Practice: Students Solve sample problems involving Simple Machines.:#Lab - Pulleys. Groups of 3 rotate around classroom to solve pulley problems.
  4. Class defines "Compound Machines" by reading p443 and giving their own examples. Each example should include which types of simple machines are involved.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Q&A about the Hero Project (due tomorrow), and Rockets.

Physical Science HW: Hero Project and Rockets


Dec 07 Work and Simple Machines

Standards: PS.29, 30, 34
  • Learning Outcome(s): I will Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: *Activities/Tasks:
  1. Review Hero Project and intro next phase (due next Friday).
  2. Students show off projects.
  3. Review Work, Power, and Simple Machines.
  4. Quiz on Work, Power, and Simple Machines.
  • Formative/Summative Assessment: Teacher Formally grades test and projects.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Q&A about the Hero Project (due tomorrow), and Rockets.

Physical Science HW: Rockets


Dec 17 Work and Simple Machines

Standards: PS.29, 30, 34
  • Learning Outcome(s): I will Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: *Activities/Tasks:
  1. Review Hero Project and intro next phase (due next Friday).
  2. Students show off projects.
  3. Review Work, Power, and Simple Machines.
  4. Quiz on Work, Power, and Simple Machines.
  • Formative/Summative Assessment: Teacher Formally grades test and projects.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Q&A about the Hero Project (due tomorrow), and Rockets.

Physical Science HW: Rockets


Dec 19 Work and Simple Machines

Standards: PS.29, 30, 34
  • Learning Outcome(s): I will Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: *Activities/Tasks:
  1. Review Hero Project and intro next phase (due next Friday).
  2. Students show off projects.
  3. Review Work, Power, and Simple Machines.
  4. Quiz on Work, Power, and Simple Machines.
  • Formative/Summative Assessment: Teacher Formally grades test and projects.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Q&A about the Hero Project (due tomorrow), and Rockets.

Physical Science HW: Rockets


Dec 20 Work and Simple Machines

Standards: PS.29, 30, 34
  • Learning Outcome(s): I will Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: *Activities/Tasks:
  1. Review Hero Project and intro next phase (due next Friday).
  2. Students show off projects.
  3. Review Work, Power, and Simple Machines.
  4. Quiz on Work, Power, and Simple Machines.
  • Formative/Summative Assessment: Teacher Formally grades test and projects.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Q&A about the Hero Project (due tomorrow), and Rockets.

Physical Science HW: Rockets


Dec 21 Final Project Presentations

Standards: PS.29, 30, 34
  • Learning Outcome(s): I will Explain the significance of their hero.
  • Vocabulary: *Activities/Tasks:
  1. Project-based Instruction: Students present their hero to the class.
  • Formative/Summative Assessment: Teacher grades Final Projects based on completeness of info on posters and quality of presentation.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Have a good holiday.









Dec 13 Work and Simple Machines

Standards: PS.29, 30, 34
  • Learning Outcome(s): I will Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: *Activities/Tasks:
  1. Work and Simple Machines Quiz.
  2. HPS - Problem-based Instruction: Students fire rockets to get data.
  • Formative/Summative Assessment: Teacher grades rocket flights based on 1)participation, 2)flight qualities, 3)time and angle in the air.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Posters due Thursday.

Physical Science HW: Rockets and posters.


Dec 14 Test

Standards: PS.1, 31-33, 35
  • Learning Outcome(s): I will use Newton's laws to explain everyday situations.
  • Vocabulary: *Activities/Tasks:
  1. Test on Chapter 3, Newton's Laws and Forces. Early finishers work on "Chapter 4 Study Guide".
  2. Review Test
  3. Whole-group Instruction: What is the result of all those forces we learned about? And how can it all happen? Work and Energy. How can we make work easier?
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Whose name is honored when we discuss Force?

Physical Science HW:








Sep 06 PS Tools: Converting Units

Standards: PS.1-4
  • Learning Outcome(s): I will Convert Units between English and SI
  • Vocabulary: *Activities/Tasks:
  1. "Walk-in Problems" - 1) What is 453.2 times one hundred? 2) What is 453.2 divided by one hundred? 3) Sit down and do not talk. 4)Write a Hypothesis to explain why gravity may be greater on Earth than on the Moon.
  2. AVC:R - Scientific Method
  3. AVC:R - SI
  4. HPS: Student pairs review prefixes and units using flash cards.
  5. Whole-group instruction: Students solve conversion problems, starting with simple ones, using ProBoard. Students copy into notes.
  6. Mile-a-minute to review units and prefixes.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: The 2 methods of conversions are actually the same... How would your math teacher do these?

