LESSON PLAN for FALL SEMESTER 2017 

LESSON PLAN THURSDAY, 10/19, and FRIDAY, 10/20, 2017

ESSENTIAL STANDARDS and OBJECTIVES:

EEn.2.1 Explain how processes and forces affect the lithosphere.

EEn.2.1.1 Explain how the rock cycle, plate tectonics, volcanoes, and earthquakes impact the lithosphere.

EEn.2.1.2 Predict the locations of volcanoes, earthquakes, and faults based on information contained in a variety of maps

EEn.2.1.4 Explain the probability of and preparation for geohazards such as landslides, avalanches, earthquakes and volcanoes in a particular area based on available data

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: 
- Warm up
 - In a Nutshell Summary Labsheet

I will review Yesterday's lesson by:

     - Question of the Day in addition to 
        PowerPoint Review

I will engage them in today's lesson:
      - SPOT-IT Game
      - Word-Up Game

Questions for this
segment:

How does vocabulary aid us in explaining the differences between lava and magma?

When we say Lava, we know.....

When we say magma, we know...

Central Focus: Types of Plate Boundaries; Volcanoes
Essential Question: How do the movement of tectonic plates impact the lithosphere?
Focal Understanding: The earth is a dynamic system within which one part effects all other parts. 

Content Strategy
- Presentation of new information to students

Essential Standards:

EEn.2.1 Explain how processes and forces affect the lithosphere.

EEn.2.1.1 Explain how the rock cycle, plate tectonics, volcanoes, and earthquakes impact the lithosphere.

EEn.2.1.2 Predict the locations of volcanoes, earthquakes, and faults based on information contained in a variety of maps

EEn.2.1.4 Explain the probability of and preparation for geohazards such as landslides, avalanches, earthquakes and volcanoes in a particular area based on available data

The content I will deliver is:
- Volcanoes
- Types of Volcanoes
            - Volcano Hazzards

I will deliver this content using:     
  - 
PowerPoint 

     -Volcanoes

       - Volcano Hazards

  - Labsheet
  - In a Nutshell Summary Labsheet

- Lecture visuals and examples

I will help students organize content:
     - Cornell Notes
     - Lab Exercises and investigations

Volcanoes - Notes can be found here.

Hazzards - Notes can be found here.

cars_b_1929481.html

Questions for this segment?

EXPLAIN:

How does the movement of the lithospheric plate impact the lithosphere?

What is the job of the constructive plate boundries?

What is a volcano?

- Volcanoes happen at what type of plate boundary?

What role do volcanoes play in the rock cycle? 

Do volcanoes pose a threat to us in North Carolina? 

Vocabulary:

-Tectonics
- Divergent/Convergent
- Constructive/Destructive
- Boundaries
- Lithosphere
- Transformed


Language Funcions: 

SWABT verbally, conceptually, and quantitatively analyze, explain,  and express the relationships between the different types of plate boundaries, the formation and function of each type of boundary and their importance in shaping the present lithosphere: both independently (worksheet checks) and with their assigned partner (whiteboard exercises and lab).

SWABT verbally, develop communication skills via the construction of questions that conceptually, and quantitatively lead to the explanation, and analyses of the relationships between tectonics activities, both independently and collaborately; thus, enabling them to solve a unique problem (pet rock project).

Writing/Synthesis:
 - reading and 
   writing technical 
   information

- analyzing and 
   evaluating 
   information.

Students will be analyzing and evaluating information from their lesson to identify and draw the different types of tectonic activity that affects our lithosphere and the role each play n the formation of lithospheric features.

Students will be ale to identify and record the necessary information to correctly explain, analyze, and differentiate between the different types of boundaries within the context of their lab sheet - In a Nutshell Summary Labsheet. Students will complete their "Pet Rock" project which includes all the vocabulary words from this section of study.

Students will evaluate the information that needs to be recorded in their Cornell notes and their summary section.

Volcanoes - Notes for this Power Point can be found here.

Hazzards - Notes for this Power Point can be found here.

Closing/Reflection:

Reflection on the vital aspects of this lesson.

Cornell note summaries.

In a Nutshell Summary Labsheet

- Answer the Essential Question.




LESSON PLAN WEDNESDAY - October 17, 2017

ESSENTIAL STANDARDS and OBJECTIVES:

EEn.2.1 Explain how processes and forces affect the lithosphere.

EEn.2.1.1 Explain how the rock cycle, plate tectonics, volcanoes, and earthquakes impact the lithosphere.

EEn.2.1.2 Predict the locations of volcanoes, earthquakes, and faults based on information contained in a variety of maps

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: 
- Question of the Day - CODE BUSTER

I will review Yesterday's lesson by:

     - Question of the Day in addition to
        PowerPoint Review
     - CODE BUSTER

I will engage them in today's lesson by:

- Seriously What are They Talking About?

- Word-Up

Questions for this
segment:

How does vocabulary aid us in explaining the differences between the different tectonic features?

Ex: When we say a "Divergent Boundary, we know it explains that the boundary is:
- Constructive (making new crust)
- Spreading apart
- Volcanoes are involved

Central Focus: Types of Plate Boundaries
Essential Question: How do the movement of tectonic plates impact the lithosphere?
Focal Understanding: The earth is a dynamic system within which one part effects all other parts. 

Content Strategy
- Presentation of new information to students

Essential Standards:

EEn.2.1 Explain how processes and forces affect the lithosphere.

EEn.2.1.1 Explain how the rock cycle, plate tectonics, volcanoes, and earthquakes impact the lithosphere.

EEn.2.1.2 Predict the locations of volcanoes, earthquakes, and faults based on information contained in a variety of maps



The content I will deliver is:
- Plate Tectonics
- Types of Plate Boundaries
             - Divergent
             - Convergent
                   - Continent/Ocean
                   - Ocean/Ocean
                   - Continent to Continent
             - Transformed

I will deliver this content using:     
  - 
PowerPoint 
  - 
Types of Boundaries

  - Labsheet
  - In a Nutshell Summary Labsheet

- Lecture visuals and examples

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for this segment?

EXPLAIN:

What are the important difference between the three types of plate boundaries?

What are the fundamental differences between the three types of Convergent Boundaries?

How does the movement of the lithospheric plate impact the lithosphere?

What is the job of the constructive plate boundaries?

What is the job of the constructive plate boundries?

Vocabulary:

-Tectonics
- Divergent/Convergent
- Constructive/Destructive
- Boundaries
- Lithosphere
- Transformed

Language Funcions: 
SWABT verbally, conceptually, and quantitatively analyze, explain,  and express the relationships between the different types of plate boundaries, the formation and function of each type aof boundary and their importance in shaping the present lithosphere: both independently (worksheet checks) and with their assigned partner (whiteboard exercises and lab).

SWABT verbally, develop communication skills via the construction of questions that conceptually, and quantitatively lead to the explanation, and analyses of the relationships between tectonics activities, both independently and collaboratillyy; thus, enabling them to solve a unique problem (comic strip).

Writing/Synthesis:
 - reading and 
   writing technical 
   information

- analyzing and 
   evaluating 
   information.

Students will be analyzing and evaluating information from their lesson to identify and draw the different types of plate boundaries.

Students will be ale to identify and record the necessary information to correctly explain, analyze, and differentiate between the different types of boundaries within the context of their lab sheet - In a Nutshell Summary Labsheet.

Students will evaluate the information that needs to be recorded in their Cornell notes and their summary section - Notes can be found here.

Closing/Reflection:

Reflection on the vital aspects of this lesson.

Cornell note summaries.

In a Nutshell Summary Labsheet

- Answer the Essential Question.

 _________


 

LESSON PLAN MONDAY & TUESDAY - AUGUST 7- 8, 2017

ESSENTIAL STANDARDS and OBJECTIVES:

EEn.1.1 Explain Earth’s role as a body in space.

EEn.1.1.1 Explain the Earth’s motion through space, including precession, nutation, the barycenter, and its path about the galaxy.

EEn.1.1.2 Explain how the Earth’s rotation and revolution about the Sun affect its shape and is related to seasons and tides.

EEn.1.1.3 Explain how the sun produces energy which is transferred to the Earth by radiation.

EEn.1.1.4 Explain how incoming solar energy makes life possible on Earth.

 

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: 
- Question of the Day
QUIZIZZ

I will review Yesterday's lesson by:

Question of the Day in addition to PowerPoint Review

I will engage them in today's lesson by:

"One Thousand Questions"
     vocabulary game

"Pass the Card"
     vocabulary game

- Periodic Table Competition

Questions for this
segment:

How does the PSRT aid us in knowing the properties of elements and their chemical Bonds?

Central Focus: Naming Compaunds
Essential Question: How do we predict chemical formulars?
Focal Understanding: Science is a dynamic, not static, discipline. 

Content Strategy
- Presentation of new information to students

Essential Standards:


PSc.2.2.3 Predict chemical formulas and names for simple compounds based on knowledge of bond formation and naming conventions.


PSc.2.2.4 Exemplify the law of conservation of mass by balancing chemical equations. 


t. 



The content I will deliver is:
- bond formation
- radioactive decay
- types of radiation
- Classification of Matter
- Use of the Periodic Table

I will deliver this content using:     
 - - 
PowerPoint 

Alpha, Beta, Gamma Radiation

- Lecture visuals and examples

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

What are the conventions used in naming ionic compounds?

What are the conventions used in naming covalent compounds?

What are the similarities and what are the differences?

Vocabulary:

-Acid
- Base
- Salt

- pH

Language Funcions: 
SWABT verbally, conceptually, and quantitatively analyze and express the relationships between element properties, bond formation and the type of compound formed (worksheet checks) and with their assigned partner (whiteboard exercises and lab).

SWABT verbally, develop communication skills via the construction of questions that conceptually, and quantitatively lead to the analyze of the relationships between the naming of compounds, both independently and collabarity; thus, enabling them to solve a unique problem.

Writing/Synthesis:
 - reading and 
   writing technical 
   information

- analyzing and 
   evaluating 
   information.

Students will be analyzing and evaluating information from their table exercises to answer questions pertaining to the identification of chemical compounds.

Students will be ale to identify and record the necessary information to correctly annotate their Periodic Table.

Closing/Reflection:

Reflection on the vital aspects of this lesson.

Cornell note summaries.

- Periodic Table Competition

- Quiz Corrections

 _________

 

 

 

LESSON PLAN TUESDAY - APRIL 18, 2017

ESSENTIAL STANDARDS and OBJECTIVES:

PSc.2.2 Understand chemical bonding and chemical interactions. 
PSc.2.2.1 Infer valence electrons, oxidation number, and reactivity of an element based on its location in the Periodic Table. 
PSc.2.2.2 Infer the type of chemical bond that occurs, whether covalent, ionic, or metallic, in a given substance. PSc.2.2.3 Predict chemical formulas and names for simple compounds based on knowledge of bond formation and naming conventions. 
PSc.2.2.4 Exemplify the law of conservation of mass by balancing chemical equations. 
PSc.2.2.5 Classify types of reactions such as synthesis, decomposition, single replacement, or double replacement. 
PSc.2.2.6 Summarize the characteristics and interactions of acids and bases.

 

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: 
- Question of the Day
QUIZIZZ

I will review Yesterday's lesson by:

Question of the Day in addition to PowerPoint Review

I will engage them in today's lesson by:

"Forensic pH Mystery"

- Periodic Table Competition

Questions for this
segment:

How does the PSRT aid us in knowing the properties of elements and their chemical Bonds?

Central Focus: Acids/Bases/Salts/pH
Essential Question: How do we differentiate between an Acid from a Base?
Focal Understanding: Science is a dynamic, not static, discipline. 

Content Strategy
- Presentation of new information to students

Essential Standards:
PSc.2.2.6 Summarize the characteristics and interactions of acids and bases.. 


PSc.2.2.4 Exemplify the law of conservation of mass by balancing chemical equations. 


t. 



