After School Interventions, Monday, 4/16/12
Do Now:
Intervention for Monday 4/16/12
Do Now: Graphic Organizer for subatomic particles (5 minutes)
Monday’s Practice:
1.Review A=P=E, M-A=N ( 2 minutes)
2. Remind students that a mnemonic is a device or code sued to help you remember something.
3. Model determining the subatomic particles for a Fluorine atom (first step in I do, We do, You do; Gradual Release of Responsibility). (5 minutes)
4. Ask students to work in groups of 3 to determine the number of protons, neutrons and electrons for sodium, manganese, nickel and argon. Each group of students will have a 1,2, and 3 student in their group. First student 1 will calculate the protons, neutrons and electrons using APE MAN, students 2 and 3 will then check their answers. Next student 2 will calculate the number of subatomic particles, and students 1 and 3 will check the work. Finally, student 3 will calculate the subatomic particles and 1 and 2 will check. (15 minutes)
5. Student groups will share their answers. (10 minutes)
6. Ask each student to complete the worksheet Unit 2, RM 13 (Gateways, 2012 Teacher Edition) independently. Review answers on doc cam when done. Review answers on document camera, answers are on page 58 in TE, Gateways, 2012). (20 minutes)
7. Have students record how to determine subatomic particles in their 6 page STAAR review booklet.
After School Intervention Review, Tuesday, 4/17/12
Do Now (5 minutes): Ask students to separate and categorize the motion example cards into three groups. Allow students to determine their own method for categorizing the cards. Give each student a sticky note and ask them to record their explanation for how they categorized the cards.
Explore: (10 minutes): Match the correct three together: description of walk, completed graph, and “map” of what 20 second walk looks like (Camie will make the “maps”).
Discussion questions:
In graph 1 does the speed of the walker change?
In graph 2 does the speed of the walker change?
In graph 3 does the speed of the walker change?
In graph 4, does the speed of the walker change?
In which graph does the walker change directions?
In what instances is the walker accelerating?
Explain: Teacher will give notes on distance, speed, acceleration, and velocity using a KIM Column Table
Elaborate: Classify each of the following as speed, velocity or acceleration( RM 9, Unit 3, Lesson 1: Gateways 2012). After students have worked in pairs to complete the activity. Ask the facilitation questions on page 181 of Gateways 2012, TE.
Evaluate: Record the what you have learned about distance, speed, velocity and acceleration in your 6 page STAAR review booklet.
Key Word / Information / Memory clueDistance / The distance between the starting and ending points and all of the places in between
Speed / Represents the distance traveled in a certain amount of time, s=d/t
Velocity / Represents the distance traveled in a certain amount of time and the direction of travel, speed with direction
Acceleration / Change in the speed and/or direction of an object
After School Intervention Review, Wednesday, 4/18/12
Do Now (5 minutes) Card Sort: Speed, Velocity and Acceleration ( Unit 3, RM 13, Gateways 2012)
Explore (10 minutes): Display the Distance vs. Time graph(Unit 3, RM 12, Gateways 2012) on the overhead. Students will analyze the graph with their shoulder partner and then share answers with the whole class. Answers on page 186, Gateways 2012, TE.
Explain (5 minutes): show KIM Column Notes from yesterday. Review formula chart to be used on the STAAR test.
Elaborate (25 minutes) : Qwizdom practice on speed, velocity and acceleration problems (Camie will create this). I will include several griddable response questions on this, as well.
Evaluate (5 minutes): Ask students to reflect upon what they have learned about speed velocity and acceleration and to update their 6 page STAAR review booklet with their new knowledge.
After School Intervention/Review, Thursday, 4/19/12
Do Now (5 minutes): Which way will it move? (Unit 3, RM 15, Gateways 2012)
After sharing answers, teacher will remind students that the spring scale is the tool that we use to measure force, a push or a pull (Unit 3, RM 17, Gateways 2012). Have examples on the desks to show to the students. Also show students Unit 3, RM 18, Gateways 2012, with the forces labeled. Which direction will the lawn mower move? Why?
Engage (5 minutes): small plastic bead and marble in two test tubes (I think you all are doing this on block day, but ok to repeat it with small group). Complete an “equal force test” by quickly moving the two tube system and then abruptly stopping. Observe the behavior of the marble and the BB. Do this on the document camera.
Explore (10 minutes): Have students work in pairs to complete: Unit 3 RM 23, Gateways 2012. Review answers as a group.
Explain (15 minutes): Point out the formulas again on the formula chart. F=ma. Model how to complete calculations for experiment A . Complete Experiment B as a whole group. Students will complete experiment C independently.
Elaborate (10 minutes): Complete additional practice on Newton’s Second Law, Questions 4-8, Unit 3, RM 23, Gateways 2012. Review answers as a group.
Evaluate (5 minutes) : Reflect upon what you have learned about Newton’s Second Law. Record these learnings in your 6 page STAAR review booklet.