Download Forces Dates: Nov 2 – 6, 2015

Grade/Subject: 8th/Physical Science
Teacher(s): Jackson
Week of: Nov 2– N0v 6, 2015
Unit : Forces
Dates: Nov 2 – 6, 2015 (Forces)
Florida Standard(s): SC.6.P.13.1(AA) Investigate and describe types of forces including contact forces and
Benchmarks, descriptions, forces acting at a distance, such as electrical, magnetic, and gravitational. (Also assesses
DOK levels, standards
SC.6.P.13.2 AND SC.8.P.8.2)
unpacked (know/do)
highlighted
Learning Goal:
Students will investigate and describe types of contact and noncontact forces and
how the force affects an object.
Essential Question
 What would our world be like without forces?
Assessments Pre-assessment: Forces Pre-assessment Questions (found below)
Formative Assessments: Quiz, Cornell Notes, Labs, Writing Prompts
Summative Assessments: Chapter 1 and 2 Test, Forces in Fluids Foldable
Progress Monitoring/ Learning Log, Exit Tickets, Learning Scale
Feedback Loop
Higher Order Question(s) How can one describe types of forces including contact forces and forces acting at a
distance, such as electrical, magnetic and gravitational?
Key Vocabulary Electric circuit, electric current, static charges, series circuit, parallel circuit, fuse, circuit
breaker, magnetic field
Monday 11/2
Daily Objective
BELL RINGER
( 5 minutes)
I DO:
WE DO:
YOU DO:
Unit : Forces





Homework 
EXIT TICKET: 
(5 minutes)
Tuesday 11/3


BELL RINGER 
( 5 Minutes)
Daily Objective
Rigor Level:
Daily Agenda
Describe static electricity. 2. Describe electric charge and how it is transferred.
FCAT Question
Demonstrate electric attraction and repulsion, using ball, fur, rubber rod, balloon, hair.
Describe static electricity
Pre- test, Create tree diagram and bubble map, write paragraph to describe electric charges,
watch video and make notes.( Safari Montage, bill Nye video)
Work book pages
HOTS
Unit : Force
Rigor Level: Medium
Daily Agenda
Describe electric current, identify two types of current.
Describe conductors and classify material as good or poor conductors.
FCAT multiple choice question
I DO: 
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)




Wednesday 11/4
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:
Unit :





Homework 
.EXIT TICKET: 
(5 minutes)
Thursday 11/5
Daily Agenda
BELL RINGER
(5 Minutes)
I DO:
WE DO:
YOU DO:
Homework






EXIT TICKET: 
(5 minutes)
Friday 11/6





Rigor Level: Medium
Daily Agenda
Distinguish between series circuit and parallel circuit, explain open and closed circuits.
FCAT question
Power point, Virtual simulation, Safari montage video on electricity.
Describe parallel and series circuit.
Double bubble map to compare parallel and series circuits. Copy Cornel notes, watch video
and answer video questions
Vocabulary picture frame
Worksheet questions
Unit: Electricity
Daily Agenda
Distinguish between parallel and series circuit
FCAT
Rigor Level: High
Describe circuits
Describe circuits, video on electricity
Watch video and answer questions
Foldable: Define current electricity, static electricity, current, ohms, voltage, potential
difference
Work sheet
Unit:
Daily Objective 
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
You DO:
Homework
EXIT TICKET:
(5 minutes)
Demonstrate conductors and insulators using flashlight and aluminum foil, card board, duct
tape, plastic food wrap, paper, penny
Identify and describe the types of electricity
Classify and describe electricity. Classify material as conductors or insulators
Extension
3,2,1
Rigor Level:
Daily Agenda
Describe the effects of magnetic forces and magnetic fields and explain how magnetic poles
determine the direction of magnetic force.
Bell ringer transparency
Facilitate lab. inquiry
Describe magnetic fields
Lab. Magnetic field line, watch video on magnetism, Bill Nye
Extension /Foldable
Hots/ exit slip
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,
.