Quarter 2

Objectives:

Materials:

Activities:

Homework:

Assessment:

Monday, Jan. 13

Objectives:

• Identify the energy of motion as kinetic energy, predict that when the motion energy of an object changes, there will be some other change in energy at the same time, and explain that when two objects interact, energy is transferred to or from the object.

Materials:

Activities:

• Rube Goldberg demonstrations

Homework:

Assessment:

• Rube Goldberg Rubric

Tuesday, Jan. 14

Objectives:

• Explain the relationship amog thermal energy, temperature, and heat

Materials:

Activities:

• Clean up from Rube Goldberg Demonstrations, turning in materials borrowed from me
• Begin Thermal Energy: Lesson 1 - set up interactive notebook
• Basically just review thermal energy, heat, and temperature definitions and their relationships

Homework:

Assessment:

Wednesday, Jan. 15

Objectives:

• SWBAT explain why you cannot trust your senses when measuring temperatures.

Materials:

• Student handout
• ice cubes, felt, cardboard, glass, and aluminum

Activities:

• https://betterlesson.com/lesson/635349/checking-temperatures

Homework:

Assessment:

Thursday, Jan. 16

Objectives:

• SWBAT explain why you cannot trust your senses when measuring temperatures.

Materials:

Activities:

• https://betterlesson.com/lesson/635349/checking-temperatures
• FInish up the Checking temperature lesson
• https://www.youtube.com/watch?v=vqDbMEdLiCs - Misconceptions about Temperature video
• Interactive notebook page: Temperature and Its Measurement (page. 142 in text - take notes)

Homework:

Assessment:

Friday, Jan. 17

Objectives:

• calculate the approximate speed of molecules in warm and cold water.
• Students know that all matter is made up of atoms and atoms have energy. They are constantly in motion. Just how much faster are atoms in warm water compared to atoms in cold or hot water? And if we could measure their speed how fast do they move - faster than a car, the speed of sound, the speed of light?

Students will measure the difference in the speed of atoms in water of different temperatures.

Materials:

• food coloring, cups with hot, room temp, and cold water
• Student handout

Activities:

• https://betterlesson.com/lesson/635350/racing-molecules

Homework:

Assessment:

Monday-Wednesday

Objectives:

• Students will explore the six types of simple machines in order to construct a chain reaction machine, using these six. Students will explain how energy is transformed and transferred when presenting their chain reaction machine.

Materials:

• Whatever students need for Rube Goldberg machine
• Tagboard

Activities:

• Work Days: Design, build, and test Rube Goldberg machine
• Work on poster and story

Homework:

Assessment:

Thursday, Jan. 9

Objectives:

• Students will explore the six types of simple machines in order to construct a chain reaction machine, using these six. Students will explain how energy is transformed and transferred when presenting their chain reaction machine.

Materials:

• Whatever students need for Rube Goldberg machine
• Tagboard

Activities:

• Practice day: finish poster, explaining energy transfers and transformations
• Run through machine while showing poster and telling the story that goes along with chain reaction machine

Homework:

Assessment:

Friday, Jan. 10

Objectives:

• Students will explore the six types of simple machines in order to construct a chain reaction machine, using these six. Students will explain how energy is transformed and transferred when presenting their chain reaction machine.

Materials:

• Whatever students need for Rube Goldberg machine
• Tagboard

Activities:

• Rube Goldberg presentations

Homework:

Assessment:

• Rube Goldberg assessment rubric

Thursday, Jan. 2

Objectives:

• Students will explore the six types of simple machines in order to construct a chain reaction machine, using these six. Students will explain how energy is transformed and transferred when presenting their chain reaction machine.

Materials:

Activities:

• Rube Goldberg perfomance assessment building day

Homework:

• Whatever group decides needs to be completed at home to help group work on chain reaction machine tomorrow

Assessment:

Friday, Jan. 3

Objectives:

• Students will explore the six types of simple machines in order to construct a chain reaction machine, using these six. Students will explain how energy is transformed and transferred when presenting their chain reaction machine.

Materials:

Activities:

• Finish building Rube Goldberg machine. Test out and see how it works. Take time in groups to problem solve, so can make changes and adjustments next week.

Homework:

• Whatever group decides needs to be worked on over the weekend to help group's Rube Goldberg machine work

Assessment:

Monday, Dec. 16

Objectives:

• Students will explore the six types of simple machines in order to construct a chain reaction machine, using these six. Students will explain how energy is transformed and transferred when presenting their chain reaction machine.

