Date: Monday 11/14/16 Learning Target: I can predict and describe relationships between wave properties. Lesson Phases Student Engagement Assess / Evaluate Intervention / Acceleration Engage: Anticipation Guide Activate Knowledge; Build Background Knowledge; Generate Essential Questions; Make Predictions; Discuss Essential Vocabulary; Establish Purpose for Lesson; Other ___________________ Bell Work: (write on board) What are waves? (Answer: a wave is a disturbance that transfers energy from one place to another.) Give answer 3 minutes after bell rings. Anticipation give to students and tell them to only fill out the before you read section. They will put in their notebooks to revisit when we finish the chapter. Read, Write, Talk, Listen, Investigate (100%) Thumbs up or down. Thumbs up if they agree, thumbs down if they don’t agree. Don’t elaborate on this yet. They will read and revisit the when we finish the chapter. No intervention needed. Explore, Explain Graphic Organizer Interact with Content; Verify and Formulate Predictions; Comprehension; Construct Graphic Organizers; Summarize Content; Use Mental Imagery; Integrate New Information with Knowledge; Other __________________ Graphic Organizer: Chapter 15 Lesson 1 Students will complete the student notebook sheets in notebook. They will not write on my sheets, but complete them in their notebook (Special Education Students will be given a sheet to write on. Justin will need to write on the sheet as well.) Please tell groups they can have the sheets once they are finished reading. If not they will work on them as they read and that will not be effective. They will only read for the answers to the worksheet. Read, Write, Talk, Listen, Investigate (100%) There is an answer sheet for you to have the answers. Student’s answers will be the assessment of how well they did. Interventions: Students with Special these students will be allowed to write on the sheet and attach it in their notebooks instead of copying it down. Advanced classes: Students will use student guide sheets; but will also be given the Enrichment sheet for Lesson 1.
Date: Tuesday 11/15/16 Learning Target: I can predict and describe relationships between wave properties. Lesson Phases Student Engagement Assess / Evaluate Intervention / Acceleration Engage: Quick Write Activate Prior Knowledge; Build Background Knowledge; Generate Essential Questions; Make Predictions; Discuss Essential Vocabulary; Establish Purpose for Lesson; ___________________ Bell Work: (write on board) How do particles move in a longitudinal wave? (bellwork is the write for today) Read, Write, Talk, Listen, Investigate (100%) Bellwork Answer: Particles move parallel to the direction of the wave in a longitudinal wave. No intervention needed. Explore, Explain Graphic Organizer Interact with Content; Verify and Formulate Predictions; Comprehension; Construct Graphic Organizers; Summarize Content; Use Mental Imagery; Integrate New Information with Knowledge; Other __________________ Graphic Organizer: Chapter 15 Lesson 2 Students will complete the student notebook sheets in their notebook. They will not write on my sheets, but complete them in their notebook Please tell groups they can have the sheets once they are finished reading. If not they will work on them as they read and that will not be effective. They will only read for the answers to the worksheet. Read, Write, Talk, Listen, Investigate (100%) There is an answer sheet for you to have the answers. Student’s answers will be the assessment of how well they did. Interventions: Students with Special these students will be allowed to write on the sheet and attach it in their notebooks instead of copying it down. Justin will need to write on sheet as well. Advanced classes: Students will use student guide sheets; but will also be given the Enrichment sheet for Lesson 2.
Explain, Elaborate Exit Slip Reflect on Content of Lesson; Evaluate Predictions; Examine Essential Questions; Justify, Deliberate, and Evaluate Conclusions of Self and Others; Retell or Summarize; Demonstrate Proper Use and Understanding of Vocabulary; Other ___________________ Students will answer the question without looking at notes or in book. They will turn this into you on their way out the door. They will need 3 minutes at the end of class to complete this. What does wave depend on? Read, Write, Talk, Listen, Investigate (100%) Students responses on the exit slip (answers: The medium it is traveling through) Homework: Give homework sheet for 11/15 to all classes. Advanced can finish enrichment sheet for lesson 2 as well as homework sheet. No interventions for the exit slip Lesson reflection: What were students able to do? What evidence do you have? Which students need additional instruction? How will the next lesson be adjusted to meet their needs?
