COURSE: Physical ScienceDATE:11/7-10/16

COS Standard(s):#17: Create and manipulate a model of a simple wave to predict and describe the relationships between wave properties (e.g. frequency, amplitude, wavelength and energy.)

Date: Monday 11/7-9/16

Learning Target: I can predict and describe relationships between wave properties.

Lesson Phases / Student Engagement / Assess/Evaluate / Intervention / Acceleration
Engage:Quick Write
Activate Prior Knowledge; Build Background Knowledge; Generate Essential Questions; Make Predictions; Discuss Essential Vocabulary; Establish Purpose for Lesson;
Other ______/ Quick Write:
Students will answer the question on the board.
Read, Write, Talk, Listen, Investigate (100%) / Student responses / No intervention needed.
Explore, ExplainInvestigation Assessment.
Interact with Content; Verify and Formulate Predictions; Self-Monitor Comprehension; Construct Graphic Organizers; Summarize Content; Use Mental Imagery; Integrate New Information with Prior Knowledge;
Other ______/ Investigation assessment:
Students will be given a guided lesson that involves them planning out two investigations on Monday, conducting the experiments on Tuesday and writing a scientific Argument on Wednesday.
Read, Write, Talk, Listen, Investigate (100%) / The lab sheets themselves will be the assessments for this lesson / Interventions:
Students with Special needs: these students will be allowed to write on the sheet and attach it in their notebooks instead of copying it down.
Explain, ElaborateExit Slip
Reflect on Content of Lesson; Evaluate Predictions; Examine Essential Questions; Justify, Deliberate, and Evaluate Conclusions of Self and Others; Retell or Summarize; Demonstrate Proper Use and Understanding of Vocabulary; Other ______/ What difficulties did you run into while completing your investigations?
Read, Write, Talk, Listen, Investigate (100%) / Student repsonses / No interventions for the exit slip

Lesson reflection:

  1. What were students able to do?
  1. What evidence do you have?
  1. Which students need additional instruction?
  1. How will the next lesson be adjusted to meet their needs?

Date: Thursday 11/10/16

Learning Target: Reassess Law of conservation of energy

Lesson Phases / Student Engagement / Assess/Evaluate / Intervention / Acceleration
Engage: Quick Write
Activate Prior Knowledge; Build Background Knowledge; Generate Essential Questions; Make Predictions; Discuss Essential Vocabulary; Establish Purpose for Lesson;
Other ______/ Students will answer the question on the board.
Read, Write, Talk, Listen, Investigate (100%) / Student responses / No intervention needed.
Explore, ExplainRetest
Interact with Content; Verify and Formulate Predictions; Self-Monitor Comprehension; Construct Graphic Organizers; Summarize Content; Use Mental Imagery; Integrate New Information with Prior Knowledge;
Other
Reassess______/ Students will be reassessed on the law of conservation of energy
Read, Write, Talk, Listen, Investigate (100%) / Student answers on the assessment / Interventions:
Students with Special needs: these students will be allowed to write on the sheet and attach it in their notebooks instead of copying it down. Justin will need to write on sheet as well.
Explain, Elaboratenone
Reflect on Content of Lesson; Evaluate Predictions; Examine Essential Questions; Justify, Deliberate, and Evaluate Conclusions of Self and Others; Retell or Summarize; Demonstrate Proper Use and Understanding of Vocabulary; Other ______/ none
Read, Write, Talk, Listen, Investigate (100%) / No interventions for the exit slip

Lesson reflection:

  1. What were students able to do?
  1. What evidence do you have?
  1. Which students need additional instruction?
  1. How will the next lesson be adjusted to meet their needs?

This lesson adapted from Middle School Chemistry Unit ©2011 American Chemical Society