Science+11

-examine common misconceptions in science and analyze a story that is written to confuse the reader -explain what the semester will look like for them and what is expected of them as students || Inq || -inquiry task: students are given shapes and asked to piece them together like a puzzle and after that we brainstormed as a class how this puzzle represents science and new information in science -students filled out a questionaire --went over syllabus and for homework they must have it signed by a parent -two worksheets (DHMO, and t/f science misconceptions || -wksts handed in for in class grade -hw students had to go to digication and copy slide 1-16 on ppt unit one -informal ||  || 1 2 3 ||   || -identify steps of the scientific method -distinguish between the five ares of chemistry -distinguish between theory and scientific law -distinguish between applied and pure chemistry -identify properties of matter as extensive or intensive -define physical property and list sevearl common physical properties of substances || PS1(9-11)1a || -problem of the day (chance favors the prepared mind) -chemical of the day (CO2) -pretest -go over notes -check HW || -notes that are copied for HW -pretest (graded) -answer to problem of the day ||   || 1 2 3 ||   || -examine an article and that has chemistry involved and summarize their finding to the class -use critical thinking skills to devise a way to seperate mixtures based on physical properties and use prior knowledge || Inq PS1(9-11)1aa || -present to the class their article summaries -problem of the day (devise a way to seperate sand from a mixture of sand,charcoal, waters, and sugar.) -chemical of the day methane || -answered problem of the day in notebook -shared article with the class and answered was able to answer questions about their topic if they arise || -computer -projector -Chemisry text book || 1 2 3 ||  || -collect and organize data -make observations -evaluate and make inferences -coordinate new information with old information and modify when needed || Inq || -students worked in groups of three on an inquiry activity (Sam Science) -students had to make inferences and defend them with information that was givin to them -problem of the day was derived from student mistakes from study island -chemical of the day benzene || -worksheet that was filled out while doing activity -continue work tomorrow --problem of the day answered in notebooks || -computer -projector -study island || 1 2 3 4 ||  || -write defense of their inference -evaluate and critique inferences of others -reevaluate inferences when all evidence is gathered || PS1(9-11)1a || -students met with their group from yesterday and finalized the inferences made and prepared to present to the class -students presened to the class -after hearing all presentations students were than able to re- write final inferernces based on the work of others || -final worsheet with all inferences, data, and critiqued inferences || -activity packet and teacher made checks || 1 2 3 4 || checks took a long time to cut out. Next time I should laminate them. || -identify properties of matter as extensive or intensive -define physical property and -list several common physical properties of substances -differentiate among three states of matter -describe a physical change || PS1 (9-11)1a || -students came to class with notes copied from my digicationpage on the topics discussed -the notes were reviewed -practice problems were done in class || -informal answers to practice problems in notebook -problem of the day (rusting) -chemical of the day (NaOH) -extra credit green house gas -open ended homework assignment - || -computer -projector -digication || 1 2 3 || student choice homework was great students took great pride in their work || Complete States af matter and physical change and achieve at least a 70% -create a mistakes document that outlines all of their mistakes and also includes explanations || PS1(9-11)-1a PS1(9-11)-1aa PS1(9-11)-1bb || -at the start of class some students needed to present the open ended homework assignment from last week -homework was assigned (scientific method wkst:to help prepare for test tomorrow) -study island work || -mistakes document -as students work I monitor the progress real time and addressed any problems with the class as a whole || -study island -lap top cart || 1 2 3 || block two is significantly below standard on study island || -students will have to use what they learned and apply it to new situations -go over homework first || -quiz -homework handed in and