The content I will deliver is:
- pH, Acids, Bases, and Salts
- Classification of Matter
- Use of the Periodic Table

I will deliver this content using:     
 - - 
PowerPoint 

- Acids and Bases

- Lecture visuals and examples

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

Why do we use indicators?

Why do we differentiate between acids and bases?

How dare salts made?

By what criteria do we decern the different acids and bases?

Vocabulary:

-Acid
- Base
- Salt

- pH

Language Funcions: 
SWABT verbally, conceptually, and quantitatively analyze and express the relationships between Acids, Bases and Salts (worksheet checks) and with their assigned partner (whiteboard exercises and lab).

SWABT verbally, develop communication skills via the construction of questions that conceptually, and quantitatively lead to the analyze of the relationships between tthe properties of pH and its relationship to Acids, Bases, and Salts, both independently and collabarity; thus, enabling them to solve a unique problem (What the Heck Activity)..

Writing/Synthesis:
 - reading and 
   writing technical 
   information

- analyzing and 
   evaluating 
   information.

Students will be analyzing and evaluating information from their lab to answer questions pertaining to the identification of acids and bases by solving a murder mystery. A written report will be submitted by each team.

"Forensic pH Mystery"

Closing/Reflection:

Reflection on the vital aspects of this lesson.

Cornell note summaries.

- Periodic Table Competition

- Quiz Corrections

 _________

 

LESSON PLAN THURSDAY - APRIL 6, 2017

ESSENTIAL STANDARDS and OBJECTIVES:

PSc.2.2 Understand chemical bonding and chemical interactions.
PSc.2.2.1 Infer valence electrons, oxidation number, and reactivity of an element based on its location in the Periodic Table.
PSc.2.2.2 Infer the type of chemical bond that occurs, whether covalent, ionic, or metallic, in a given substance. PSc.2.2.3 Predict chemical formulas and names for simple compounds based on knowledge of bond formation and naming conventions.
PSc.2.2.4 Exemplify the law of conservation of mass by balancing chemical equations.
PSc.2.2.5 Classify types of reactions such as synthesis, decomposition, single replacement, or double replacement.
PSc.2.2.6 Summarize the characteristics and interactions of acids and bases.

 

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: 
- Question of the Day
- What the Heck

I will review Yesterday's lesson by:

Question of the Day in addition to PowerPoint Review

I will engage them in today's lesson by:

What the Heck

- Periodic Table Competition

Questions for this
segment:

How does the PSRT aid us in knowing the properties of elements and their chemical Bonds?

Central Focus: Chemical Bonding
Essential Question: How do we differentiate between the different bond and reaction types?
Focal Understanding: Science is a dynamic, not static, discipline. 

Content Strategy
- Presentation of new information to students

Essential Standards:
PSc.2.2 Understand chemical bonding and chemical interactions. 


PSc.2.2.4 Exemplify the law of conservation of mass by balancing chemical equations. 


PSc.2.2.5 Classify types of reactions such as synthesis, decomposition, single replacement, or double replacement. 



The content I will deliver is:
- Physical and Chemical Properties of Matter
- Classification of Matter
- Use of the Periodic Table

I will deliver this content using:     
 - - 
PowerPoint 

- Reaction Types

- Balancing Equations Worksheet

Reaction Types Worksheet

- Lecture visuals and examples

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

Why do we not change the subscripts?

 

Why do we balance equations?

 

How do we differentiate between the different types of bonds?

 

 

By what criteria do we decern the different reaction types?

Vocabulary:

-Physical
- Chemical
- Property

Language Funcions: 
SWABT verbally, conceptually, and quantitatively analyze and express the relationships between reaction types, both independently (worksheet checks) and with their assigned partner (whiteboard exercises and lab).

SWABT verbally, develop communication skills via the construction of questions that conceptually, and quantitatively lead to the analyze of the relationships between tthe properties and types of bonds and reaction types, both independently and collabarity; thus, enabling them to solve a unique problem (What the Heck Activity)..

Writing/Synthesis:
 - reading and 
   writing technical 
   information

- analyzing and 
   evaluating 
   information.

Students will be analyzing and evaluating information from their PSRT and online to answer questions pertaining to the physical and chemical properties of elements.

- Periodic Table Quiz Marathon.

Closing/Reflection:

Reflection on the vital aspects of this lesson.

Cornell note summaries.

- Periodic Table Competition

- Quiz Corrections

 _________

 

 

LESSON PLAN WEDNESDAY - APRIL 5, 2017

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.2.1 Understand types, properties, and structure of matter. 
PSc.2.1.1 Classify matter as homogeneous or heterogeneous; pure substance or mixture; element or compound; metals, nonmetals, or metalloids; solution, colloid, or suspension. 
PSc.2.1.2 Explain the phases of matter and the physical changes that matter undergoes. 
PSc.2.1.3 Compare physical and chemical properties of various types of matter. 
PSc.2.1.4 Interpret the data presented in the Bohr model diagrams and dot diagrams for atoms and ions of elements 1 through 18.

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: 
- Question of the Day
- Fizziks Kwis

I will review Yesterday's lesson by:

Question of the Day in addition to PowerPoint Review

I will engage them in today's lesson by:

Fizziks Kwis

- Periodic Table Competition

Questions for this
segment:

How does the PSRT aid us in knowing the physical and chemical properties of the different elements?

Central Focus: Atomic Physical and Chemical Properties
Essential Question: How do we classify matter bt their physical and chemical properties?
Focal Understanding: Science is a dynamic, not static, discipline. 

Content Strategy
- Presentation of new information to students

Essential Standards:
PSc.2.1 
Understand types, properties, and structure of matter. 


PSc.2.1.3 Compare physical and chemical properties of  various types of matter. 


PSc.2.1.2Explain the phases of matter and the physical changes that matter undergoes. 



The content I will deliver is:
- Physical and Chemical Properties of Matter
- Classification of Matter
- Use of the Periodic Table

I will deliver this content using:     
 - - 
PowerPoint 

- Matter States and Changes

- Lecture visuals and examples

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

What are the different symbols representing the different elements?

What the difference between a physical and chemical property?

Vocabulary:

-Physical
- Chemical
- Property

Language Funcions: 
SWABT verbally, conceptually, and quantitatively analyze and express the relationships between physical and chemical properties, both independently (worksheet checks) and with their assigned partner (whiteboard exercises and lab).

SWABT verbally, develop communication skills via the construction of questions that conceptually, and quantitatively lead to the analyze of the relationships between tthe properties and types of matter, both independently and collabarity; thus, enabling them to solve a unique problem (Fizziks Kwis Vocabulary Game)..

Writing/Synthesis:
 - reading and 
   writing technical 
   information

- analyzing and 
   evaluating 
   information.

Students will be analyzing and evaluating information from their PSRT and online to answer questions pertaining to the physical and chemical properties of elements.

Closing/Reflection:

Reflection on the vital aspects of this lesson.

Cornell note summaries.

- Super 7 Comic Strip

Fizziks Kwis

 _________

_

LESSON PLAN WEDNESDAY - APRIL 5, 2017

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.2.1 Understand types, properties, and structure of matter. 
PSc.2.1.1 Classify matter as homogeneous or heterogeneous; pure substance or mixture; element or compound; metals, nonmetals, or metalloids; solution, colloid, or suspension. 
PSc.2.1.2 Explain the phases of matter and the physical changes that matter undergoes. 
PSc.2.1.3 Compare physical and chemical properties of various types of matter. 
PSc.2.1.4 Interpret the data presented in the Bohr model diagrams and dot diagrams for atoms and ions of elements 1 through 18.

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: 
- Question of the Day
QUIZIZZ

I will review Yesterday's lesson by:

Question of the Day in addition to PowerPoint Review

I will engage them in today's lesson by:

Fizziks Kwis

- Periodic Table Competition

Questions for this
segment:

How does the PSRT aid us in knowing the physical and chemical properties of the different elements?

Central Focus: Atomic Physical and Chemical Properties
Essential Question: How do we classify matter bt their physical and chemical properties?
Focal Understanding: Science is a dynamic, not static, discipline. 

Content Strategy
- Presentation of new information to students

Essential Standards:
PSc.2.1 
Understand types, properties, and structure of matter. 


PSc.2.1.3 Compare physical and chemical properties of  various types of matter. 


PSc.2.1.2Explain the phases of matter and the physical changes that matter undergoes. 



The content I will deliver is:
- Physical and Chemical Properties of Matter
- Classification of Matter
- Use of the Periodic Table

I will deliver this content using:     
 - - 
PowerPoint 

- Matter States and Changes

- Lecture visuals and examples

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

What are the different symbols representing the different elements?

What the difference between a physical and chemical property?

Vocabulary:

-Physical
- Chemical
- Property

Language Funcions: 
SWABT verbally, conceptually, and quantitatively analyze and express the relationships between physical and chemical properties, both independently (worksheet checks) and with their assigned partner (whiteboard exercises and lab).

SWABT verbally, develop communication skills via the construction of questions that conceptually, and quantitatively lead to the analyze of the relationships between tthe properties and types of matter, both independently and collabarity; thus, enabling them to solve a unique problem (Fizziks Kwis Vocabulary Game)..

Writing/Synthesis:
 - reading and 
   writing technical 
   information

- analyzing and 
   evaluating 
   information.

Students will be analyzing and evaluating information from their PSRT and online to answer questions pertaining to the physical and chemical properties of elements.

Closing/Reflection:

Reflection on the vital aspects of this lesson.

Cornell note summaries.

- Quiz corrections

 _________

_________________________________________________________________________________________

LESSON PLAN TUESDAY - APRIL 4, 2017

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.2.1 Understand types, properties, and structure of matter. 
PSc.2.1.1 Classify matter as homogeneous or heterogeneous; pure substance or mixture; element or compound; metals, nonmetals, or metalloids; solution, colloid, or suspension. 
PSc.2.1.2 Explain the phases of matter and the physical changes that matter undergoes. 
PSc.2.1.3 Compare physical and chemical properties of various types of matter. 
PSc.2.1.4 Interpret the data presented in the Bohr model diagrams and dot diagrams for atoms and ions of elements 1 through 18.

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: 
- Question of the Day
- Elementary My Dear Watson

I will review Yesterday's lesson by:

Question of the Day in addition to PowerPoint Review

I will engage them in today's lesson by:

Questions for this
segment:

How does the PSRT aid us in determinint the different types of bonds

Central Focus: Atomic Physical and Chemical Properties
Essential Question: How do we classify matter?
Focal Understanding: Science is a dynamic, not static, discipline. 

Content Strategy
- Presentation of new information to students

Essential Standards:
PSc.2.1 
Understand types, properties, and structure of matter. 


PSc.2.1.3 Compare physical and chemical properties of  various types of matter. 




The content I will deliver is:
- Physical and Chemical Properties of Matter
- Classification of Matter
- Use of the Periodic Table

I will deliver this content using:     
 - - 
PowerPoint 

- Matter States and Changes 
- Chemical Bonding

Bonding Worksheet

- Phy. and Chemical Properties Worksheet

- Lecture visuals and examples

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

What part of the atom do we take into consideration when we talk about bonding?

What the difference between a physical and chemical property?

 

What are the three types of bonds and how do we differentiate between them?

 

 

 

Vocabulary:

-Physical
- Chemical
- Property

Language Funcions: 
SWABT verbally, conceptually, and quantitatively analyze and express the relationships between physical and chemical properties of elements, both independently (worksheet checks) and with their assigned partner (whiteboard exercises and lab).

SWABT verbally, develop communication skills via the construction of questions that conceptually, and quantitatively lead to the analyze of the relationships between tthe properties and types of matter, both independently and collabarity; thus, enabling them to solve a unique problem (Watson Game)..

Writing/Synthesis:
 - reading and 
   writing technical 
   information

- analyzing and 
   evaluating 
   information.

Students will be analyzing and evaluating information from their PSRT and online to answer questions.

