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KeyEdit

In the Titles:

  1. Roman Numerals refer to Chapter Numbers.
  2. Letters refer to Sections within a Chapter.

In the GLE's:

  1. PS means Physical Science
  2. SI means Science as Inquiry
  3. ESS means Earth and Space Science



Physical Science - Spring 2015Edit

Leeson got the class on 3/16/2015Edit

Unit: Physical Science Tools Edit

Mar 16 Class Introduction

  • Standards:
  • Learning Outcome(s): Define Physical Science
  • Vocabulary: Physical Science
  • Activities/Tasks:
  1. Teacher takes Role as students pass out and fill out Info Sheets
  2. Whole-class instruction: Teacher reads/explains PROWL and reviews dress code using student planners and class policy as references. "What is Mr. Leeson's favorite letter?" ("O")
  3. Teacher Introduces Classroom procedures: seating assignments, turning in work, and reviewing HW, fire escape, ...
  4. Whole-class instruction: Discuss/define Tier 2 terms that help introduce the course, in notes. List the steps of the Scientific Method in notes as student volunteers supply definitions and examples.
  5. Whole-class instruction: Review Tier 2 terms involved in designing a lab: Variables, Constants, Dependent Variable, Independent Variable, Control, Placebo, Double Blind.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science I HW:


Mar 17 testing


Mar 18 Quiz and Tools: Measuring

  • Standards: Measure the physical properties of different forms of matter in metric system units
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Scientific Method Quiz
  2. Teacher begins the "Story of the Metric System"
  3. Whole-group instruction: Teacher walks class through info page giving Rules/Advice for Measuring Accurately (I.F.)
  4. Individuals complete the math practice worksheet/quiz, then groups work together to help each other, then the class gives correct answers orally, as individuals correct their own work.
  5. HPS: Cooperative groups - Student Pairs begin "Measuring Practice" page
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: DO the Lab... Which freezes faster, hot water or cold water?


Mar 19 conversions


Mar 20 conversions and measuring


Mar 23 Tools: Measuring

  • Standards: Measure the physical properties of different forms of matter in metric system units
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Teacher begins the "Story of the Metric System"
  2. Whole-group instruction: Teacher walks class through info page giving Rules/Advice for Measuring Accurately (I.F.)
  3. Individuals complete the math practice worksheet/quiz, then groups work together to help each other, then the class gives correct answers orally, as individuals correct their own work.
  4. HPS: Cooperative groups - Student Pairs begin "Measuring Practice" page
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: DO the Lab... Which freezes faster, hot water or cold water?


Mar 24 Tools: Measuring Volume and mass

  • Standards: Measure the physical properties of different forms of matter in metric system units
SCI.9.SI.1 Write a testable question or hypothesis when given a topic
  • Learning Outcome(s): Define Physical Science and Scientific Method. Use Tools to Measure and Convert
  • Vocabulary: Scientific Method (2), Measuring (2)
  • Activities/Tasks:
  1. Students complete PreLab to practice measuring
  2. Test on Scientific method and measurement.
  3. Review terms and units from Test
  4. Assign / review HW
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing. Teacher grades lab for correct format, precision, units, and accuracy. Teacher formally grades quiz (attached on the following Monday).
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physics I HW:


Mar 25 Physical Science Tools: Measuring and converting Quiz

  • Standards: Measure the physical properties of different forms of matter in metric system units
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Students complete PreLab to practice measuring
  2. Whole-group instruction: Teacher continues "Story of the Metric System" --> define standard, mass, volume, m, L, & g. Student input/participation is used to tell story
  3. Measuring Labs continue ... groups rotate measuring VOLUME of irregular objects... screwdriver, fishing weight, rubber ball, etc.
  4. Cleanup, put room back in order, review measuring results.
  5. Quiz on Scientific Method and Measuring
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physics I HW:


Mar 26 Physical Science Tools: Calculating Density

  • Standards: SI.1-3,5,7 PS.1
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Students complete PreLab to practice measuring
  2. Review Test
  3. Whole-group instruction: Teacher continues "Story of the Metric System" --> define standard, mass, volume, m, L, & g. Student input/participation is used to tell story
  4. Measuring Labs continue ... groups rotate measuring/calculating DENSITY of objects
  5. Cleanup, put room back in order, review measuring results.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physics I HW:


Mar 27 Test PS Tools: Measuring

Standards: PS.1
  • Learning Outcome(s): TLW use SI units and prefixes correctly for basic measurements
  • Vocabulary: *Activities/Tasks:
  1. Test on Physical Science Tools to date - Scientific Method, Units, Measuring.
  2. Whole-group instruction: Class reads selected passages from book and discusses "Organization of Matter".
  • Formative/Summative Assessment: Teacher Grades test formally.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review Units (I.D.) & Prefixes (I.E.), and math rules 1) What happens if you multiply something times 1, and what happens if you add 0 to a thing?