went over as a class || -computer || 1 2 3 ||  || -Explain the difference between an element and a compound -distinguish between a substance and a mixture -compare and contrast the different ways to seperate a mixture || PS1(9-11)-1a PS1(9-11)-1aa PS1(9-11)-1bb || -went over homework (states of change wkst, and notes from digication) -problem of the day (necap) -chemical of the day (ATP) -students worked on an activity where they had to match a technique used in separating mixtures with the definitions (students worked in groups of two) -first group to complete with correct answers got +5 second group got + 3 -homework wkst on matter and change and look up a chemical of interest || -states of change -completed class work with 100% accuracy ||  || 1 2 3 ||  || -Explain the difference between an element and a compound -distinguish between a substance and a mixture -compare and contrast the different ways to seperate a mixture || PS1(9-11)-1a PS1(9-11)-1aa PS1(9-11)-1bb || -went over H.W (classifying matter wkst) -POD (necap ps) -COD || -POD complete ||  || 1 2 ||  || Identify whether a given chemical reaction or a biological process will release or consume energy (endothermic or exothermic) || PS1(9-11)-6b || -hook: how do you make old fashioned icecream (while holding an empty carton of icecream -I broke the students in to groups of 3. - Each member had a specific role (Facilitator,scribe,presenter,and timekeeper) -the groups rotated through 4 stations each demonstrating an exothermic or endothermic reaction. -they were all given a packet to complete as they made their waay around -students also had to make a notecard with true definition on one side and their own on the other with a picture that reminded them of the word || -completed lab packet -exit slip -informal assessment || lab packet -lab materials || 1 2 3 4 || lab went really well with all classes || -Identify whether a given chemical reaction or a biological process will release or consume energy (endothermic or exothermic) -distinguish between mixture, element, compound. || PS1(9-11)-1a PS1(9-11)-1aa PS1(9-11)-1bb || Students took a quiz part of the quiz used a word web, students had to construct sentences using the words. -POD -COD -post lab discussion (what happened?) -students wrote down additional notes for lab -I handed out the rubric that I will use on Monday for the notebook check || -collected lab packet -quiz ||  || 1 2 3 4 || students are still confused about a homogenous mixture (how can it be a solid?) || -read a scientific journal entry and determine the main idea and areas of possible controversy || PS1(9-11)-1a || -while I checked notebooks students read an article about rare metals and wrote 10 double entry journals || -each student chose an entry and shared it with the class || cnn article || 1 2 3 ||  || -trace the models of the atom through time || PS1(9-11)-2a || -students were broken up into grouop of 2 and three -each group had to research an assigned scientists and report the following: -major contibution to the atomic thoery -model according to that scientist -what was proven to be wrong with that scientists model -year of the contributation -students will create a poster displaying this information || -poster -research || lap top cart || 1 2 3 4 ||  || -trace the models of the atom through time || PS1(9-11)-2a || -each group will present the posters and the other groups will take notes from the poster || -poster -presentation || -lap top cart || 1 2 3 4 || -block two had a hard time collected information and needed help to decide what was relevent information -I had to let them use their notes to take the quiz || -follow lab detailed instructions and produce an alloy (brass) -write a chemical equation explaining what happened in the lab -explain what an alloy is || PS2(9-11)-6a PS1(9-11)-aa || -students completed a pre-lab and than followed a detailed procedure -developed a hypothesis -wrote simple balanced equation -wrote down observations -answered various questions while conducting the experiment -produced at least one Zn plated penny and one brass penny keeping one as a control. -demonstrated green flame (boric acid plus methanol) || -pennies produced -pictures were taken -lab sheet was filled out -write a conclusion for homework || -various lab instruments -penny lab document || 1 2 3 4 ||  || -describe the cathode ray - -write a chemical equation explaining what happened in the lab -explain what an alloy is || PS1(9-11) -2a || -post lab discussion -reading (Mechanics of a nuclear meltdown) (double entry