Download Notes - Lake County Schools

Electricity and Magnetism
Monday 01/21/2013
Tuesday 01/22/2013
Wednesday 01/23/2013
Thursday 1/24/13
Friday 1/25/2013
Accommodations and notes
Tutoring availability
8:00-8:45am
Tutoring availability
8:00-8:45am
Not Available
Tutoring availability
8:00-8:45am
Tutoring availability
8:00-8:45am
Tutoring is available on
designated days when
scheduled in advance.
No School
EQ
How do electrical forces
work?
Benchmarks:
SC.6.P.13.1
Bellringer:
EQ
How do electrical forces
work?
Benchmarks:
SC.6.P.13.1
Bellringer:
EQ:
How do electrical forces
work?
Benchmarks:
SC.6.P.13.1
Bellringer:
EQ:
What is magnetism?
SC.6.E.7.5
SC.6.E.7.5
SC.6.E.7.5
SC.6.E.7.5
Learning Goal:
Students will be able to
describe how electrical and
magnetic forces work.
Learning Goal:
Students will be able to
describe how electrical and
magnetic forces work.
Learning Goal:
Students will be able to
describe how electrical and
magnetic forces work.
Learning Goal:
Students will be able to
describe how electrical and
magnetic forces work.
Accommodations:
-Preferred seating
-AM tutoring
available upon
request
-peer buddies
Measureable objective:
Students will be able to describe
how electrical charges flow
through electric circuits.
Measureable objective:
Students will be able to describe
how electrical charges flow
through electric circuits.
Measureable objective:
Students will be able to describe
how electrical charges flow
through electric circuits.
Measureable Objective:
Students will be able to describe
how magnetic forces interact with
their surroundings.
H.O.T.
Can you distinguish between
simple and parallel circuit?
H.O.T.
When would it be appropriate
to use a simple circuit?
Parallel circuit?
H.O.T.
How did electricity change
life?
H.O.T.
How do you use magnet in
your life?
Agenda:
I Do: review vocabulary,
insulator, conductor, circuit
We do: (D.I.)
Jigsaw activity, group
assignment-create a
powerpoint of the lesson
assigned to you.
Agenda:
I Do:
Review vocabulary, electric
discharge, grounding, ,
voltage
We Do:
Share powerpoints created
yesterday.
Benchmarks:
SC.6.P.13.1
Bellringer:
Agenda:
Agenda:
I Do:review vocabulary,
series circuit, parallel circuit
I do: Introduce lab, discuss
safety concerns and lab
expectations.
-activate prior knowledge
We do:
Review chapter, Teacher led
powerpoint, class discussion.
We do:
-launch lab
--KWHL
-read Magnets and
magnetic fields
You do:
Develop three test questions
and answers for your lesson.
Turn this in at the end of
class.
Investigative
Activity(homework):
You do:
Keep notes on powerpoints
presented.
Add these notes to your
cornell notes due friday
Investigative
Activity(homework):
You do:
Complete guided notes
Due tomorrow
You do: Write a lab report
and share your findings with
your classmates.
Investigative
Activity(homework):
H.W. Cornell notes,
lessons 1-3 due Friday
H.W. Cornell notes,
lessons 1-3 due Friday
H.W. Cornell notes,
lessons 1-3 due Friday
Investigative
Activity(homework):
Study for exam on electricity
and magnetism Thursday Jan.
31. Extra credit: take online
exams for chapter 18 and 19
Notes:
-Friday, February
8, 2013, County
science fair set up
at Tavares Middle
School 5-7pm
-Saturday
February 9, 2013
judging from
7:45am-11:00am
You MUST attend
to place
-awards ceremony
at 7:00pm
-test on electricity
and magnetism
next week.
Summary/Exit survey:
Vocabulary:
circuit
Summary/Exit survey:
Summary/Exit survey:
Summary/Exit survey:
3,2,1
Dear absent student
Reflect on the week.
3 things learned today
2 things you struggled with
1 thing you want to learn
more about.
static charge, electric insulator, electric conductor, polarized, electric discharge, grounding, electric current, electric circuit, electric resistance, voltage, Ohm’s law, series circuit, parallel
Test extra credit:.
Resources and Links:
Calendar- February at a glance-available under lesson plans link on Mrs. Kiser’s webpage
Writing
Writing activities that help
students understand the
content
Inquiry
Questioning strategies
that help students
understand the content
Writing-to-Learn
• summaries • lab reports
• letters • journals
• developed answers to questions
Process writing
• rough draft
• peer editing and revising
• final copy
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class
within a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important
information on the right
• writing higher level questions
about the notes on the left
• summarizing
• using the notes to study
Reflective writing
• students write about what they
have learned and what they still
Higher level questioning
in classes
• Costa’s Level 1: Students find the
answers right there in the text.
• Costa’s Level 2: Students must figure
out the answer from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create.
Higher level questioning
in tutorials in AVID
elective classes
Socratic seminar
Philosophical chairs
Fishbowl discussions
Collaboration
Working together with a partner or in a group
of
students to understand, to problem solve, or
to
complete a task/project
~Think Pair Share
~Refining Cornell notes
with a partner
~Sharing ideas with a
partner or in a group
~Jigsaw
~Carousel/Gallery Walk
~Problem solving in groups
~Projects in groups
Reading
Any strategies in reading
that help students
understand the content
Reading to Learn
Before reading activities
• vocabulary activities
• accessing prior knowledge
• previewing text features
• making predictions
During reading activities
• marking the text
• annotating the text
• reciprocal reading
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• Socratic seminar
• Philosophical chairs
• writing
• group projects