Materials:

Activities:

• Handout Rube Goldberg Machines sheet and label; remembering to discuss energy transfer and tranformation
• Watch videos of sample Rube Goldberg videos of kids for ideas - jot down ideas in Interactive Notebook (for example: list the final task and actions used to get there) - 2 and 3 bulleted videos show the drawings to go along with the Rube Goldberg machines
  • https://www.youtube.com/watch?v=rxQwGyvT_og&disable_polymer=true
  • https://www.youtube.com/watch?v=nTs_7iokFTA
  • https://www.youtube.com/watch?v=MyyPIDoUSKE
  • https://www.youtube.com/watch?v=6FzUx2EFk8s - this is awesome! 75 ideas in one video!!
  • https://www.youtube.com/watch?v=grdbcpxeue4 - sixth graders
  • https://www.youtube.com/watch?v=PK2_gA2OeMI - how to make a Rube Goldberg Machine - beginner

Homework:

• Rube Goldberg idea notes in interactive notebook

Assessment:

Tuesday, Dec. 17

Objectives:

• Students will explore the six types of simple machines in order to construct a chain reaction machine, using these six. Students will explain how energy is transformed and transferred when presenting their chain reaction machine.

Materials:

Activities:

• Handout Rube Goldberg sheet explaining performance assessment
• Explore Day - HOw can you make simple machine out of everyday materials?
• Sketch out ideas

Homework:

Assessment:

Wednesday, Dec. 18

Objectives:

• Students will explore the six types of simple machines in order to construct a chain reaction machine, using these six. Students will explain how energy is transformed and transferred when presenting their chain reaction machine.

Materials:

Activities:

• Get into Rube Goldberg groups
• Share ideas from yesterday
• Pick a idea and start sketching out plan

Homework:

Assessment:

Thursday, Dec. 19

Objectives:

• Students will explore the six types of simple machines in order to construct a chain reaction machine, using these six. Students will explain how energy is transformed and transferred when presenting their chain reaction machine.

Materials:

Activities:

• In Rube Goldberg group, finish sketching out plan and brainstorm a list of materials
• Divide materials and jobs, so know what need after break or bring in tomorrow
• Individual contract filled out listing responsibilities to be taken home and signed by parents - returned tomorrow or after break

Homework:

Assessment:

Friday, Dec. 20

Objectives:

Materials:

Activities:

• In homerooms, watching Wonder

Homework:

Assessment:

Monday, Dec 9

Objectives:

• Students will explore the six types of simple machines in order to construct a chain reaction machine, using these six. Students will explain how energy is transformed and transferred when presenting their chain reaction machine.

Materials:

• Cardboard, bamboo skewer, tape, scissors, balloon, straws

Activities:

• Quick review: what are simple machines
• Finish up final Balloon Car (wheel and axle)
• See which one goes the farthest
• Interactive notebook page on wheel and axle http://teacher.scholastic.com/dirtrep/simple/invest.htm

Homework:

Assessment:

Tuesday, Dec. 10

Objectives:

• Students will explore the six types of simple machines in order to construct a chain reaction machine, using these six. Students will explain how energy is transformed and transferred when presenting their chain reaction machine.
• https://www.teachengineering.org/activities/view/cub_simple_lesson05_activity1 (resource)

Materials:

• Rube Goldberg Machines Workbook
• pvc pipe and rope
• Cardboard, glue, string
• 
  

Activities:

• Eureka Pulleys Video https://www.youtube.com/watch?v=nMJgexvovx0 take notes on pulley sheet
• Fun with Pulleys demo https://www.youtube.com/watch?v=z6XyLQC_RRQ
• use pulleys to review what the video said: single fixed pulley, single movable pulley
• Design a pulley out of cardboard
• Pulley

1. Cut out four 3-inch cardboard circles and six 4-inch cardboard circles.
2. Use wooden dowel/pencil as axle. The 3-inch cardboard pieces should be sandwiched on each side by three 4-inch pieces.
3. Have a student hold the pulley by the axle above his head. Tie a small weight to a string and thread it through the pulley. Have other students lift the weight using the pulley.

• Other ideas for making pulleys (https://www.youtube.com/watch?v=rc0cpp3i8GA or https://www.youtube.com/watch?v=zDR8tcGPA3s - has many simple machines

Homework:

Assessment:

Wednesday, Dec. 11

Objectives:

• Students will explore the six types of simple machines in order to construct a chain reaction machine, using these six. Students will explain how energy is transformed and transferred when presenting their chain reaction machine.