journals) -discussion about reading -COD (boric acid) -POD (necap) || -double entry journals -POD (completed and corrected) || CNN news article || 1 2 3 ||  || -describle democritus's ideas about the atom -explain dalton's atomic theory -trace the models of the atom through time -identify the inadequacies of each model -draw the model according to the scientist -decribe a cathode ray and explain how J.J Thompson used it in his research || PS1(9-11) -2a || -POD (review of mixtures, compounds, and elements) -offered students extra credit worksheet on conceptts that they got wrong on the quiz from last friday -block two finished taking notes from posters -all students took quiz (block two was able to use their notes) -went over the last quiz -homework was assigned go to digication and get notes fill out worksheet while reading notes || -quiz -worksheet that followes notes -extra credit worksheet -collected lab from thursday with conclusion || computer || 1 2 3 4 || block two (low level) struggled even with modifications || -calculate percent error -identify three types of subatomic particles -describe the stucture of an atom according to Rutherford,Thompson,and Dalton || PS1(9-11) -2a || -collect and go over homework -go over notes and watch a clip explaining Rutherfords experiment -block two had to finish test -POD (necap) -COD (acetic acid) || -study guide -informal assessment -POD (correct) ||  || 1 2 ||  || - determine the percentage by volume of oxygen in air -follow lab instructions provided to them -Investigate on their own how the rusting of steel wool happens and how we can use this information to determine the amount of oxygen in air || PS2(9-11)-6a PS2(9-11)-6bbb PS1(9-11)-1a || -check that pre-lab was done -students perform lab -students recoreded and organized data on their own and reported on class data table || -data collected on table || -all lab materials -JCE ( chemistry journal) -giant post-it || 1 2 3 4 || Students had a hard time following direction in lab. -I forgot to list a control -lab needed two days to complete || (continue work on lab) || Students will be able to: - determine the percentage by volume of oxygen in air -follow lab instructions provided to them -Investigate on their own how the rusting of steel wool happens and how we can use this information to determine the amount of oxygen in air || PS2(9-11)-6a PS2(9-11)-6bbb PS1(9-11)-1a || -continued work on lab -trails 2 and 3 were completed -made calculation to determine percent oxygen in aor -reported on class data table || -data collected on table -informal assessment || all lab materials JCE ( chemistry journal -giant post-it || 1 2 3 4 ||  || (continue with calculations in lab) || students will be able to: -calculate percent error form the lab data fron (percent oxygen in air) -calculate class average percent oxygen in air and determine average percent error -achieve 70% on quiz (cummulative) || PS1(9-11)-2 PS1(9-11)-4a || -hand out class data -POD (necap 2010 released item) -COD (potassium chlorate) -determine class average % oxygen and class average percent error -determine own percent error -Take Quiz -H.W distinguishing among atoms notes plus study guide -go over density wkst Block two -density wkst (needed extra help) -quiz will be tuesday || -POD -COD -Quiz -informal assessment of correct calculations || -data tables (J.Butler helped make them for me) || 1 2 3 || -block two needed a lot of extra help || -Identify subatomic particles beyond electrons, protons, and neutrons(quarks,mesons,gluons) -Explain what an isotope is -Calculate the number of neutrons in an atom -explain what makes elements and isotopes different from each other || PS1(9-11)-4a PS1(9-11)-1a || -pod (necap) momentum -check hw (study guide) -go over notes -problems during class -matter wkst -article for lab report -read arrticle together about radioactive isotopes in US from Japan || -pod -wkst collected -informal assessment -questions from slide show answered -hw report on a practical use of an isotope || -computer -digication -bqb.com || 1 2 3 ||  || -examine lab report documents -construct required tables and graphs -develope an hypothesis || PS1(9-11)-4a PS1(9-11)-1a || -check H.W. Block 1 -hand out all documents for lab report and go over -hand back quizes || -lab document check list(purpose, title and hypothesis) ||  || 1 2 ||  || -examine lab report documents -construct required tables and graphs -develope an hypothesis || PS1(9-11)-4a PS1(9-11)-1a || -continued work on lab report || -three parts must be complete for an in class grade (title