Bridge Project 4

Date: 3/5/14 and 3/6/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will practice constructing scaled models of bridges.

Standards: 

Student Needs: Organization

Assessment Plan: Ticket-to-Leave

Lesson Outline: Bellringer > Review of Scientific Method > Have students talk about something they've learned from the project so far > Continue building > Ticket-to-Leave: What's the hardest part about making joints? > HW: Finish Bridges

Bridge Project 3

Date: 3/3/14 and 3/4/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to point out which parts of their bridge will experience the most force.

Standards: 9-12.P.2.2

Student Needs: Writing time

Assessment Plan: Round-the-Room

Lesson Outline: Bellringer > Parts of an experiment review > Explain the rules for building (knife and glue use and consequences) > Students will have time to work on bridges. > Round-the-Room: Point out which parts of the bridge will experience the most force > HW: Continue building

Bridge Project 1

Date: 2/25/14 and 2/26/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will start drawing plans for bridges.

Standards: NGSS

Student Needs: Organization

Assessment Plan: Check progress

Lesson Outline: Bellringer > Review of Chs. 2-4 > Go over Ch. 4 Quiz > Have students take 6 pieces of graph paper and make a bigger one. > Go over the dimensions the bridges must be within. Have students start drawing designs. HW: Keep working.

Bridge Project 2

Date: 2/27/14 and 2/28/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will practice the engineering concept of drafting and design by drawing a to-scale plan of their bridges. 

Standards: 9-12.P.2.2

Student Needs: Organization

Assessment Plan: Check where the plans are.

Lesson Outline: Bellringer > Where do you find protons, electrons and neutrons? What are the 2 main types of bonds? > Continue to get students' graph paper ready. Show them an example of a completed bridge plan. Give them a chance to work on theirs. Check around to see where they're at. When most are done, let them begin to discuss things with their partners. Closure: What's been the hardest part of the project? HW: Have a completed plan ready for next time, a picture taken of it and uploaded to schoology.

Energy Quiz

Date: 2/21/14 and 2/24/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will demonstrate their understanding of Energy.

Standards: UCP.2,3,5; A/1.2; B.2,4,5; G.3

Student Needs: Alternate Setting

Assessment Plan: Quiz

Lesson Outline: Quiz over Chapter 4 Energy. HW: Read through Bridge Contest packet.

Energy 3

Date: 2/19/14 and 2/20/14

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to calculate KE and GPE given mass, height or velocity.

Standards: UCP.2,3,5; A.1,2; B.1,2,4; G.3

Student Needs: Math help

Assessment Plan: KE and GPE Practice worksheet

Lesson Outline: Velocity to acceleration to force practice problem > Describe the energy transformations that take place in a pinball machine > 

Energy 2

Date: 2/13/14 and 2/18/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will calculate GPE and KE of falling objects and diagram changes in GPE and KE of a pendulum.

Standards: UCP.2,3,5; A.1,2; B.2,4; G.3

Student Needs: 

Assessment Plan: Lab report

Lesson Outline: Ask students What is Kinetic Energy? What is Potential Energy? What are the 3 forms of Potential Energy? > Notes over Ch. 4 > Lab Activity (falling and pendulum) > Finish Ch. 4 Review

Review: Ask students What is Energy? What is Kinetic Energy? What is Potential Energy? What are the 3 forms of Potential Energy?

Anticipatory Set/Opening: Pendulum in the middle of the room

Key Points: As things fall, their GPE is transformed into KE, pendulums and swings involve several changes in energy

Teaching Input: asking review questions, giving directions for lab: measure a certain height and mark it on the wall (aim for between 2m and 3m) > time how long it takes for the object to fall that distance > calculate the GPE of the object using mgh and then KE using the average speed as it fell so d/t to get v then 0.5mv^2 > demonstrate pendulum

Modeling: Demonstrate setup, calculations and pendulum

Checking for Understanding: have students repeat directions

Guided Practice/Monitoring: Lab activity and practice problems

Closure: Discuss why pendulums stop and why their GPE’s and KE’s might not match

Independent Practice: Partner up on Ch. 4 Review

Reflection:

Energy 1

Date: 2/11/14 and 2/12/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe the different forms of Potential Energy and describe the Law of Conservation of Energy in a swing and the human body.

Standards: UCP.2,3,5; A.1,2; B.2,4,5; G.3

Student Needs: 

Assessment Plan: Text-dependent questions

Lesson Outline: How are momentum and inertia related? > Acceleration problem > What are the 4 parts of an experiment? > What is Energy? > Think-Pair-Share: What are the different forms of Potential Energy? How would you explain Kinetic Energy? What is the relationship between Kinetic Energy and momentum? > Text-dependent questions over 4.2 > Discuss answers with partner > Share answers > Ticket to leave: Can there ever be a perfect machine? HW: Ch. 4 Review pg.120 (1-12)

Forces Quiz

Date: 2/7/14 and 2/10/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will show what they've learned about forces and Newton's three Laws of Motion.

Standards: UCP.1-3,5; A.1,2; B.2,4

Student Needs: Alternate setting

Assessment Plan: Quiz

Lesson Outline: Bellringer > How many protons does Chlorine have? > Centripetal force demo > Quiz over Ch. 3 > Go over quiz > Moving on to energy, we've been talking about force, how are force and energy related? > HW: Read 4.1 pgs 100-105 What are some different forms of energy? What is the difference and what is the same between the energy of something moving and the energy of something above a surface?