Rules
  1. Rules:   

    1.       Each team will receive the same elements.

    2.       Element sheets will be submitted at the end of the round. The team may retain a copy of their answers.

    3.       The elements that could be used are: Mg, Ca, Cr, Mn, Fe, Co, Ni, Pt, Cu, Ag, Au, Zn, Hg, Al, C, Si, Sn, Pb, N , P, Sb, Bi, 0 , S, H, I, Ne, and Ar.

    4.       The clues given will be based mainly on the properties and uses of the element. For example, if the element was copper, the first clue could be that it was a good conductor of electricity and the second that is was a coinage metal.

Closing/Reflection:

Reflection on the vital aspects of this lesson.

Cornell note summaries.

-- Fizziks Kwis

 _________

LESSON PLAN TUESDAY - APRIL 4, 2017

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.2.1 Understand types, properties, and structure of matter. 
PSc.2.1.1 Classify matter as homogeneous or heterogeneous; pure substance or mixture; element or compound; metals, nonmetals, or metalloids; solution, colloid, or suspension. 
PSc.2.1.2 Explain the phases of matter and the physical changes that matter undergoes. 
PSc.2.1.3 Compare physical and chemical properties of various types of matter. 
PSc.2.1.4 Interpret the data presented in the Bohr model diagrams and dot diagrams for atoms and ions of elements 1 through 18.

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: 
- Question of the Day
- Quizizz

I will review Yesterday's lesson by:

Question of the Day in addition to PowerPoint Review

I will engage them in today's lesson by:

- Changes Sort Game

PERIODIC TABLE COMPETITION BEGINS

Questions for this
segment:

How does the PSRT aid us in determinint the different types of bonds.

Why is the Periodic table important?

Central Focus: Atomic Physical and Chemical Properties
Essential Question: How do we classify matter?
Focal Understanding: Science is a dynamic, not static, discipline. 

Content Strategy
- Presentation of new information to students

Essential Standards:
PSc.2.1 
Understand types, properties, and structure of matter. 


PSc.2.1.3 Compare physical and chemical properties of  various types of matter. 




The content I will deliver is:
- Physical and Chemical Properties of Matter
- Classification of Matter
- Use of the Periodic Table

I will deliver this content using:     
 - - 
PowerPoint 

- Matter States and Changes 
- Chemical Bonding

Bonding Worksheet

- Phy. and Chemical Properties Worksheet

- Lecture visuals and examples

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

What part of the atom do we take into consideration when we talk about bonding?

What the difference between a physical and chemical property?

What are the three types of bonds and how do we differentiate between them?

Vocabulary:

-Physical
- Chemical
- Property

Language Funcions: 
SWABT verbally, conceptually, and quantitatively analyze and express the relationships between physical and chemical properties, both independently (worksheet checks) and with their assigned partner (whiteboard exercises and lab).

SWABT verbally, develop communication skills via the construction of questions that conceptually, and quantitatively lead to the analyze of the relationships between tthe properties and types of matter, both independently and collabarity; thus, enabling them to solve a unique problem (Phy and Chemical Change Sort)..

Writing/Synthesis:
 - reading and 
   writing technical 
   information

- analyzing and 
   evaluating 
   information.

Students will be analyzing and evaluating information from their PSRT and online to answer questions.

Rules
  1. Each team will receive index cards with the same set of properties.
  2. In their table teams, students will seperate the carts according to their properties.
  3. Teams may use their notes and their reference tables.
  4. Teams may submit revised answers in succeeding rounds.
  5. Each team may ask one question of the teacher.
  6. The clues given will be based mainly on the physical and chemical properties. For example: phase changes, chemical properties.

Closing/Reflection:

Reflection on the vital aspects of this lesson.

Cornell note summaries.

-Fizziks Kwis (finish)

 _________

 

____________________________________________________________________________________

LESSON PLAN MONDAY - APRIL 3, 2017

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.2.1 Understand types, properties, and structure of matter. 
PSc.2.1.1 Classify matter as homogeneous or heterogeneous; pure substance or mixture; element or compound; metals, nonmetals, or metalloids; solution, colloid, or suspension. 
PSc.2.1.2 Explain the phases of matter and the physical changes that matter undergoes. 
PSc.2.1.3 Compare physical and chemical properties of various types of matter. 
PSc.2.1.4 Interpret the data presented in the Bohr model diagrams and dot diagrams for atoms and ions of elements 1 through 18.

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: 
- Question of the Day
- Periodic Spelling Bee

I will review Yesterday's lesson by:

Question of the Day in addition to PowerPoint Review

I will engage them in today's lesson by:
- Quizizz

- Periodic Spelling Bee

Questions for this
segment:

How does the PSRT aid us in knowing the smbols and names of the different elements?

Central Focus: Atomic Physical and Chemical Properties
Essential Question: How do we classify matter?
Focal Understanding: Science is a dynamic, not static, discipline. 

Content Strategy
- Presentation of new information to students

Essential Standards:
PSc.2.1 
Understand types, properties, and structure of matter. 


PSc.2.1.3 Compare physical and chemical properties of  various types of matter. 


PSc.2.1.2Explain the phases of matter and the physical changes that matter undergoes. 



The content I will deliver is:
- Physical Properties of Matter
- Latent Heat
- Classification of Matter
- Use of the Periodic Table

I will deliver this content using:     
 - - 
PowerPoint 

Phase Change Worksheet

- Lecture visuals and examples

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

What are the different symbols representing the different elements?

What is Latent heat?

What are the different phases of matter?

Vocabulary:

-Latent Heat
- Vaporization
- Solubility
-Fusion

Language Funcions: 
SWABT verbally, conceptually, and quantitatively analyze and express the relationships between the phase changes and latent heat, both independently (worksheet checks) and with their assigned partner (whiteboard exercises and lab).

SWABT verbally, develop communication skills via the construction of questions that conceptually, and quantitatively lead to the analyze of the relationships between tthe properties and types of matter, both independently and collabarity; thus, enabling them to solve a unique problem (Periodic Spelling Bee)..

Writing/Synthesis:
 - reading and 
   writing technical
   information

- analyzing and
   evaluating 
   information.

Students will be analyzing and evaluating information in a Periodic Spelling Bee.

Purpose:  To help students relate chemical symbols to the names of the elements and their location on the periodic table

Rules:      

Use the periodic table to construct as many words as possible from combinations of chemical symbols.

If a symbol consists of two letters (for example, the symbol for Lithium is Li) you must use both letters. In a two-letter symbol, however, the capital letter may be counted as lower case.

You cannot add sulfur to the end of any word simply to make that word plural.

Closing/Reflection:

Reflection on the vital aspects of this lesson.

Cornell note summaries.

- Super 7 Comic Strip

 _________

_______________________________________________________________________________________________

LESSON PLAN TUESDAY - MARCH 28, 2017

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.2.1 Understand types, properties, and structure of matter. 
PSc.2.1.1 Classify matter as homogeneous or heterogeneous; pure substance or mixture; element or compound; metals, nonmetals, or metalloids; solution, colloid, or suspension. 
PSc.2.1.2 Explain the phases of matter and the physical changes that matter undergoes. 
PSc.2.1.3 Compare physical and chemical properties of various types of matter. 
PSc.2.1.4 Interpret the data presented in the Bohr model diagrams and dot diagrams for atoms and ions of elements 1 through 18.

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: 
- Question of the Day
- Quizizz (States of Matter)

I will review Yesterday's lesson by:

Question of the Day in addition to PowerPoint Review

I will engage them in today's lesson by:

Mystery Question

Questions for this
segment:

How does the PSRT aid us in knowing the aomic configeration and both chemical and physical properties of the different elements?

Central Focus: Atomic Physical and Chemical Properties
Essential Question: How do we classify matter?
Focal Understanding: Science is a dynamic, not static, discipline. 

Content Strategy
- Presentation of new information to students

Essential Standards:
PSc.2.1 
Understand types, properties, and structure of matter. 


PSc.2.1.3 Compare physical and chemical properties of  various types of matter. 



The content I will deliver is:
- Physical Properties of Matter
- Latent Heat
- Classification of Matter
- Use of the Periodic Table

I will deliver this content using:     
 PowerPoint 

- Super 7 Comic Strip

- Latent Heat

Lecture visuals and examples

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

What are the different ways matter is classified?

What is Latent heat?

How do we interpret graphs?

What are the different phases of matter?

Vocabulary:

-Latent Heat
- Vaporization
- Solubility
-Fusion

Language Funcions: 
SWABT verbally, conceptually, and quantitatively analyze and express the relationships between the phase changes and latent heat, both independently (worksheet checks) and with their assigned partner (whiteboard exercises and lab).

SWABT verbally, develop communication skills via the construction of questions that conceptually, and quantitatively lead to the analyze of the relationships between tthe properties and types of matter, both independently and collabarity; thus, enabling them to solve a unique problem (Mystery Question)..

Writing/Synthesis:
 - reading and 
   writing technical information
- analyzing and evaluating 
  information.

Students will be analyzing and evaluating information in a Mystery Question.

- Research question
- Interpret Graph
- Answer in one complete paragraph

Closing/Reflection:

Reflection on the vital aspects of this lesson.

Cornell note summaries.

- Super 7 Comic Strip

 _________

____________________________________________________________________________________________

LESSON PLAN MONDAY - MARCH 27, 2017

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.2.1 Understand types, properties, and structure of matter. 
PSc.2.1.1 Classify matter as homogeneous or heterogeneous; pure substance or mixture; element or compound; metals, nonmetals, or metalloids; solution, colloid, or suspension. 
PSc.2.1.2 Explain the phases of matter and the physical changes that matter undergoes. 
PSc.2.1.3 Compare physical and chemical properties of various types of matter. 
PSc.2.1.4 Interpret the data presented in the Bohr model diagrams and dot diagrams for atoms and ions of elements 1 through 18.

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: 
- Question of the Day
- Quizizz (vocabulary)

I will review Yesterday's lesson by:

Question of the Day in addition to PowerPoint Review

I will engage them in today's lesson by:

Periodic Table video.

Questions for this
segment:

How does the PSRT aid us in knowing the aomic configeration and both chemical and physical properties of the different elements?

Central Focus: Atomic Physical and Chemical Properties
Essential Question: How do we classify matter?
Focal Understanding: Science is a dynamic, not static, discipline. 

Content Strategy
- Presentation of new information to students

Essential Standards:
PSc.2.1 
Understand types, properties, and structure of matter. 


PSc.2.1.3 Compare physical and chemical properties of  various types of matter. 



The content I will deliver is:
- Physical Properties of Matter
- Latent Heat
- Classification of Matter
- Use of the Periodic Table

I will deliver this content using:     
 PowerPoint

Solids Liquids and all the Rest

- Super 7 Comic Strip

- Latent Heat

- New Solutions

     - Lecture visuals and examples

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

What are the different ways matter is classified?

How is the Periodic Table of Elements used in classification of physical and chemical properties?

What properties seperate the elements into different categories of matter?

What criteria do we use to distinguish the different types of matter

Vocabulary:

-Latent Heat
- Vaporization
-Suspension
-Colloid
-Fusion
-Sublimation
- Solution
-Mixture

Language Funcions: 
SWABT verbally, conceptually, and quantitatively analyze and express the relationships between the physical properties and types of matter, both independently (worksheet checks) and with their assigned partner (whiteboard exercises and lab).

SWABT verbally, develop communication skills via the construction of questions that conceptually, and quantitatively lead to the analyze of the relationships between tthe properties and types of matter, both independently and collabarity; thus, enabling them to solve a unique problem..

Writing/Synthesis:
 - reading and 
   writing technical information
- analyzing and evaluating 
  information.

Students will be analyzing and evaluating information to answer questions peraining to pronouns in preparation for a class discussion on pronouns in science.

- Today we will be using a Quizizz Exercise on Pronouns

Closing/Reflection:

Reflection on the vital aspects of this lesson.

Cornell note summaries.

