Physical+Science

__**Exothermic & Endothermic Reactions:**__ SC.8.P.8.8, SC.8.P.9.3, SC.8.N.1.2 This is a modified version of the Essential Lab "Chemistry in a Bag". Students will observe a "hot ice" demonstration, distinguish between exothermic and endothermic reactions, compare and contrast physical and chemical changes, and learn possible indicators that a chemical change has taken place. Students will perform Damp Rid and baking soda experiment, then use their knowledge to design an experiment using either vinegar and baking soda or ammonium nitrate and water. (Ms. Thompson & Ms. Van Ee)

__**Physical Properties of Minerals:**__ SC.8.N.1.1, SC.8.P.8.3, SC.8.P.8.4 This is a modified version of the Essential Lab "Density of Rocks". In addition to calculate volume using Archimedes' Principle and calculating density when mass and volume are known, students will identify unknown mineral samples by testing their physical properties of density, color, streak, luster, cleavage, hardness, and magnetism. A Pixton comic introduces the problem of trying to determine if a necklace is made of real or fool's gold. (Ms. Thompson & Ms. Van Ee)

__**Mixtures, Solutions, and Colloids Science Picnic Lab:**__ SC.8.P.8.9 Students will differentiate among pure substances, mixtures, solutions, and colloids. Students will learn that solutions can include components of different states of matter (e.g. gas dissolved in liquid). Students will identify the solvent and solute of common solutions. Students will observe the Tyndall Effect (light traveling though a colloid). The context for these investigations will be a science picnic; students will work with soda, Chex mix, M&Ms and other food items. Students will do a quick lab on the effect of temperature on gas solubility. (Ms. Thompson & Ms. Van Ee)

__**Trends in the Periodic Table Lab**__**:** SC.8.P.8.6, SC.8.P.8.5, SC.8.N.1.1, SC.8.P.8.4, SC.8.P.8.3, SC.8.P.9.2 Students will conduct tests of physical and chemical properties to sort seven elements into metals, nonmetals, and metalloids. Students will measure the density of four elements in Group 14 to see how density varies by period within a Family/Group. Students will gain an appreciation for how the Periodic Table is organized by playing the Periodic Table Game. (Ms. Thompson & Ms. Van Ee)

__**Solutions and Mixtures:**__ SC.8.P.9 Students will be able to differentiate among pure substances, mixtures, and solutions, Identify mixtures and solutions that include compare and contrast physical and chemical changes and components of different states of matter. Students will watch a demonstration of a solution (on a hot plate) being created with sodium acetate, the substance will be cooled and a crystal or two of sodium acetate will be added to create a super saturated solution which will quickly crystallize. Students will form hypotheses as to why this occurred and they perform an inquiry based lab where they form their own mixtures and solutions (salad dressing and Kool Aid), they will also examine how temperature changes can affect saturation points by heating and cooling substances. (Ebonie Battle and Karolina Janik)

__**Density:**__ SC.8.P.3 and SC.8.N.1.1 Students will be able to calculate the densities of different objects, including but not limited to: same volume, different density objects, same density and different volume objects, they will also be able to use scientific tools/equipment to measure physical properties of matter, define density as it applies to the intensive properties of all objects that have mass. Students will conduct an orange, lemon, and lime lab.The mass and volume of each of the fruits will be measured using scientific equipment. Students will then place each of the fruits in the tank and observe whether they sink or float. Students will have to hypothesize about why each fruit either floated or sank. (Ebonie Battle and Karolina Janik) 

__**Mass, Weight, Volume, and Gravity:**__ SC.8.P.8.2 This is a two day lab. In this lab students will learn the difference between mass, weight, and volume and the importance of gravity. This lesson utilizes problem based learning and hands on activitys. Students will form hypotheses and find the mass, weight, and volume of a mystery object. The students will then watch a brain pop that explains these concepts and introduces gravity. Students will then partake in a gravity lab. This lesson extends to Density labs. (Mrs. Costa and Mrs. Borrego)

__**States of Matter:**__ SC.8.P.8.4 In this lab, students will label and identify all the states of matter and observe and compare different states of matter. All matter exploration will be done by having students create Oobleck. After the creation of this substance, students will identify the properties of Oobleck and test their hypothesis about this non traditional substance. (Demetria Henderson and Stacy Assael)

