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Do your students love to doodle while taking notes? Don't fight it, embrace it with Squiggle Sheets!!!
These notes are not only fun, but help to students to meet Next Generation Science Standards.
Notes are differentiated. 2 versions are included. Use the included answer key or choose to use the blank version to make the notes your own.
When working through a Squiggle Sheets page, students complete a variety of tasks, including coloring, note-taking, and embellishing.
This note taking strategy is backed by science. Findings indicate that students learn more and retain information longer if they write their notes by hand rather than typing them or having them handed to them. Also, additional research proves that the brain remembers information better when it’s presented in color. In other words, writing and drawing can make us smarter and doing it in color is even better! And students love them!!!
Copy at 80% zoom for a perfect fit into interactive notebooks.
These notes include an Understanding Checkpoint and Answer Key. It can be used as an open note assignment or closed note quiz.
***Also offered separately is a powerpoint that shows close-ups of the included answer key, it assists students with completing their notes. I share these with my students in google classroom. They are able to work on their notes at their own pace or as homework.
The following standard and evidence statements are addressed with these doodle notes:
MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. [Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms.] [Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.]
Observable features of the student performance by the end of the course:
1 Components of the model
a To make sense of a given phenomenon, students develop a model in which they identify the relevant
components for a given chemical reaction, including:
i. The types and number of molecules that make up the reactants.
ii. The types and number of molecules that make up the products.
a In the model, students describe* relationships between the components, including:
i. Each molecule in each of the reactants is made up of the same type(s) and number of atoms.
ii. When a chemical reaction occurs, the atoms that make up the molecules of reactants
rearrange and form new molecules (i.e., products).
iii. The number and types of atoms that make up the products are equal to the number and types
of atoms that make up the reactants.
iv. Each type of atom has a specific mass, which is the same for all atoms of that type.
a Students use the model to describe* that the atoms that make up the reactants rearrange and come
together in different arrangements to form the products of a reaction.
b Students use the model to provide a causal account that mass is conserved during chemical reactions
because the number and types of atoms that are in the reactants equal the number and types of
atoms that are in the products, and all atoms of the same type have the same mass regardless of the
molecule in which they are found.
Thank you for visiting Black-Eyed Susan Science!!