Materials:

Activities:

• Students play around with different pulley set-ups
• https://tryengineering.org/wp-content/uploads/pulleysandforce.pdf - keep pulleys from yesterday to combine them to see if it lessons the work needed to lift an object
• Pulley notes for interactive notebook

Homework:

Assessment:

Thursday, Dec. 12

Objectives:

• Students will explore the six types of simple machines in order to construct a chain reaction machine, using these six. Students will explain how energy is transformed and transferred when presenting their chain reaction machine.

Materials:

• incline plane, car, pennies, cup, spring scale
• https://www.youtube.com/watch?v=00Kd--_vuHQ - this video is background knowledge: can draw the would you rather for the class as part of our discussion

Activities:

• incline plane https://www.neok12.com/video/Simple-Machines/zX414d727f766060065b7a73.htm
• Incline Plane challenge - incline plane, car, pennies, spring scale -
• demonstrate the incline plane into a screw using paper and their pencils

Homework:

Assessment:

Friday, Dec. 13

Objectives:

• Students will explore the six types of simple machines in order to construct a chain reaction machine, using these six. Students will explain how energy is transformed and transferred when presenting their chain reaction machine.

Materials:

• https://www.youtube.com/watch?v=zSymWaexstY - this is a good, basic, elementary review of all six simple machines

Activities:

• Wedge and Screw
• Simple machines review - https://jeopardylabs.com/play/simple-machines-494
• Research day - Rube Goldberg ideas from other kids - write down ideas in Interactive Notebook

Homework:

Assessment:

Monday, Dec. 2

Objectives:

• MS-PS3-5 Students will cite evidence (from the Tennis Ball Lab) to explain how energy changes form one form to another.
• Students will use models to demonstrate how energy transfers between objects.

Materials:

• Tennis BAll Lab materials
• textbook

Activities:

• Finish up the Tennis Ball Lab (gravitational and elastic potential energy) explanation while reading from the textbook
• Lesson 4: Energy Change and Conservation - read page 119 - discuss how energy changed form in the tennis ball lab
• Read page 120 (kinetic/potential energy) and discuss when kinetic and potential energy increase/decrease in the tennis ball lab
• Read pg 121: Energy transformation and transfer (complete Model It!)

Homework:

Assessment:

Tuesday, Dec. 3

Objectives:

• MS-PS3-5 Students will explain how energy is conserved in a system

Materials:

• Textbook, Physics and Football article

Activities:

• https://www.youtube.com/watch?v=gI1ZAgbM_II - longest punt in NFL history
• http://www.nfl.com/videos/nfl-throwback/0ap3000000889363/The-longest-field-goal-in-NFL-history - longest field goal in NFL history
• https://entertainment.howstuffworks.com/physics-and-football-denvers-altitude-affect-field-goals.htm - article - read article and discuss: what is the science behind this phenomenon - use terms like kinetic energy transformed/transferred . . .
• Complete math toolbox
• If time, get interactive notebook organized for simple machine notes

Homework:

Assessment:

• -

Wednesday, Dec. 4

Objectives:

• MS-PS3-5 - Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. (Rube Goldberg perfomance task)
• Students will explore the six types of simple machines in order to construct a chain reaction machine, using these six. Students will explain how energy is transformed and transferred when presenting their chain reaction machine.

Materials:

Activities:

• Bill Nye Simple Machines intro https://www.youtube.com/watch?v=VH9r1h3Cvp4 - only watch first 22 minutes or
• https://www.youtube.com/watch?v=3btMMCrsHhM - this one has closed captioning
• 
  

Homework:

Assessment:

Thursday, Dec. 5

Objectives:

• Students will explore the six types of simple machines in order to construct a chain reaction machine, using these six. Students will explain how energy is transformed and transferred when presenting their chain reaction machine.

Materials:

• 12-inch ruler  (optional) a second ruler for making measurements  2 small paper cups (Dixie cups would work)  Tape  Weights (such as marbles, steel nuts, or dead AA batteries)  Dry erase marker, or some other cylinder to use as a fulcrum  Table (Page 4)

Activities:

• Today's Simple Machine: Lever - introduce - https://www.youtube.com/watch?v=878uk1pf4KQ
• Lever Lab - https://www.mos.org/sites/dev-elvis.mos.org/files/docs/education/mos_forces-and-work_lever-lifting.pdf
• Interactive Notebook - Lever page

Homework:

Assessment:

Friday, Dec. 6

Objectives:

• Students will explore the six types of simple machines in order to construct a chain reaction machine, using these six. Students will explain how energy is transformed and transferred when presenting their chain reaction machine.