Physical Science HW:


Sep 07 PS Tools: Conversions and Review

Standards: PS.1-4
  • Learning Outcome(s): I will Convert Units between English and SI
  • Vocabulary: *Activities/Tasks:
  1. Class gets notebooks, pencils, planners, and calculators, then leaves bags on the floor against the front wall. Then we review class policy, as we copy it, since most of the class never returned a parent signature. Review rules concerning planners, eating and drinking in class, grading policy (to include work in their folders) and the "materials" list. Students show the copy of the class policy to the teacher before they can continue.
  2. Whole-class discussion: Teacher leads the class in a discussion concerning Bloom's taxonomy (they don't know that) - called "The 4 types of questions. There will be some role playing to help illustrate the types of questions and appropriate answers.
  3. HPS: Guided practice - students solve measuring and conversion problems, silently, on the review sheet, while the teacher monitors and answers correctly phrased questions. When most students are done, teacher solves one of the problems on the board, with student help, to transition to "Metric Conversions".
  4. Whole-class instruction: Teacher has 1 student at the board at a time, to walk them through metric conversions, while the class copies the problems into their notes.
  5. AVC:R - Metric Conversions while teacher Checks notes (participation grade).
  6. Whole-group instruction: review prefixes from "The Chart"
  7. HPS: Guided practice - students have 3 minutes to solve 5 metric conversions as the teacher makes them up on the board.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review list of topics for test Thursday

Physical Science HW: Conversion worksheet



Mar 21 Electron Dots become Oxidation Numbers

Standards: PS.4, 6, 10, 12
  • Learning Outcome(s): I will Write Chemical Formulas using Electron Dots and Oxidation Numbers
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: With teacher direction, Students review emergency and other classroom procedures. Students complete comparison/contrast essay. Student pairs swap essays to help proofread.
  2. AVG:I - Oxidation Numbers.
  3. Whole-group instruction: Teacher reviews (while students add to Cornell Notes) Bohr Models, Chemical Formulas and electron dot notation. Introduce Oxidation Numbers and their use in writing Formulas.
  4. HPS - Cooperative Groups: Random pairs begin "Electron Dot Review" writing balanced Chemical Formulas using Electron Dot Notation and subscripts, stopping every 3 minutes to put correct answers on board. Finish Wednesday.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Q&A about project due tomorrow.

Physical Science HW:


Mar 22 Oxidation Numbers

Standards: PS.4, 6, 7, 10, 12, 16, 17
  • Learning Outcome(s): I will Write Chemical Formulas using Oxidation Numbers
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: with teacher direction, Students review emergency and other classroom procedures.
  2. HPS - Cooperative Groups: Random pairs finish "Electron Dot Review" writing balanced Chemical Formulas using Electron Dot Notation and subscripts, stopping every 10 minutes to put correct answers on board.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How many times do you need to copy this review page?

Physical Science HW: 1) Finish worksheet if not done. 2) Copy Elements Review.


Apr 08 Review

Standards: PS.24, 26-28
  • Learning Outcome(s): I will Classify and Balance Equations representing Chemical Reactions
  • Vocabulary: *Activities/Tasks:
  1. Review Rules for balancing equations.
  2. HPS - Problem-based instruction: "Roundabout" pairs complete "Equation Practice" review sheet.
  3. AVC:R - Chemical Equations.
  4. HPS: Guided Practice - Individuals answer "Chapter 24 Assessment" questions (p540). Students swap papers and the class "checks" and discusses the questions for review.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Where are you NOT allowed to put Coefficients?

Physical Science HW: Finish Worksheet to practice balancing equations


Apr 11 Balancing Equations

Standards: PS.24, 26-28
  • Learning Outcome(s): I will Balance Equations representing Chemical Reactions
  • Vocabulary: *Activities/Tasks:
  1. Review Rules for Balancing Equations.
  2. HPS - Cooparative groups: Student pairs use preconstructed envelopes of info to balance equations.
  3. AVC:R - Chemical Equations.
  4. Whole-group instruction: Class begins reading "Types of Reactions" (p746).
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: When can you NOT change a subscript?

