Download final paper work for county science fair is due 01/09/2013

Electricity-continued from before break
Thursday
01/10/13
Monday
01/07/2013
Tuesday
01/08/2013
Wednesday
01/09/2013
Tutoring availability
8:00-8:45am
Tutoring availability
8:00-8:45am
Not Available
EQ:
How do electrically charges
objects interact?
Benchmarks:
SC.6.P.13.1
Bellringer:
EQ
What is the relationship
between electric charge and
electric current?
Benchmarks:
SC.6.P.13.1
Bellringer:
SC.7.E.6.5
SC.7.E.6.5
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.
Learning Goal:
Students will be able to
describe how electrical and
magnetic forces work.
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:
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.
Higher Order Thinking
Question:
How is an electric force
similar to other kinds of
forces?
Agenda:
H.O.T.
How would decreasing
electrical resistance affect the
current in a circuit?
H.O.T.
Why do you think more and
more appliances are designed
to be energy efficient?
H.O.T.
What would be the best
electrical circuit to use for
Christmas lights? Why?
H.O.T.
How can you design a circuit?
I Do: activate prior
knowledge of electricity.
-Direct students to the
learning scale and have them
assess their understanding of
the concepts to be learned.
We do: read, discuss and take
notes on electric charge and
forces and currents and
simple circuits
You do:
complete the table on page
714, insulator and conductor
I Do: review lesson one,
answer any questions to
clarify confusing concepts
Investigative
Activity(homework):
Create a board game on
chapter 3-forces and fluids
Chapter 18-electricity
Investigative
Activity(homework):
Create a board game on
chapter 3-forces and fluids
Chapter 18-electricity
Agenda:
We do:
read, discuss and take notes
on and currents and simple
circuits
You do: how it works, Van
de Graaff Generator pg. 720
read about it then try it
Friday
1/11/2013
Accommodations and notes
Tutoring availability
8:00-8:45am
Tutoring availability
8:00-8:45am
Tutoring is available on designated days
when scheduled in advance.
EQ
What are the basic parts of an
electric circuit?
EQ:
How do the two types of
electric circuits differ?
EQ:
What is the path to turn on a
light?
Benchmarks:
SC.6.P.13.1
Bellringer:
Benchmarks:
SC.6.P.13.1
Bellringer:
Benchmarks:
SC.6.P.13.1
Bellringer:
Accommodations:
-Preferred seating
-AM tutoring
available upon
request
-peer buddies
SC.7.E.6.5
Students will be able to describe
how electrical charges flow
through electric circuits.
Agenda:
SC.7.E.6.5
Agenda:
SC.7.E.6.5
Agenda:
I Do:
Assess student understanding
of concepts taught thus far
using the learning scale
promote understanding (te
706)
We Do:
read, discuss and take notes
on and currents and simple
circuits
You do:
Circle map Ohm’s law
I Do:
Review electric charge and
forces, current and simple
circuits.
I do: Introduce lab, discuss
safety concerns and lab
expectations.
We do: discuss ways to build
a simple circuit.
We do: complete electricity
lab, create an electric circuit
using the materials given.
You do:
Create an electric circuit that
will light the bulb.
You do: Write a lab report
and share your findings with
your classmates.
Investigative
Activity(homework):
Create a board game on
chapter 3-forces and fluids
Chapter 18-electricity
Investigative
Activity(homework):
Create a board game on
chapter 3-forces and fluids
Chapter 18-electricity
Investigative
Activity(homework):
Create a board game on
chapter 3-forces and fluids
Chapter 18-electricity
Notes:
-final paper work
for county science
fair is due
01/09/2013
-February, 2013,
County science
fair
or
chapter 19-magnetism Due
Jan. 11, 2013
or
chapter 19-magnetism Due
Jan. 11, 2013
or
chapter 19-magnetism Due
Jan. 11, 2013
or
chapter 19-magnetism Due
Jan. 11, 2013
or
chapter 19-magnetism Due
Jan. 11, 2013
Summary/Exit survey:
Jot thoughts- write 4 facts of
the day; rotate calling them
out in your group…no one
can repeat what someone else
said.
Summary/Exit survey:
Promote understanding
discussion voltage and
resistance (te pg 706)
Summary/Exit survey:
3,2,1
3 things learned today
2 things you struggled with
1 thing you want to learn
more about.
Summary/Exit survey:
Dear absent student
Summary/Exit survey:
Reflect on the week.
Vocabulary:
circuit
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:. Picture dictionary that include this chapters vocabulary words
Resources and Links:
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