__**Kinetic and Potential Energy**__: SC.7.P.11.2, SC.7.P.11.3, SC.7.N.1.1, SC.7.N.1.4 This lesson focuses on the students explaining how kinetic energy can be stored in a yoyo as potential energy. The goal is to describe the difference between Kinetic and potential energy, and to analyze the flow and transfer of energy. Students will be taken to the Science Museum and will record which student goes higher in the human yoyo based on the potential energy each of them have. (Ms. Borrego and Mrs. Costa)

 This lesson plan focuses on the nature of the scientific method by investigating the effect of temperature on molecular motion. The goal is two fold: 1) to have students understand the scientific method, and 2) to have students understand how temperature and molecular motion are related. Students perform an experiment with beakers of water at different temps to which they add food coloring and measure the time it takes to completely mix (as a function of molecular motion). Also cross referenced on the BoK Nature of Science page. (Ms. Thompson and Mr. Bignami)
 * __Temperature and Molecular Motion:__** SC.8.N.1.1, SC.8.P.8.1

__**Transfer of Heat:**__ SC.7.P.11.4, SC.7.P.11.1, SC.7.N.1.1 Compare and contrast the relationship between heat and temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change in state. Describe and illustrate what will happen to the heat, kinetic energy and temperature in a cup of ice when energy is added and a cup of water when energy is taken away. For given problem statement, formulate a hypothesis and design and complete an experiment. Explain the role of the transfer of heat, change in temperature and phase change during the making of ice cream. Design a cup that minimizes heat transfer to or from an ice cube. (Ms. Schrager and Mr. Bignami)



Students explore the different ways that waves interact with their environment, reflection, refraction, and diffraction. Student rotate through stations and build a periscope, explore eye glasses, and create examples of diffraction in a tray of water. Students create posters illustrating the behavior of waves, including explanations from the lab activity as well as real world examples. (Ms. Schrager and Mr. Bignami)
 * Wave Behavior: ** SC.7.P.10.2 and SC.7.P.10.3



This lesson plan focuses on the essential question, How does adding or removing heat from a system result in a potential temperature change and possibly a change of state? Our students will answer this question by getting a variety of material that they will attempt to put through phase changes. After the exploration the class will come together and examine the particle motion and how heat accelerates that motion, which can result in a change of state. There is a digital component in the evaluation portion of the lesson, but that could easily be adjusted for classes without websites. (Ms. Belinkie and Ms. Watson)
 * __Heat Energy and Change of State:__** SC.7.P.11.1, SC.7.P.11.4

This lesson plan focuses on getting students to thoroughly understand how waves are moving when they experience reflection, refraction, and absorption. They will also understand how light moves at different speeds through different mediums. Students will participate in a station activity that demonstrates all 3 occurring, and a follow up retina bleaching demonstration. (Ms. Belinkie and Ms. Watson)
 * __Reflection, Refraction, and Absorption:__** SC.7.P.10.2, SC.7.P.10.3

Students will perform 2 mini-labs: one will demonstrate how molecular motion is different in solids, liquids, and gases with M&Ms and the other will demonstrate how states of matter change in the creation of ice cream. Students will also work in groups to reinforce their understanding of molecular motion to demonstrate how molecules move and are arranged in the 3 states of matter. As an extension activity, students will research the remaining states of matter and create a cartoon to illustrate them. (Ms. Shneyderman and Mrs. Kwon)
 * __States and Phases of Matter__**: SC.8.P.8.4, SC.8.P.9.1



__**The Sky is Falling**__ **:** SC.8.P.8.3, SC.8.P.8.4, and SC.8.N.1.1 This lesson plan focuses on Body of Knowledge: Physical Science in specific Big Idea 8: Properties of Matter. Our goals for this lesson are as follows: Students will be able to distinguish between physical and chemical properties. Students will also be able to identify and define various ways in which substances differ (i.e., density, mass, volume, reaction to light, and temperature). This will be accomplish through a PBL exercise students will be engaged in Scene 1. During Scene 2 students will also preform two hands-on labs. In scenes 3-4 students will research, share, and compare their results. Lastly, students will create a PowerPoint that will explain the lab procedures, observations, and how the substance could be used in the real world. (Natalia Barrage, Rod Delgadillo, Gretel Costa, Shanika Brown, Yuliya Shneyderman, Gisela Kwon)

This lesson plan focuses on Body of Knowledge: Physical Science, in specific Big Idea 8: Properties of Matter. Students will learn about the properties of acids and bases using Brain Pop videos and then prepare their own indicator solution from red cabbage to determine the "True Colors" or chemical properties (acid/base/neutral) of common household substances such as lemons, vinegar, water, baking soda, and soap. To reinforce the concept of acids and bases, students will play an interactive game involving students and beach balls. The four key points are : 1. Acids are proton (H+) donors. 2. Bases are proton (H+) receivers. 3. pH stands for potential Hydrogen. 4. Indicator solutions can reveal a compound’s “true colors”, whether it is an acid or a base. (Ms. Thompson & Ms. Van Ee)
 * Acids and Bases -- True Colors:** SC.8.P.8.8, SC.8.P.8.5.