Physical Science HW:


Apr 12 Types of Reactions

Standards: PS.24, 26-28
  • Learning Outcome(s): I will Classify and Balance Equations representing Chemical Reactions
  • Vocabulary: *Activities/Tasks:
  1. Whole-group Instruction: Class reads and discusses "Types of Reactions". Class finalizes Rules for balancing equations.
  2. HPS - Problem-based instruction: "Roundabout" pairs work on "Equation Practice" review sheet.:#AVC:R - Chemical Equations.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How many atoms of ___ are there in this situation...? ex: 2(PO_4)_3

Physical Science HW:


Review Balancing Equations...............


Apr 18 Review

Standards: PS.24, 26-28
  • Learning Outcome(s): I will Classify and Balance Equations representing Chemical Reactions
  • Vocabulary: *Activities/Tasks:
  1. Review Rules for balancing equations.
  2. HPS - Problem-based instruction: "Roundabout" pairs complete "Equation Practice" review sheet.
  3. AVC:R - Chemical Equations.
  4. HPS: Guided Practice - Individuals answer "Chapter 24 Assessment" questions (p540). Students swap papers and the class "checks" and discusses the questions for review.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Where are you NOT allowed to put Coefficients?

Physical Science HW: Finish Worksheet to practice balancing equations



Mar 23 Elements Project

Standards: PS.4, 6, 10, 12
  • Learning Outcome(s): I will Explain interesting aspects of Assigned Elements
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: with teacher direction, Students review emergency and other classroom procedures.
  2. HPS - Project-based instruction: Students present their elements in Atomic Number order, and ask questions of the other students.
  • Formative/Summative Assessment: Teacher formally grades presentations and element cards.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How many of you still have elements to present?

Physical Science HW:


Mar 24 Oxidation Numbers

Standards: PS.4, 6, 7, 10, 12, 16, 17
  • Learning Outcome(s): I will Write Chemical Formulas using Oxidation Numbers
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: Teacher reviews (while students add to Cornell Notes) Chemical Formulas and Oxidation Numbers.
  2. HPS - Cooperative Groups: Random pairs work on "Formula Balancing Practice" writing balanced Chemical Formulas using Oxidation Numbers and subscripts, stopping every 5 minutes to put correct answers on board.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: What is the name of this ... compound?

Physical Science HW:


Mar 25 Label Lab

Standards: SI.5, 7, PS.3, 4, 6, 7, 10, 12, 16, 17
  • Learning Outcome(s): I will Write Chemical Formulas using Oxidation Numbers
  • Vocabulary: *Activities/Tasks:
  1. Review HW.
  2. AVG:R - Oxidation Numbers.
  3. HPS - Problem-based instruction: Label lab ... students write balanced formulas for compounds found on product labels.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Look at this model. Tell me everything you can about it.

Physical Science HW:


Mar 28 Review

Standards: SI.5, 7, PS.3, 4, 6, 7, 10, 12, 16, 17
  • Learning Outcome(s): I will Write Chemical Formulas using Oxidation Numbers
  • Vocabulary: *Activities/Tasks:
  1. HPS - Problem-based instruction: Label lab ... students write balanced formulas for compounds found on product labels.
  2. Elements Quiz 5
  3. HPS - Cooperative groups: Student pairs "check" Quiz for review
  4. Students do "Chapter Assessment" (p600) 1-15, skip 11
  5. Whole-group instruction: Review "Chapter Assessment" answers orally. Students take turns reading questions and giving answers. Class discusses.
  6. AVG:R - Chemical Formulas.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Look at this model. Tell me everything you can about it.

Physical Science HW:


Mar 29 Test

Standards: SI.5, 7, PS.3, 4, 6, 7, 10, 12, 16, 17
  • Learning Outcome(s): I will Explain the structure of atoms and relate that structure to the periodic table. Draw Models of Atoms and Compounds. Explain chemical bonding and Balance Chemical Formulas using Oxidation Numbers.
  • Vocabulary: *Activities/Tasks:
  1. Test on the Periodic table, Structure of Atoms and Compounds.
  2. HPS - Cooperative Groups: Student (early finishers) pairs Review Chemical Formulas using AVC booklet. Then they begin to attach cards to wall to build periodic table.
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review 1st page of test.

