CCSS

Code

e.g.

RL.K.5

OUTCOMES

(Lesson Focus)

What will the students know or be able to do at the end of the lesson?

ASSESSMENT

How will the students demonstrate that they have accomplished the desired outcome? Please state the question that will be asked during your formative assessment.

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome? Please list in the order that you will implement.

3 HOTS QUESTIONS

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

2/10

L.1

RST.2

WHST

To understand how height and speed are related

What is gravitational potential energy?

1.  Guided inquiry on a screwdriver as a wheel and axle.

2.  Use clues to figure out sentences.

3.  Find evidence on page F52 to support the conclusion.

1.  Why does height affect an object’s gravitational potential energy?

2.  How does energy change in our bodies?

3.  Describe how energy change?

Tues

2/11

RST.3

WHST.2

SL.1e

To distinguish between potential and kinetic energy.

Name the energy that is stretched and squashed and held that way.

1.  Review vocabulary words.

2.  Use illustration that contains potential energy.

3.  Develop main idea by thinking of ways they used different forms of energy.

1. How does the potential energy in a battery change form?

2.  How does the potential energy in the Sun change form?

3.  What are some forms of energy that make your life easier?

Wed

 2/12

Students will have Computer Class

Thurs

2/13 

SL.1a

RST.3

WHST4.

 To explain examples of transformation of energy.

Applying a force to an object to move it through a distance is called?

1.  Compare the scientific definition of work with more casual everyday uses of the word.

2.  Develop main idea by writing the equation .

3.  After reading, answer the red questions.

1. How do batteries produce electricity?

2.  When is work really work?

3.  How can work turn into heat?

Fri

2/14

WHST.7

RST.3

SL. 1.a

Students will learn how to identify forces that are being exerted.

Students will discuss their encounters with different kinds of friction .

Students will rub their hands together quickly for 15 seconds.  They will describe how their hands feel.

1.  What are types of friction?

2.  How does a drag force affect an object?

3.  When does each type of friction act.

Bloom’s Taxonomy

 (HOTS Questions)

-Knowledge

-Comprehension

-Application

-Analysis

-Synthesis

-Evaluation

School Grade Weighting Scale:

Tests (40%):

Quizzes (20%):

Classwork/ Participation (15%):

Homework (5%):

Projects/ Portfolios (20%):

Vocabulary words for week:

1. elastic potential energy

2.  work

3.  gravitational potential energy

4.  joule

5.  food

6.  potential energy

7.  kinetic energy

8.  fuel cell

9.  weight

10.  electrons

Use of Technology:

   __X__ Smartboard

   ____ Student Response System