Physical Science HW:


Apr 07 Physical Science Tools: Calculating Density

  • Standards: SI.1-3,5,7 PS.1
  • Learning Outcome(s): Use Tools to Measure and Convert
  • Vocabulary: Measuring (2)
  • Activities/Tasks:
  1. Students complete PreLab to practice measuring
  2. Review Test
  3. Whole-group instruction: Teacher continues "Story of the Metric System" --> define standard, mass, volume, m, L, & g. Student input/participation is used to tell story
  4. Measuring Labs continue ... groups rotate measuring/calculating DENSITY of objects
  5. Cleanup, put room back in order, review measuring results.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physics I HW:


Apr 08 Atomic Theory and Subatomic particles

Standards: SCI.9.PS.5 - Identify the three subatomic particles of an atom by location, charge, and relative mass
  • Learning Outcome(s): TLW Organize the matter of the universe from smallest to largest
  • Vocabulary: Atom (3), Atomic Theory (3)
  • Activities/Tasks:
  1. Review HW
  2. Review Test. Students solve test problems on board
  3. Whole-group instruction: Teacher explains "Scientific Shorthand" (XVIII.B.) ... different ways of using symbols in chemistry.
  4. HPS: Non-linguistic representation ... Biggest stuff to smallest stuff... what is the universe made of? Quark Nucleon Atom Molecule Protein Organelle Cell Tissue Organ Organ System Organism Community Biome Planet System Galaxy Cluster Universe. Students draw flow-chart (map) as they remember each level.
  5. Shortened class
  • Closure: Do we need to add terms to this list like we did in Chapter 17?

Physical Science HW:


Apr 09 Atomic Mass vs Atomic Number... The Periodic Table

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): TLW Use Atomic Mass and Atomic Number to organize the periodic table
  • Vocabulary: Atomic Mass, Mass Number
  • Activities/Tasks:
  1. Problem-based instruction: (XVIII.C.)Students solve a simple puzzle to determine which quarks make up Protons and Neutrons.
  2. Whole-group instruction: (XVIII.D.) Sub-atomic particles and the history of Atomic models using Wikipedia
  3. AVC:I - Atomic Number and Mass Number
  4. Whole-group instruction: (XVIII.A.) Teacher Reviews Atomic Number and Mass Number
  5. Whole-group instruction: Class reads “Puzzles” P 554 This is what Dmitri Ivanovich Mendeleev had to do over 100 years ago.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How does Mendeleev's classification problem relate to Chapter 17?

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Apr 10 Periodic Table and Quiz

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): TLW Use Atomic Mass and Atomic Number to organize the periodic table
  • Vocabulary:
  • Activities/Tasks:
  1. Review Test
  2. Students finish Quark Puzzle
  3. Whole-group instruction: Review Periodic Table Coloring Activity ... Teacher explains (XVIII.E.) Periodic Table notes. Add to the "List to Know" so that students have a list of 20 elements that they need to 1) spell, 2) know symbols, 3) know atomic numbers
  4. Elements Quiz 2
  5. HPS - Cooperative groups: Student pairs "check" Quiz for review
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Assign Elements to students for research project.

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Apr 13 Atoms and the Periodic Table

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): TLW Describe Element Property trends on the Periodic Table.
  • Vocabulary: Atomic Number, Mass Number
  • Activities/Tasks:
  1. Look at HW labels brought in by students – point out (not)useful things from labels
  2. HPS: Problem-based instruction - Students complete “Periodic Table” coloring puzzle, to see trends on the periodic table.
  3. Element Quiz 1
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Assign Elements to students for research project.

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Apr 14 Atoms and the Periodic Table

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): TLW Use Atomic Mass and Atomic Number to organize the periodic table
  • Vocabulary: Atomic Number, Mass Number
  • Activities/Tasks:
  1. Whole-group instruction: Review Periodic Table Coloring Activity ... Teacher explains (XVIII.E.) Periodic Table notes. Add to the "List to Know" so that students have a list of 20 elements that they need to 1) spell, 2) know symbols, 3) know atomic numbers
  2. Elements Quiz 1
  3. HPS - Cooperative groups: Student pairs "check" Quiz for review
  4. Whole-group instruction: Class reads/discusses "The Atom and the Periodic Table" P558-562. Teacher helps relate energy levels to the shape of the Periodic Table. Teacher reviews Mass Number, Atomic Number, and Isotopes. Difference between Nuclear Reactions and Chemical Reactions.
  5. Students do "Chapter Assessment" (p570, Write Q & A) to review for test.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Assign Elements to students for research project.

