Download Week of Dec. 5

Lesson Plans
Week of: Dec. 5th-9th , 2016
Monday
12/5/2016
Standard/Objective: 6.P.3A.3 Construct explanations for how energy is conserved as it is transferred and
transformed in electric circuits. 6.P.3A.4 Develop and use models to exemplify how magnetic fields
produced by electrical energy flow in a circuit is interrelated in electromagnets, generators, and simple electrical
motors.
Plan for the day:
Essential Question(s): What are magnetic fields?
Learning Target(s): I can demonstrate my knowledge of electric cirucits and energy transformations. I
can create a magnetic field using magnets, an iron bolt, and compass.
1. Students will briefly review for their quiz.
2. Students will complete a brief quiz on electric circuits and energy transformations.
3. Students will use magnets to explore the effects they have on a magnet, a compass and iron
bolt. Students will record their effects.
4. Students will determine the shape of the magnetic field and draw it in their notebook.
Tuesday
12/6/2016
Homework: Review magnetism notes and labs for quiz on Wednesday, Dec 14th
Assessment: Quiz: Electric cirucits
Integrated Technology: SmartBoard
Standard/Objective: . 6.P.3A.4 Develop and use models to exemplify how magnetic fields produced by
electrical energy flow in a circuit is interrelated in electromagnets, generators, and simple electrical motors.
Plan for the day:
Essential Question(s): How are electricity and magnetism related?
Learning Target(s): I can build an electromagnet. I can explain how it works.
1. Students will complete Health First Five.
2. Students will build an electromagnet using a battery, wire, and bolt.
3. Students will explore the effects it has on different objects.
4. Students will record their model of an electromagnet.
Homework: Review lab notes and definitions. Quiz on Friday, Dec. 2
Assessment: Teacher observation, Student models
Wednesday
12/7/2016
Integrated Technology: SmartBoard
Standard/Objective: 6.P.3A.4 Develop and use models to exemplify how magnetic fields produced by
electrical energy flow in a circuit is interrelated in electromagnets, generators, and simple electrical motors.
Plan for the day:
Essential Question(s): How are electricity and magnetism related?
Learning Target(s): I can spin a device using magnetic force fields.
1. Students will complete Science first five.
2. Students will build a device from K’Nex piececes that will hold bar magnets.
3. Students will test the effects of a 3rd magnet, a compass, and electromagnet on the device.
4. Students will record their findings and explain how they were able to get the device to move
without touching it.
Homework: Review lab notes and definitions. Quiz on Friday, Dec. 2
Assessment: Teacher observations, Student data
Integrated Technology: SmartBoard
Thursday
12/8/2016
Standard/Objective: 6.P.3A.1 Analyze and Interpret Data to describe the properties and compare sources
of different forms of energy (including mechanical, electrical, chemical, radiant, and thermal). 6.P.3A.2
Develop and use models to exemplify the conservation of energy as it is transformed from kinetic to
potential (gravitational and elastic) and vice versa.
Plan for the day:
Essential Question(s):
Learning Target(s): I can demonstrate my knowledge of electric cirucits and energy transformations in
electric circuits.
1. Students will complete Health First Five
2. Students will complete Week 7- Science Weekly- Energy Transformations
Friday
12/9/2016
Homework: Review magnetism notes and labs for quiz on Wednesday, Dec 14th
Assessment: Science Weekly 7 Assessment
Integrated Technology: Smartboard
Standard/Objective: 6.P.3A.4 Develop and use models to exemplify how magnetic fields produced by
electrical energy flow in a circuit is interrelated in electromagnets, generators, and simple electrical motors.
Plan for the day:
Essential Question(s): How do electric motors work to change electric energy to mechanical energy.
Learning Target(s): I can demonstrate how an electric motor works. I will explore the parts of a motor.
I can explain how the parts of a motor work. I can build a motor and change the way it runs.
1. Students will construct a circuit with a motor, propeller, switch, and battery. Students will
observe and record the energy transformations.
2. Students will take the cover off the motor to be able to draw the parts of a motor, and make
predictions about what they think the parts of the motor are for.
3. Students will take the motor apart and find the part of the motor that acts as an
electromagnet. Students will describe how they are able to magnetize the electromagnet.
4. Students will rebuild the motor and explore ways to make it spin. Students will draw a model
and explain how they made the motor spin.
Homework: Review magnetism notes and labs for quiz on Wednesday, Dec 14th
Assessment: Students drawings and data, Teacher Observation
Integrated Technology: SmartBoard