Date: Wednesday 11/16/16 Learning Target: I can predict and describe relationships between wave properties Lesson Phases Student Engagement Assess / Evaluate Intervention / Acceleration Engage: Quick Write Activate Prior Knowledge; Build Background Knowledge; Generate Essential Questions; Make Predictions; Discuss Essential Vocabulary; Establish Purpose for Lesson; Other ___________________ Bell Work: (write on board) Can waves change? Give answer 3 minutes after bell rings. Quick Write: this is their bellwork. They can look on page 546 at the picture at the beginning of lesson 3. Read, Write, Talk, Listen, Investigate (100%) Yes: the ripples can come together and form a new pattern. (tell them to look at page 546 in their textbook) No intervention needed. Explore, Explain Graphic Organizer Interact with Content; Verify and Formulate Predictions; Comprehension; Construct Graphic Organizers; Summarize Content; Use Mental Imagery; Integrate New Information with Prior Knowledge; Other __________________ Graphic Organizer: Chapter 15 Lesson 3 Students will complete the student notebook sheets in their notebook. They will not write on my sheets, but complete them in their notebook. Please tell groups they can have the sheets once they are finished reading. If not they will work on them as they read and that will not be effective. They will only read for the answers to the worksheet. Read, Talk, Listen, Investigate (100%) There is an answer sheet for you to have the answers. Student’s answers will be the assessment of how well they did. Interventions: Students with Special these students will be allowed to write on the sheet and attach it in their notebooks instead of copying it down. Justin will need to write on sheet as well. Advanced classes: Students will use student guide sheets; but will also be given the Enrichment sheet for Lesson 3.
Date: Thursday 11/17/16 Learning Target: I can predict and describe relationships between wave properties. Lesson Phases Student Engagement Assess / Evaluate Intervention / Acceleration Engage: Quick Write Activate Prior Knowledge; Build Background Knowledge; Generate Essential Questions; Make Predictions; Discuss Essential Vocabulary; Establish Purpose for Lesson; Other ___________________ Bell Work: (write on board) Describe two types of wave interferences. Give answer 3 minutes after bell rings. Bell work is the Quick Write Read, Talk, Listen, Investigate (100%) Answer to quick write: Constructive interference occurs when crests overlap crests and troughs overlap troughs. Destructive interference occurs when crests overlap troughs and troughs overlap crests. No intervention needed. Explore, Explain Investigation Exploration Interact with Content; Verify and Formulate Predictions; Comprehension; Construct Graphic Organizers; Summarize Content; Use Mental Imagery; Integrate New Information with Prior Knowledge; Other __________________ Investigation Exploration: Students will conduct the lab activity on page 554 in the textbook. Read, Write, Talk, Listen, Investigate (100%) Student lab work and to lab activity. Completed work will be graded for a lab/test grade. Interventions: Students with Special needs: will be given lab activity C Regular Science classes will be Lab activity B Advanced classes: Students will be lab activity A. Explain, Elaborate Exit Slip Reflect on Content of Lesson; Evaluate Predictions; Examine Essential Questions; Justify, Deliberate, and Evaluate Conclusions of Self and Others; Retell or Summarize; Demonstrate Proper Use and Understanding Students will answer the question without looking at notes or in book. They will turn this into you on their way out the door. They will need 3 minutes at the end of class to complete this. How do you calculate a waves speed? Read, Write, Talk, Listen, Investigate (100%) Students responses on the exit slip (answers: speed= frequency times wavelength) No interventions for the exit slip
Learning Target: I can predict and describe relationships between wave properties. Lesson Phases Student Engagement Assess / Evaluate Intervention / Acceleration Engage: Quick Write Activate Knowledge; Build Background Knowledge; Generate Essential Questions; Make Predictions; Discuss Essential Vocabulary; Establish Purpose for Lesson; Other ___________________ Bell Work: (write on board) Describe two types of wave interferences. Give answer 3 minutes after bell rings. Bell work is the Quick Write Read, Write, Talk, Listen, Investigate (100%) Answer to quick write: Constructive interference occurs when crests overlap crests and troughs overlap troughs. Destructive interference occurs when crests overlap troughs and troughs overlap crests. No intervention needed. Explore, Explain Investigation Exploration Interact with Content; Verify and Formulate Predictions; Comprehension; Construct Graphic Organizers; Summarize Content; Use Mental Imagery; Integrate New Information with Prior Knowledge; Other __________________ Investigation Exploration: Students will conduct the lab activity on page 554 in the textbook. Read, Write, Talk, Listen, Investigate (100%) Student lab work and to lab activity. Completed work will be graded for a lab/test Interventions: Students with Special needs: will be given lab activity C Regular Science classes will be given Lab activity B Advanced classes: Students will be given lab activity A. Explain, Elaborate Exit Slip Reflect on Content of Lesson; Evaluate Predictions; Examine Essential Questions; Justify, Deliberate, and Evaluate Conclusions of Self and Others; Retell or Summarize; Demonstrate Proper Use and Understanding of Vocabulary; Other ___________________ Students will answer the question without looking at notes or in book. They will turn this into you on their way out the door. They will need 3 minutes at the end of class to complete this. How do you calculate a waves speed? Read, Write, Talk, Listen, Investigate (100%) Students responses on the exit slip (answers: speed= frequency times wavelength) No interventions for the exit slip