Physical Science HW:


Mar 30 Radiation

Standards: PS.8, 9
  • Learning Outcome(s): I will Explain Nuclear Radiation, its causes and results
  • Vocabulary: *Activities/Tasks:
  1. Review Test
  2. HPS - Generating and testing a Hypothesis... Eagle sample questions to introduce topic. Students try to explain situations based on visual clues and deductive reasoning.
  3. Whole-group instruction: Teacher defines Radioactivity (IX.A.) and related Forces. ... N-14 + e -> C-14 ... U-238 -> He-4 + Th-234. Class reads section 9-2 and discuss the different types of radiation (IX.B.) ... I-131 -> e + Xe-131 ... Po-210 -> Pb-206 + He-4 ... Students read and discuss Half-life and Radioactive Dating.
  4. Elements Quiz 5
  5. HPS - Cooperative groups: Student pairs "check" Quiz for review
  6. AVG:R - Chemical Formulas.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Tomorrow you will see why I am the master of time and space. Be sure to bring your graphing skills with you to class.

Physical Science HW:


Mar 31 Radioactivity

Standards: PS.8, 9
  • Learning Outcome(s): I will Explain Radioactivity and demonstrate half-life
  • Vocabulary: *Activities/Tasks:
  1. Review HW Graphs
  2. HPS - Problem-based instruction: Lab to demonstrate half-life (IX.C.) ... students Graph Results of Lab to help define "half-life".
  3. Whole-group inscruction: (IX.D.) Students read 9-3 and discuss methods of detecting radiation. Teacher demo ... Geiger counter.
  4. HPS - Cooperative groups: Student pairs "check" Quiz for review
  5. AVG:R - Chemical Formulas.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review 3 types of radiation and 2 types of Nuclear Reactions.

Physical Science HW: Graph Data from Radioactivity lab


Apr 01 Review & Quiz

Standards: PS.8, 9
  • Learning Outcome(s): I will compare/contrast Nuclear Reactions to Chemical Reactions
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: Class reads "Oops!" (p282) and discuss Uses of Radiation.
  2. Elements Quiz 6
  3. HPS - Cooperative groups: Student pairs "check" Quiz for review
  4. HPS - Cooparative groups: Student pairs do Chapter 19 Assessment (p286)
  5. Go over Chapter Assessment orally. Students take turns reading questions and giving answers. Class discusses.
  6. Nuclear Reactions Quiz
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How are the Chapter 9 Reactions different from Chapter 19 Reactions?

Physical Science HW:



Jan 28 Plato Learning

Standards: PS.13
  • Learning Outcome(s): I will Define Physical Science concepts and their measurements
  • Vocabulary:
  • Activities/Tasks:
  1. Class Logs into Plato Environment to cover online content at their own pace.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Classroom procedures... position of keyboards, shutting down computers..."

Physical Science I HW:



Mar 14 Physical Science Tools: Measuring Forces

Standards: SI.1-3,5,7 PS.1
  • Learning Outcome(s): I will Define PS and measure PS concepts
  • Vocabulary: *Activities/Tasks:
  1. Students complete PreLab to practice measuring
  2. Whole-group instruction: Teacher continues "Story of the Metric System" --> define standard, mass, volume, m, L, & g. Student input/participation is used to tell story
  3. Measuring Labs continue
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review Requirements for the Hero Project

Physics I HW:


May 07 Motion: Graphing motion and Forces

Standards: SI.1-3,5,7 PS.1
  • Learning Outcome(s): I will Define PS and measure PS concepts
  • Vocabulary: *Activities/Tasks:
  1. Students complete PreLab to practice measuring
  2. Whole-group instruction: Teacher continues "Story of the Metric System" --> define standard, mass, volume, m, L, & g. Student input/participation is used to tell story
  3. Measuring Labs continue
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review Requirements for the Hero Project

Physics I HW:


May 09 Work and Simple Machines

Standards: SI.1-3,5,7 PS.1
  • Learning Outcome(s): I will Define PS and measure PS concepts
  • Vocabulary: *Activities/Tasks:
  1. Students complete PreLab to practice measuring
  2. Whole-group instruction: Teacher continues "Story of the Metric System" --> define standard, mass, volume, m, L, & g. Student input/participation is used to tell story
  3. Measuring Labs continue
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review Requirements for the Hero Project

Physics I HW:


Jan 09 PS Tools: Scientific Method

Standards: SI.1-3
  • Learning Outcome(s): I will Define Physical Science (I.A.) and Scientific Methods (I.B.)
  • Vocabulary: *Activities/Tasks:
  1. "Walk-in Problems" - Students are handed a numbered slip of paper when they walk in and must go to correspondingly numbered stations to follow the instructions at each. 1) Round 57.693 to the nearest 10th 2) What is 20% of 17? 3) What is negative eleven plus eight?
  2. New students fill out paperwork while others Label Notebooks and Put Text books at assigned positions.
  3. Students take Diagnostic Test “Big Stuff”
  4. AVC:I - Scientific Method
  5. Whole-group instruction: Define PS (I.A.) and discuss Scientific Method (I.B.) steps
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: “How Old are you?” to force class to define “UNITS”. Examples of Units (I.D.) & Prefixes (I.E.) as a preview

