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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