Download Daily Agenda - Rebecca Cornell

DAILY LESSON PLANS:
Week of:
Teacher: Rebecca Cornell
November 14-18, 2016
Unit: Friction
Daily Agenda
Mon. 11/14/16
Tues. 11/15/16
Wed. 11/16/16
Thur. 11/17/16
Fri. 11/18/16
Essential
Question
How do atomic and
molecular
interactions explain
the properties of
matter we can see
and feel?
I can: explain
chemical and
physical changes
of matter.
1-Explain why an ice
cube melting is a
physical change of
matter.
How can friction
change the way an
object moves?
How can friction
change the way an
object moves?
How can friction
change the way an
object moves?
How can friction
change the way an
object moves?
I can: explain
balanced and
unbalanced forces.
I can: explain
Newton’s 1st law
of motion.
I can: explain the
four types of
friction.
I can: explain the
four types of
friction.
1-What is motion?
1-What are balanced
and unbalanced
forces?
1-What is the 1st Law
of motion?
1-What is friction?
2-What are the 4
types of friction?
06-PS1-3
Gather and make sense of
information to describe that
synthetic materials come from
natural resources and impact
society. PS1-B. Substances
react chemically in
characteristic ways. In a
chemical process, the atoms
that make up the original
substances are regrouped into
different molecules, and these
new substances have different
properties from that of
reactants.
06-PS2-2
Plan an investigation to provide
evidence that the change in an
object’s motion depends on the
sum of the forces on the object
and the mass of the object.
06-PS2-2
Plan an investigation to provide
evidence that the change in an
object’s motion depends on the
sum of the forces on the object
and the mass of the object.
06-PS2-2
Plan an investigation to provide
evidence that the change in an
object’s motion depends on the
sum of the forces on the object
and the mass of the object.
06-PS2-2
Plan an investigation to provide
evidence that the change in an
object’s motion depends on the
sum of the forces on the object
and the mass of the object.
-Bell ringer (I will
walk around and
check answers and I
will ask students to
share answers to
decide if we need to
-Bell ringer (I will
walk around and
check answers and I
will ask students to
share answers to
decide if we need to
-Bell ringer (I will
walk around and
check answers and I
will ask students to
share answers to
decide if we need to
-Bell ringer (I will
walk around and
check answers and I
will ask students to
share answers to
decide if we need to
Daily Learning
Target
Bell-ringer
CC# & DOK
Level
Instructional
-Bell ringer (I will
Strategy/Activity walk around and
check answers and I
will ask students to
share answers to
decide if we need to
DAILY LESSON PLANS:
Week of:
Teacher: Rebecca Cornell
November 14-18, 2016
review the topic in
more detail)
Lecture on signs
of chemical
change. Students
will learn about the
different signs of
chemical change
such as production
of smoke or light.
Will review study
guide together.
Unit: Friction
review the topic in
more detail)
Test on heat
transfer and
matter. Students
will complete a
multiple choice test
on physical changes,
chemical changes
and heat transfer.
They will complete
12 multiple choice
questions and 2 short
Demonstrations of answer questions.
physical and
chemical changes
of matter. Students
will be shown
demonstrations of
physical and
chemical changes
and be asked to
explain why they are
physical or chemical
changes.
Exit Slip:
1-Explain how to
determine the
difference between a
review the topic in
more detail)
review the topic in
more detail)
review the topic in
more detail)
Extended
Response
Question on
Physical and
Chemical changes
of matter. Students
will complete an ERQ
on determining the
differences between
chemical and physical
changes of matter.
Begin explanation
about the required
Bullitt County
Engineering
Design Process
Form.(replacing
the Science fair).
Begin the engineering project
in groups of four. Each
student will come up with an
design. Group will then select
one design. Each group will
fill out paper work.
Will watch
powerpoint to list
and explain
DAILY LESSON PLANS:
Week of:
Teacher: Rebecca Cornell
November 14-18, 2016
Unit: Friction
physical and
chemical change.
Critical
Vocabulary
Thinking
Strategies
Incorporated
Formative
Assessment
Student
Assignment
Physical change
Chemical change
Physical property
Chemical property
Balanced forces
Unbalanced forces
Balanced forces
Unbalanced forces
Friction
1st law of motion
Balanced forces
Unbalanced forces
Friction
1st law of motion
Balanced forces
Unbalanced forces
Friction
1st law of motion
Bell ringer
ERQ
Bell ringer
Brain pop quiz
Bell ringer
Thinking strategy
activity
Bell ringer
Thinking strategy
activity
Bell ringer
Video quiz
Complete ERQ
Take down notes in
science journal
Complete Brain pop
quiz
Take down notes in
science journal
Start reading and
annotating and
article on the
different types of
friction.
Complete reading
and annotating and
article on the
different types of
friction.
Complete reading and
annotating and article
on the different types
of friction.
Complete quiz
DAILY LESSON PLANS:
Week of:
Teacher: Rebecca Cornell
November 14-18, 2016
Reader (bell ringer
and ERQ if needed)
Scribe (ERQ)
Paraphrase (bell
ringer and ERQ if
needed)
Extended time (bell
ringer and ERQ if
needed)
Gifted and talented
students required to
work on science fair
project individually
instead of in pairs
Unit: Friction
Reader (bell ringer
and brain pop quiz if
needed)
Paraphrase (bell
ringer and brain pop
quiz if needed)
Extended time (bell
ringer and brain pop
quiz if needed)
Gifted and talented
students required to
work on science fair
project individually
instead of in pairs
Reader (bell ringer
and thinking strategy
activity if needed)
Paraphrase (bell
ringer and thinking
strategy activity if
needed)
Extended time (bell
ringer and thinking
strategy activity if
needed)
Gifted and talented
students required to
work on science fair
project individually
instead of in pairs
Reader (bell ringer
and thinking strategy
activity if needed)
Paraphrase (bell
ringer and thinking
strategy activity if
needed)
Extended time (bell
ringer and thinking
strategy activity if
needed)
Gifted and talented
students required to
work on science fair
project individually
instead of in pairs
Reader (bell ringer
and activity if needed)
Paraphrase (bell
ringer and activity if
needed)
Extended time (bell
ringer and activity if
needed)
Gifted and talented
students required to
work on science fair
project individually
instead of in pairs