Physical Science HW:


Jan 10 PS Tools: SI Prefixes and Units

Standards: PS.1
  • Learning Outcome(s): I will use SI units and prefixes correctly for basic measurements
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: Review HW... Experimental Design ideas: control, placebo, blind, bias, constant, variable, model, analogy, Law, Standard, unit, ...
  2. HPS: Cooperative groups - Student pairs complete a simple "Scientific Method" sequence. Problem (with a yes/no answer), Hypothesis, simple Experiment, Theory (conclusion). Then volunteer groups present to the class.
  3. Teacher tells the story of the Metric System. Students copy list of topics and add (carnegie-style) to each topic... define the meter, square meter, cubic meter, Liter, milliLiter, gram, etc. Students repeat/chant/practice prefixes and units from "The Chart".
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Examples of Units (I.D.) & Prefixes (I.E.) as a preview

Physical Science HW:




Aug 16 Tools: Measuring

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Use Tools to Measure and Convert
  • Vocabulary: *Activities/Tasks:
  1. HPS: Cooperative groups - Each group is given a different measuring device and gives info to class regarding their 1) units, 2) min, 3) max, 4) increment, 5) precision
  2. Student Pairs finish "Measuring Practice" page
  3. Metric Quiz 2
  4. Class checks/reviews quiz
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How accurate can you be with this or this or this measuring device?

Physical Science HW:


Aug 17 Test

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Use Scientific Methods, and Metric Units and Prefixes correctly
  • Vocabulary: *Activities/Tasks:
  1. "Walk-in Problems" - 1) What is the mass to the nearest whole gram? 2) What is the mass to the nearest 10th of a gram? 3) How wide is it to the nearest 10th of a cm? 4) How wide is it to the nearest 100th of a cm?
  2. Test 1A
  3. Review 1st page of test
  4. Students help set up the Density Lab for tomorrow.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: What does it mean to estimate?

Physical Science HW:


Aug 20 Tools: Measuring Review Test Pretest Units Prefixes Measurement


Aug 21 Tools: Measuring

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Use Tools to Measure and Convert
  • Vocabulary: *Activities/Tasks:
  1. HPS: Cooperative groups - Each group is given a different measuring device and gives info to class regarding their 1) units, 2) min, 3) max, 4) increment, 5) precision
  2. Student Pairs finish "Measuring Practice" page
  3. Metric Quiz 2
  4. Class checks/reviews quiz
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How accurate can you be with this or this or this measuring device?

Physical Science HW:


Aug 22 Measuring Length


Aug 23 Measuring Mass


Aug 24 Measuring Liquid Volume Measuring Quiz


Aug 27 Tools: Measuring

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): I will Use Tools to Measure and Convert
  • Vocabulary: *Activities/Tasks:
  1. HPS: Cooperative groups - Each group is given a different measuring device and gives info to class regarding their 1) units, 2) min, 3) max, 4) increment, 5) precision
  2. Student Pairs finish "Measuring Practice" page
  3. Metric Quiz 2
  4. Class checks/reviews quiz
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How accurate can you be with this or this or this measuring device?

Physical Science HW:


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Aug 31 Measuring Liquid Volume Measuring Quiz



Oct 10 Label Lab

Standards: PS.4, 6, 10, 12
  • Learning Outcome(s): I will Explain chemical bonding and chemical formulas, using Models
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: Teacher reviews Bohr Models, Chemical Formulas and bonds.
  2. HPS - Problem-based instruction: Student pairs make models of compounds found on food/cosmetics labels. Groups use models to write Chemical Formulas.
  • Formative/Summative Assessment: Performance Assessment - teacher formally grades models and formulas.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Those numbers you can put on top of those Formulas are called Oxidation numbers...

Physical Science HW:


Oct 12 Research

Standards: SI.2, 3, 8, PS.2
  • Learning Outcome(s): I will explain interesting details concerning assigned elements
  • Vocabulary: *Activities/Tasks:
  1. Look at HW labels brought in by students – point out (not)useful things from labels.
  2. Review Project Requirements.
  3. HPS - Project-based instruction: Students use Reference Section of Library to Research assigned elements to prepare for class presentations
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Have you taken careful notes? Do we know where you got your info? Have you answered all of the questions you can about each element?