- Super 7 Comic Strip

 _________

______________________________________________________________________________________________

LESSON PLAN THURSDAY - MARCH 23, 2017

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.2.1 Understand types, properties, and structure of matter. 
PSc.2.1.1 Classify matter as homogeneous or heterogeneous; pure substance or mixture; element or compound; metals, nonmetals, or metalloids; solution, colloid, or suspension. 
PSc.2.1.2 Explain the phases of matter and the physical changes that matter undergoes. 
PSc.2.1.3 Compare physical and chemical properties of various types of matter. 
PSc.2.1.4 Interpret the data presented in the Bohr model diagrams and dot diagrams for atoms and ions of elements 1 through 18.

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: 
- Question of the Day
- Mystery Question

I will review Yesterday's lesson by:

Question of the Day in addition to PowerPoint Review

I will engage them in today's lesson by:

- Super 7 Comic Strip

Questions for this
segment:

How does the PSRT aid us in knowing the aomic configeration and both chemical and physical properties of the different elements?

Central Focus: Atomic Physical and Chemical Properties
Essential Question: How do we classify matter?
Focal Understanding: Science is a dynamic, not static, discipline. 

Content Strategy
- Presentation of new information to students

Essential Standards:
PSc.2.1 
Understand types, properties, and structure of matter. 


PSc.2.1.3 Compare physical and chemical properties of  various types of matter. 



The content I will deliver is:
- Physical Properties of Matter
- Solving Problems
- Classification of Matter
- Use of the Periodic Table

I will deliver this content using:     
     - PowerPoint - 
Solids Liquids and all the Rest

     - Lecture visuals and examples

     - Mystery Question
     

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

What are the different ways matter is classified?

How is the Periodic Table of Elements used in classification of physical and chemical properties?

What properties seperate the elements into different categories of matter?

What criteria do we use to distinguish the different types of matter

Vocabulary:

-Super7
- Solid
-Suspension
-Colloid
-Liquid
-Gas
- Solution
-Mixture

Language Funcions: 
SWABT verbally, conceptually, and quantitatively analyze and express the relationships between the physical properties and types of matter, both independently (worksheet checks) and with their assigned partner (whiteboard exercises and lab).

SWABT verbally, develop communication skills via the construction of questions that conceptually, and quantitatively lead to the analyze of the relationships between tthe properties and types of matter, both independently and collabarity; thus, enabling them to solve a unique problem..

Writing/Synthesis:
 - reading and 
   writing technical information
- analyzing and evaluating 
  information.

Students will construct a paragraph, using research and inquiry to solve a mystery question problem.

Closing/Reflection:

Reflection on the vital aspects of this lesson.

Cornell note summaries.

- Super 7 Comic Strip

 _____________________________________________________________________________________________

LESSON PLAN WEDNESDAY - MARCH 22, 2017

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.2.1 Understand types, properties, and structure of matter. 
PSc.2.1.1 Classify matter as homogeneous or heterogeneous; pure substance or mixture; element or compound; metals, nonmetals, or metalloids; solution, colloid, or suspension. 
PSc.2.1.2 Explain the phases of matter and the physical changes that matter undergoes. 
PSc.2.1.3 Compare physical and chemical properties of various types of matter. 
PSc.2.1.4 Interpret the data presented in the Bohr model diagrams and dot diagrams for atoms and ions of elements 1 through 18.

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: 
- Question of the Day
- Quizizz

I will review Yesterday's lesson by:

Question of the Day in addition to PowerPoint Review

I will engage them in today's lesson by:

- Super 7 Comic Strip

Questions for this
segment:

How does the PSRT aid us in knowing the aomic configeration and physical properties of the different elements?

Central Focus: Atomic Physical Properties
Essential Question: What are some of the important physical properties of atoms?
Focal Understanding: Science is a dynamic, not static, discipline. 

Content Strategy
- Presentation of new information to students

Essential Standards:
PSc.2.1 
Understand types, properties, and structure of matter. 


PSc.2.1.3 Compare physical and chemical properties of  various types of matter. 



The content I will deliver is:
- Physical Properties of Matter
- Solving Problems
- Physical Changes and Classification
- Use of the Periodic Table

I will deliver this content using:     
     - PowerPoint - 
Solids Liquids and all the Rest

     - Lecture visuals and examples 
     

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

What are the different ways matter is classified?

How is the Periodic Table of Elements used in classification of physical properties?

What properties seperate the elements into different categories?

Vocabulary:

-Super7
- Solid
-Suspension
-Colloid
-Liquid
-Gas
- Solution
-Mixture

Language Funcions: 
SWABT verbally, conceptually, and quantitatively analyze and express the relationships between tthe physical properties of ATOMS, both independently (worksheet checks) and with their assigned partner (whiteboard exercises and lab).

SWABT verbally, develop communication skills via the construction of questions that conceptually, and quantitatively lead to the analyze of the relationships between tthe properties of ATOMS, both independently and collabarity; thus, enabling them to solve a unique problem..

Writing/Synthesis:
 - reading and 
   writing technical information
- analyzing and evaluating 
  information.

Students will construct a Lab Report, using the scientific method and inquiry to solve a problem.

Closing/Reflection:

Reflection on the vital aspects of this lesson.

Cornell note summaries.

- Super 7 Comic Strip

 

 

 

LESSON PLAN TUESDAY - MARCH 21, 2017

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.2.1 Understand types, properties, and structure of matter. 
PSc.2.1.1 Classify matter as homogeneous or heterogeneous; pure substance or mixture; element or compound; metals, nonmetals, or metalloids; solution, colloid, or suspension. 
PSc.2.1.2 Explain the phases of matter and the physical changes that matter undergoes. 
PSc.2.1.3 Compare physical and chemical properties of various types of matter. 
PSc.2.1.4 Interpret the data presented in the Bohr model diagrams and dot diagrams for atoms and ions of elements 1 through 18.

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: Question of the Day

I will review Yesterday's lesson by:

Question of the Day in addition to PowerPoint Review

I will engage them in today's lesson by:

Musial Glasses Presentation

Questions for this
segment:

How does the PSRT aid us in knowing the aomic configeration of the different elements?

Central Focus: Atoms
Essential Question: What are some of the important properties of atoms?
Focal Understanding: Science is a dynamic, not static, discipline. 

Content Strategy
- Presentation of new 
information to students

Essential Standards:
PSc.2.1 
Understand types, 
properties, and structure of matter. 


PSc.2.1.3 Compare physical 
and chemical properties of 
various types of matter. 


PSc.2.1.4Interpret the data presented in the Bohr model diagrams and dot diagrams for atoms and ions of elements 1 through 18.

The content I will deliver is:
- Attraction in the nucleus of an atom
- Solving Problems
- Constructing Bohr Model of an atom
- Use of the Periodic Table

I will deliver this content using:     
     - PowerPoint - Lewis Structures

     - Lecture visuals and examples 
     

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

What is the structure of the atomic nucleus?

How is the Periodic Table of Elements structured?

What properties seperate the elements into different categories?

Vocabulary:

- Bohr Model
- Nucleus
- Electrons
- Neutrons
- Protons
- Element
- Atomic Number
- Atomic Mass

Language Funcions: 
SWABT verbally, conceptually, and quantitatively analyze and express the relationships between tthe properties of ATOMS, both independently (worksheet checks) and with their assigned partner (whiteboard exercises and lab).

SWABT verbally, develop communication skills via the construction of questions that conceptually, and quantitatively lead to the analyze of the relationships between tthe properties of ATOMS, both independently and collabarity; thus, enabling them to solve a unique problem..

Writing/Synthesis:
 - reading and 
   writing technical information
- analyzing and evaluating 
  information.

Students will construct a Lab Report, using the scientific method and inquiry to solve a problem.

Closing/Reflection:

Reflection on the vital aspects of this lesson.

Cornell note summaries.

Atomic Configuration Work Sheet

- Atom Basics

 

 ___________________________________________________________________________________________

LESSON PLAN MONDAY - MARCH 20, 2017

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.2.1 Understand types, properties, and structure of matter.
PSc.2.1.1 Classify matter as homogeneous or heterogeneous; pure substance or mixture; element or compound; metals, nonmetals, or metalloids; solution, colloid, or suspension.
PSc.2.1.2 Explain the phases of matter and the physical changes that matter undergoes.
PSc.2.1.3 Compare physical and chemical properties of various types of matter.
PSc.2.1.4 Interpret the data presented in the Bohr model diagrams and dot diagrams for atoms and ions of elements 1 through 18.

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: Question of the Day

I will review Yesterday's lesson by:

Question of the Day in addition to PowerPoint Review

I will engage them in today's lesson by:

Musial Glasses Presentation

Questions for this
segment:

How does the PSRT aid us in knowing the aomic configeration of the different elements?

Central Focus: Atoms
Essential Question: What are some of the important properties of atoms?
Focal Understanding: Science is a dynamic, not static, discipline. 

Content Strategy
- Presentation of new 
information to students

Essential Standards:
PSc.2.1 
Understand types,
properties, and structure of matter. 


PSc.2.1.3 Compare physical
and chemical properties of
various types of matter. 


PSc.2.1.4Interpret the data presented in the Bohr model diagrams and dot diagrams for atoms and ions of elements 1 through 18.

The content I will deliver is:
- Attraction in the nucleus of an atom
- Solving Problems
- Constructing Bohr Model of an atom
- Use of the Periodic Table

I will deliver this content using:     
     - PowerPoint 
Atoms
     - Lecture visuals and examples 
     - Musical Water Lab

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

What is the structure of the atomic nucleus?

How is the Periodic Table of Elements structured?

What properties seperate the elements into different categories?

Vocabulary:

- Bohr Model
- Nucleus
- Electrons
- Neutrons
- Protons
- Element
- Atomic Number
- Atomic Mass

Language Funcions: 
SWABT verbally, conceptually, and quantitatively analyze and express the relationships between tthe properties of ATOMS, both independently (worksheet checks) and with their assigned partner (whiteboard exercises and lab).

SWABT verbally, develop communication skills via the construction of questions that conceptually, and quantitatively lead to the analyze of the relationships between tthe properties of ATOMS, both independently and collabarity; thus, enabling them to solve a unique problem..

Writing/Synthesis:
 - reading and 
   writing technical information
- analyzing and evaluating 
  information.

Students will construct a Lab Report, using the scientific method and inquiry to solve a problem.

Closing/Reflection:

Reflection on the vital aspects of this lesson.

Cornell note summaries.

Atomic Configuration Work Sheet

- Atom Basics

 

 

 

 

LESSON PLAN THURSDAY - MARCH 16, 2017

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.3.2 Understand the nature of waves.
PSc.3.2.1 Explain the relationships among wave frequency, wave period, wave velocity, amplitude, and wavelength through calculation and investigation.
PSc.3.2.4 Illustrate the wave interactions of reflection, refraction, diffraction, and interference.

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: Question of the Day

I will review Yesterday's lesson by:

Question of the Day in addition to PowerPoint Review

I will engage them in today's lesson by:

Mystery Question
Dry Ice Lab
Musial Glasses Presentation

Questions for this
segment:

What is meant by the term "Phase Change"?

Central Focus: Waves
Essential Question: What are some of the important properties of waves?
Focal Understanding: Science is a dynamic, not static, discipline. 

Content Strategy
- Presentation of new information to students

Essential Standards:
PSc.3.2 Understand the nature of waves.


PSc.3.2.1 
Explain the relationships among wave frequency, wave period, wave velocity, amplitude, and wavelength through calculation and investigation.


PSc.3.2.4 
Illustrate the wave interactions of reflection, refraction, diffraction, and interference.

The content I will deliver is:
- Attraction in the nucleus of an atom
- Phase Changes - Dry Ice
- Solving Problems

I will deliver this content using:     
     - PowerPoint 
Atoms
     - Lecture visuals and examples
     - Dry Ice Lab

     Musical Water Lab

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

What is the structure of the tomic nucleus?

How is the Periodic Table of Elaments structured?

What properties seperate the elements into different categories?

