Agendas for Week ___1____ of ______6____ weeks for “Planet Exploration” Project Based Unit

Monday / Tuesday / Wednesday / Thursday / Friday / SATURDAY
Sa
Objective(s): SWBAT
N/A
Engage
Present project anchor video.
Explore
Assign group members, have students look over the profiles of their planet and identify the unknowns and limitation. Begin discussing and research on their planet environment.
Evaluate
Have students present their research material.
Assessment(s):
Minute paper: Have students submit a proposal on how they plan to investigate their planet. / Objective(s): SWBAT
N/A
Engage
Supply students with current articles about possible source for life on other planets.
Explore
Have students begin research about how their given unknowns and limitations and how influences their planet’s environment. They will also look for similar environments found on Earth.
Evaluate
Have students present their research material.
Assessment(s):
Have students answer reading questions and class discussion.
Inquiry list: students will show a list of environments that is similar to their planet. /
Objective(s): SWBAT
1. Identify and describe the physical and chemical properties of a substance.
2. Classify substances by their physical and chemical properties.
3. Compare properties of new chemically combined substances to their original substances.
Engage
Have several items out on the table and ask students to identify their physical properties. Ask students if they can identify chemical properties.
Explain:
Give students a direct lecture on the difference between physical and chemical properties and how to identify both properties of a substance.
Evaluate
Given students a Venn diagram have them fill out physical and chemical properties.
Assessment(s):
Give students worksheet and have them identify several physical or chemical properties of a given substance. / Objective(s): SWBAT
1. Identify and describe the physical and chemical properties of a substance.
2. Classify substances by their physical and chemical properties.
Engage
3. Compare properties of new chemically combined substances to their original substances.
Engage
Introducing the lab to the students. Have students predict what would happen in a mixture of two substances. Predict their change in property. Have students identify if it’s physical or chemical.
Explore
Have students work in groups and identify the physical properties of several substances in several stations. Give each student will have a work sheet with data table for them to fill out. For chemical properties, give students few substances for them to mix together and identify changes that occur. Students will present the object to their class and be able to identify and explain the types of changes for that substance at their station.
Explain
Have students present their results and as a class discuss differences between physical and chemical changes using their Venn diagram. Review properties.
Elaborate
Make connections to the real work such as physical and chemical properties of substances in the surrounding environment and how it impacts the ecosystem.
Evaluate
Observing Reactions-Student Task Sheet
Assessment(s):
Group presentation- students will present their lab results and identify how their objects, when reacted with vinegar or water, can be a physical or chemical change. / Objective(s): SWBAT
-Design an investigation for testing water quality.
-Identify the water quality from a sample of nearby creek.
-Describe the effect of human activity on water quality.
-Make wise choices in the use and conservation of resources and the disposal or recycling of materials.
Engage
Show students two different tab waters and have them guess which one is more polluted.
Explore
Have students work in groups and assign group members (investigator, material manager, reporter, safety manager). Each student will work in a lab station where two water samples are given, one is a sample taken from their planet. Show students how to use the different meters to test for different components of water including nitrogen, dissolved oxygen, phosphate, etc…
Explain
Have students identify the source of the water and list possible factors that could affect the quality of water in each area.
Elaborate
Show students the different factors that affect the water quality in their surrounding and other places that are greatly affected by human activities.
Have students do research on other possible factors that may affect water quality.
Evaluate
Students will do a short research on alternatives to counter act human impact on ecosystem. Have students come up with possible solutions to treat the problem.
Assessment(s):
P.S. Notes: Have students write to each other a short note explaining what they have learned today. / Objective(s): SWBAT
-Identify the physical and chemical properties of water.
-Describe possible factors that impact water quality.
-Plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology.
-Make wise choices in the use and conservation of resources and the disposal or recycling of materials.
Engage
-Hand students their field notebook and explain the objectives for the day.
-Remind students of the lab exploration they did in class.
-Introduce the investigation location to students. Student will be doing their investigation in the lower falls.
-Remind students to be aware of Poison Ivy.
Explore
Student will investigate the water quality of their selected location. They will first evaluate the physical appearance of their location then use testing kits to determine the chemical properties of their water and determine the water quality.
Teacher will ask students questions regarding safety, chemical disposal, and probe care.
Explain
Students will be given sometime to discuss with their group, analyze their data, and prepare for a class presentation about the water quality of their chosen location.
Elaborate
Teacher will talk about the water source at McKinneyFalls (Onion Creek). Teacher will also talk about the impact of human activity on the water quality of McKinneyFalls. Teacher will talk about the effect of limestone in buffering the water pH.
Evaluate
Student will present their field investigation with the class.
Assessment(s)
Students will write a small journal entry of their field experience.
Resource Requirements: Anchor Video / Resource Requirements:


/ Resource Requirements:
Glencoe chapter 3

C101webnotes/matter-
and energy/properties.html / Resource Requirements:
Glencoe chapter 3

/C101webnotes/matter-and energy/properties.html
-Vinegar, water, baking soda, limestone, cornstarch, salt, bag of ice cube, 12-150 ml beakers, 2 spoons, 6 waste containers / Resource Requirements:
Glencoe Chapter 20, 21, and 22. Computers with internet connection. Online resources.
-LaMotte GREEN Water Quality Monitoring Kit (Dissolved oxygen, nitrate, pH, phosphorous, carbon dioxide)
-Dionized water, water container, sample water with modified chemical values.
-Computers with internet access. / Resource Requirements:
Water quality testing kits:
-LaMotte GREEN Water Quality Monitoring Kit (Dissolved oxygen, nitrate, pH, phosphorous, carbon dioxide)
-Dionized water, water container, sample water with modified chemical values.