Learning Log, Exit Tickets, Learning Scale

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1 Teacher(s): Littles Grade/Subject: 8 th /Physical Science Week of: Oct 5 Oct 9, 2015 Unit : Motion, Forces Dates: Sept 28 Oct 6, 2015 (Motion) Oct 6 27, 2015 (Forces) Florida Standard(s): Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted Learning Goal: SC.6.P.13.3: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. SC.6.P.12.1: Measure and graph distance verses time for an object moving at a constant speed. Interpret this relationship. SC.6.P.13.1(AA) Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. (Also assesses SC.6.P.13.2 AND SC.8.P.8.2) SC.6.P.13.2 Explore the law of gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. SC.8.P.8.2 Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, through proportional to, mass Students will understand speed, velocity and acceleration and how to interpret a distance verses time graph. Students will investigate and describe types of contact and noncontact forces and how the force affects an object. Essential Question How would you justify the importance of unbalanced forces on the motion of an object? How can graphs be used to demonstrate the relationship between distance and time? Hypothesize how forces control the motion of a common object. How do Newton s Laws of Motion relate to our everyday lives? What would our world be like without forces? Assessments Pre-assessment: Forces Pre-assessment Questions (found below) Formative Assessments: Quiz, Cornell Notes, Labs, Writing Prompts Summative Assessments: Describe motion and how an objects motion change with writing, Newton s Laws of Motion Collage Progress Monitoring/ Feedback Loop Higher Order Question(s) Key Vocabulary Learning Log, Exit Tickets, Learning Scale How does an unbalanced force acting on an object changes its speed, direction of motion, or both? How does one measure and graph distance verses time for an object moving at a constant speed? How can one describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic and gravitational? What is the Law of Gravity and how can you recognize that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are? How are mass and weight different? Speed, velocity, instantaneous speed, average speed, acceleration, force, contact force, noncontact force, gravity, mass, weight,

2 Monday 10/5 Unit : Motion Rigor Level: Medium/High Daily Objective Demonstrate the relationship between distance and time/speed and time using a graph BELL RINGER Which story matches the graph? ( 5 minutes) I DO: Acceleration vs Deceleration PowerPoint WE DO: Bell ringer, Acceleration Cornell Notes YOU DO: Regular: Motion Graphs Packet (Distance vs time/speed vs time graphs) Advanced: Complete Story of a graph activity Homework Work not completed in class Overhead: Data collection questions Tuesday 10/6 Unit : Motion Rigor Level: High Daily Objective Understand speed, velocity and acceleration by completing a real world task BELL RINGER FCAT Science Review I DO: Speed assessment instructions WE DO: Bell ringer, Science interactive notebook organization YOU DO: Speed assessment with the use of maps Homework Forces Vocabulary force, contact force, noncontact force, gravity, mass, weight, friction, static friction, sliding friction, fluid friction Completed assessment questions Wednesday 10/7 Unit : Force Rigor Level: Low Daily Objective Describe the different types of forces and how they act on an object BELL RINGER Forces Pre-assessment I DO: Forces and how they act on objects PowerPoint WE DO: Unpack the standards for Forces YOU DO: Forces collage Collect 5 pictures and identify the forces acting on the object Homework Complete Forces Collage Identify the forces acting on the object on the board

3 Thursday 10/8 Unit: Force Rigor Level: Medium Describe how objects exert a gravitational force on each other and how that force depends on mass and distance BELL RINGER What would happen to your weight and mass if you were to travel to Mars? (5 Minutes) I DO: Lab Procedures and Expectations WE DO: Bell ringer YOU DO: Mass, Gravity and Weight Lab Homework None What is something you learned today? Friday 10/9 Unit: Force Rigor Level: Medium Daily Objective Describe how objects exert a gravitational force on each other and how that force depends on mass and distance BELL RINGER Describe how friction acts as a force Does surface texture affect the distance an object can travel before coming to rest? Why? Why does it take a shorter amount of time for a bicycle to brake on gravel than it does on a smooth road? I DO: N/A WE DO: Real world examples of friction, Bill Nye Friction You DO: Complete Mass, Gravity and Weight Lab Homework None Give an example of how we experience friction in the real world. Links Motion Graphs: Story of a graph: h%20worksheet.pdf Friction Lab:

4 Writing Writing activities that help students understand the content 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 Read directions for the student Check for understanding Allow to leave class for assistance Extra time for exams Daily agenda WICR Strategies used during each unit. Inquiry Questioning strategies that help students understand the content 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. Collaboration Working together with a partner or in a group of students to understand, to problem solve, or to complete a task/project Think Pair Share Sharing ideas with a partner or in a group Carousel/Gallery Walk Problem solving in groups Projects in groups Reading Any strategies in reading that help students understand 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 Allow student time to step Extended time on Read Aloud to Students out to de-escalate assignments =1 day Visual manipulatives Testing in small groups Preferential seating Cooperative Learning, Use of a planner/binder for Written direction given Vocabulary, Description, organization Break directions into Introduction, English Language Dictionary chunks.

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