Vocabulary:

- Atom
- Nucleus
- Electrons
- Neutrons
- Protons
- Element
- Atomic Number
- Atomic Mass

Language Funcions: 
SWABT verbally, conceptually, and quantitatively analyze and express the relationships between tthe properties of ATOMS, both independently (worksheet checks) and with their assigned partner (whiteboard exercises and lab).

SWABT verbally, develop communication skills via the construction of questions that conceptually, and quantitatively lead to the analyze of the relationships between tthe properties of ATOMS, both independently and collabarity; thus, enabling them to solve a unique problem..

Writing/Synthesis:
 - reading and 
   writing technical information
- analyzing and evaluating 
  information.

Students will construct a Lab Report, using the scientific method and inquiry to solve a problem.

Musical water

Closing/Reflection:

Reflection on the vital aspects of this lesson.

 Cornell note summaries.

Lab Report Write Up

 

 

 

 LESSON PLAN WEDNESDAY - MARCH 15, 2017

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.3.2 Understand the nature of waves.
PSc.3.2.1 Explain the relationships among wave frequency, wave period, wave velocity, amplitude, and wavelength through calculation and investigation.
PSc.3.2.4 Illustrate the wave interactions of reflection, refraction, diffraction, and interference.

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: Question of the Day

I will review Yesterday's lesson by:

Question of the Day in addition to PowerPoint Review

I will engage them in today's lesson by:

Quizizz Game
Vocabulary Game
Jeopardy Review

Questions for this
segment:

What are the different ways waves interact with each other?

Central Focus: Waves
Essential Question: What are some of the important properties of waves?
Focal Understanding: Science is a dynamic, not static, discipline. 

Content Strategy
- Presentation of new information to students

Essential Standards:
PSc.3.2 Understand the nature of waves.


PSc.3.2.1 
Explain the relationships among wave frequency, wave period, wave velocity, amplitude, and wavelength through calculation and investigation.


PSc.3.2.4 
Illustrate the wave interactions of reflection, refraction, diffraction, and interference.

The content I will deliver is:
- Calculating Properties of Waves
- Wave Behavior (nature)
- Solving Problems

I will deliver this content using:     
     - PowerPoint 
Waves
     - Lecture visuals and examples
     - Quizizz Game
     - Video Interactives
       Waves / Amplitude / Wavelength / Frequency

     Musical Water Lab

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

How do we calculate the properties of waves?

Where do we find the formulars for calculating the properties of waves?

What wave properties predict/explain the behavior of wave?

Vocabulary:

- Amplitude
- Frequency
- Refraction
- Reflection
- Doppler Effect

Language Funcions: SWABT verbally, conceptually, and quantitatively analyze and express the relationships between tthe properties of waves, both independently (worksheet checks) and with their assigned partner (whiteboard exercises and lab).

Writing/Synthesis:
 - reading and 
   writing technical information
- analyzing and evaluating 
  information.

Students will construct a Lab Report, using the scientific method and inquiry to solve a problem.

Musical water

Closing/Reflection:

Reflection on the vital aspects of this lesson.

 Cornell note summaries.

Lab Report Write Up

 

 

 

LESSON PLAN TUESDAY - MARCH 14, 2017

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.3.2 Understand the nature of waves.
PSc.3.2.1 Explain the relationships among wave frequency, wave period, wave velocity, amplitude, and wavelength through calculation and investigation.
PSc.3.2.4 Illustrate the wave interactions of reflection, refraction, diffraction, and interference.

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: Question of the Day

I will review Yesterday's lesson by:

Question of the Day in addition to PowerPoint Review

I will engage them in today's lesson by:

Quizizz Game

Video: Doppler Effect

Questions for this
segment:

What are the different ways waves interact with each other?

Central Focus: Waves
Essential Question: What are some of the important properties of waves?
Focal Understanding: Science is a dynamic, not static, discipline. 

Content Strategy
- Presentation of new information to students

Essential Standards:
PSc.3.2 Understand the nature of waves.


PSc.3.2.1
Explain the relationships among wave frequency, wave period, wave velocity, amplitude, and wavelength through calculation and investigation.


PSc.3.2.4
Illustrate the wave interactions of reflection, refraction, diffraction, and interference.

The content I will deliver is:
- Calculating Properties of Waves
- Wave Behavior (nature)
- Solving Problems

I will deliver this content using:     
     - PowerPoint
Waves
     - Lecture visuals and examples
     - Quizizz Game
     - Video Interactives
       Waves / Amplitude / Wavelength / Frequency

     - Musical Water Lab

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

How do we calculate the properties of waves?

Where do we find the formulars for calculating the properties of waves?

What wave properties predict/explain the behavior of wave?

Vocabulary:

- Amplitude
- Frequency
- Refraction
- Reflection
- Doppler Effect

Language Funcions: SWABT verbally, conceptually, and quantitatively analyze and express the relationships between tthe properties of waves, both independently (worksheet checks) and with their assigned partner (whiteboard exercises and lab).

Writing/Synthesis:
 - reading and 
   writing technical information
- analyzing and evaluating 
  information.

Students will construct a Lab Report, using the scientific method and inquiry to solve a problem.

Musical water

Closing/Reflection:

Reflection on the vital aspects of this lesson.

 Cornell note summaries.

Lab Report Write Up

 

LESSON PLAN THURSDAY - MARCH 9, 2017

 

ROLLER COASTER PROJECT

ESSENTIAL STANDARDS: 

PSc.3.1 Understand types of energy, conservation of energy and energy transfer.

OBJECTIVES: 
PSc.3.1.1 Explain energy and its transfer.
PSc.3.1.2 Explain the law of conservation of energy in a mechanical system in terms
                 of 
 Kinetic Energy, Potential Energy and Friction

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: Question of the Day

I will review Yesterday's lesson by:

Reminding them the importance of keeping a concise log.

I will engage them in today's lesson by:

Sharing new strategies for enhancing their project.

Sharing new materials and ideas.

Questions for this
segment:

What problems have you encounted so far?

How did you solve them?

Central Focus: Law of Conservation of Energy
Essential Question: How is the Law of Conservation of Energy exemplified within your Roller Coaster?
Focal Understanding: Energy cannot be created or destroyed, but is transfered/transformed from one 
                                  form to another

Content Strategy
- Presentation of     
  new information 
  to students

Essential Standards:
PSc.3.1
 Understand types of energy, conservation of 
energy and energy transfer.
PSc.3.1.1 Explain energy and its transfer. 
PSc.3.1.2 Explain the law of conservation
of energy in a mechanical system in terms of kinetic 
energy, potential energy and friction (heat)

The content I will deliver is:
- Types of energy within a system
- Transformation/Transfer of energy
- Energy is conserved

I will deliver this content using:     
     - PowerPoint
     - Lecture visuals and examples
     - Student exploration (Roller Coaster)

I will help students organize content using:
     - Roller Coaster Log Book

PowerPoint Lesson:

Roller Coaster Adventure

HOW TO MAKE A PAPER 
ROLLER COASTER
 

VIDEOS

SCORING RUBRIC

Roller Coaster Log Instructions

cars_b_1929481.html

Questions for 
this segment

Where is the highest point of potential/kinetic energy on your coaster?

What is mechanical energy?

Vocabulary:

Conservation
Transfer/Transformation
Potential/Kinetic Energy
Mechanical Energy

Language Funcions: 
SWABT verbally, conceptually, and quantitatively analyze and express the Law of Conservation of energy within a system,, both independently (Log Book) and with their assigned partner (Coaster exercises).

Writing/Synthesis:
 - reading and writing technical  information 
- analyzing and evaluating 
information.

Students will keep a log of their adventures during the construction of their roller.  

Log Book Instructions: Roller Coaster Log Instruction

Closing/Reflection:

Reflection on the vital aspects of this lesson.

 Cornell note summaries.

 

LESSON PLAN MONDAY - FEBRUARY 27, 2017

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.3.3 Understand electricity and magnetism and their relationship. 
PSc.3.3.4 Explain magnetism in terms of domains, interactions of poles, and magnetic fields. 
PSc.3.3.5 Explain the praticle application of magnetism.

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: Question of the Day

I will review Yesterday's lesson by:

Question of the Day in addition to PowerPoint Review

I will engage them in today's lesson by:

What's Your Charge?
Student Lead Review
Power Point Lesson
Video on  Charges of ATOMS

 

Questions for this
segment:

What is an electrical charge and why are they important?

Central Focus: Electricity and Magnetism
Essential Question: What are some of the important properties of atom?
Focal Understanding: Atomic properties are important for understanding electricity.

Content Strategy
- Presentation of new information to students

Essential Standards:
PSc.3.3
 Understand electricity and magnetism and their relationship. 
PSc.3.3.1 Summarize static and current electricity. 
PSc.3.3.2 Explain simple series and parallel DC circuits in terms of Ohm’s law.
PSc.3.3.3 Explain how current is affected by changes in composition, length, temperature, and diameter of wire.

The content I will deliver is:
- Properties of Electricity
- Electric Fields
- Application of Magnetism

I will deliver this content using:     
     - PowerPoint
     - Lecture visuals and examples
     - Vocabulary Game
    - Video on  Charges of ATOMS

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

Where can we find the equations used to solve
for the different 
electrical properties?

Why are atomic configurations 
important to the understanding 
of electrical current?

Vocabulary:

- current
- circuits
- OHMS Law
- resistance

Language Funcions: SWABT verbally, conceptually, and quantitatively analyze and express the relationships between electricity and magnetism, both independently (worksheet checks) and with their assigned partner (whiteboard exercises).

Writing/Synthesis:
 - reading and 
   writing technical      information
- analyzing and 
  evaluating 
  information.

Students will read a teacher made article and construct a Lab Report, using the scientific method and inquiry to solve a problem.

The Dry Ice Mystery

DRY ICE MYSTERY

Closing/Reflection:

Reflection on the vital aspects of this lesson.

Cornell note summaries.

Worksheet -Sink or Swim

 

 

LESSON PLAN FRIDAY - FEBRUARY 24, 2017

 

ROLLER COASTER PROJECT

ESSENTIAL STANDARDS: 

PSc.3.1 Understand types of energy, conservation of energy and energy transfer.

OBJECTIVES: 
PSc.3.1.1 Explain energy and its transfer.
PSc.3.1.2 Explain the law of conservation of energy in a mechanical system in terms of
                 Kinetic Energy, Potential Energy and Friction

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: Question of the Day

I will review Yesterday's lesson by:

Reminding them the importance of keeping a concise log.

I will engage them in today's lesson by:

Sharing new strategies for enhancing their project.

Sharing new materials and ideas.

Questions for this
segment:

What problems have you encounted so far?

How did you solve them?

Central Focus: Law of Conservation of Energy
Essential Question: How is the Law of Conservation of Energy exemplified within your Roller Coaster?
Focal Understanding: Energy cannot be created or destroyed, but is transfered/transformed from one
                                  form to another

Content Strategy
- Presentation of    
  new information
  to students

Essential Standards:
PSc.3.1
Understand types of energy, conservation of
energy and energy transfer.
PSc.3.1.1 Explain thermal energy and its transfer.
PSc.3.1.2 Explain the law of conservation
of energy in a mechanical system in terms of kinetic 
energy, potential energy and friction (heat)

The content I will deliver is:
- Types of energy within a system
- Transformation/Transfer of energy
- Energy is conserved

I will deliver this content using:     
     - PowerPoint
     - Lecture visuals and examples
     - Student exploration (Roller Coaster)

I will help students organize content using:
     - Roller Coaster Log Book

PowerPoint Lesson:

Roller Coaster Adventure

HOW TO MAKE A PAPER 
ROLLER COASTER
 

VIDEOS

SCORING RUBRIC

Roller Coaster Log Instructions

cars_b_1929481.html

Questions for 
this segment

Where is the highest point of potential/kinetic energy on your coaster?

What is mechanical energy?

