Lesson Plans

Science 8

Monday, September 14, 2015

Competency: Force and Motion

Standard: 7.2c-Compare the force (effort) required to do the same amount of work with and without simple machines. 

Essential Question: How have simple and compound machines impacted our history?

Focus Question: Center 1- What are some examples of simple and compound machines in our classroom? Center 2-Using complete sentences, describe the purpose of your Rube Goldberg device. Center 3-Calculate the work being done on the objects (TSW be given items to calculate work done). Center 4-How does your evidence connect the question to your answer? (TSW have a paragraph to read and/or graph to read and answer questions) Center 5-As more pulleys are added to a system, does it get easier or harder to move a weight? Center 6-Which area do you feel you need to review the most? Which area do you feel is your strength?

Bellringer: MST2 or ACT practice questions

Anticipatory Set: TTW show the “Honda Cog” video and have students identify some of the simple machines that are used in the video (https://www.youtube.com/watch?v=_ve4M4UsJQo).

Teacher Input: TTW review the center rotation: Centers 1 and 2-TSW work on their Rube Goldberg device drawings. This is a project grade for this nine weeks (counts as a test grade). TSW design, draw, color, and label a diagram that will accomplish a task. TSW be given approximately an hour in class to work on this project. Students may come before school or during electives to complete the project. Students may also need to work on the project at home. Center 3-TSW complete handout on simple machines, work, and mechanical advantage. Center 4-TSW complete a handout with ACT practice problems. Students must show evidence of where they found their answers in the text to receive full credit. Center 5-TSW perform a gizmo on simple machines (Pulleys) from www.explorelearning.com. Center 6-TSW begin taking the second half of a diagnostic test to see where strengths and weaknesses are. The practice test is an MST2 test.

Modeling: TSW see how simple machines are used in our lives every day to make work easier by giving us a mechanical advantage.

Guided Practice: TTW assist groups as needed during the center rotation. 

Independent Practice: TSW work together in groups to work through the center rotation. 

Closure: TSW answer the focus question on an exit card.  TSW answer questions based on the centers that they visited today. The exit card will be checked and returned to the students tomorrow.

Tuesday, September 15, 2015

Competency: Force and Motion

Standard: 7.2c-Compare the force (effort) required to do the same amount of work with and without simple machines. 

Essential Question: How have simple and compound machines impacted our history?

Focus Question: Center 1- What are some examples of simple and compound machines in our classroom? Center 2-Using complete sentences, describe the purpose of your Rube Goldberg device. Center 3-Calculate the work being done on the objects (TSW be given items to calculate work done). Center 4-How does your evidence connect the question to your answer? (TSW have a paragraph to read and/or graph to read and answer questions) Center 5-As more pulleys are added to a system, does it get easier or harder to move a weight? Center 6-Which area do you feel you need to review the most? Which area do you feel is your strength?

Bellringer: MST2 or ACT practice questions

Anticipatory Set: TTW show a video that talks about simple machines and Rube Goldberg (music video by OK Go! Found at https://www.youtube.com/watch?v=qybUFnY7Y8w).

Teacher Input: TSW take a short quiz on simple machines. Then, TTW review the center rotation: Centers 1 and 2-TSW work on their Rube Goldberg device drawings. This is a project grade for this nine weeks (counts as a test grade). TSW design, draw, color, and label a diagram that will accomplish a task. TSW be given approximately an hour in class to work on this project. Students may come before school or during electives to complete the project. Students may also need to work on the project at home. Center 3-TSW complete handout on simple machines, work, and mechanical advantage. Center 4-TSW complete a handout with ACT practice problems. Students must show evidence of where they found their answers in the text to receive full credit. Center 5-TSW perform a gizmo on simple machines (Pulleys) from www.explorelearning.com. Center 6-TSW begin taking the second half of a diagnostic test to see where strengths and weaknesses are. The practice test is an MST2 test.

Modeling: TSW see how simple machines are used in our lives every day to make work easier by giving us a mechanical advantage.

Guided Practice: TTW assist groups as needed during the center rotation. 

Independent Practice: TSW work together in groups to work through the center rotation. 

Closure: TSW answer the focus question on an exit card.  TSW answer questions based on the centers that they visited today. The exit card will be checked and returned to the students tomorrow.

Wednesday, September 16, 2015

Competency: Force and Motion

Standard: 7.2c-Compare the force (effort) required to do the same amount of work with and without simple machines. 

Essential Question: How have simple and compound machines impacted our history?

Focus Question: Center 1- What are some examples of simple and compound machines in our classroom? Center 2-Using complete sentences, describe the purpose of your Rube Goldberg device. Center 3-Calculate the work being done on the objects (TSW be given items to calculate work done). Center 4-How does your evidence connect the question to your answer? (TSW have a paragraph to read and/or graph to read and answer questions) Center 5-As more pulleys are added to a system, does it get easier or harder to move a weight? Center 6-Which area do you feel you need to review the most? Which area do you feel is your strength?

Bellringer: MST2 or ACT practice questions

Anticipatory Set: TTW show a video on about a Rube Goldberg device that pops a balloon (https://www.youtube.com/watch?v=b-IDAgxl9Dk).