__**Forms of Energy**__ **__[The Energy of It All]:__**SC.6.P.11.1,SC. 6. N.1.1 This lesson plan takes place at the Miami Science museum where two groups will be formed. Group A will go through the Dance Activity and group B will focus on Radiometers and their use for Earth Space Research with the Magic Planet. Back at school, the students will get a chance to apply what they learned at the museum by doing a circuits lab where they build their own radiometers. (Delgadillo, Simmons)

SC.7.P.11.2 This lesson covers the various forms of energy and how energy is transformed between them. The engagement will require the students to verbally describe a circuit and how the energy moves between all of the different parts of a circuit. Students will then review different forms of energy (not only those covered in the circuit) through a Brain Pop. Students will then build their own light bulb and they will explore temperature change with their light bulb and change filament types and talk about conservation and transformation of energy. Students will discuss real world applications of energy efficiency or about the transformation of energy. (Ms. Jackson & Ms. Arienzo)
 * Transformers: More than meets the light**



SC6P11.2, SC612.1, and SC6 13.2 to go with the visit to the science museum After introduction of potential and kinetic energy, students will observe roller coaster and identify when coaster is using potential and kinetic energy. Students will work in set groups and visit 4 stations. The goal is for them to identify how energy is created at each of the stations and understand that all of the stations are related. While students are waiting their turn at display stations, they complete a teacher created worksheet. Back in the classroom, students will make Spool Racers. Students will use all concepts within today’s goal to build and manipulate self-propelled mechanisms. (Ms. Meyers & Ms. Arienzo)
 * Roll with It!**

This exercise will look at heat energy. Students will recognize that adding or removing heat will result in a change in temperature change and that heat flows in predictable ways moving from warmer objects to coolers ones until they reach the same temperature. Additionally students will identify components of an experiment to include test variables and outcome variable. Students will begin by Mix two different waters of different temperature and watch how temperature changes when you mix 2. Putting ice in hot water and watch the temperature change with time. Students will then design an experiment to collect data on this same phenomena. the experiement should have a control. The students should put ice cream in different bowls that are different temperatures and measure the temperature of the bowls before and after ice cream is put in them. they will then identify the control and variables. They will then draw how the energy is moving. Further explanation of the differences between temperature and heat – lab showing this would be the “Temperature changes everything” lab. Real world application. (Ms. Jackson & Ms. Arienzo)
 * Hot Ice Cream?**SC7.p.1.1&SC.7.P.11

This lab will ask students to differentiate and identify chemical and physical changes in matter. The engagement of the exercise is showing various materials going through physical and chemical changes. For exploration, the students will investiage chemical and physical changes at different stations and be asked to fill out an observation chart and what change is occuring. As an explanation, students will watch a Discovery Education video clip on the chemistry of cooking. To elaborate upon these ideas, students will create a Pixton cartoon showing an example of chemical or physical changes in real-leaf. To incorporate these ideas for further exploration, students will be asked to cook and bring in food/treats for the class along with a PowerPoint presentation describing the various chemical and physical changes that occurred in the process of cooking.
 * Going through some changes: Chemical and Physical Changes** SC.8.P.9.2

Students will be asked to compare and contrast all the states of matter and their properties. As an engagements, students will watch a comic strip that introduces solid, liquids and gases on pixton.com. For the exploration, there will be threes stations where students rotate and create three types of material using the Oobleck, glurch and glorax recipes (scienceclassroom.net). Oobleck is a material that acts like a solid and a liquid. Glurch is a silly-putty type material and glorax is a slime. Students will be asked to identify what state of matter these materials are using the vocabulary terms provided. The explanation portion of the lab will be a presentation by the teacher/scientist explaining the properties of matter and examples of each. For students to elaboration on these ideas, students will complete a phases of water simulation lab using GIZMO. This lesson will then be extended into a phase changes lab by demonstrating sublimation with dry ice, melting with was, and evaporation with salt water.
 * As a matter of fact.... Different States of Matter** SC.8.P.8.4