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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, .