Teacher Input: TTW review the center rotation: Centers 1 and 2-TSW work on their Rube Goldberg device drawings. This is a project grade for this nine weeks (counts as a test grade). TSW design, draw, color, and label a diagram that will accomplish a task. TSW be given approximately an hour in class to work on this project. Students may come before school or during electives to complete the project. Students may also need to work on the project at home. Center 3-TSW complete handout on simple machines, work, and mechanical advantage. Center 4-TSW complete a handout with ACT practice problems. Students must show evidence of where they found their answers in the text to receive full credit. Center 5-TSW perform a gizmo on simple machines (Pulleys) from www.explorelearning.com. Center 6-TSW begin taking the second half of a diagnostic test to see where strengths and weaknesses are. The practice test is an MST2 test.

Modeling: TSW see how simple machines are used in our lives every day to make work easier by giving us a mechanical advantage.

Guided Practice: TTW assist groups as needed during the center rotation. 

Independent Practice: TSW work together in groups to work through the center rotation. 

Closure: TSW answer the focus question on an exit card.  TSW answer questions based on the centers that they visited today. The exit card will be checked and returned to the students tomorrow.

Thursday, September 17, 2015

Competency: Force and Motion

Standard: 7.2c-Compare the force (effort) required to do the same amount of work with and without simple machines. 

Essential Question: How have simple and compound machines impacted our history?

Focus Question: Center 1- What are some examples of simple and compound machines in our classroom? Center 2-Using complete sentences, describe the purpose of your Rube Goldberg device. Center 3-Calculate the work being done on the objects (TSW be given items to calculate work done). Center 4-How does your evidence connect the question to your answer? (TSW have a paragraph to read and/or graph to read and answer questions) Center 5-As more pulleys are added to a system, does it get easier or harder to move a weight? Center 6-Which area do you feel you need to review the most? Which area do you feel is your strength?

Bellringer: MST2 or ACT practice questions

Anticipatory Set: TTW show a video on mechanical advantage: http://www.sciencechannel.com/tv-shows/stuck-with-hackett/videos/stuck-with-hackett-mechanical-advantage/.

Teacher Input: TTW review the center rotation: Centers 1 and 2-TSW work on their Rube Goldberg device drawings. This is a project grade for this nine weeks (counts as a test grade). TSW design, draw, color, and label a diagram that will accomplish a task. TSW be given approximately an hour in class to work on this project. Students may come before school or during electives to complete the project. Students may also need to work on the project at home. Center 3-TSW complete handout on simple machines, work, and mechanical advantage. Center 4-TSW complete a handout with ACT practice problems. Students must show evidence of where they found their answers in the text to receive full credit. Center 5-TSW perform a gizmo on simple machines (Pulleys) from www.explorelearning.com. Center 6-TSW begin taking the second half of a diagnostic test to see where strengths and weaknesses are. The practice test is an MST2 test.

Modeling: TSW see how simple machines are used in our lives every day to make work easier by giving us a mechanical advantage.

Guided Practice: TTW assist groups as needed during the center rotation. 

Independent Practice: TSW work together in groups to work through the center rotation. 

Closure: TSW answer the focus question on an exit card.  TSW answer questions based on the centers that they visited today. The exit card will be checked and returned to the students tomorrow.

Friday, September 18, 2015

Competency: Force and Motion

Standard: 7.2c-Compare the force (effort) required to do the same amount of work with and without simple machines. 

Essential Question: How have simple and compound machines impacted our history?

Focus Question: Center 1- What are some examples of simple and compound machines in our classroom? Center 2-Using complete sentences, describe the purpose of your Rube Goldberg device. Center 3-Calculate the work being done on the objects (TSW be given items to calculate work done). Center 4-How does your evidence connect the question to your answer? (TSW have a paragraph to read and/or graph to read and answer questions) Center 5-As more pulleys are added to a system, does it get easier or harder to move a weight? Center 6-Which area do you feel you need to review the most? Which area do you feel is your strength?

Bellringer: MST2 or ACT practice questions

Anticipatory Set: TTW show a video on mechanical advantage and pulleys: http://www.schooltube.com/video/12874d5652424a84f591/Mechanical-Advantage-Pulleys.

Teacher Input: TTW review the center rotation: Centers 1 and 2-TSW work on their Rube Goldberg device drawings. This is a project grade for this nine weeks (counts as a test grade). TSW design, draw, color, and label a diagram that will accomplish a task. TSW be given approximately an hour in class to work on this project. Students may come before school or during electives to complete the project. Students may also need to work on the project at home. All projects are due today. Center 3-TSW complete handout on simple machines, work, and mechanical advantage. Center 4-TSW complete a handout with ACT practice problems. Students must show evidence of where they found their answers in the text to receive full credit. Center 5-TSW perform a gizmo on simple machines (Pulleys) from www.explorelearning.com. Center 6-TSW begin taking the second half of a diagnostic test to see where strengths and weaknesses are. The practice test is an MST2 test.

Modeling: TSW see how simple machines are used in our lives every day to make work easier by giving us a mechanical advantage.

Guided Practice: TTW assist groups as needed during the center rotation. 

Independent Practice: TSW work together in groups to work through the center rotation. 

Closure: TSW answer the focus question on an exit card.  TSW answer questions based on the centers that they visited today. The exit card will be checked and returned to the students tomorrow.