Do Now: Grab a Student sheet LESSON 6 and answer the first two questions. Be ready to share.
Navigation: What did we figure out last time to help us search for life past Earth? What is our new driving question?
(15 min) Students connect the grouping of elements in the previous step to the search for life on other planets. Students read an article about sodium and potassium in the body.
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Do Now: Please get out your notebook and Lesson 5 Reading
Finish writing our thinking in notebooks about electrolytes, ions and salts. Slideshow questions here What questions do we have? Jamboard Please join our Chemistry 2022-23 QUIZLET Class. If you don't I can't give you credit for your quizzes. Unit 1 - Chemistry Search for Life Quizlet Please use the Learn or study feature if necessary and take the quizlet test until you get 100%. NEXT: Performance expectation: Develop and use a model of ionic compounds to identify patterns in the chemical composition of salts and salts’ electrolyte properties. Overarching Question: How should we search for life beyond Earth? Today's DRIVING question: Why is water so essential to life? To answer this we will investigate:
Do Now:
Make business cards Learning Model Tracker (already done), read it and tape it into your notebook on a new page. Date your page 9/26/22. After this, you will be adding to a similar graphic organizer to track what we figure out during each lesson that helps us answer our Driving Question. -------------------------------------------------------------------------------------------------- Assessment: Student Electronic Exit Ticket (Exit from Lesson 4) -------------------------------------------------------------------------------------------------- REVISIT the Jamboard questions you came up with on Friday. Which questions should we work on next to figure out more about water and it's ability to conduct electricity when there is water in it. Begin Lesson 5 with some background connections and thinking. PLEASE open your notebook to the next open section under today's date. ANSWER the following questions. (Also on the Slideshow) 1. We have new knowledge of how charge can be transferred from one object to another (water + balloon; balloon + wall; tape). How might that information help us explain the differences we noticed when we tested the conductivity of deionized water, salt water, and sugar water? 2. Which macromolecule images included positive and/or negative charges? SLIDESHOW What ideas do you have about why these ions are so important for life? 3. How do we think conducting electricity might relate to water’s importance for life? 4. How might we investigate how or why salts conduct electricity? What ideas do you have for substances we could investigate? Build our own conductivity meters. Here are some ideas on how: Do Now: Open your chromebook and go to this PhET about balloons and static electricity. Play with the simulation for a few minutes and be ready to answer the question: "How does this simulation compare to the model you drew yesterday for a balloon and water or balloon and hair? Does your model or this model better show what is happening at the level of the atom?"
Open this next simulation on atomic structure and charges.
Class consensus model of what is happening to atoms in the tape to create charged pieces of tape? A good model needs to be labeled and understandable. Any symbols must have a key to say what they are.
Can we explain why water conducts electricity when salt is dissolved? What ideas do you have? Be ready to share Class Jamboard to write some questions as a class. Get out your Incremental Learning Tracker. What have we learned so far? Exit Ticket assessment and reflection Do Now: Please get out your notebook and handout for lesson 4.
Driving Question: How can we explain charges and electricity? Why might they be important to explaining why water is so important to life? Learning Goal: Collect and analyze data to use to explain the cause and effect with charges and matter. We have observed that balloons and tape can be charged. We have observed that a top and bottom tape seem to attract and two top tapes will repel each other. Today we will follow the Lab Instructions to perform a few more test interactions to learn more about how these charges work. Groups should also design their own tests and perform them. If you are having trouble getting the tape experiments to work, try harder, or, here are a bunch of videos of the tape and other object interactions. Class share what groups observed with the charged tape.
Groups develop a model of charges and charge transfer. Exit Ticket: Tell me one new thing you understand from today. Do Now: Find a seat you will stay in for a while - this will be your seating chart. Someone please make a seating chart with everyone's names.
How could the water properties be important for life on Earth? Each group goes to a whiteboard. Brainstorm ideas for how this property of water could help make water important for life. Rotate to each new whiteboard station. Read what other wrote and add anything you can think of. Rotate through again 45 seconds each to read new additions, then back to seats. Finish writing down your thinking for questions 5-8. DO NOW: Please get out your computer and do the Lessons 1-2 Check in Google form linked here or go to Google Classroom. Learning Goal: 3 Planning and conducting investigations to produce data as evidence of how water’s properties (functions) help explain what it does at different scales (classroom and ocean) Driving Question: Why is water so important? First: Please get out your Incremental Model Tracker packet. Add these ideas to Lesson 2:
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DRIVING QUESTION: Why is water so important to life? Learning Goal: Plan and conduct investigations to produce data that is the basis for evidence of how water's properties (functions) help explain what it does at different scales (classroom and ocean). 1. Brainstorm with group:
2. Lab Stations: Investigate the properties of water Goggles for the wet lab stations Do Now:
Let's play with molecules to get more clear about the difference between atoms and molecules!! Open your computer and go to the Build a Molecule Phet. (You can just Google search that.) Why are these substances such important supports for life? Learning goal: Investigate patterns of how the elements and macromolecules might be structured to contribute to life in space. NAVIGATION:
“I found a video that could give us a clue to see how scientists are looking for these things.” The scientists in the video said that wherever there is a tiny speck of water on Earth, there’s life. What do you think this tells us about searching for life? Class Discussion about what we saw and what it means for our search for life. READ: Blog Post Keep a copy in your folder or notebook “We have learned a lot already about searching for life. What questions do you have now that we’ve heard from a NASA scientist, this blogger, the molecules that compose life, and the elements that compose life?” Post questions to our Driving Question Board on a Jamboard. What are our next steps? Why? Discussion and add what we have learned and where we might go to your IMT - Incremental Model Tracker (New to you today or in notebook. Essential Question: Why are certain substances such important supports for life? Learning Goal: Investigate patterns of how the elements and macromolecules might be structured to contribute to life in space. Do Now: Get out your notebooks and find a partner to share and explain the model you drew for how we might explore for life outside our planet. NEXT: What questions have we already decided we could answer? As a class, read, "Finding Life by Looking for Molecules in Outer Space."
LESSON 2
MOLECULE STATIONS First - Let's do one together using See Think Wonder: Phospholipid - see the slides Use your Lesson 2 Activity Sheet to move from station to station to get information. At each station, you will find a molecule that is important to life. Using the models at each station, fill out the table on your activity sheet to determine the presence of common features between these molecules.
Notebooks back on the shelf. Ticket out: Tell me your muddiest point (greatest confusion) from today. |
AuthorChris Campbell Science Practices, Core Ideas and Crosscutting ConceptsArchives
June 2023
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