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Lesson Plans Week of: Dec. 5th-9th , 2016 Monday 12/5/2016 Standard/Objective: 6.P.3A.3 Construct explanations for how energy is conserved as it is transferred and transformed in electric circuits. 6.P.3A.4 Develop and use models to exemplify how magnetic fields produced by electrical energy flow in a circuit is interrelated in electromagnets, generators, and simple electrical motors. Plan for the day: Essential Question(s): What are magnetic fields? Learning Target(s): I can demonstrate my knowledge of electric cirucits and energy transformations. I can create a magnetic field using magnets, an iron bolt, and compass. 1. Students will briefly review for their quiz. 2. Students will complete a brief quiz on electric circuits and energy transformations. 3. Students will use magnets to explore the effects they have on a magnet, a compass and iron bolt. Students will record their effects. 4. Students will determine the shape of the magnetic field and draw it in their notebook. Tuesday 12/6/2016 Homework: Review magnetism notes and labs for quiz on Wednesday, Dec 14th Assessment: Quiz: Electric cirucits Integrated Technology: SmartBoard Standard/Objective: . 6.P.3A.4 Develop and use models to exemplify how magnetic fields produced by electrical energy flow in a circuit is interrelated in electromagnets, generators, and simple electrical motors. Plan for the day: Essential Question(s): How are electricity and magnetism related? Learning Target(s): I can build an electromagnet. I can explain how it works. 1. Students will complete Health First Five. 2. Students will build an electromagnet using a battery, wire, and bolt. 3. Students will explore the effects it has on different objects. 4. Students will record their model of an electromagnet. Homework: Review lab notes and definitions. Quiz on Friday, Dec. 2 Assessment: Teacher observation, Student models Wednesday 12/7/2016 Integrated Technology: SmartBoard Standard/Objective: 6.P.3A.4 Develop and use models to exemplify how magnetic fields produced by electrical energy flow in a circuit is interrelated in electromagnets, generators, and simple electrical motors. Plan for the day: Essential Question(s): How are electricity and magnetism related? Learning Target(s): I can spin a device using magnetic force fields. 1. Students will complete Science first five. 2. Students will build a device from K’Nex piececes that will hold bar magnets. 3. Students will test the effects of a 3rd magnet, a compass, and electromagnet on the device. 4. Students will record their findings and explain how they were able to get the device to move without touching it. Homework: Review lab notes and definitions. Quiz on Friday, Dec. 2 Assessment: Teacher observations, Student data Integrated Technology: SmartBoard Thursday 12/8/2016 Standard/Objective: 6.P.3A.1 Analyze and Interpret Data to describe the properties and compare sources of different forms of energy (including mechanical, electrical, chemical, radiant, and thermal). 6.P.3A.2 Develop and use models to exemplify the conservation of energy as it is transformed from kinetic to potential (gravitational and elastic) and vice versa. Plan for the day: Essential Question(s): Learning Target(s): I can demonstrate my knowledge of electric cirucits and energy transformations in electric circuits. 1. Students will complete Health First Five 2. Students will complete Week 7- Science Weekly- Energy Transformations Friday 12/9/2016 Homework: Review magnetism notes and labs for quiz on Wednesday, Dec 14th Assessment: Science Weekly 7 Assessment Integrated Technology: Smartboard Standard/Objective: 6.P.3A.4 Develop and use models to exemplify how magnetic fields produced by electrical energy flow in a circuit is interrelated in electromagnets, generators, and simple electrical motors. Plan for the day: Essential Question(s): How do electric motors work to change electric energy to mechanical energy. Learning Target(s): I can demonstrate how an electric motor works. I will explore the parts of a motor. I can explain how the parts of a motor work. I can build a motor and change the way it runs. 1. Students will construct a circuit with a motor, propeller, switch, and battery. Students will observe and record the energy transformations. 2. Students will take the cover off the motor to be able to draw the parts of a motor, and make predictions about what they think the parts of the motor are for. 3. Students will take the motor apart and find the part of the motor that acts as an electromagnet. Students will describe how they are able to magnetize the electromagnet. 4. Students will rebuild the motor and explore ways to make it spin. Students will draw a model and explain how they made the motor spin. Homework: Review magnetism notes and labs for quiz on Wednesday, Dec 14th Assessment: Students drawings and data, Teacher Observation Integrated Technology: SmartBoard