1. Investigation #1 Part 1  Essential Question 1)How can you describe a black box? 2)What evidence will you use to describe the black box?

2. Investigation #1- Vocabulary  Black Box- any system that cannot be observed and manipulated directly or understood completely. Example: atomic nuclei, dinosaurs, TV  Model- a sufficiently accurate and complete representation or explanation of an object or process that is to some degree inaccessible.

3. Black Boxes- Part 1 Rules for using the Black Boxes during the investigation. 1)The boxes remain closed at all times. 2)No Drawing on the boxes, even with erasers. 3)No violent SHAKING or hard pressure, because the boxes can break.

4. Black Boxes Part 1- Day 1  Black Box Investigation At your table, you will examine 4 different Black Boxes labeled A,B,C,D Take the time to listen, feel and observe what is going on inside the black box. Draw a model of each box on the paper that Mr. Fisher gives you On page 2 of your Models and Designs Journal, what did we discover as a class?

5. Black Boxes Part #1-Day2 You will be assigned either box A,B,C,or D. You will examine your box and figure out what is in your black box. (DO NOT TALK TO OTHER STUDENTS) On page 3 of your Models and Designs Journal draw a representation that shows what is inside your Black Box.

6. Black Boxes Part #1- Day 2 Using the materials in the classroom, each student will make a drawing of their box. It must be neatly done. It must be colorful Write the letter of the box you have on the front and on the back write your name

7. DO Now 1-30-12 On Page #3 of your journal, copy at least 2 drawings from the board in the area that says “Here are some other boxes……

8. Interpretation  Turn to page 4 of your Model and Design Journal.  Lets talk about INTERPRETATION What is an interpretation??  With a partner, complete the last two sections of your journal on page 4.  On page 5 write a summary of what you did the last class.

9. Black Boxes Part 1-Day #3  Collaboration- Read the passage on page 5 of your journal.  You will now get together with all of the students that had the same letter as you did.  As a group, discuss the different observations that you have made in your smaller groups.  Re-examine the boxes together

10. Black Boxes Part #1- Day 3 Using the piece of paper provided, rulers, markers or colored pencils, neatly draw a model that represents the Black Box that you and your partners had examined. These will be displayed for class discussion

11. Homework  Read “Everyday Mysteries” 1-4 in the Models and Designs Storybook.  Due Tomorrow

12. Everyday Mysteries  1) What is a system?  Answer- a system has parts that work together or share the same space in a meaningful way.  “Black Box” is a nickname for a system that can not be easily understood.

13. Everyday Mysteries  What is the difference between a conceptual model and a physical model? Conceptual model- the model exists in a person’s mind or on paper. It uses ideas to suggest what a system is or how it works. Physical model- a model that is built. Something you can touch and investigate.

14. Everyday Mysteries  Why do models change over time? -New evidence convinces scientist to create new models. -As scientist experiment and make observations they will change the model based on the observations. If they are tested and don’t work, they change the model until it does work. Some scientist build models and may never find out if they are accurate or not

15. Black Box- Part 2 Day1  DO Now- On the top of page 8, summarize what we did yesterday in science class.

16. Black Boxes- Part 2  Building your own black box- same groups as the last grouping  YOUR ORIGINAL GROUP OF 3

17. Do Now- 9-16-11  In your Science Journal write the following Content / Inquiry page 9  A model is a representation or explanation, based on indirect evidence, of something that is impossible to observe directly.  The model was refined by comparing the unknown(original black box) to the known (constructed model)..

18. Black Box- Mystery Box Challenge Group students in groups of 4-5 Each group will get one Black Box # 1-6 With your group see if you can figure out the contents of this box.

19. Part 3- Math Extensions  With a partner, we will complete the Math Extension problem on page 18

20. Black Boxes  Science Story- “Scientist and Models” pages 5-10.  Read story and answer questions 1-7 on pages 10 and 11 of journal (Mr. Fisher will give these to you).

21. Do Now- 11-29-11  Take out your science binder and turn to page 13 of your journal. Read about the information that we are going to learn about today.

22. Drought Stopper  Essential Question- Can you draw a model that explains how a drought stopper works?

23. Part 3-Drought-Stopper  Demonstration of the Drought-Stopper On page 13 of your journal, take notes about your observation of the demonstration that Mr. Fisher is about to show you.

24. Part 3-Drought-Stopper  On the piece of paper provided, draw a model that explains how you can get 500 ml of water out of the Drought-Stopper after putting in only 100 ml.  Answer the Challenge questions on page 13 in your journal

25.  Sharing individual drawings- secret not yet revealed.

26. Do Now 11-30-11  Discuss your drawing and observations with the person sitting next to you.

27. Discuss the Models  Four students will volunteer to share their drawings and explanations.

28. Reveal the Secret  Mr. Fisher will now give you the distinct honor of learning how the drought stopper is able to produce 500 ml of water when only 100 ml of water is poured into the drought stopper. Are you ready???? I SAID, ARE YOU READY ???

29. Do Now- Drought Stopper  Vocabulary Write the definition for siphon on page 1 of your vocabulary page. (Yellow Pages) Siphon- a tube that moves liquid out of a container by gravity, provided that the outflow end is lower than the intake end. (Discuss Inflow, outflow and gravity work)

30. Drought Stopper  Using the blank paper supplied, colored pencils, and rulers, draw a model of the drought stopper.  Your model should be as close to the actual drought stopper as possible.  On the lined paper, write and explanation that describes how the drought stopper works.  How can we pour 100 ml of water and get 500 ml out of the drought stopper?

31. Part 3- Science Story Life on Earth 150 Million Years Ago Read pages 11-16 and complete questions #1-7 on pages 15-16 Homework- Complete the Black Box Study Guide – Quiz on Tuesday

32. Drought-Stopper  Collect Drought-Stopper drawings and writing.  Handout Black Box Quiz Review for Friday Quiz

33. Content / Inquiry  Discussion Point- with a neighbor, discuss what is meant by the term “Black Box” and how we have carried out Black Box investigations.