Physical Science HW:



Oct 25 Acids and Bases

Standards: PS.22-24, 27
  • Learning Outcome(s): Examine the relationship between pH and acid or base strength
  • Vocabulary: *Activities/Tasks:
  1. Whole-group Instruction: Class finishes orally defining key terms from "Chapter Study Guide". Then class reads/discusses 25.2 – Strength of Acids and Bases, to be able to explain how Strength and Concentration are different.
  2. Teacher Demonstrates Litmus paper for determining acid content
  3. Teacher-led discussion: Read and Discuss 25.3 – Neutralization and Salts
  4. HPS - Problem-based Instruction: Oral Quiz ... Based on the name of the compound, a description, or its formula, is it an acid or a base?
  5. Whole-group Instruction: Teacher demo of Indicators.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: What if a liquid has an equal number of H and OH? What is it?

Physical Science HW:


Oct 26 Test

Standards: PS.7, 10, 12, 16, 17,21, 22, 24, 26-28
  • Learning Outcome(s): I will Classify and Balance Equations representing Chemical Reactions
  • Vocabulary: *Activities/Tasks:
  1. Test on Chemical Reactions.
  2. HPS - Cooperative Groups: Students (early finishers) begin to attach cards to wall to build periodic table.
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: "Have you finished this second Periodic Table? It will be graded soon. Remember it's worth 50 pts. Also, next test will be very similar to this one, what are you gonna do to be better prepaired?"

Physical Science HW:


Oct 29 pH levels

Standards: PS.22-24, 27
  • Learning Outcome(s): I will Determine the acidity of substances
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: Review pH and Acid/base terms
  2. Students perform Lab to determine pH of several substances.
  • Formative/Summative Assessment: Performance Assessment
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: So, what is the pH of Clorox?

Physical Science HW:


Oct 30 Review

Standards: PS.22-24, 27
  • Learning Outcome(s): I will Compare and contrast acids and bases and identify the characteristics they have
  • Vocabulary: *Activities/Tasks:
  1. Whole-group Instruction: Review results of pH lab
  2. HPS: Guided Practice - Individuals answer "Chapter 25 Assessment" questions (p792). Students swap papers and the class "checks" and discusses the questions for review.
  3. Student pairs balance Neutralization reactions then put results on board
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: So, what are the common results of a neutralization reaction?

Physical Science HW:


Oct 31 Test

Standards: PS.22-24, 27
  • Learning Outcome(s): I will Compare and contrast acids and bases and identify the characteristics they have
  • Vocabulary: *Activities/Tasks:
  1. Test on Chapter 25, identifying Acids and Bases. Early finishers start "Chapter 2 Study Guide".
  2. Review Test
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review Metric concepts from Chapter 1 to introduce Chapter 2

Physical Science HW:



Apr 10 Balancing Equations

Standards: PS.24, 26-28
  • Learning Outcome(s): I will Balance Equations representing Chemical Reactions
  • Vocabulary: Oxidation Number, Subscript, Coefficient
  • Activities/Tasks:
  1. Review Rules for Balancing Equations. When can you NOT change a subscript?
  2. HPS - Cooparative groups: Student pairs use preconstructed envelopes of info to balance equations.
  3. AVC:R - Chemical Equations.
  4. Whole-group instruction: Class finishes reading "Types of Reactions" (p746).
  5. Teacher reviews specific chemical equations by demonstrating the reaction.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:



Aug 26 Physical Science Tools: Measuring Mass and Quiz

  • Standards: Measure the physical properties of different forms of matter in metric system units
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Students complete PreLab to practice measuring
  2. Whole-group instruction: Teacher continues "Story of the Metric System" --> define standard, mass, volume, m, L, & g. Student input/participation is used to tell story
  3. Measuring Labs continue ... groups rotate measuring VOLUME of irregular objects... screwdriver, fishing weight, rubber ball, etc.
  4. Cleanup, put room back in order, review measuring results.
  5. Quiz on Scientific Method and Measuring
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physics I HW:


Aug 27 Physical Science Tools: Calculating Density

  • Standards: SI.1-3,5,7 PS.1
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Students complete PreLab to practice measuring
  2. Review Test
  3. Whole-group instruction: Teacher continues "Story of the Metric System" --> define standard, mass, volume, m, L, & g. Student input/participation is used to tell story
  4. Measuring Labs continue ... groups rotate measuring/calculating DENSITY of objects
  5. Cleanup, put room back in order, review measuring results.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physics I HW:


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