Students will make observations when atmospheric air is pumped through a sample of limewater. Then they will blow exhaled breath through limewater and observe a milky precipitate. Students will use the atom tiles to represent the reactant molecules and rearrange them to make product molecules. They will write a balanced chemical equation for the reaction, using standard conventions. 

 

Then we will begin preparing for our upcoming Sound and Waves REACH Performance Task. 

 

IMPORTANT DATES:  

- Guest speaker- both groups: 5/3

 

 

Students will review chemical formulas as symbolic representations for substances and learn that the fundamental building blocks of substances are atoms. Colored adhesive dots will be introduced as atoms and will be used to construct two-dimensional representations of compounds- molecules and ionic. Chemical bonds will be introduced as the attractive forces holding particles together. Students will make and analyze representations of particles of familiar substances. 

 

IMPORTANT DATES:  

- Field trip to Holocaust Museum- 4/22

- Investigation 9 assessment (AFL)- group A: 4/25 and group B: 4/26

- Guest speaker- both groups: 5/3

 

 

Students will take the assessment for investigations 7 and 8 at the beginning of the week. Then after parent-teacher conferences, they will complete the Illinois Science Assessment. 

 

IMPORTANT DATES:  

- Investigation 7 & 8 assessment (AOL)- group A: 4/8 and group B: 4/9 

- PARENT-TEACHER CONFERENCES- 4/10

- Illinois Science Assessment- both groups: 4/11 

- Field trip to Holocaust Museum- 4/22

- Investigation 9 assessment (AFL)- group A: 4/25 and group B: 4/26

- Guest speaker- both groups: 5/3

 

 

Students will investigate all three ordinary states of matter, using a condensation apparatus. Hot water releases water vapor, which condenses in an icy cup, and then freezes to solid water. Students will develop an explanation of the system, using their particle model. 

 

IMPORTANT DATES:  

- Investigation 8 assessment (AFL)- group A: 4/1 and group B: 3/29

- Investigation 8 assessment (AOL)- group A: 4/8 and group B: 4/9 

 

 

Students will think about freezing water. When they discover they do not have sufficient materials, they will need to add different substances to the ice to see how they affect its temperature. Students will use this data and their experience to design a "freezer" that will freeze water in the classroom. 

 

IMPORTANT DATES:  Please note the change of the AOL assessment dates

- discourse and assessment (AFL x 2)- group B: 3/25

- Investigation 8 assessment (AFL)- group A: 3/28 and group B: 3/29

- Investigation 8 assessment (AOL)- group A: 4/8 and group B: 4/9 

 

 

Students will heat three materials and observe the results. They will observe change of state and discover that the materials melt at different temperatures. Students will work on a mental model, which includes kinetic energy, energy transfer, and the relationship of particles, to explain what happens at a particle level when a substance changes state from solid to liquid. During the second half of the week, students will use candles to increase the energy transfer to wax and sugar. They will use the observations of this experience to extend their understanding of melting and reinforce the idea that different substances melt and freeze at different temperatures. 

 

IMPORTANT DATES:  

-discourse and assessment (AFL x 2)- group A: 3/22 and group B: 3/25

- Investigation 8 assessment (AFL)- group A: 3/28 and group B: 3/29

- Investigation 8 assessment (AOL)- group A: 4/3 and group B: 4/4 

 

 

 

In the second part of this investigation, students will make aqueous mixtures, one with soluble sodium chloride and one with insoluble calcium carbonate. They will compare the two mixtures and attempt to separate them with filters. 

 

IMPORTANT DATES:  

-discourse and assessment (AFL x 2)- group A: 3/22 and group B: 3/25

- assessment (AFL)- group A: 3/28 and group B: 3/29

- assessment (AOL)- group A: 4/3 and group B: 4/4 

 

Focus Question: What is the difference between dissolving and melting? and Do all substances form solutions in water? 

 

In a quick write, students will express their understanding of the processes of melting and dissolving. They will observe what happens to four candy-coated chocolate pieces in four different environments: hot and dry, cold and dry, hot water and cold water. They will describe the difference outcomes for the candy coating and the chocolate center. Students will generate definitions for melting and dissolving, based on their observations. 

 

In the second part of this investigation, students will make aqueous mixtures, one with soluble sodium chloride and one with insoluble calcium carbonate. They will compare the two mixtures and attempt to separate the with filters. 

 

IMPORTANT DATES:  

-discourse and assessment (AFL x 2)- group A: 3/22 and group B: 3/25

- assessment (AFL)- group A: 3/28 and group B: 3/29

- assessment (AOL)- group A: 4/3 and group B: 4/4 

 

 

Students will be introduced to the calorie as a unit of energy transfer. They will conduct a water-mixing investigation and use the results to calculate the number of calories transferred from hot water to cold water during the interaction. The numbers will be equal, supporting the notion of conservation of energy. 

 

Then they will review and use their notes for the investigation assessment.

 

IMPORTANT DATES:  

- discourse, quiz (AFLs)- group A: 2/22 and group B: 2/25

- assessment (AOL)- group A: 2/28 and group B: 3/1

 

 

Students will call on their knowledge of mixing hot and cold liquids to predict the final temperature of a mixture of equal masses of hot and cold water They will conduct the activity and use the results to determine an algorithm for calculating temperature. 

 

IMPORTANT DATES:  

- discourse, quiz (AFLs)- group A: 2/22 and group B: 2/25

- assessment (AOL)- group A: 2/28 and group B: 3/1