Download WWMS Learning Plan 2012-2013

UNIT TOPIC:
Energy: Conservation and Transfer
Suggested Time Frame: 2nd Nine weeks-about 20 days
ESSENTIAL STANDARDS/COMMON CORE STANDARDS: 6.P.3
s
Learning Target
Blooms Bold &
Underline/Bold
Essential Questions
WWMS
Resources
WCS/Web Resources
Literacy/ Lesson Tasks
Follow with CCS/ES #
-
Lesson Tasks:
Summarize how heat is
transferred between objects.
Explain to partner conduction,
radiation, convection.
Label and draw the graphic
organizer for conduction,
radiation, convection.
Compare and contrast thermal
energy transfer through a triple
Venn
diagram.
Identify and differentiate
between conduction, radiation,
convection.
Vocabulary
6
-
Lesson Tasks:
Explain the electromagnetic
spectrum.
Describe scattering, absorption,
refraction of visible light on
certain objects.
Explain to a partner the
electromagnetic spectrum.
Discuss how visible light aid in
human sight.
Watch a video on DE and discuss
the electromagnetic spectrum.
Investigate visible through a
prism and distinguish the colors
of white light.
Create a graphic organizer for
scattering, absorption, refraction.
Create a graphic organizer from
a video and discuss them with a
partner.
Identify and describe scattering,
absorption, refraction.
Lesson Tasks:
Explain why some materials
conduct heat readily, such as
steel and copper.
Summarize how thermal energy
is transferred through a material
by the collision of atoms
(conduction, radiation,
convection).
Summarize expansion, isolators
and conductors.
Explain to a partner which
materials will be suitable for
design based on thermal
conduction.
Discuss within a group how
materials are suitable for space
travel with the guidelines of
energy transfer and insulators.
Identify that electrical
conductors are materials in
which electrical currents
travel readily through, while
insulators are materials in which
electrical currents cannot travel
readily through.
Create a graphic organizer to
store notes on expansion,
conductors and
Insulators.
Compare and contrast different
materials ability to hold thermal
energy.
Work in pairs to discuss and
create a list of materials used in
current places that withstand
extremes in temperatures.
Discuss which materials can and
cannot transfer heat or
electricity.
.
Create a narrative about thermal
energy and read it to a partner.
Create a narrative about
electrical energy and read it to a
partner.
Compare and contrast two
narratives about thermal and
electrical energy and
create a graphic organizer.
TEACHER NOTES:
Formative Assessments/ Tasks
Unit Tasks/ Summative Assessments
U N I T
C A L E N D A R
STANDARDS: 6.P.3
D A Y
Time Frame: about 20 days
1
D A Y
1 1 - 1 3
2
D A Y
1 1 - 1 4
U N I T
CCS/ES #
I WILL:
3
D A Y
1 1 - 1 5
W E E K
4
D A Y
1 1 - 1 6
5
1 1 - 2 6
O N E
6.P.3.1
6.P.3.1
6.P.3.1
6.P.3.1
I will define energy. I will illustrate a I will demonstrate how a wave moves by I will demonstrate how a wave moves I will understand the different types of
transverse and longitudinal wave.
using a slinky. I can define The Law of by using a slinky. I can define The Law energy.
Conservation of Energy.
of Conservation of Energy.
Heat Transfer
Heat Transfer
Topic:
Heat Transfer
Heat Transfer
Heat Transfer
Kagan, Notebooking
Kagan, Notebooking, Lab, Hands-On
Describe scattering, absorption,
refraction of visible light on certain
objects.
How does visible light aid in human
sight?
Kagan, Graphic Organizer,
Notebooking
RESEARCHED
STRATEGIES/
RESEARCHED
ACTIVITIES:
Kagan, Graphic Organizer, Notebooking Kagan, Notebooking
Mathematical Describe the similarities/differences
in conduction, radiation, and
Practices:
convection.
TOD:
Explain how heat is transferred
between objects.
What is the electromagnetic spectrum?
W e e k
2
CCS/ES#
I WILL:
Topic:
RESEARCHED
STRATEGIES/
RESEARCHED
ACTIVITIES
D a y 6
Day 7
Day 8
Day 9
Day 10
11-27
11-28
11-29
11-30
12-3
6.P.3.2
6.P.3.2
6.P.3.2
I will explain absorption, reflection, I will explain absorption, reflection, and I will identify structures of the eye and
and refraction.
refraction.
their functions.
Electromagnetic waves
Electromagnetic waves
Electromagnetic waves
Kagan, Notebooking, Compass
Kagan, Notebooking
Kagan, Notebooking
6.P.3.2
I can explain some impairments to
one’s sight.
Electromagnetic waves
6.P.3.2
I will explain the effects of the
electromagnetic waves on various
materials to include; absorption, scattering
and change in temperature.
