2/27/15 and 3/2/15 Bridge Project 3

Date: 3/3/15 and 3/4/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will practice constructing scaled models of bridges.

Standards: 9-12.P.2.2

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: Keep working

2/25/15 and 2/26/15 Bridge Project 2

Date: 2/25/15 and 2/26/15

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

2/23/15 and 2/24/15 Bridge Project 1

Date: 2/23/15 and 2/24/15

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 designing? HW: Have a completed plan ready for next time, a picture taken of it and uploaded to schoology.

2/19/15 and 2/20/15 Energy Quiz

Date: 2/19/15 and 2/20/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will demonstrate their understanding of Energy.

Standards: 9-12.P.2.1

Student Needs: Alternate Setting

Assessment Plan: Quiz

Lesson Outline: Quiz over Chapter 4 Energy. HW: Read through Bridge Contest packet. Start sketching design ideas.

2/17/15 and 2/18/15 Energy 3

Date: 2/17/15 and 2/18/15

Class: Physical Science

Periods: B2 and W1,2,4

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

Standards: 9-12.P.2.1

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? > Lab Activity (falling and pendulum) > HW: Ch. 4 Review pg. 120-121 (1-12, 14,15)

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

2/12/15 and 2/13/15 Energy 2

Date: 2/12/14 and 2/13/14

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: 9-12.P.2.3

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

2/10/15 and 2/11/15 Energy 1

Date: 2/10/15 and 2/11/15

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: 9-12.P.2.3

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)

2/6/15 and 2/9/15 Bullet Drop Mythbusters

Date: 2/615 and 2/9/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe why horizontal velocity has no effect on vertical velocity.

Standards: 9-12.P.2.1

Student Needs: 

Assessment Plan: Quick write on how Newton's three laws effected the knock your socks off experiment.

Lesson Outline: Bellringer > Discuss Newton's three laws and gravity > Describe the bullet drop scenario > Watch Mythbusters episode > Knock Your Socks Off assignment on schoology > Discuss bullet drop > HW: Explain Newton's Cradle