Materials:

• Balloons
• Cardboard (you will need 3″x6″ for each base and reserve scraps for the wheels)
• Tape (strong tape like Duct Tape works best)
• Rulers
• Pencils
• Scissors
• Plastic drinking straws
• Bamboo skewer sticks
• Plastic soda bottle caps

Activities:

• Today's simple machine: Wheel and Axle
• Interactive Notebook page: Wheel and Axle
• Balloon Powered Car, using the wheel and axle - in groups, watch video https://www.youtube.com/watch?v=zcHLdCI3Ygw - now groups brainstorm and create their own

Homework:

Assessment:

Monday, Nov. 18

Objectives:

• Students will use text evidence to determine the relationships among energy, motion, force, and work

Materials:

Activities:

• Organize Topic 3 in IN: as students are gluing, go over the Google Slides - https://www.youtube.com/watch?v=JvSClZ3vHOI intro video to physics
• Topic 3: Energy - handout WHat is Energy to see what students already know about energy as go over Google slides
• pages 90-93 - complete push/pull

Homework:

Assessment:

Tuesday/Wednesday, Nov. 19-20

ONe day is guidance and one day is science

Objectives:

• Students will apply mathematical reasoning in order to calculate the amount of work being done

Materials:

• plastic funnels, empty soda cans (dry), spring scale, gravel, meter stick, string, masking tape, lab sheet

Activities:

• Calculating work - pages 94-95; complete Math Toolbox on pg. 95
• uInvestigate Lab: What Work Is

Homework:

Assessment:

Thursday, Nov. 21

Objectives:

• Students will use visual representations to identify factors related to kinetic energy and factors that affect potential energy

Materials:

• skateboard, stuffed toy, rubber band
• magnets, nails

Activities:

• Define energy as the ability to do work. Three objects: truck, stuffed toy, rubber band - https://betterlesson.com/lesson/629292/potential-and-kinetic-energy
• If time, complete or begin the magnet lab

Homework:

Assessment:

Friday, Nov. 22

Objectives:

• MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system

Materials:

• tennis balls, meter stick, handout and Magnet and nails if didn't complete the lab from last class

Activities:

• Finish up the magnet lab
• Begin thinking about energy transformations: Tennis Ball lab (gravitational and elastic potential energy, kinetic energy, thermal energy, sound energy) (next class will do lesson on Energy transformations with mystery box modeling and review informational handout)

Homework:

Assessment:

Monday, Nov. 11 - Veteran's Day Assembly: no science

Objectives:

Materials:

Activities:

• https://www.pbs.org/newshour/extra/lessons-plans/veterans-day/ - homeroom Veteran's Day lesson play to do before assembly at the high school

Homework:

Assessment:

Tuesday, Nov. 12

Objectives:

• I recognize that gas is matter (has volume and takes up space) - Air is really there!
• Heating a gas increases the speed of its atoms or molecules
• Cooling a gas decreases the speed of its atoms or molecules

Materials:

• Air It's Really There packet
• Lab: for each group: 2 plastic cups, 8 oz. plastic bottle, detergent, cold and hot water (so make ice cubes ahead of time)

Activities:

• https://www.middleschoolchemistry.com/multimedia/chapter1/lesson5#air_has_mass_ball - this is the demostration that goes along with the Air, It's Really There activity sheets
• Intro question: ARe gases, such as the gases in air, matter?
• Demo that gas has matter (animated - first bullet)
• Students complete activity to find out how heating and cooling affect gases
• Show animation of the bubble as it is heated and cooled
• Exit ticket: answer last question in activity packet

Homework:

Assessment:

Wednesday, Nov. 13

Objectives:

• I can demonstrate comprehension of text by summarizing how Charles' Law relates temperature and volume of gases

Materials:

• https://betterlesson.com/lesson/631781/charles-s-law?from=breadcrumb_lesson

Activities:

• Begin with a Thought Experiment: Mark was wondering what would happen to a bunch of inflated helium balloons if he climbed with them several hundred feet up the side of a mountain where the temperature was 20° C cooler than at the base.
• After hearing students' responses, demonstrate with balloon and beaker filled with hot water (hot plate) and another beaker filled with cold water OR just watch this demo on YouTube https://www.youtube.com/watch?v=GcCmalmLTiU
• Read page 69-70 in textbook
• Interactive notebook page: Gas Laws -- write down notes for Charles' Law

Homework:

Assessment:

Thursday, Nov. 14

Objectives:

• I can demonstrate comprehension of text by summarizing how Boyle's Law relates pressure and volume in gases

Materials:

Activities:

