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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