page, abstract, and materials and procedures) || -computer lab ||  || Block two: Lab is being broken down into smaller pieces with due dates floowing up to the final due date (check points) -many students missing today due to culinary needing help || -explain what makes elements and isotopes different from each other -Calculate the number of neutrons in an atom || PS2((-11)-6c PS2(9-11)-6d PS1(9-11)-4c || -pod (necap) -block two computer cart (worked on lab report) -finished notes on isotopes -quiz || -block 1 and three quiz -exit slip calculate the percent abundance of and element || -computer cart || 1 2 ||  || -read a cartoon guide to chemistry pull out main ideas -solve a half life problem || PS2((-11)-6c PS2(9-11)-6d PS1(9-11)-4c || -pod (necap) -block two took quiz -10 double entry journals with reading -HW "what is going on with the collider"? -HW study guide with notes -watched 60 minute special segment on the collider || -exit slips half life problem -block two quiz -exit slip ||  || 1 2 3 ||  || -identify the inadequicies in the Rutherford model -identify the new proposal in the Bohr Model -describe the energies and positions of the electrons according to the quantum mechanical model || PS1(9-11)-4aa PS1(9-11)-4a PS1(9-11)-4c || -POD (necap) -go over homework (collider update) -Go over notes and study guide -start electron probabilty lab || -informal assessment -exit slip ||  || 1 2 3 || I didn't see blockes 2 and three today (they were doing a writing pilot) || -should be 70% done || PS1(9-11)-4a PS1(9-11)-1a || -pod -students worked on lab report -a study island topic was also assigned (electron configuration) || -checked progress on lab report and assigned a grade -study island ribbon ||  || 1 2 3 ||  || -observe the flame color of various knwn metals ions -build a reference table of these colors -observe the flame color of an unknown metal ion and identify it by comparing it to the known colors of ions observed -modify using cobalt glass || PS1(9-11)-4c PS3(9-11)-10c || -conducted lab -students had a prelab the night before in order to prepare -finished electron probability lab -answered questions post-lab and handed in -POD (necap) -quiz on pre lab reading (two questions block one only) || -lab documents table with questions -two question quiz ||  || 1 2 3 4 || lab went well students were very mature with burners || -Sketch a bohr model of various atoms -describe the energies and positions of electrons according to the quantum mechanical model || PS1(9-1)-3a PS1(9-11)-2a PS1(9-11)-4c PS1(9-11)-(ext)-4aa || modeled step by step how to make a Bohr diagram -POD (necap) -watched a short clip to introduce quantum mechanics || -students did their own models -informal - ||  || 1 2 3 4 || I made an error n=3 only holds 8 electron need to make this clear on monday || -Sketch a lewis diagram of an atom -model an electron configuration of an atom -describe the energies and positions of electrons according to the quantum mechanical model || PS1(9-1)-3a PS1(9-11)-2a PS1(9-11)-4c PS1(9-11)-(ext)-4aa || =====Finish Bohr diagrams=====
 * ~ Date ||~ Essential Question/ Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/ Readings ||~ DOK ||~ Special Considerations ||
 * 2/4 || Bill took all blocks to computer lab to work on Way to go RI (i worked with C. Taylor on webinar and study Island ||  ||   ||   ||   ||   ||   ||   ||
 * 2/7 || Why study chemistry? What are some common misconceptions in science? || -students will be able to:
 * 2/8 || Intoduction to chemistry || Students will be able to:
 * 2/9 || Study Island ||  ||   ||   ||   ||   ||   ||   ||
 * 2/10 || I was out and JR has sex education with Ms O ||  ||   ||   ||   ||   ||   ||   ||
 * 2/11 || How does chemistry effect your every day life || Students will be able to:
 * 2/14 || The scientific method || Students will be able to:
 * 2/15 || The scientific method || Students will be able to:
 * 2/16 || Study Island || Scientific method and tools ||  ||   ||   ||   ||   ||   ||
 * 2/17 || Matter and Change || -distinguish between scientific law and theory
 * 2/18 || ASVAB testing ||  ||   ||   ||   ||   ||   ||   ||
 * 2/28 || Common Core Training ||  ||   ||   ||   ||   ||   ||   ||
 * 3/1 || Common Core Training ||  ||   ||   ||   ||   ||   ||   ||
 * 3/2 || Study Island: States of Matter and and Physical Change || Students will be able to:
 * 3/3 || The scientific method and what is chemistry || Quiz:all material from start of class:(chemicals of the day, problem of the day, notes, in-class assignments,study island) || all above || -I designed the quiz to be more inquiry based
