Teacher(s): McGhee Grade/Subject: 8th/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 / 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
Learning Goal: / 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 / Learning Log, Exit Tickets, Learning Scale
Higher Order Question(s) / 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?
Key Vocabulary / Speed, velocity, instantaneous speed, average speed, acceleration, force, contact force, noncontact force, gravity, mass, weight,
Monday 10/5 / Unit : Motion / Rigor Level: / High
Daily Agenda
Daily Objective / · Students will practice calculating speed.
BELL RINGER
( 5 minutes) / · On Overhead
I DO: / · Review how to calculate speed
· Pd. 4-6 Go over directions for speed challenge.
WE DO: / ·
YOU DO: / · Calculate Speed
Homework / Finish Class work
EXIT TICKET:
(5 minutes) / · Learning Log
Tuesday 10/6 / Unit : Motion / Rigor Level: Medium
Daily Agenda
Daily Objective / · Students will be able to interpret speed and acceleration graphs
BELL RINGER
( 5 Minutes) / · On Overhead
I DO: / · Explain directions for graphing directions
WE DO: / · Review speed and acceleration.
YOU DO: / · Graphing practice
Homework / · None
EXIT TICKET:
(5 minutes) / · Learning Log
Wednesday 10/7 / Unit : Motion / Rigor Level: Medium
Daily Agenda
Daily Objective / · Students will be able to interpret speed and acceleration graphs
BELL RINGER
( 5 Minutes) / · On Overhead
I DO: / · Explain directions for graphing directions
WE DO: / · Review speed and acceleration.
YOU DO: / · Graphing practice (Finish)
Homework / · None
EXIT TICKET:
(5 minutes) / · Learning Log
Thursday 10/8 / Unit: Motion / Rigor Level: Medium
Daily Agenda
Daily Objective / · Students will identify Newton’s Laws of motion
BELL RINGER
(5 Minutes) / · On Overhead
I DO: / · Present new info. on Newton’s Laws of Motion
WE DO: / · Cornell Notes on Ch. 2
YOU DO: / · Complete questions and summary for Cornell Notes.
Homework / Finish Classwork
EXIT TICKET:
(5 minutes) / · Learning Log
Friday 10/9 / Unit: Motion / Rigor Level: Medium
Daily Agenda
Daily Objective / · Students will identify examples of Newton’s Laws in everyday situations
BELL RINGER
( 5 Minutes) / · On Overhead
I DO: / · Go over foldable directions
WE DO: / · Review Newton’s Laws
· View Bill Nye Forces and Motion
You DO: / · Cornell Notes Bill Nye
· Complete foldable
Homework / · None
EXIT TICKET:
(5 minutes) / · Learning Log
Motion Unit Pre-Assessment
A. Multiple Choice- choose the best answer.
1. Which is an example of zero acceleration?
a. a bus coming to a stop
b. an ice hockey player turning around
c. a person walking on a treadmill at a steady rate.
d. an airplane speeding up along a runway
2. A change in position over time is called:
a. acceleration
b. motion
c. location
d. distance
3. You push two chairs in a straight line with the same force. One chair is more massive than the other. The more massive chair will have:
a. greater acceleration
b. less acceleration
c. greater centripetal force
d. less centripetal force
4. A flat, or horizontal, line on a distance-time graph means that the speed is:
a. increasing
b. decreasing
c. higher than average
d. zero
5. Jenna knows that a friend runs 100 m in 8 s. She could use this to calculate her friend’s:
a. position
b. motion
c. speed
d. acceleration
6. A skater is moving at a constant speed. How can he increase his speed?
a. drag the heel stop to increase friction
b. lean to one side, causing the skates to turn
c. reduce the force with which he pushes his feet against the ground
d. increase the force with which he pushes his feet against the ground
7. Speed in a specific direction is:
a. acceleration
b. distance
c. position
d. velocity
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,
.