Vocabulary:

Conservation
Transfer/Transformation
Potential/Kinetic Energy
Mechanical Energy

Language Funcions: 
SWABT verbally, conceptually, and quantitatively analyze and express the Law of Conservation of energy within a system,, both independently (Log Book) and with their assigned partner (Coaster exercises).

Writing/Synthesis:
 - reading and writing technical  information 
- analyzing and evaluating 
information.

Students will keep a log of their adventures during the construction of their roller.  

Log Book Instructions: Roller Coaster Log Instruction

Closing/Reflection:

Reflection on the vital aspects of this lesson.

 Cornell note summaries.

 

 

c

LESSON PLAN WEDNESDAY - FEBRUARY 22, 2016

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.3.3 Understand electricity and magnetism and their relationship. 
PSc.3.3.4 Explain magnetism in terms of domains, interactions of poles, and magnetic fields. 
PSc.3.3.5 Explain the praticle application of magnetism.

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: Question of the Day

I will review Yesterday's lesson by:

Question of the Day in addition to PowerPoint Review

I will engage them in today's lesson by:

Static Electricity Activity
Jeopardy Review
Power Point Lesson

Questions for this
segment:

What is electricity?

Central Focus: Electricity and Magnetism
Essential Question: What are some of the important innovative uses of magnets today?
Focal Understanding: Science is a dynamic, not static, discipline. 

Content Strategy
- Presentation of new information to students

Essential Standards:
PSc.3.3
 Understand electricity and magnetism and their relationship. 
PSc.3.3.1 Summarize static and current electricity.
PSc.3.3.2 Explain simple series and parallel DC circuits in terms of Ohm’s law.
PSc.3.3.3 Explain how current is affected by changes in composition, length, temperature, and diameter of wire.

The content I will deliver is:
- Properties of Electricity
- Electric Fields
- Types of current
- Ohms Law
- Types of circuits

I will deliver this content using:     
     - PowerPoint
     - Lecture visuals and examples
     - Vocabulary Game

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

Where can we find the equations
used to solve for the different 
electrical properties?

Why are atomic configurations 
important to the understanding 
of electrical current?

Vocabulary:

- current
- circuits
- OHMS Law
- resistance

Language Funcions: SWABT verbally, conceptually, and quantitatively analyze and express the relationships between electricity and magnetism, both independently (worksheet checks) and with their assigned partner (whiteboard exercises).

Writing/Synthesis:
 - reading and 
   writing technical      information
- analyzing and 
  evaluating 
  information.

Students will read a technical article and construct an argument that directly addresses the Essential Question: What is the difference between AC and DC Current?

What is the difference between AC and DC Current

https://engineering.mit.edu/ask/what%E2%80%99s-difference-between-ac-and-dc

Closing/Reflection:

Reflection on the vital aspects of this lesson.

 Cornell note summaries.

LESSON PLAN TUESDAY - FEBRUARY 21, 2016

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.3.3 Understand electricity and magnetism and their relationship. 
PSc.3.3.4 Explain magnetism in terms of domains, interactions of poles, and magnetic fields. 
PSc.3.3.5 Explain the praticle application of magnetism.

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: Question of the Day

I will review Yesterday's lesson by:

Question of the Day in addition to PowerPoint Review

I will engage them in today's lesson by:

Magnetic Racers
Vocabulary Review Game
Power Point Lesson

Questions for this
segment:

What is static electricity?

Central Focus: Electricity and Magnetism
Essential Question: What are some of the important innovative uses of magnets today?
Focal Understanding: There are two distinct types of electricity, AC and DC. 

Content Strategy
- Presentation of new 
information to students

Essential Standards:
PSc.3.3
 Understand
electricity and 
magnetism and their
relationship. 
PSc.3.3.1 Summarize static
and current electricity.
PSc.3.3.2 Explain simple
series and parallel DC circuits in terms of Ohm’s law.
PSc.3.3.3 Explain how current is affected by changes in composition, length, temperature, and diameter of wire.

The content I will deliver is:
- Properties of Electricity
- Electric Fields
- Electric Circuits

I will deliver this content using:     
     - PowerPoint
     - Lecture visuals and examples
     - Vocabulary Game

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

Where can we find the equations
used to solve for the different 
electrical properties?

Why are atomic configurations
important to the understanding
of electrical current?

Vocabulary:

- polarity
- domains
- fields

Language Funcions: SWABT verbally, conceptually, and quantitatively analyze and express the relationships between electricity and magnetism, both independently (worksheet checks) and with their assigned partner (whiteboard exercises).

Writing/Synthesis:
 - reading and 
   writing technical      information
- analyzing and 
  evaluating 
  information.

Students will read a technical article and construct an argument that directly addresses the Essential Question: Why is science considered a dynamic rather than a static discipline?

http://www.huffingtonpost.com/bill-destler/electric-cars_b_1929481.html

Closing/Reflection:

Reflection on the vital aspects of this lesson.

 Cornell note summaries.

 

 

 

LESSON PLAN MONDAY - FEBRUARY 20, 2016


ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.3.3 Understand electricity and magnetism and their relationship. 
PSc.3.3.4 Explain magnetism in terms of domains, interactions of poles, and magnetic fields. 
PSc.3.3.5 Explain the praticle application of magnetism.

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: Question of the Day

I will review Friday's lesson by:

Question of the Day in addition to PowerPoint Review

I will engage them in today's lesson by:

Exploring the properties of magnets.
Video on Ferro Fluid.

Questions for this
segment:

What properties of both the magnets
and Ferro Fliud cause the reactions
that you witnessed?

Central Focus: Electricity and Magnetism
Essential Question: What are some of the important innovative uses of magnets today?
Focal Understanding: Science is a dynamic, not static, discipline. 

Content Strategy
- Presentation of new information to students

Essential Standards:
PSc.3.3
 Understand electricity and 
magnetism and their relationship. 
PSc.3.3.4 Explain magnetism in 
terms of domains, interactions of 
poles, and magnetic fields. 
PSc.3.3.5 
Explain the praticle application of magnetism.

The content I will deliver is:
- Properties of Magnets
- Magnetic/Electric Field Lines
- Application of Magnetism

I will deliver this content using:     
     - PowerPoint
     - Lecture visuals and examples
     - Vocabulary Game

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

What are some of the way we use
magnets today?

List ten way in wich magnets are
used today.

 

Vocabulary:

- polarity
- domains
- fields

Language Funcions: SWABT verbally, conceptually, and quantitatively analyze and express the relationships between electricity and magnetism, both independently (worksheet checks) and with their assigned partner (whiteboard exercises).

Writing/Synthesis:
 - reading and 
   writing technical      information
- analyzing and 
  evaluating 
  information.

Students will read a technical article and construct an argument that directly addresses the Essential Question: Why is science considered a dynamic rather than a static discipline?

http://www.huffingtonpost.com/bill-destler/electric-cars_b_1929481.html

Closing/Reflection:

Reflection on the vital aspects of this lesson.

In today's lesson:

What was most interesting to you in today's lesson?

What did you learn today that you have not know?

Tomorrow we will be moving on to Waves. That lesson will end the Physics segment of our course and we will be moving on to Chemistry.



LESSON PLAN for SPRING SEMESTER 2017


 

LESSON PLAN TUESDAY January 30, 2017

 

Reading and Writing in Science
 
Language Objective:
1) SWABT conceptually, and quantitatively analyze, and express in writing why science is considered a dynamic discipline. 
2) SWABT verbally, conceptually, and quantitatively analyze, and express their ideas, both independently and with their assigned partner.
 
 

ESSENTIAL STANDARDS and OBJECTIVES: 
PSc.3.1 Understand types of energy, conservation of energy and energy transfer.

Objective:

 

PSc.3.1.1 Explain thermal energy and its transfer.
PSc.3.1.2 Explain the law of conservation of energy in a mechanical system in terms of kinetic energy, potential energy and heat. 
 
SWABT:

..... Infer the ability of various materials to absorb or release thermal energy in order to conceptually relate mass, specific heat capacity, and temperature of materials to the amount of heat transferred.

..... Compare thermal energy, heat, and temperature.
..... Relate phase changes to latent heat that changes the potential energy of particles while the average kinetic energy of particles (temperature) remains the same. 
..... Compare conduction, convection, and radiation as methods of energy transfer.

 
Language Objective:
1) SWABT verbally, conceptually, and quantitatively analyze, and express thermal energy and its transfer, both independently and with their assigned partner.
2) SWABT verbally, conceptually, and quantitatively analyze, and express conduction, convection, and radiation as methods of energy transfer., both independently and with their assigned partner.
 

Essential Question

What is the difference between heat and temperature?

What are the primary methods of energy transfer?

ANTICIPATORY SET:

Why is my leg Cold? - discussion

Warm-Up:  Question of the day

Differentiation: Teacher led group

Group Work:  

Day 1  Roller Coaster Adventure.

During the second half of class, you will be working on designing your coaster. Please read through the entire Web Quest and visit each of the recommended sites.

Amusement Park Physics

Physics Glossary

Design a Roller Coaster

How do Coasters come to be?

Please watch all videos.

How to build a Roller Coaster Physics Style

How Roller Coasters Work

Additional Videos

Vocabulary:

- Heat and Temperature

- Conduction/Convection/Radiation
                     

GUIDED PRACTICE:

- Thermodynamic Systems

INDEPENDENT PRACTICE:

- Cornell Notes

- Quiz Corrections

Closure:  Time With Teacher

 

 LESSON PLAN 
FRIDAY - JANUARY 13, 2017

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.1.1 Understand motion in terms of speed, velocity, acceleration, and momentum.

OBJECTIVES: 
PSc.1.1.2 Compare speed, velocity, acceleration, and momentum using investigations, graphing, scalar quantities, and vector quantities.

SWABT:
..... Compare speed and velocity as a scalar-vector pair. Velocity is a relationship between displacement and time.
..... Apply concepts of average speed and average velocity to solve conceptual and quantitative problems.
..... Explain acceleration as a relationship between velocity and time.
..... Using graphical analysis, solve for displacement, time, and average velocity.
..... Analyze conceptual trends in the displacement vs. time graphs such as constant velocity and acceleration.
..... Using graphical analysis, solve for velocity, time, and average acceleration. Analyze conceptual trends in the velocity vs. time graphs such as constant velocity and acceleration. 
..... Infer how momentum is a relationship between mass and velocity of an object.
..... Explain change in momentum in terms of the magnitude of the applied force and the time interval that the force is applied to the object. 
 
Language Objective:
1) SWABT verbally, conceptually, and quantitatively analyze and express the relationships between the variables that affect motion, both independently (worksheet checks) and with their assigned partner (whiteboard exercises).
 

Prior Knowledge:

  • Motion is described as a change of position in relation to a frame of reference.
  • The distinction between speed, acceleration, and velocity.

Misconceptions:

If an object is accelerating then the object is speeding up. Explain to students that this is true in a common, everyday usage. But in scientific terms, acceleration refers to any change in velocity. Velocity is a vector including both speed and direction, so acceleration can be speeding up, slowing down, or even just changing direction.

Essential Questions

  • How are changes in velocity described?
  • How can you calculate acceleration?
  • How does a velocity-time graph indicate acceleration?
  • When is an object moving with constant acceleration?

Scaffolding:

- Survival Motion

Anticipatory Set: Marble Challenge

Warm-Up:  Question of the day

Differentiation: Teacher led group

VocabularySpeed/Velocity/Momentum/Acceleration

Collaborative Group Work:  Read/Share/Discuss

Science Friction Characters

- Marble Racing

LESSON:

- Science Friction

- Name That Interaction
                     

GUIDED PRACTICE:

- Graphing Velocity and Acceleration

INDEPENDENT PRACTICE:

Quiz

Lab Exercise: Marble Racing

Closure: The teacher assist students in organizing the knowledge gained in the lesson?

 

 

LESSON PLAN 
THURSDAY - NOVEMBER 17, 2016 

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.2.2 Understand chemical bonding and chemical interactions.