 * 3/4 || Study Island || Students worked on Heat and Energy ||  ||   ||   ||   ||   || I was out sick ||
 * 3/7 || Matter and Change || Students will be able to:
 * 3/8 || Matter and Change || Students will be able to:
 * 3/9 || Study Island ||  ||   ||   ||   ||   ||   ||   ||
 * 3/10 || Thermodynamics:exothermic vs endothermic || Students will be able to:
 * 3/11 || Matter and Change || Students will be able to:
 * 3/14 || Matter and Change || Students will be able to:
 * 3/15 || The atomic Thoery || Students will nbe able to:
 * 3/16 || The atomic theory || Students will be able to:
 * 3/17 || Alchemy lab (gold penny; chemical change) || Students will be able to:
 * 3/18 || The atomic theory || Students will be able to:
 * 3/21 || The atomic theory || Students will be able to:
 * 3/22 || The atomic theory || students will be able to:
 * 3/23 || Study Island and Survey ||  ||   ||   ||   ||   ||   ||   ||
 * 3/24 || Percent oxygen in air || Students will be able to:
 * 3/25 || Percent oxygen in air
 * 3/28 || The atom/lab
 * 3/29 || The atom || Students will be able to:
 * 3/30 || Oxidation of Steel Wool || Students will be able to:
 * 3/31 || Oxidation of steel wool || Students will be able to:
 * 4/1 || Distinguishing among atoms || Students will be able to:
 * 4/4 || Distinguishing among atoms || Students will be able to:
 * 4/5 || Distinguishing among atoms || Students will be able to:
 * 4/6 || Lab Report || -continued work on lab report
 * 4/7 || Electrons in atoms || Students will be able to:
 * 4/8 || Electrons in atoms || Students will be able to:
 * 4/11 || Electrons in Atoms || Students will be able to:

-went over the bthree rules (students already had notes)
|| handed in completed Bohr diagrams  -students handed in lab report ||  || 1 2 3 ||  ||  ||   ||  || PS1(9-11)-2a PS1(9-11)-4c PS1(9-11)-(ext)-4aa || study island topics (electron configuration in atoms and periodic table ||  ||   ||   || I was at a necap meeting with John for blocks 2 and 3 || -block one explain how an ESM works -draw and electron configuration model for atoms || PS1(9-1)-3a PS1(9-11)-2a PS1(9-11)-4c PS1(9-11)-(ext)-4aa || -web quest -study island topic -wkst atomic orbitals -practice problem teacher led || -exit slip -wkst -study island mistakes document ||   ||   || I was a guest speaker in JMacdonalds classed today (DNA) was out for blocks 2 and 3 || - -model an electron configuration of an atom -describe the energies and positions of electrons according to the quantum mechanical model Block 2 -model an electron configuration of an atom -model a short hand electron configuration of an atom || PS1(9-1)-3a PS1(9-11)-2a PS1(9-11)-4c PS1(9-11)-(ext)-4aa PS3(9-11)-10c || block 2 -practice doing electron configurations block 1 and 3 -ppt jeopardy with content from quantum mechanics review for test tomorrow || -informal assessment -+5 to winning team -block 2 follow along with teacher wkst || PPT jeopardy || 1 2 || all classes were short today due to clashes of the classes || -assessed on all above standards || PS1(9-1)-3a PS1(9-11)-2a PS1(9-11)-4c PS1(9-11)-(ext)-4aa || block 2 -jeopardy review block 1 -test (quantum mechanics) || Test || ppt jeopardy || 1 2 3 ||  || -describe the relationship between wavelength and frequency of light -identify the source of atomic spectra || PS1(9-11)-10c || -block 2 took test -assign periodic table h.w. -POD (necap) -handed back lab reports and quiz -practice problem with calculating frequency and wavelength || -test block two -POD -practice problem -open ended H.W. started to share ||  || 1 2 3 4 ||  || -describe the info in a periodic table -distinguish representative elements and transition metals -describe trends among the elements for atomic size -explain how ions form -describe periodic trends for first ionization, ionic size, and electronegativity || PS1(9-11)-3a PS1(9-11)-3b || -collect and go over homework -continue open ended h.w. presentations -POD (necap) -periodic table trends activity || -POD -Graphs and questions from activity -practice problen with light || -graph paper -RIDE -computer || 1 2 3 4 ||  || 2 3 || Block three only two students had the homework -study island topic was too hard for many students || -on monday I will have the students swap tasks and grade each others ||  || 1 2 3 4 || Students in block two had a very hard time || Block two and three had topics still to finish || Topics:vary || -must make a mistakes document || -must score 70 percent on topics ||  || 1 2 3 || I was out sick || -complete a released inquiry task