11.28 – 11.29 A and B-Day

Science

In class students finished up working on their Property of Air posters. We began presentations in Period 2 and 3 on Tuesday.

Hand Out – poperties-of-air-poster-scoring-guide

Friday we will have our test on Properties of Air. I handed out a study guide. This needs to be finished on Friday before the test. NOT COMPLETING A STUDY GUIDE MEANS YOU FORFEIT YOUR CHANCE TO COMPLETE A RETAKE OF THE TEST. CORRECTIONS WILL STILL BE POSSIBLE.

Hand Out – properties-of-air-study-guide

HOMEWORK – Work on your study guide

11.17.16

Turkey Trot Day

Great job class! We raised the most money per class in the whole school!!! We also brought in the most cans in 6th grade! Overall, 6th grade raised the most money. NICE WORK!!!!

In science class we watched a video on food production inefficiencies. We will wrap up discussion when we get back. A 5 point class assignment is a part of this. If you were absent today, you will need to make it up. Here is the video:

http://www.pbs.org/newshour/bb/almost-half-americas-food-go-waste/

Here is the worksheet: https://docs.google.com/a/wlwv.oregonk-12.net/document/d/1PTuLHTxFXAehheRkV-9rLP__vKDLtK5t8oLcAhBuHI4/edit?usp=sharing

If you forgot Water Cycle Summative Corrections today, you need to drop them off in the office on Monday or Tuesday.

11.15.16 and 11.16.16

Science

In class we watched a video on how hot air balloons work and took notes about it. Here are the videos we watched. The first video is a time lapse and we just recorded our observations and came up with explanation  for what we observed.

The second  video provides more details explaining how hot air balloons work. We did not worry about the details on the physics equation PV = nRT. KIDS DO NOT NEED TO KNOW THAT EQUATION OR HOW IT WORKS.

HOMEWORK – Water Cycle Summative Corrections  DUE FRIDAY

11/14/16 A-Day

Science Period 1, 2, and 3

In class we read and summarized a reading on the why the bubble expanded over the bottle when placed in hot water (one of the properties of air stations we explored last week). Here’s what we summarized:

  1. The warm water warms the air in the bottle.
  2. The air particles move with more energy and spread out
  3. The air particles hit the sides of the bottle and bubble film with more energy than the air in the room outside the bubble.
  4. The difference in air pressure between the inside and outside of the bottle causes the bubble to expand outward.

We spent the rest of the class working on our property of air group posters.

HOMEWORK – Water Cycle Test Corrections Due by FRIDAY

Water Cycle Corrections Concept Map

water-cycle-assessment-correction-sheet

Science Fair Academy

We worked on brainstorming ideas for the project procedure. These should be finished by the end of the week.

11/8/16 B-Day

Science Period 2 and 3

In class we took notes on using the particle model of matter to create a diagram about the “homemade thermometer.”

I handed back the water cycle summative (completed last quarter but graded for this quarter).

HW – Water cycle summative corrections: water-cycle-assessment-correction-sheet – front side

Water Cycle Corrections Concept Map – back side

Science Period 4

Warm Up: we read about the TROPOSPHERE and recorded these five notes on the reading in our jounral:

-“About ____________ of air is in the _________________.”

-“Almost all _______________ happens in the troposphere.”

-“The ___________ is a river of air. It zooms along at _________ mph. It is located ______________ .”

-“Air near the top of the troposphere is about ________ degrees celcius”

-“The air at the top is thinner because _______________________”

Main Activity 1:  We discussed which properties of air demos were connected to which properties of air. We then highlighted one property as a key connection.

Main Activity 2: We completed Particulate Model of Matter reading notes.

HW – Finish the reading notes. Here’s a copy of the reading: ngss-particle-model

11/7/16 A-Day

Science Period 1, 2, and 3

Warm Up: we read about the TROPOSPHERE and recorded these five notes on the reading in our jounral:

-“About ____________ of air is in the _________________.”

