Please recall and adhere to these established procedures:
The purpose of reading our chemistry text and taking some notes is to learn about chemistry, not to bury oneself in details, nor to get credit for doing an activity. The PQ5R or SQ5R technique for reading expository literature that has been taught is designed to help you to read informational literature more quickly by finding a single point of focus to concentrate on while reading. The note taking techniques that we have studied are to equip you with the tools of note taking for you to increase your comprehension and to record and review the big ideas on your own, not to weigh you down with a whole lot of note taking! Reading informational literature for the main idea needs to be done regardless of the format used. When the assignment says use the PQ5R or SQ5R method, if it helps you more to focus on understanding and reflecting on the content, you may write a question for the section, read the section, and then record a paragraph about the main thought of the section. The steps will still be listed as a review of a technique that reading specialists have recommended, the PQ5R or SQ5R method.
If you wish to take Cornell notes or do a PQ5R study guide instead of a paragraph, that is fine, but limit the time you spend on that to 10 or 15 minutes. The reading assignment is only one part of the learning plan; the self assessment and journal questions assigned also bring out the main points.
At the start of class all students should get their laptops, exchange yesterday’s papers for purple ink feedback. After reading, writing feedback, and discussing anything necessary, the peer reviewer should sign and date the papers reviewed in purple ink to the left of the red marginal lines, and then to get right to work on the written learning assignment which should be started in class and finished at home.
Six minutes before the end of class, quietly return your laptop by plugging it in at its proper place in the laptop cart and continue to participate in the current class activity or record your “exit slip” assignment if requested.
LARN 018 C5D2
Start the following in class:
1. We are beginning to study Unit 2 on the classification of matter which will include the topics of matter and change and density. Record the Essential Question for Unit 2 in your learning log. The essential question(s) for each unit of study is/are available in the Unit Learning Objectives for Cornell Notes, and on the ActivInspire flipchart for Unit 2. So look up and record the Essential Question for Unit 2.
2. Properties that can be used to identify substances are sometimes called characteristic properties. The required journal focus question, J18, for today is:
What are some examples of properties that chemists use to distinguish one substance from another?
3. Go to https://socratic.org/chemistry to research the topics brought up in section 2.1 and 2.2 of your text, OR use the PQ5R or SQ5R method to prepare study guides for text section 2.1 on Properties of Matter and for text section 2.2 on Mixtures, pages 6 through 11, in your chemistry text.
- As you read, create a study guide using the SQ5R or PQ5R method explained in class and on the distributed documents on that topic.
- For section 2.1 and then for section 2.2 (pages 38 through 47), preview, form and then write down a mental question to help you identify the main idea for the section, then push yourself to read through the section with the intent of understanding the answer to the mental question that you constructed. Finally pick up your pen again and record a “big picture” summary of the section in your learning log.
- Then think about the formative assessment questions at the end of the chapter section. You only need to record your responses to questions that remain challenging you, so that you can later review what you are learning. If all problems seem easy to you, record the response to the one that was least easy for you in your opinion.
- After you have finished responding to the formative assessment questions and problems, check page R84 of the text and check each of those problems that you can by writing in either a check mark (√) or a correction in green ink. Write down any question that you still have so that you can ask about it in class. In the margin of your notebook page, circle the number of formative assessment questions do not have a suggested response given and check your response with that of your classmates when you come to class.
4. a. In your learning log construct a Frayer word map for the word “physical property”. Refer to https://drive.google.com/open?id=0B9ft9hAr_RjiMm8xUWljMU0tWjQ for more information as to what a Frayer word map looks like.
b. In your learning log construct a Frayer word map for the term “physical change”. Refer to https://drive.google.com/open?id=0B9ft9hAr_RjiMm8xUWljMU0tWjQ for more information as to what a Frayer word map looks like.
c. In your learning log construct a Frayer word map for the term “solution”. Refer to https://drive.google.com/open?id=0B9ft9hAr_RjiMm8xUWljMU0tWjQ for more information as to what a Frayer word map looks like.
d. In your learning log construct a Frayer word map for the term “colloidal suspension”. Refer to https://drive.google.com/open?id=0B9ft9hAr_RjiMm8xUWljMU0tWjQ for more information as to what a Frayer word map looks like.
Recommended for those who have time left in their 45 minute study period, but not required of all:
- If you have not have a list of the most important vocabulary for each of the chapters that we will be studying this year, you can log on to the MNSD Google Drive and then successively select Student Resources > Vocabulary and click on each title of each chapter for which you wish to print the vocabulary for study purposes. After obtaining the vocabulary for chapter two of our text, continue to study the meanings of the words. Place a – symbol in front of each word that you have to study more, and a change the- to a + symbol in front when you have demonstrated mastery over the word to a study buddy, parent, or friend. Place each vocabulary sheet in the Notes section of your 3-ring binder and bring it to class each day.
For Your Future Reference:
The following are the instructions for doing in-chapter formative assessment problems for the rest of the school year:
- After you have finished reading the assigned section of the chapter, answer the formative assessment questions and do some formative assessment problems to inform you about the degree of your comprehension and understanding. Assessment questions are printed at the end of the section that you have just read. Reflect on your answers to assure yourself that you have understood the major points in the section that you have just read. Record your responses to questions that are challenging you, so that you can later review what you are learning. If all problems seem easy to you, record the response to the problem that was least easy for you to answer.
- Writing in blue or black ink, place your hand in number in a circle followed by your name in the upper right white space of a piece of three holed composition paper that hasn’t been written on. Place the page reference for the problems to be considered to the left of the red marginal line on the first blue line. Centered on the first blue line, write a descriptive title for the learning activity such as Section C1.4 Responses where C1.4 represents Chapter1.section4. Before you write your response to each question or problem listed below, write its designation to the left of the red marginal line as listed below, followed by your response in ink to the right of the marginal line.
- If solving the problem entails the use of multiplication or division, show your work by including a ? followed by the unit of the quantity you are solving for, an = sign, followed by the quantity given that has all or part of the dimensions of whatever quantity you are solving for, followed by mathematical operations on all labeled quantities, conversion ratios or comparison ratios that are used to obtain the sought for quantity.
- Selected suggested responses to some of the formative assessment questions are found in Appendix E [pages R82 through R106 at the back of the text]. After you have finished responding to the formative assessment questions and problems, turn to the appropriate page in Appendix E and check each of those problems that you can by writing either a check mark (√) or a correction in green ink on your paper. Write down any question that you still have so that you can ask about it in class. In the margin of your notebook page, circle the number of formative assessment questions do not have a suggested response given and check your response with that of your classmates when you come to class.