from NECAP (acid lakes 2008) || Life science and physical science standards are assesssed || -continued work on inquiry task -students swap tasks and score each others using the NECAP scoring rubric || -completed task -graded at least one other paper -went over homework (pH scale labeled with household items and h+ ions) || elmo || 1 2 3 4 ||  || -complete a released inquiry task from NECAP (acid lakes 2008) -continued work || Life science and physical science standards are assesssed || -after students handed back the graded inquiry task I went over each question projecting what a 2,1,0 ect looks like -students were given two released constructed response questions to answer || -they graded their own constructed response using the necap scoring rubric and than they wrote a reflection on the questions and handed it in attached to the questions || elmo || 1 2 3 4 || shayna is helping with small groups of kids in resource complete the inquiry task || 2 3 ||  || -reflection || elmo || 1 2 3 || very few students new about the big bang theory and also did not know that humans have 46 chromosomes || and NECAP review || Students will be able to: -describe the info in a periodic table -distinguish representative elements and transition metals -describe trends among the elements for atomic size -explain how ions form -describe periodic trends for first ionization, ionic size, and electronegativity || PS1(9-11)-3a PS1(9-11)-3b || -students in block one read from the Cartoon Guide to: (their choice; low area on NWEA) shared facts from reading -worked more on periodic table inquiry project -assigned homework for friday (choose an area of weakness according to NWEA and make and present a model of something that relates i.e cell, energy cycle, electromagnetism, atom -3 released problem for necap were completed and went over individually and as a class || -progress on periodic table activity was noted -3 problems of the day checked for correctness ||  || 1 2 3 4 ||   || 2 3 4 ||   || -reading for H.W (dino bone dating, radioactive dating, half-life ect.) -two webquests (one on continental drift and plate tectonics and the other on cells), students pick one in their low NWEA scores. || -H.W -inquiry task -wkst filled out following webquest ||   || 1 2 3 ||   || (half day PT conferences) || NECAP Review ||   || -Two POD (NECAP) (life science and chem; half life) || -went over hw -finished going over inquiry task ||   || 1 2 3 ||   || -finished periodic table activity with butler and he developed NECAP questions ||   ||   || 1 2 3 ||  || -go over answers to periodic table activity || - ||   || 1 2 3 ||  || -reply on digication to a discussion board to NECAP questions -post a reflection to lab report in the new format ||  || -worked on digication || -printed out reflection and I checked that they responded to the digication post ||   || 1 2 3 4 ||  || -explain how the octet rule applies to atoms of metallic and nonmetallic -describe how cations and anions form -explain the electrical charge of an ionic compound -describe 3 properties of ionic compounds || PS2(9-11)-7a PS1(9-11)-4b PS1(9-11--4c || Reviewed the periodic table for quiz tomorrow (went over periodic table study guide) -POD lewis structures, bohr diagrams, ionization energy, and atomic radius -students took notes and answered questions as we went along - || -informal assessment -POD looked at everyones - ||  || 1 2 3 || -students forget a lot of the info on the periodic tabel because of NECAP being in-between this unit || -explain the electrical charge of an ionic compound -describe 3 properties of ionic compounds -complete periodic table quiz with at least 70% || PS2(9-11)-7a PS1(9-11)-4b PS1(9-11-4c || -block 2 students worked on alien periodic table to help review for the test they will take tomorrow --sr that are in that class will start to review for the final -block three finished alien periodic table and then took the quiz -block one took the quiz and I assigned the study guide to the new unit for HW || -periodic table quiz -alien periodic table (first group to finish 10 points for quiz, 2nd group +5 and everyone else +3) - ||  || 1 2 3 || I made an alternative assignment for Alberto and Cjay in place of the final || -explain the electrical charge of an ionic compound -describe the 5 general types of reactions -predict ionic formula from various ions || PS2(9-11)-6a PS2(9-11)-7a <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">PS1(9-11)-4b <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">PS1(9-11-4c || -block two had to take the periodic table