OBJECTIVES:  
- Describe how ionic, covalent, and metallic bonds form and provide examples of substances that exhibit each type of bonding.
- Predict the type of bond between two elements in a compound based on their positions in the periodic table.

LESSON STEPS

  DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: Question of the Day

I will review Yesterday's lesson by:

- Question of the Day

I will engage them in today's lesson by:

- Reaction in a Bag

- Quiz Today

 

Questions for this
segment:

Why is the understanding of how wave behave important to us?

Central Focus: Conservation of Energy
Essential Question:

What is the difference between the three types of bonds?
What can they tell us about the compounds they form?

Focal Understanding: Types of Chemical Bonds

Content Strategy
- Presentation of new information to students

STANDARDS
PSc.2.2 Understand chemical bonding and chemical interactions.

OBJECTIVES: 
P- Describe how ionic, covalent, and metallic bonds form and provide examples of substances that exhibit each type of bonding.
- Predict the type of bond between two elements in a compound based on their positions in the periodic table.

The content I will deliver is:
- How to use the PS Reference Table
- Explain the difference between a compound and a molecule
- Draw Models for the different compounds

I will deliver this content using:     
     - PowerPoint
Molecular Compounds
     - Lecture visuals and examples
          - Reaction in a Bag Lab exercise
     

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations
    

cars_b_1929481.html

Questions for 
this segment

What are the characteristics that all molecules possess?

What characteristics do both the Bohr Model and the Lewis structure have in commons?

Why is each important?

Vocabulary:

- kinetic energy
- potential energy
- speed/velocity
- acceleration
- momentum

Language Funcions: SWABT verbally, conceptually, and quantitatively analyze and express the relationships between potential and kinetic energy and the conservation of energy, both independently (log book) and with their assigned partner (paper roller coaster).

Writing/Synthesis:
 - reading and 
   writing technical      information
- analyzing and 
  evaluating 
  information.

Students will read a descriptive paragraph and rewrite the same paragraph using scientific writing skills gained through a Powerpoint presentation. 

Students will be able to transfer what they learned into a science lab write-up and log book.

Closing/Reflection:

Reflection on the vital aspects of this lesson.

In today's lesson:

What progress did you make today?

What did you learn today that you have not know about physics?

Please remember to fill in your Log Book.

 

LESSON PLAN 
WEDNESDAY - NOVEMBER 16, 2016 

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.2.2 Understand chemical bonding and chemical interactions.

OBJECTIVES:  
- Describe how ionic, covalent, and metallic bonds form and provide examples of substances that exhibit each type of bonding.
- Predict the type of bond between two elements in a compound based on their positions in the periodic table.

LESSON STEP

  DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: Question of the Day

I will review Yesterday's lesson by:

- White Board Exercise

I will engage them in today's lesson by:

- Super Seven Exercise

 

Questions for this
segment:

How can the PSRT be used to help us identify the types of bonds?

Central Focus: Chemical bonding and chemical interactions.
Essential Question: How can we predict the type of bond between two elements in a compound based on their positions in the periodic table.
Focal Understanding: Periodic Table

Content Strategy
- Presentation of new information to students

STANDARDS
PSc.2.2 Understand chemical bonding and chemical interactions.

OBJECTIVES: 
- Describe how ionic, covalent, and metallic bonds form and provide examples of substances that exhibit each type of bonding.
- Predict the type of bond between two elements in a compound based on their positions in the periodic table.

The content I will deliver is:
- How to use the PS Reference Table
- Explain Bohr Model/Lewis Dot Structures
- Draw Models from Hydrogen to Argon

I will deliver this content using:     
     - PowerPoint
Bonds and More Bonds
     - Lecture visuals and examples
     - Lewis Structures for Compounds


     
     

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations
   

cars_b_1929481.html

Questions for 
this segment

How can the PSRT be used to help us identify the types of bonds?

What do the different types of bond tell us about the properties of the different elements?

Vocabulary:

- Lewis Structures
- potential energy
- speed/velocity
- acceleration
- momentum

Language Funcions: SWABT verbally, conceptually, and quantitatively analyze and express the relationships between the different types of bonds, both independently and with their assigned partner.

Writing/Synthesis:
 - reading and 
   writing technical      information
- analyzing and 
  evaluating 
  information.

- Students will summarize their notes in preparation for their quiz tomorrow

- Students will be able to transfer what they learned into a science lab write-up and log book.

Closing/Reflection:

Reflection on the vital aspects of this lesson.

In today's lesson:

What progress did you make today?

What did you learn today that you have not know about physics?

Please remember to fill in your Log Book.

 

LESSON PLAN 
TUESDAY - NOVEMBER 15, 2016 

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.2.1 Understand types, properties, and structure of matter.

OBJECTIVES:  
- Construct dot diagrams, a shorthand notation for Bohr models, using the element symbol and dots to represent electrons in the outermost energy level.
-Predict the number of valence electrons of representative elements (A Groups or 1, 2, 13-18) based on its location in the periodic table.
-Predict an element’s oxidation number based on its position in the periodic table and valence electrons. (Representative groups including multiple oxidation states for tin and lead.)
-Predict reactivity of metals and nonmetals from general periodic trends.
.

LESSON STEPS

LESSON STEP DESCRIPTION of ACIVITY
Focus/Hook and Review

Bell Ringer: Question of the Day

I will review Yesterday's lesson by:

- Question of the Day

I will engage them in today's lesson by:

Reference Table "Super Seven"

Questions for This Segment:

What do BOTH Models have in common? Which is more useful and why?

Central Focus: Matter: Properties and Change
Essential Question: How can we predict the number of valence electrons of representative elements (A Groups or 1, 2, 13-18) based on its location in the periodic table?
Focal Understanding: An element's position on the Periodic Table can give us clues about the nature of the atom.

Content Strategy
- Presentation of new 
information to students

STANDARDS
PSc.2.1 Understand types, properties, and structure of matter.

OBJECTIVES: 
- Construct dot diagrams, a shorthand notation for Bohr models, using the element symbol and dots to represent electrons in the outermost energy level.
-Predict the number of valence electrons of representative elements (A Groups or 1, 2, 13-18) based on its location in the periodic table.
-Predict an element’s oxidation number based on its position in the periodic table and valence electrons. (Representative groups including multiple oxidation states for tin and lead.)
-Predict reactivity of metals and nonmetals from general periodic trends.
.

The content I will deliver is:
- How to use the PS Reference Table
- Explain Bohr Model/Lewis Dot Structures
- Draw Models from Hydrogen to Argon

I will deliver this content using:     
     - PowerPoint
Lewis Dot Structures
     - video
     - Lab Experment
     - Practicing Lewis Structures

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Vocabulary:

- Bohr Model
- Paradox
- Lewis Structure
- Valance Electron

Language Funcions: SWABT verbally, conceptually, and quantitatively analyze and express the relationships between the different types of matter, both independently (worksheet checks) and with their assigned partner.

Vocabulary Exercise - "The Paradox"

Writing/Synthesis:
 - reading and 
   writing technical        
   information
- analyzing and 
  evaluating 
  information.

Through powerpoint lesson:
- Students will complete the Paradox Exercise

Students will be able to transfer what they learned into a science lab write-up, Log Journal, and article synthesis.

Closing/Reflection:

Reflection on the vital aspects of this lesson.

In today's lesson:

What was most interesting to you in today's lesson?

What did you learn today that you have not know?

 

LESSON PLAN 
MONDAY - NOVEMBER 14, 2016 

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.2.1 Understand types, properties, and structure of matter.

OBJECTIVES:  
- Describe the charge, relative mass, and the location of protons, electrons, and neutrons within an atom.
- Calculate the number of protons, neutrons, electrons, and mass number in neutral atoms.
- Draw Bohr models from hydrogen to argon.

LESSON STEPS

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: Question of the Day

I will review Yesterday's lesson by:

- Question of the Day
- PowerPoint review - Discerning Paragraph

I will engage them in today's lesson by:

"The Paradox" activity

Questions for this
segment:

What are the differences between Solutions, Suspensions, Mixtures?

Central Focus: Matter: Properties and Change
Essential Question: Why is an understading of the properties of matter important in chemistry?
Focal Understanding: All matter has properties that help us identify the specific type of substance.

Content Strategy
- Presentation of new 
information to students

STANDARDS
PSc.2.1 Understand types, properties, and structure of matter.

OBJECTIVES: 
- Describe the charge, relative mass, and the location of protons, electrons, and neutrons within an atom.
- Calculate the number of protons, neutrons, electrons, and mass number in neutral atoms.
- Draw Bohr models from hydrogen to argon.

The content I will deliver is:
- How to use the PS Reference Table
- Explain Bohr Model
- Draw Bohr Model from Hydrogen to Argon

I will deliver this content using:     
     - PowerPoint Atoms and Elements

     - Reaction of the day
     - Lab Experment
     - Atomic Configuration Worksheet

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

How does the Physical Science Reference Table help us to describe the different attributes if an element?

What does the Bohr Model of the Atom contribute to our knowledge of Chemistry?

Vocabulary:

- Bohr Model
- Paradox

Language Funcions: SWABT verbally, conceptually, and quantitatively analyze and express the relationships between the different types of matter, both independently (worksheet checks) and with their assigned partner.

Vocabulary Exercise - "The Paradox"

Writing/Synthesis:
 - reading and 
   writing technical        
   information
- analyzing and 
  evaluating 
  information.

Through powerpoint lesson:
- Students will learn about "Paradoxes"
- Apply the idea of a Paradox to the Bohr Model of the Atom.

Students will be able to transfer what they learned into a science lab write-up, Log Journal, and article synthesis.

Closing/Reflection:

Reflection on the vital aspects of this lesson.

In today's lesson:

What was most interesting to you in today's lesson?

What did you learn today that you have not know?

_____________________________________________________________________________________

 

 

 

 

QUIZ ALERT - There will be a UNIT TEST on THURSDAY

 

LESSON PLAN FRIDAY - NOVEMBER 4, 2016

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.3.1 Understand types of energy, conservation of energy and energy transfer.

OBJECTIVES: 
PSc.3.1.1 Explain thermal energy and its transfer.
PSc.3.1.2 Explain the law of conservation of energy in a mechanical system in terms of kinetic 
                energy, potential energy and heat

 

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: Question of the Day

I will review Yesterday's lesson by:

- Question of the Day

I will engage them in today's lesson by:

- Roller Coaster Day!


Questions for this
segment:

Why is the understanding of how wave behave important to us?

Central Focus: Conservation of Energy
Essential Question: How is energy transfered within a system?
Focal Understanding: Conservation of Energy

Content Strategy
- Presentation of new information to students

STANDARDS
PSc.3.1 Understand types of energy, conservation of energy 
and energy transfer.

OBJECTIVES: 
PSc.3.1.1 Explain thermal energy 
and its transfer.
PSc.3.1.2 Explain the law of conservation of energy in a 
mechanical system in terms of kinetic energy, potential energy 
and heat

The content I will deliver is:
- The Physics of Roller Coasters
- Transformation of energy

I will deliver this content using:     
     - PowerPoint
     - Lecture visuals and examples
     
     

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations
     - Building a Paper Roller Coaster

cars_b_1929481.html

Questions for 
this segment

What are the characteristics that all wave possess?

What are the specific interactions demonstrated by waves?

Vocabulary:

- kinetic energy
- potential energy
- speed/velocity
- acceleration
- momentum

Language Funcions: SWABT verbally, conceptually, and quantitatively analyze and express the relationships between potential and kinetic energy and the conservation of energy, both independently (log book) and with their assigned partner (paper roller coaster).

Writing/Synthesis:
 - reading and 
   writing technical      information
- analyzing and 
  evaluating 
  information.

Students will read a descriptive paragraph and rewrite the same paragraph using scientific writing skills gained through a Powerpoint presentation. 

Students will be able to transfer what they learned into a science lab write-up and log book.

 

 

Closing/Reflection:

Reflection on the vital aspects of this lesson.

In today's lesson:

What progress did you make today?

