Science+Week+4+Sept+14-18

Friday ideas: Physical Science Series: Mixtures and Solutions (United Streaming) Mixtures section with video quiz
 * [|5.7B - Mixtures.flp] (from RRISD Wiki Promethian Planet) Interactive and Good Shared Reading--

__ Science Concepts __ :
 * 5.7 Know that matter has physical properties.**
 * 5.7A Classify __matter__ based on its __physical properties__ which include: __magnetism, physical state__, the ability to __conduct heat__ or __insulate heat__, and __sound.__**
 * 5.7B //Demonstrate// that some __mixtures__ __maintain the physical properties of their ingredients.__**
 * []=**

Monday, Sept, 14

 * 1) Review matter with matching game from TAKS scope that Karen put together.
 * 2) Also available: TAKSscope interactive review game: []
 * 3) Give assessment

Tuesday, Sept. 15
//Bridging II TAKS// >> Place one drop of food coloring into glass and record observations >> Shake salt into the glass, make careful observations, record drawings and descrioption in journal >> Think/Pair/Share possible explanations for the changes they observed >> Individually in journal write a possible explanation for what they observed and list questions they have about the activity >> Closing concept statement: Everything we observed today depended on the properties of the matter that was used. In the next few days we will experiment with these properties and how they relate to one another.
 * 1) Have students make a new journal entry titled "All Mixed Up: Exploring Matter"
 * 2) Each group of students receive following: clear glass filled w/ 1/2 water and 1/3 oil, one container of food coloring, salt
 * 1) Share explanations and questions
 * 2) Make a class chart of any science terms that came up while sharing

//Bridging II TAKS//
 * Wednesday, Sept 16**
 * Note: Students will be rotating through 4 stations over the next 2 days. We can get materials together and divide stations Tuesday. Suggestion is for the two classes to switch materials, not students . There are station cards for the students explaining what to do. We could throw these up on the promethean boards also.**
 * 1) Before we begin rotations, in each classroom ask students what they think a mixture might be and record thoughts on a class chart
 * 2) Explain how the station cards work. They are "self-checking", in other words they should follow each step and not go on until a step is complete.
 * 3) Two classes will rotate Stations 1 and 2, two classe will rotate Stations 3 and 4.
 * 4) After students have gone through both stations for the day go on to Explain portion for the stations they completet. Discussion questions are in the Bridging to TAKs which we have in hard copy and it is on the server. We will make copies for each teacher for leading the discussion

Thursday, Sept 17
//Bridging II TAKS//
 * 1) Before beginning, ask students their ideas about mixtures now that they have experimented with a couple and add additional ideas to class chart
 * 2) Remind students how station cards work.
 * 3) Two classes will rotate Stations 1 and 2, two classe will rotate Stations 3 and 4.
 * 4) After students have gone through both stations for the day go on to Explain portion for the stations they completet. Discussion questions are in the Bridging to TAKs which we have in hard copy and it is on the server. We will make copies for each teacher for leading the discussion

//Bridging II TAKS//
 * 1) Students observe sugar cube dissolving in a cup of water
 * 2) Group recorder writes down groups detailed observations
 * 3) Share oservations.
 * 4) Questions: Do the pieces of sugar still exhist? How do we know? Can we use a strainer to find out? Would a magnet help? Is there any other way other than tasting it?
 * 5) Teacher demo: Prepare a salt water solution
 * 6) Pour solution into an aluminum pan. Heat water to allow it to evaporate. Observe crystals left in pan. Heat one pan with no salt as a control for comparison
 * 7) Suggestion: Have a class recorder write down observations
 * 8) Questions; What did you observe happening when the pan was on the hot plate? What were those bubbles? Did the salt evaporate? How do you know?
 * 9) Look into journals and discuss different methods we used including tools, to separate the parts of a mixture. Share ideas.
 * Assessment: Students work in pairs to produce a visual that shows how the parts of a mixture can be separated by using different properties of the parts.**