test -block one and three started with POD involving ionic formulas -I handed out notes that outlined the 5 types of chemical rxn's -checked H.W and went over study guide. -assigned pre lab HW (identification of chemical reaction) -block one worked on finishing packet that helps with this unit || -POD -7 reactions are given and students had to label the type of reaction after I modeled a few. ||  || 1 2 3 || block one is very interested in balance chemical equations. || <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">-describe the 5 general types of reactions <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">-predicat the properties and changes of properties in matter <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">-analyze how subtances react chemically in characteristic ways with other substances to form new substances (compounds), with different chemical properties || PS2(9-11)-6a PS2(9-11)-6b <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">PS2(9-11)-7a <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">PS1(9-11)-4b <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">PS1(9-11-4c || -block two starts with the hand out of the different chemical reactions. -two large groups are made and 6 small group within the large groups are made || -lab observations all filled out -observations should include new words:precipitate,volatile,and viscous -pre-lab checked || Lab kit"identification of cheimical reactions" || 1 2 3 4 || students enjoyed this lab! || -determine what type of chemical reactions (of the 5) took place in yesterdays lab after given the chemical reaction equation -describe the steps for writing a balanced chemical equation -describe the information found in a net ionic equation -balance a simple chemical reaction equation <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">-analyze how subtances react chemically in characteristic ways with other substances to form new substances (compounds), with different chemical properties || PS2(9-11)-6a <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">PS2(9-11)-7a <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">PS1(9-11)-4b <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">PS1(9-11-4c || -I gave students the chemical reactions from the lab and they filled in on a worksheet which of the five the reaction was. -I gave a lesson on a worksheet with steps on how to balance a chemical reaction they followed along making notations and answering practice problems along the way. || -practice problems -chemical equations wkst handed in with lab -informal assessment ||  || 1 2 3 ||  || -describe the steps for writing a balanced chemical equation -apply the steps to balance skeleton equations -describe the info found in a net ionic equations -predict the products of a ionic equation in solution || PS2(9-11)-6a <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">PS2(9-11)-7a <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">PS1(9-11)-4b <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">PS1(9-11-4c || -as a class we worked on practice problems -I modeled and the class did problems on their own -POD review to help with next topic || -packet -practice problems ||  || 1 2 3 ||   || -describe how to write a word equation -balance a skeleton chemical reaction equation || PS1(9-11)-4a PS1(9-11) (ext)-4bb PS2(9-11)-6a PS2(9-11)-6aa PS2(9-11)-6bbb || -POD to review nwt ionic equations -balancing act wkst -lesson on a wkst decribing the steps to balance a chemicla equation -I modeled on the elmo several practice problem and presented ways in which I would approach the problems || -wkst finished plus 2 challange questions for extra credit -I went around the room and informally assessed their written work ||  || 1 2 3 4 || Block three is having significant trouble with the unit. I think this is mainly because students are socializing, block two (the lower performing kids picked the skill up rather quickly || -describe how to write a word equation -balance a skeleton chemical reaction equation -evaluate the unique chemical properties of water || PS1(9-11)-4a PS1(9-11) (ext)-4bb PS2(9-11)-6a PS2(9-11)-6aa PS2(9-11)-6bbb || POD to review balancing equations and net ionic equations -reading "Unique properties of water || -double entry journals with reading -practice problems -graded problems || reading elmo || 1 2 3 4 ||  || 2 3 4 || only two students in block three passed Danny Elliot and April Harris both of which stayed after school for extra help and agree that the other students are socializing too