Investigation #1 Part 1  DO Now- On the top of page 1, write a response to the question: What is a model??? In the circles around the Web on page 1, name examples of models that you know about, have experienced or have seen.

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?

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.

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. On page 2 of your Models and Designs Journal, what did we discover as a class? Draw a model of each box on the page 4 of your science journal.

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)

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 been assigned and your name on the front. Give your drawing to Mr. Fisher when you are done.

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.

Black Boxes Day #3   Do Now- Write a summary of yesterday’s activities on the space provided on page 7.

Interpretation  Turn to page 6 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 6.

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

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

Black Box Vocabulary   Black Box- any system that cannot be observed and manipulated directly or understood completely. Ex. Atom, dinosaurs, televisions, telephones   Model- a sufficiently accurate and complete representation or explanation of an object or process that is to some degree inaccessible.

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

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.

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.

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

Black Box- Part 2 Day1  DO Now- On the top of page 11, summarize what we did yesterday in science class.

Do Now   On page 11 in your journal, copy the Essential Question for Part 2 EQ: Can you build a physical model of a black box that behaves the same as your original black box from Part 1?

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

Expert Groups  In your Science Journal on page 12, come up with an answer for the question at the top of page 12. Content / Inquiry page 12  The model was refined by comparing the unknown(original black box) to the known (constructed model)..

Do Now Write the following in you lab journal Content / Inquiry page 12  The model was refined by comparing the unknown (original black box) to the known (constructed model)..

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.

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

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

Drought Stopper  Essential Question- Write at the top of page 16 Can you draw a model that explains how a drought stopper works?

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.

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 17 in your journal

 Sharing individual drawings- secret not yet revealed.

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

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

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 ???

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)

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?

Part 3- Science Story Life on Earth 150 Million Years Ago Read pages and complete questions #1-7 on pages Homework- Complete the Black Box Study Guide for Thursday

Drought-Stopper  Collect Drought-Stopper drawings and writing.  Handout Black Box Quiz Review for Wednesday quiz

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.

Drought-Stopper Explanation  Mr. Fisher’s drought- stopper is also referred to as a siphon. As the water was poured into the beaker, the water began to fill the tube by entering the inflow end of the plastic tube. The tube continued to fill until enough water was added and the level of the water was above the loop in the tube. At this point, the effect of gravity caused the water to flow out the outflow end. The water continued to flow out of the tube until the water level dropped below the inflow end of the tube. The water that was previously in the beaker before, was pushed out by the siphon effect which requires the outflow end to be lower than the inflow end of the tube.