-“Almost all _______________ happens in the troposphere.”

-“The ___________ is a river of air. It zooms along at _________ mph. It is located ______________ .”

-“Air near the top of the troposphere is about ________ degrees celcius”

-“The air at the top is thinner because _______________________”

Main Activity 1:  We discussed which properties of air demos were connected to which properties of air. We then highlighted one property as a key connection.

Main Activity 2: We completed Particulate Model of Matter reading notes.

HW – Finish the reading notes. Here’s a copy of the reading: ngss-particle-model

11/3/16 D-Day

Science Period 3

In class we took a Plickers quiz on the ingredients of air. We spent the rest of the period working on notes about the particle model of matter.

HW – Finish reading notes if not done. Here’s a copy of the reading: ngss-particle-model

Science Period 1 and 4

In class we explored a CO2 fire extinguisher: https://youtu.be/1z_ApF2n-5Y

We used this to think about how gases behave like fluids. The more dense CO2 in the jar pours down onto the table, pushing the air with O2 in it out of the way, putting out the candles that need O2 for combustion to happen.

We then spent time making connections between our exploring air stations  and the properties of air.

Finally, we started taking notes on the Particulate Model of Matter.

HW – Study ingredients of air for a quiz coming up at the end of the week (tomorrow for P3, Friday for P2).

-78% Nitrogen – a non-reactive gas

-21% Oxygen – essential for life, reactive with materials in combustion (causing fire).

-0.9 % Argon – a non-reactive gas. Used in lightbulbs!

-0 to 4% Water Vapor – changing amount changes the humidity

-0.04% Carbon Dioxide – bi-product of combustion and respiration. A “greenhouse gas.” The amount in the atmosphere is increasing with use of fossil fuels. We talked about how 0.04% can also be written as 400 ppm (parts per million).

11/2/16 B-Day

Science Period 4

In class we discussed the ingredients in air:

-78% Nitrogen – a non-reactive gas

-21% Oxygen – essential for life, reactive with materials in combustion (causing fire).

-0.9 % Argon – a non-reactive gas. Used in lightbulbs!

-0 to 4% Water Vapor – changing amount changes the humidity

-0.04% Carbon Dioxide – bi-product of combustion and respiration. A “greenhouse gas.” The amount in the atmosphere is increasing with use of fossil fuels. We talked about how 0.04% can also be written as 400 ppm (parts per million).

We also finished up the properties of air stations and spent some time debriefing.

HW – Work on adding details to your written responses for the properties of air stations.

Science Period 2 and 3

In class we explored a CO2 fire extinguisher: https://youtu.be/1z_ApF2n-5Y

We used this to think about how gases behave like fluids. The more dense CO2 in the jar pours down onto the table, pushing the air with O2 in it out of the way, putting out the candles that need O2 for combustion to happen.

We then spent time making connections between our exploring air stations  and the properties of air.

Finally, we started taking notes on the Particulate Model of Matter.

HW – Study ingredients of air for a quiz coming up at the end of the week (tomorrow for P3, Friday for P2).

 

 

11/1/16 A – Day

Science Period 1, 2, and  3

In class we discussed the ingredients in air:

-78% Nitrogen – a non-reactive gas

-21% Oxygen – essential for life, reactive with materials in combustion (causing fire).

-0.9 % Argon – a non-reactive gas. Used in lightbulbs!

-0 to 4% Water Vapor – changing amount changes the humidity

-0.04% Carbon Dioxide – bi-product of combustion and respiration. A “greenhouse gas.” The amount in the atmosphere is increasing with use of fossil fuels. We talked about how 0.04% can also be written as 400 ppm (parts per million).

We also finished up the properties of air stations and spent some time debriefing.

HW – Work on adding details to your written responses for the properties of air stations.

Academy

In class students worked on their introduction and background. DUE FRIDAY!

Handouts: typing-intro-and-background-engineering

typing-intro-and-background-inquiry