How do strong and weak acids differ? Use lab tools on your computer to find out! Dip the paper or the probe into solution to measure the pH, or put in the electrodes to measure the conductivity. Predict how raising or lowering the temperature will affect a system in the equilibrium.Draw a potential energy diagram from the energies of reactants and products and activation energy.Use the potential energy diagram to determine : The activation energy for the forward and reverse reactions The difference in energy between reactants and products The relative potential energies of the molecules at different positions on a reaction coordinate.Describe how the reaction coordinate can be used to predict whether a reaction will proceed or slow.Describe on a microscopic level what contributes to a successful reaction.Explain why and how a pinball shooter can be used to help understand ideas about reactions.Recognize what affects the rate of a reaction. Design your own experiments with different reactions, concentrations, and temperatures. This virtual manipulative will allow you to explore what makes a reaction happen by colliding atoms and molecules. The goal is to spark their interest and hopefully to encourage them to ask and investigate more questions about the climate. It is hoped that this lesson will familiarize students with ways in which carbon moves through our environment and provide them with some personal connection to the impact that an increased concentration of CO 2 can have on air temperature. In the breaks of this BLOSSOMS lesson, students will be creating models of the carbon cycle as well as observing experiments and analyzing data from them. In order to complete the lesson, the teacher will need: printed copies of signs representing the different products and processes that take place in the carbon cycle (included), samples of matter that represent those products, handouts for the students to create a graphic of the carbon cycle (included) and graph paper or graphing software for students to create graphs. The main learning objective is for students to become more familiar with human production of Carbon Dioxide gas, as well as to gain an awareness of the potential for this gas to effect the temperature of Earth’s atmosphere. This lesson should take about an hour to complete. ![]() This BLOSSOMS lesson discusses Carbon Dioxide, and its impact on climate change. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Science. ![]() ![]() EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.Įnglish Language Development ( ELD ) Standards Special Notes Section: ![]() Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.Īccess points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. Access courses are designed to provide students with access to the general curriculum. Access courses: Access courses are intended only for students with a significant cognitive disability.
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