Teacher(s): Amos, Littles, McGheeGrade/Subject:8th/Physical Science

Week of: November 7–November 10, 2016 / Unit : Energy and Thermal Energy / Dates:October 31 – November 30, 2016
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / SC.7.P.11.2 (AA) – Investigate and describe the transformation of energy from one form to another.
SC.6.P.11.1 – Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy.
SC.7.P.11.3 – Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.
SC.7.P.11.4 (AA) – Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature.
SC.7.P.11.1 – Recognize that adding heat or removing heat from a system may result in a temperature change and possibly a change of state.
Learning Goal: /
  • Students will be able to investigate and describe the transformation of energy from one form to another.
  • Explain the Law of Conservation of Energy through the transfer of potential and kinetic energy.
  • Describe how energy can be changed from one form to another.
  • Students will be able to observe and describe how heat flows in predictable ways.
  • Explain that adding or removing heat may result in a temperature change and possibly a change in state of matter.

Essential Question /
  • What energy transformations take place in your daily lives?
  • How could you demonstrate that an energy transformation is taking place?
  • What evidence supports the Law of Conservation of Energy?
  • How could you demonstrate the relationship between potential and kinetic energy?
  • How do we use the concept of thermal energy in our daily lives?
  • How would you support the statement “the transfer of heat affects a material’s temperature and state of matter”?
  • What evidence supports the concept that heat flows from warmer to cooler objects?

Assessments / Pre-assessment: Probe questions
Formative Assessments: Quiz, Cornell Notes, Kahoot, Teacher observations
Summative Assessments: Unit 5 and 6 End Product, Energy and Thermal Energy Test
Progress Monitoring/Feedback Loop / Learning Log, Exit Tickets, Learning Scale
Higher Order Question(s) /
  • How can one identify and/or describe the transformation of energy from one form to another?
  • How is potential energy different from and kinetic energy?
  • What does the Law of Conservation of Energy state?
  • What evidence helps to explain that energy cannot be created nor destroyed, only changed from one form to another?
  • How does heat flow between objects?
  • How does adding heat or removing heat from a system may result in a temperature change and/or a change of state?

Key Vocabulary / Energy, potential energy, kinetic energy, mechanical energy, chemical energy, thermal energy, sound energy, radiant energy, electric energy, nuclear energy, law of conservation of energy, heat, conduction, convection, radiation, states of matter.
Monday 11/7 / Unit:Energy / Rigor Level: medium
Daily Agenda
Daily Objective /
  • Describe an energy transformations

BELL RINGER
( 5 minutes) /
  • Unit 3 and 4 Test Remediation

I DO: /
  • Lab Expectations and Procedures

WE DO: /
  • Review Energy Transformations

YOU DO: /
  • Complete Energy Transformation Choice Activity

Homework /
  • Study for Energy Quiz

EXIT TICKET:
(5 minutes) /
  • Rating on Scale

Tuesday 11/8 / Unit: Energy / Rigor Level: medium
Daily Agenda
Daily Objective /
  • Describe the law of conservation of energy

BELL RINGER
( 5 Minutes) /
  • Unit 3 and 4 Test Remediation

I DO: /
  • Kinetic and Potential Energy PPT

WE DO: /
  • Review Forms of Energy

YOU DO: /
  • Energy Quiz, Kinetic and Potential Energy Double Bubble

Homework /
  • None

EXIT TICKET:
(5 minutes) /
  • Give an example of an kinetic energy and potential energy transformation.

Wednesday 11/9 / Unit:Energy / Rigor Level: medium
Daily Agenda
Daily Objective /
  • Describe the law of conservation of energy

BELL RINGER
( 5 Minutes) /
  • Unit 3 and 4 Test Remediation

I DO: /
  • Law of Conservation of Energy PPT

WE DO: /
  • Law of Conservation of Energy Bubble Map

YOU DO: /
  • Law of Conservation of energy choice activity

Homework /
  • Complete Law of Conservation of energy choice activity

EXIT TICKET:
(5 minutes) /
  • Rating on Scale

Thursday 11/10 / Unit: Energy / Rigor Level:
Daily Agenda
Daily Agenda
BELL RINGER
(5 Minutes) /
  • St. Augustine Field Trip

I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Friday 11/11 / Unit: / Rigor Level:
Daily Agenda
Daily Objective
BELL RINGER
( 5 Minutes) /
  • Veteran’s Day

I DO:
WE DO:
You DO:
Homework
EXIT TICKET:
(5 minutes)
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content / Inquiry
Questioning strategies
that help students
understand the content / Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project / Reading
Any strategies in reading
that help students
understand
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class within a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important information
• summarizing
• using the notes to study
Reflective writing
• students write about what they have learned and what they still need / Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create. / Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
Problem solving in groups
Projects in groups / Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
  • Read directions for the student
  • Check for understanding
  • Allow to leave class for assistance
  • Extra time for exams
  • Daily agenda
/
  • Allow student time to step out to de-escalate
  • Testing in small groups
  • Use of a planner/binder for organization
  • English Language Dictionary
/
  • Extended time on assignments =1 day
  • Preferential seating
  • Written direction given
  • Break directions into chunks
/
  • Read Aloud to Students
  • Visual manipulatives
  • Cooperative Learning,
  • Vocabulary, Description, Introduction,
.