Kagan, Notebooking
Electromagnetic waves
Kagan, Notebooking, Graphic Organizer
Mathematical
Practices:
TOD:
Explain absorption and scattering.
Explain how light interacts with matter. What is the electromagnetic spectrum?
.
What is the visible spectrum?
What are the color we can actually see?
Day
Day 11
11
Week 3
12-4
12-4
CCS/ES #
I WILL:
W
e
e
k
3
D
a
y
1
1
D
a
y
1
2
1
2
Topic: 4
1
2
5
RESEARCHED
STRATEGIES/
RESEARCHED
ACTIVITIES
Day
Day 12
12
12-5
12-5
6.P.3.3
6.P.3.3
DI canDexplain
D what the vocal cords are I can explain what the vocal cords are
and what their function is.
and what their function is.
a
y
1
3
a
y
1
4
a
y
1
5
1 1 1
2 2 2
- - 6Electrical
7 1 Energyconductors/insulators
0
Day
Day 13
13
12-6
12-6
6.P.3.3
I will read an article about alternative
energy and use probable passage.
Day
Day 14
14
12-7
12-7
Day
Day 15
15
12-10
12-10
6.P.3.3
6.P.3.3
I will describe and label the parts of the I will explore how sound travels through
ear.
different materials.
Electrical Energy- conductors/insulators Electrical Energy- conductors/insulators Electrical Energy- conductors/insulators Electrical Energy- conductors/insulators
Kagan, Notebooking, Lab, Hands-On Notebooking, Kagan
Notebooking, Kagan, Dogonews.com
Kagan, Notebooking
Kagan, Notebooking, Lab, Hands-On,
Centers- “Tuning forks”
Mathematical
Practices:
TOD:
How is thermal energy transferred?
What are conductors?
How do conductors aid in the transport
of energy?
What are insulators?
How do insulators inhibit the transport of
energy?
Week 4
Day 16
12-11
CCS/ES #
6.P.3.3
6.P.3.3
I will explain what frequency is and I will explain conduction, convection,
what it is measured in.
and radiation.
I WILL:
Topic:
Electrical Energyconductors/insulators
RESEARCHED
STRATEGIES/
RESEARCHED Kagan, Notebooking, Ipad- dog
whistle & frequency app
ACTIVTIES
Day 17
12-12
Day 18
12-13
Day 19
12-14 & 12-17
Day 20
12-18 & 12-19
6.P.3.3
I will explain conduction, convection,
and radiation.
Make-up day
Test Review
Unit Test
1PM Dismissal/Last Day
*Holiday Assembly
*Student Celebration
Electrical Energy- conductors/insulators Electrical Energy- conductors/insulators
Kagan, Notebooking- Cornell notes,
Smart-exchange lessons, “Burning
money” demo
Kagan, Notebooking- Cornell notes,
Smart-exchange lessons
Review game- Basketball
Competition
Mathematical
Practices:
TOD:
Give me two examples of
conductors and insulators.
What is the difference between thermal How are the waves of the
energy and electrical energy?
electromagnetic spectrum different from Compare and contrast radiation,
one another?
convection, conduction.
Engaging Learning Experiences
Task
Description
Resources Needed
1. Conduction,
Convection,
Radiation Lab
Students will rotate through lab stations to investigate how conduction, convection, and radiation
can happen.
Graduated cylinders,
thermometers, light bulbs,
lamps, hot and cold water, food
coloring
2. Graphic
Organizers/Foldable
Students will create a graphic organizer or foldable for conduction, convection, and radiation.
Paper, markers, colored
pencils, stapler, glue, etc.
3. QAR Questions
Students will watch a video on DE about electromagnetic spectrum and make up questions using
QAR.
Netbooks, paper, QAR posters
4. Design a building
or clothing
Students will design/create a building or clothing in which the materials will be suitable based on
thermal conduction.
Netbooks, paper, various material
from the room or home
5. Write a narrative
about thermal and
electrical energy.
Students will write two narratives one about thermal energy and one about electrical energy.
Students will then compare and contrast thermal and electrical energy.
Netbooks, paper, pencils, etc.
21st Century Skills
Interdisciplinary Themes
Information and Technology Standards
□Effective Communication
□Collaboration
□Critical Thinking and
Problem Solving
□Creativity and Innovation
□Flexibility and Adaptability
□Initiative and Leadership
□Productivity and
Accountability
□Curiosity and Healthy
Skepticism
□Global Awareness
□ Financial, Economic, Business and
Entrepreneurial Literacy
□Civic Literacy
□Health Literacy
□Evaluate credible resources
□Use appropriate technology for task
□Promote global awareness
□Analyze ethical issues
Teacher Reflection/Notes
To be created in PLC’s
What Worked: Things To Keep
Adjustments to be made