much || -develop a cheat sheet for the final exam || all standardfrom start of class in Feb || I handed out the study guide and went over all topics -handed back the quizes and allowed students to make corrections if they failed to bring their grade to a 70% || -students started to make their cheat sheet that they can use for the final -made corrections to test from friday ||  ||   ||   || -respond to questions in review for final exam -create a cheat sheet for the final exam || all standardfrom start of class in Feb || Many students from block 2 and three struggled with the review problems -i met with students individually to review their answers || -finished cheat sheet -metting with me -handed in all extra credit to apply to their final grade ||  || 1 2 3 ||  ||
 * 4/12 || Electrons in Atoms || Study Island || PS1(9-1)-3a
 * 4/13 || Electrons in atoms || Block two and three study island
 * 4/14 || Electrons in atoms || Block one and two
 * 4/15 || Electrons in atoms || Block 1 and 3
 * 4/25 || The quantum mechanical model and light || Students will be able to:
 * 4/26 || The periodic Table || Students will be able to:
 * 4/27 || Study Island || Topic :Chemical Equations ||  || -block one finished going over open ended homework ||   ||   || 1
 * 4/28 || Acid Lakes || Students will be able to complete a released science inquiry task with at least proficiency || Life science and physical science standards are assesssed || -all classes were given a released inquiry task from 2008 necap and allowed the whole block to complete || -the completed task will count as a test grade
 * 4/29 || Digication || I will be out with most of the Jr class those that are left behind will be working on digication ||  ||   ||   ||   ||   ||   ||
 * 5/2 || Study Island || Block one had to choose a topic where they scored low in on NWEA
 * 5/3 || Science Inquiry Task || Students will be able to:
 * 5/4 || Science Inquiry Task || Students will be able to:
 * 5/5 || Study Island ||  ||   ||   ||   ||   ||   ||   ||
 * 5/6 || Science Inquiry task || Continued work on inquiry task ||  || -block 2 remedial work on graphing ||   ||   || 1
 * 5/7 || NECAP review || -students will be able to construct two released constructed responses || life science and earth and space || -after completed I handed out the scoring rubric with example work of a 4,3,2 and one. Students used this to score their own and write a reflection after || -scored constucted response
 * 5/9 || The periodic table
 * 5/10 || Inquiry Task || NECAP released inquiry task || Physical science:location || -students will complete an entire released inquiry task from 2009 || -students presented ideas for friday's homework ||  || 1
 * 5/11 || NECAP Prep || NECAP Review ||  || - students finsihed inquiry task. I put it on the overhead and went over each question; highlighting student work
 * 5/12 || NECAP Prep
 * 5/13 || Necap Prep || I was out sick ||  || -practice problem
 * 5/16 || NECAP Prep || Prepare students for NECAP ||  || -practice problems
 * 5/17 || NECAP Testing ||  ||   ||   ||   ||   ||   ||   ||
 * 5/18 || NECAP Testing ||  ||   ||   ||   ||   ||   ||   ||
 * 5/19 || NECAP Testing ||  ||   ||   ||   ||   ||   ||   ||
 * 5/20 || Digication and wrap up work || Students will
 * 5/23 || Ions and Ionic bonding || Students will be able to:
 * 5/24 || Ions and bonding || Students will be able to:
 * 5/25 || Ions and bonding || Students will be able to:
 * 5/26 || Indentification of chemical Reactions Lab || Students will be able to:
 * 5/27 || Chemical reactions || Students will be able to:
 * 5/31 || Chemical Reactions || Students will be able to:
 * 6/1 || Chemical Reactions || Students will be able to:
 * 6/2 || Chemical reactions and water chemistry || Students will be able to:
 * 6/3 || Chemical reactions and water chemistry || Students will be able to take a test on this unit and achieve at least a 70% || all standards above assessed || Test on chemical reactions types, balancing skeleton equations, and net ionic equations, and three questions from reading || -test ||  || 1
 * 6/6 || Final Review || Students will be able to:
 * 6/7 || Final review || Students will be able to:
 * 6/8 || Final Review || Jeopardy ||  || Played jeopardy which contained question s from the final || - I posted the game to digication at the end of the day for students to study from ||   ||   || many students told me that this really helped them prepare for the final ||
 * 6/9 || Final Exam ||  ||   ||   ||   ||   ||   ||   ||
 * 6/10 || Final Exam ||  ||   ||   ||   ||   ||   ||   ||