Download Learning Scales and Accommodations

Grade/Subject: 8th/Advanced and Regular Physical Science
Teacher(s): McGhee
Week of: February 1-5, 2016
Dates: January 26 – February 12,
2016
Florida Standard(s): SC.7.P.11.2 (AA)– Investigate and describe the transformation of energy from one form
Benchmarks, descriptions, to another. Also assesses SC.6.P.11.1, SC.7.P.11.3
DOK levels, standards
SC.6.P.11.1 – Explore the Law of Conservation of Energy by differentiating between
unpacked (know/do)
potential and kinetic energy.
highlighted
SC.7.P.11.3 – Cite evidence to explain that energy cannot be created nor destroyed,
only changed from one form to another.
Learning Goal:
 Investigate and describe the transformation of energy from one form to
another.
Essential Question
Assessments
Unit : 8 - Energy
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What energy transformations take place in your daily lives?
How could you demonstrate that an energy transformation is taking place?
What evidence supports the Law of Conservation of Energy?
How could you demonstrate the relationship between potential and kinetic
energy?
Pre-assessment: Energy Pre-Test, Science Probe questions (135-137)
Formative Assessments: Quiz, Cornell Notes, Labs, Activities
Summative Assessments: End Product Writing Prompt – Energy
Transformations
Progress Monitoring/ Learning Logs, Exit Tickets, Student Reflection
Feedback Loop
Higher Order Question(s)
 How can one identify and/or describe the transformation of energy from one
form to another?
 How are potential and kinetic energy different?
 Explain situations where energy is transformed between kinetic energy and
potential energy?
 How can one identify and/or describe examples of the Law of Conservation of
Energy?
 What evidence explains that energy cannot be created nor destroyed, only
changed from one form to another?
Key Vocabulary Energy, kinetic energy, potential energy, mechanical energy, thermal energy, sound energy,
electric energy, radiant energy, nuclear energy, energy transformation
Monday 2/01
Daily Objective
BELL RINGER
( 5 minutes)
I DO:
WE DO:
YOU DO:
Unit :
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



Homework 
EXIT TICKET: 
(5 minutes)
Rigor Level
Daily Agenda
Students will evaluate alternative energy resources and will explain energy transformations.
On overhead
Review Bright Future
Read and Discuss lesson 4-2; Review energy.
Practice energy transformation problems
Read Ivanpah article and complete summary and reflection.
Finish classwork; PENDA 3-1; Bring magazine for energy collage (pd. 5,6)
None today
Tuesday: 2/02
Daily
Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Unit :
Rigor Level

Daily Agenda
Students will compare renewable and non-renewable energy resources.
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On Overhead
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Read and discuss 4-3
Complete lesson 4-3 review
Finish class work; PENDA 3-1; Bring magazine for energy collage (pd. 5,6)
Turn in all classwork
Wednesday: 2/03
Daily Objective 
BELL RINGER 
( 5 Minutes)
I DO: 

WE DO: 
YOU DO: 

Homework 
EXIT TICKET: 
(5 minutes)
Thursday: 2/04
Daily Objective 
BELL RINGER 
(5 Minutes)
I DO: 

WE DO: 
YOU DO: 

Homework 
EXIT TICKET: 
(5 minutes)
Unit :.
Rigor Level
Daily Agenda
Students will differentiate between different energy forms and will explain energy
transformations.
On Overhead
Review energy transformations (pd. 1,2,4)
Go over directions for energy collage (pd. 5,6)
Discuss energy transformations.
Review activity (1,2,4)
Energy Collage (5,6)
Finish classwork; PENDA 3-1; Bring magazine for energy collage (pd. 5,6)
Rate yourself on the learning scale.
Unit.
Rigor Level
Daily Agenda
Students will differentiate between different energy forms and will explain energy
transformations.
On Overhead
LBA testing pd. 1,2
View Bill Nye Energy (pd. 4)
Complete questions for video
Finish Energy Collage (pd. 5,6)
Finish classwork; PENDA 3-1; Bring magazine for energy collage (pd. 5,6)
Rate yourself on the learning scale.
Friday: 2/05
Unit
Daily Objective 
BELL RINGER 
( 5 Minutes)
I DO: 

WE DO:
You DO: 

Homework 
EXIT TICKET: 
(5 minutes)
Rigor Level
Daily Agenda
Students will differentiate between different energy forms and will explain energy
transformations.
On Overhead
LBA testing pd. 1,2
Remediation pd. 4
Finish Energy Collage (pd. 5,6)
Finish classwork; PENDA 3-1; Bring magazine for energy collage (pd. 5,6)
Rate yourself on the learning scale.
Learning Scales and Accommodations:
Rating
What you should know?
4
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Discuss the transformation of energy (thermal, potential, kinetic, mechanical, chemical,
radiant electrical, sound) from one form to another in an everyday situation.
3
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2
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Identify and/or describe the transformation of energy from one form to another.
Identify and/or describe examples of the law of conservation of energy.
Identify and/or explain situations where energy is transformed between kinetic energy
and potential energy.
Differentiate between kinetic and potential energy
1
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Define energy
Define energy transformation
Define the Law of Conservation of Energy
No understanding of the above content
0
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content
Inquiry
Questioning strategies
that help students
understand the content
Writing-to-Learn
• summaries
Process writing
• 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
• summarizing
• using the notes to study
Reflective writing
• students write about what
they have learned and what
they still need
Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
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
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
Problem solving in groups
Reading
Any strategies in reading
that help students
understand
Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
Projects in groups
After reading strategies
• summarizing
• group projects
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create.
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
 Read directions for the
student
 Check for understanding
 Allow to leave class for
assistance
 Extra time for exams
 Daily agenda
 Allow student time to step
out to de-escalate
 Testing in small groups
 Use of a planner/binder for
organization
 English Language Dictionary
 Extended time on
assignments =1 day
 Preferential seating
 Written direction given
 Break directions into
chunks
 Read Aloud to Students
 Visual manipulatives
 Cooperative Learning,
 Vocabulary, Description,
Introduction,
.