Teacher(s):McGheeGrade/Subject:8th/Advanced and Regular Physical Science

Week of: February 1-5, 2016 / Unit: 8 - Energy / Dates:January 26 – February 12, 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. Also assesses SC.6.P.11.1, SC.7.P.11.3
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.
Learning Goal: /
  • Investigate and describe the transformation of energy from one form to another.

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?

Assessments / Pre-assessment: Energy Pre-Test, Science Probe questions (135-137)
Formative Assessments: Quiz, Cornell Notes, Labs, Activities
Summative Assessments: End Product Writing Prompt – Energy Transformations
Progress Monitoring/Feedback Loop / Learning Logs, Exit Tickets, Student Reflection
Higher Order Question(s) /
  • How can one identify and/or describe the transformation of energy from one form to another?
  • How are potential and kinetic energy different?
  • Explain situations where energy is transformed between kinetic energy and potential energy?
  • How can one identify and/or describe examples of the Law of Conservation of Energy?
  • What evidence explains that energy cannot be created nor destroyed, only changed from one form to another?

Key Vocabulary / Energy, kinetic energy, potential energy, mechanical energy, thermal energy, sound energy, electric energy, radiant energy, nuclear energy, energy transformation
Monday 2/01 / Unit: / Rigor Level
Daily Agenda
Daily Objective /
  • Students will evaluate alternative energy resources and will explain energy transformations.

BELL RINGER
( 5 minutes) /
  • On overhead

I DO: /
  • Review Bright Future

WE DO: /
  • Read and Discuss lesson 4-2; Review energy.

YOU DO: /
  • Practice energy transformation problems
  • Read Ivanpah article and complete summary and reflection.

Homework /
  • Finish classwork; PENDA 3-1; Bring magazine for energy collage (pd. 5,6)

EXIT TICKET:
(5 minutes) /
  • None today

Tuesday: 2/02 / Unit: / Rigor Level
Daily Agenda
Daily Objective /
  • Students will compare renewable and non-renewable energy resources.

BELL RINGER
( 5 Minutes) /
  • On Overhead

I DO:
WE DO: /
  • Read and discuss 4-3

YOU DO: /
  • Complete lesson 4-3 review

Homework /
  • Finish class work; PENDA 3-1; Bring magazine for energy collage (pd. 5,6)

EXIT TICKET:
(5 minutes) /
  • Turn in all classwork

Wednesday: 2/03 / Unit:. / Rigor Level
Daily Agenda
Daily Objective /
  • Students will differentiate between different energy forms and will explain energy transformations.

BELL RINGER
( 5 Minutes) /
  • On Overhead

I DO: /
  • Review energy transformations (pd. 1,2,4)
  • Go over directions for energy collage (pd. 5,6)

WE DO: /
  • Discuss energy transformations.

YOU DO: /
  • Review activity (1,2,4)
  • Energy Collage (5,6)

Homework /
  • Finish classwork; PENDA 3-1; Bring magazine for energy collage (pd. 5,6)

EXIT TICKET:
(5 minutes) /
  • Rate yourself on the learning scale.

Thursday: 2/04 / Unit. / Rigor Level
Daily Agenda
Daily Objective /
  • Students will differentiate between different energy forms and will explain energy transformations.

BELL RINGER
(5 Minutes) /
  • On Overhead

I DO: /
  • LBA testing pd. 1,2

WE DO: /
  • View Bill Nye Energy (pd. 4)

YOU DO: /
  • Complete questions for video
  • Finish Energy Collage (pd. 5,6)

Homework /
  • Finish classwork; PENDA 3-1; Bring magazine for energy collage (pd. 5,6)

EXIT TICKET:
(5 minutes) /
  • Rate yourself on the learning scale.

Friday: 2/05 / Unit / Rigor Level
Daily Agenda
Daily Objective /
  • Students will differentiate between different energy forms and will explain energy transformations.

BELL RINGER
( 5 Minutes) /
  • On Overhead

I DO: /
  • LBA testing pd. 1,2

WE DO:
You DO: /
  • Remediation pd. 4
  • Finish Energy Collage (pd. 5,6)

Homework /
  • Finish classwork; PENDA 3-1; Bring magazine for energy collage (pd. 5,6)

EXIT TICKET:
(5 minutes) /
  • Rate yourself on the learning scale.

Learning Scales and Accommodations:

Rating / What you should know?
4 /
  • Discuss the transformation of energy (thermal, potential, kinetic, mechanical, chemical, radiant electrical, sound) from one form to another in an everyday situation.

3 /
  • Identify and/or describe the transformation of energy from one form to another.
  • Identify and/or describe examples of the law of conservation of energy.
  • Identify and/or explain situations where energy is transformed between kinetic energy and potential energy.

2 /
  • Differentiate between kinetic and potential energy

1 /
  • Define energy
  • Define energy transformation
  • Define the Law of Conservation of Energy

0 /
  • No understanding of the above content

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,
.