What did you learn today that you have not know about physics?

Please remember to fill in your Log Book.


LESSON PLAN 
WEDNESDAY and THURSDAY - NOVEMBER 2, 2016 - NOVEMBER 3, 2016

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.2.1 Understand types, properties, and structure of matter.

OBJECTIVES:  
PSc.2.1.1 Classify matter as homogeneous or heterogeneous; pure substance or mixture; element or compound; metals, nonmetals, or metalloids; solution, colloid, or suspension.

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: Question of the Day

I will review Yesterday's lesson by:

- Question of the Day
- PowerPoint review
- Review of Quiz Bowl Questions
- Thursday Unit Test

I will engage them in today's lesson by:

- Hot and cold tea
- Obelck Lab

Questions for this
segment:

What are the differences between Solutions, Suspensions, Mixtures?

Central Focus: Matter: Properties and Change
Essential Question: Why is an understading of the properties of matter important in chemistry?
Focal Understanding: All matter has properties that help us identify the specific type of substance.

Content Strategy
- Presentation of new 
information to students

STANDARDS
PSc.2.1 Understand types, properties, and structure of matter.

OBJECTIVES: 
PSc.2.1.1 Classify matter as
homogeneous or heterogeneous;
pure substance or mixture; element or compound; metals, nonmetals, or metalloids; solution, colloid, or suspension.

The content I will deliver is:
- Properties both Physical and chemical
- Verbs used to identify change
- Importants for identificationof a substance

I will deliver this content using:     
     - PowerPoint Solutions
     - Lecture visuals and examples
     - Reaction of the day Lab Experment
     

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

What is the difference between solvent and solute?

What are the specific way we can distinguish betweenthe different types of matter?

Vocabulary:

- Solution
- Suspension
- Matter
- Colloid
- Mixture
- Solute/Solvent

Language Funcions: SWABT verbally, conceptually, and quantitatively analyze and express the relationships between the different types of matter, both independently (worksheet checks) and with their assigned partner (whiteboard exercises).

Writing/Synthesis:
 - reading and 
   writing technical        
   information
- analyzing and 
  evaluating 
  information.

Students will read a descriptive paragraph and rewrite the same paragraph using scientific writing skills gained through a Powerpoint presentation. 

Students will be able to transfer what they learned into a science lab write-up, Log Journal, and article synthesis.

Closing/Reflection:

Reflection on the vital aspects of this lesson.

In today's lesson:

What was most interesting to you in today's lesson?

What did you learn today that you have not know?

_____________________________________________________________________________________

__________________________________________________________________    _____________     ____        __

LESSON PLAN
MONDAY and TUESDAY - OCTOBER 31, 2016 - NOVEMBER 1, 2016

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.2.1 Understand types, properties, and structure of matter.

OBJECTIVES: 
PSc.2.1.2 Explain the phases of matter and the physical changes that matter undergoes.
PSc.2.1.3 Compare physical and chemical properties of various types of matter.

 

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: Question of the Day

I will review Yesterday's lesson by:

- Question of the Day
- PowerPoint review
- Review of Nine Station Lab

I will engage them in today's lesson by:

- Gas Balloon Experiment

Questions for this
segment:

What are the verbs that can help us destinguish between Physical and Chemical Properties?

Central Focus: Matter: Properties and Change
Essential Question: Why is an understading of the properties of matter important in chemistry?
Focal Understanding: All matter has properties that help us identify the specific type of substance.

Content Strategy
- Presentation of new 
information to students

STANDARDS
PSc.2.1 Understand types, properties, and structure of matter.

OBJECTIVES: 
PSc.2.1.3 Compare physical and chemical properties of various types of matter.

The content I will deliver is:
- Properties both Physical and chemical
- Verbs used to identify change
- Importants for identificationof a substance

I will deliver this content using:     
     - PowerPoint
     - Lecture visuals and examples
     - Reaction of the day Lab Experment
     

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

What are the characteristics of matter?

What are the specific way we can distinguish between a physical change and a chemical reaction?

Vocabulary:

- Physical Change
- Chemical change
- Matter
- Substance
- Melting Point
- Boiling Point

Language Funcions: SWABT verbally, conceptually, and quantitatively analyze and express the relationships between Physical and Chemical Properties, both independently (worksheet checks) and with their assigned partner (whiteboard exercises).

Writing/Synthesis:
 - reading and 
   writing technical        information
- analyzing and 
  evaluating 
  information.

Students will read a descriptive paragraph and rewrite the same paragraph using scientific writing skills gained through a Powerpoint presentation. 

Students will be able to transfer what they learned into a science lab write-up, Log Journal, and article synthesis..

Closing/Reflection:

Reflection on the vital aspects of this lesson.

In today's lesson:

What was most interesting to you in today's lesson?

What did you learn today that you have not know?

_____________________________________________________________________________________

 

LESSON PLAN FRIDAY - OCTOBER 28, 2016

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.3.1 Understand types of energy, conservation of energy and energy transfer.

OBJECTIVES: 
PSc.3.1.1 Explain thermal energy and its transfer.
PSc.3.1.2 Explain the law of conservation of energy in a mechanical system in terms of kinetic 
                energy, potential energy and heat

 

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: Question of the Day

I will review Yesterday's lesson by:

- Question of the Day

I will engage them in today's lesson by:

- Roller Coaster Day!


Questions for this
segment:

Why is the understanding of how wave behave important to us?

Central Focus: The Nature of Waves
Essential Question: What are some of the important features of a wave?
Focal Understanding: All wave share similar properties.

Content Strategy
- Presentation of new 
information to students

STANDARDS
PSc.3.1 Understand types of energy, conservation of energy 
and energy transfer.

OBJECTIVES: 
PSc.3.1.1 Explain thermal energy
and its transfer.
PSc.3.1.2 Explain the law of conservation of energy in a
mechanical system in terms of kinetic energy, potential energy
and heat

The content I will deliver is:
- The Physics of Roller Coasters
- Transformation of energy

I will deliver this content using:     
     - PowerPoint
     - Lecture visuals and examples
     
     

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations
     - Building a Paper Roller Coaster

l

Questions for 
this segment

What are the characteristics that all wave possess?

What are the specific interactions demonstrated by waves?

Vocabulary:

- kinetic energy
- potential energy
- speed/velocity
- acceleration
- momentum

Language Funcions: SWABT verbally, conceptually, and quantitatively analyze and express the relationships between potential and kinetic energy and the conservation of energy, both independently (log book) and with their assigned partner (paper roller coaster).

Writing/Synthesis:
 - reading and 
   writing technical      information
- analyzing and 
  evaluating 
  information.

Students will read a descriptive paragraph and rewrite the same paragraph using scientific writing skills gained through a Powerpoint presentation. 

Students will be able to transfer what they learned into a science lab write-up and log book.

 

 

Closing/Reflection:

Reflection on the vital aspects of this lesson.

In today's lesson:

What progress did you make today?

What did you learn today that you have not know about physics?

Please remember to fill in your Log Book.

 

 

 

LESSON PLAN TUESDAY & WEDNESDAY - OCTOBER 25 & 26, 2016

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.3.2 Understand the nature of waves.
PSc.3.2.1 Explain the relationships among wave frequency, wave period, wave velocity, amplitude, and wavelength through calculation and investigation.
PSc.3.2.3 Classify waves as transverse or compressional (longitudinal).
PSc.3.2.4 Illustrate the wave interactions of reflection, refraction, diffraction, and interference.

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

Bell Ringer: Question of the Day

I will review Yesterday's lesson by:

- Question of the Day
- Quiz Bowl Review Game

I will engage them in today's lesson by:

- Name That Wave Game

- Heads-Up Vocabulary Game

Vortex Video

Questions for this
segment:

Why is the understanding of how wave behave important to us?

Central Focus: The Nature of Waves
Essential Question: What are some of the important features of a wave?
Focal Understanding: All wave share similar properties.

Content Strategy
- Presentation of new information to students

PSc.3.2 Understand the nature
of waves. 
PSc.3.2.1 Explain the
relationships among wave frequency, wave period, wave velocity, amplitude, and
wavelength through calculation and investigation. 
PSc.3.2.3 Classify waves as transverse or compressional (longitudinal). 
PSc.3.2.4 Illustrate the wave interactions of reflection, refraction, diffraction, and interference.

The content I will deliver is:
- Properties of Waves
- Transportation of energy
- ASolving the Wave equation

I will deliver this content using:     
     - PowerPoint
     - Lecture visuals and examples
     - Quiz Bowl Game Game
     

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for 
this segment

 

What are the characteristics that all wave possess?

 

What are the specific interactions demonstrated by waves?

 

Vocabulary:

- wavelength
- frequency
- amplitude
- crest
- Reflection
-Refraction
-Interference

Language Funcions: SWABT verbally, conceptually, and quantitatively analyze and express the relationships between waves, both independently (worksheet checks) and with their assigned partner (whiteboard exercises).

Writing/Synthesis:
 - reading and 
   writing technical      information
- analyzing and 
  evaluating 
  information.

Students will read a descriptive paragraph and rewrite the same paragraph using scientific writing skills gained through a Powerpoint presentation. 

Students will be able to transfer what they learned into a science lab write-up.

Closing/Reflection:

Reflection on the vital aspects of this lesson.

In today's lesson:

What was most interesting to you in today's lesson?

What did you learn today that you have not know?

This lesson will end the Physics segment of our course and we will be moving on to Chemistry.

 

 

LESSON PLAN MONDAY - OCTOBER 24, 2016

ESSENTIAL STANDARDS and OBJECTIVES: 

PSc.3.3 Understand electricity and magnetism and their relationship. 
PSc.3.3.4 Explain magnetism in terms of domains, interactions of poles, and magnetic fields. 
PSc.3.3.5
Explain the praticle application of magnetism.

LESSON STEP DESCRIPTION of ACIVITY QUESTION SCRIPT
Focus/Hook and Review

 Bell Ringer: Question of the Day

 

I will review Friday's lesson by:

Question of the Day in addition to PowerPoint Review

 

I will engage them in today's lesson by:

Ernest Goes to Jail video as an introduction to the magnetism Unit Segment.

 

Questions for this
segment:

What are the properties of magnets

Central Focus: Electricity and Magnetism
Essential Question: What are some of the important innovative uses of electricity today?
Focal Understanding: Science is a dynamic, not static, discipline. 

Content Strategy
- Presentation of new information to students

 

Essential Standards:
PSc.3.3
Understand electricity and 
magnetism and their relationship. 
PSc.3.3.4 Explain magnetism in 
terms of domains, interactions of 
poles, and magnetic fields. 
PSc.3.3.5
Explain the praticle application of magnetism.

The content I will deliver is:
- Properties of Magnets
- Magnetic/Electric Field Lines
- Application of Magnetism

 

 

I will deliver this content using:     
     - PowerPoint
     - Lecture visuals and examples
     - Vocabulary Game
     - Ernest Goes to Jail

I will help students organize content using:
     - Cornell Notes
     - Lab Exercises and investigations

cars_b_1929481.html

Questions for
this segment

How did Ernest get magnetized? 

In real terms, is this a
possibility? Why/Why Not?

Vocabulary:

- polarity
- domains
- fields

Language Funcions: SWABT verbally, conceptually, and quantitatively analyze and express the relationships between electricityand magnetism, both independently (worksheet checks) and with their assigned partner (whiteboard exercises).

 

Writing/Synthesis:
 - reading and
   writing technical      information
- analyzing and
  evaluating
  information.

Students will read a technical article and construct an argument that directly addresses the Essential Question: Why is science considered a dynamic rather than a static discipline?

http://www.huffingtonpost.com/bill-destler/electric-cars_b_1929481.html

Closing/Reflection:

Reflection on the vital aspects of this lesson.

In today's lesson:

What was most interesting to you in today's lesson?

What did you learn today that you have not know?

Tomorrow we will be moving on to Waves. That lesson will end the Physics segment of our course and we will be moving on to Chemistry.