• Begin with demo: https://www.education.com/science-fair/article/demonstration-closed-system/ - demonstrates pressure and volume of a gas - what do we know about gases that makes this happen?
• Read pages 71-72 - go back to rubber glove demo and see if it helps explain Boyle's Law (yes, it does)
• Interactivity: Gas Laws to summarize Charles' and Boyle's Laws

Homework:

Assessment:

Friday, Nov. 15

Objectives:

• I can demonstrate understanding of Charles' and Boyle's laws for gases

Materials:

Activities:

• Students will decide which experiment demonstrates which gas law: Charles' or Boyle's
• Demo #1: Peeps in a Vacuum https://www.youtube.com/watch?v=fxLY1SGXV_E -

or https://www.youtube.com/watch?v=QMKuASSRYSk&feature=youtu.be Watch video and write down which law and how did you know

• Demo #2: Ivory Soap in a microwave (need to go to the teacher's lounge or commons area) or https://www.youtube.com/watch?v=4TN9VLOlThA
• Demo #3: 55 gal drum crush https://www.youtube.com/watch?v=Bi6sDTXE9TE
• Demo #4: dented ping pong ball https://www.youtube.com/watch?v=xKiaWz3NQQQ&list=PLC02CFDE5690E4010&index=20

• Discuss after each demonstration

Homework:

Assessment:

• Gas Laws sheet

Monday, Nov. 4

Objectives:

• I can describe the change in particle motion, temperature, and state of a pure substance when thermal energy is added or removed
• Most of us use the word ‘heat’ to mean something that feels warm, but science defines heat as the flow of energy from a warm object to a cooler object. https://www.sciencelearn.org.nz/resources/750-heat-energy - background knowledge
• https://sites.google.com/wcpss.net/kleimeyerscience/whats-the-matter - great resource

Materials:

• 3 glass jars, food coloring
• textbook
• can use the 3 glass jars for the opening activity

Activities:

• Introductory Activity: Temperature and perception (to review endo and exothermic heat transfer) Transfer of Energy,Heat Energy How does it feel?

Materials: Three cups, hot water, cold water, and medium water.

Activity procedure: Place the index finger of your right hand into hot water and the index finger on your left hand into cold water, count to 30, and put both fingers into the medium cup.

*Read pages 56-57

*Hands-on Lab: A Simple Heat Experiment

• https://www.coffeecupsandcrayons.com/simple-heat-experiment/ - demonstrate and see if students can explain why that happens

Homework:

Assessment:

Tuesday, Nov. 5

Objectives:

• I can describe the change in particle motion, temperature, and state of a pure substance when thermal energy is added or removed

Materials:

• vocabulary sheet for interactive notebook

Activities:

• Begin Vocabulary - read through pages 58-60 and complete vocab sheets

Homework:

Assessment:

Wednesday, Nov. 6

Objectives:

• I can describe the change in particle motion, temperature, and state of a pure substance when thermal energy is added or removed

Materials:

• vocabulary sheet for interactive notebook

Activities:

• Read the effect of Pressure - page 61

*Video How and Why Contrails Form

* could complete the MIrror, Mirror uInvestigate lab (pg. 62 in tchr's book)

*Finish vocabulary sheet, adding words from pages 62-63

https://docs.google.com/presentation/d/1XYu-SGU5kfgVnoUA6_x8fKy0xMhZxjbfDNXK6dl90fk/present?slide=id.p - review of changes of state

Homework:

• Vocab sheet for IN complete

Assessment:

Thursday, Nov. 7

Objectives:

• I can describe the change in particle motion, temperature, and state of a pure substance when thermal energy is added or removed

Materials:

• http://mrbridge204.weebly.com/uploads/1/3/8/2/13825138/_bill+nye+states+of+matter+worksheet.pdf
• https://www.tes.com/teaching-resource/bill-nye-phases-of-matter-video-worksheet-11210823
• Chromebook and headphones - worksheet

Activities:

• https://docs.google.com/presentation/d/1XYu-SGU5kfgVnoUA6_x8fKy0xMhZxjbfDNXK6dl90fk/present?slide=id.p - if didn't finish from yesterday
• Bill Nye Phases of Matter https://www.schooltube.com/media/Bill+Nye+The+Science+Guy+Phases+of+Matter/1_eonor5q7

Homework:

Assessment:

Friday, Nov. 8

Objectives:

• I can describe the change in particle motion, temperature, and state of a pure substance when thermal energy is added or removed

Materials:

• Station cards and accompanying worksheet

Activities:

• Stations and sheet as a review of all lessons this week

Homework:

Assessment:

• Stations assignment