1-18-1-21

Reading: See Previous Week Lessons Due to Inclement Weather

Writing ACOS 7.) Compose expository texts using an introductory paragraph that includes a main idea; supporting paragraphs with a minimum of three reasons, explanations, or steps in a process; and a conclusion.

Monday- continue with prompt. Begin paragraph one. Be sure that students begin with a topic sentence, list their 3 reasons, then end with a closing sentence. Allow students to share with the class.


 * Prompt: Explain why _ is your favorite color.**

Tuesday-Thursday- work on the body of the paragraph. Try to complete a paragraph each day. Explain to students that paragraphs 2,3, and 4 should always begin with a topinc/main idea sentence, then end with a closing sentence. The sentences inbetween should answer the questions why?, what?, how?, when?, who?, and where. Allow students to share in pairs, and with the class.

Friday- Match students with a partner to read each others essay and help make any corrections. Students should tale turns reading each others incomplete essays and help with any corrections that can be made.


 * I hope this is a little better. War Eagle, Y'all!


 * Science-** Identify evidence of chemical changes through color, gas formation, solid formation, and temperature change. Elligible content-including changes in appearance to the Statue of Liberty and the Statue of Vulcan, the formation of rust on the USS Alabama, the production of of light when a glow stick is used, changes when baking a cake, changes when cleaning a penny with vinegar and salt, and changes to ripening fruits and vegetables the green tomatoes. #3 Use everyday indicators to identify common acids and bases.
 * Materials needed: vinegar, lemon juice, baking soda, red cabbage, red grape juice, unsweet tea, green tomatoes, glow sticks (quickly show and discuss chemical change), household subastances such as: shampoo, oil, soap, glass cleaner, toothpaste, eggs, etc.**
 * Monday**: Q-What are **indicators** and how are they used to identify chemical changes and whether a substance is an acid, base, or neutral? Use red cabbage juice to identify the color change (pink) in the presence of an acid (vinegar/lemon juice) and the color change (blue) in the presense of a base (baking soda, tums). Begin completing study guides!
 * Tuesday**: Demonstrate that black tea (common tea we drink) gets lighter in the presense of an acid and darker in the presense of a base. Also demonstrate that red grape juice turns bright pink in the presense of an acid and blue in the presense of a base. Use pH paper to test household substances to determine the pH of the substance.
 * Wednesday**: Work on item specs for chemical changes and acids and bases. Complete study guides together. **Thursday**: Comprehension toolkit lesson and use Venn Diagram to discuss the difference between chemical and physical changes.
 * Friday**: Chmical changes and acids and bases quiz and have students begin with green tomatoes and hypothesize what changes will occur and how we will know. We will put some tomatoes in window sill, some in a dark place, in the refrigerator and one in the freezer. Discuss how we will know whether a physical or chemical change has occurred.