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


apr 15 periodic table


apr 17 periodic table


Apr 17 Test

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): TLW Explain the structure of atoms and relate that structure to the periodic table
  • Vocabulary: Atomic Number, Mass Number
  • Activities/Tasks:
  1. Look at HW labels brought in by students – point out (not)useful things from labels.
  2. Test on the Periodic table, Structure of Atoms and the Periodic Table.
  3. Review 1st page of test
  4. HPS - Cooperative Groups: Student pairs Review Classification of Matter and Changes using AVC booklet.
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review spellings and symbols for elements 11-20.

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Apr 20 Chemical Bonds

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): TLW Describe the 3 types of chemical bonds
  • Vocabulary: Chemical Bond, Ionic Bond, Covalent Bond
  • Activities/Tasks:
  1. Review Quiz test
  2. Look at HW labels brought in by students – point out (not)useful things from labels.
  3. Whole-group instruction: Teacher explains "Why chemicals bond..." (XIX.A.) stability.
  4. Elements Quiz 4
  5. HPS - Cooperative groups: Student pairs "check" Quiz for review
  6. AVC - I: Chemical Bonds
  7. Whole-group instruction: Class reads/discusses Types of Chemical Bonds (XIX.B.)
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How many of you still need to bring in labels?

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Apr 21 Chemical Bonds

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): TLW Use Models to explain chemical bonding and chemical formulas
  • Vocabulary: Chemical Bonds
  • Activities/Tasks:
  1. Look at HW labels brought in by students – point out (not)useful things from labels.
  2. Whole-group instruction: Teacher demonstrates the building of Bohr Models including the use of Ionic and Covalent bonds, while students supply data for making the models and copy the models into notes.
  3. HPS - Problem-based instruction: Student groups make Bohr models of assigned molecules in teacher-made workbooks.
  • Formative/Summative Assessment: Teacher formally grades Bohr Model Workbooks.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Can we tell which models are covalent and which are Ionic?

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Apr 22 Chemical Bonds

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): TLW Describe the 3 types of chemical bonds
  • Vocabulary: Chemical Bond, Ionic Bond, Covalent Bond
  • Activities/Tasks:
  1. Review Quiz test
  2. Look at HW labels brought in by students – point out (not)useful things from labels.
  3. Whole-group instruction: Teacher explains "Why chemicals bond..." (XIX.A.) stability.
  4. Elements Quiz 4
  5. HPS - Cooperative groups: Student pairs "check" Quiz for review
  6. AVC - I: Chemical Bonds
  7. Whole-group instruction: Class reads/discusses Types of Chemical Bonds (XIX.B.)
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How many of you still need to bring in labels?

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Apr 23 Chemical Bonds

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): TLW Use Models to explain chemical bonding and chemical formulas
  • Vocabulary: Chemical Bonds
  • Activities/Tasks:
  1. Look at HW labels brought in by students – point out (not)useful things from labels.
  2. Whole-group instruction: Teacher demonstrates the building of Bohr Models including the use of Ionic and Covalent bonds, while students supply data for making the models and copy the models into notes.
  3. HPS - Problem-based instruction: Student groups make Bohr models of assigned molecules in teacher-made workbooks.
  • Formative/Summative Assessment: Teacher formally grades Bohr Model Workbooks.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Can we tell which models are covalent and which are Ionic?

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Apr 24 Balancing Formulas


Apr 27 Test

  • Standards:
  • Learning Outcome(s): TLW Explain the structure of atoms and relate that structure to the periodic table and Chemical Formulas
  • Vocabulary: Oxidation Number, Subscript
  • Activities/Tasks:
  1. Look at HW labels brought in by students – point out (not)useful things from labels.
  2. Test on the Structure of Atoms and the Periodic Table, and balancing chemical formulas. Early finishers define terms from Chapter 7.
  3. Review 1st page of test
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Apr 28 Reaction Types

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): TLW Distinguish between Quark reactions, Nuclear Reactions, and Chemical Reactions. TLW Solve problems involving Atomic Mass
  • Vocabulary:
  • Activities/Tasks:
  1. HPS: Problem-based instruction - Students complete “Puzzle” to decide what 2 pieces are missing from the "Periodic Table"
  2. Look at HW labels brought in by students – point out (not)useful things from labels
  3. whole-group instruction: Teacher reviews Mass Number, Atomic Number, and Isotopes. Difference between Nuclear Reactions and Chemical Reactions.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Introduce problems involving Atomic Numbers and Mass Numbers. Daily quizzes starting soon.

Physical Science HW: Bring Labels that have compounds with element names (food and cosmetics)


Apr 29 Review Acceleration and introduce Balancing Equations


Apr 30 Review Acceleration and continue Balancing Equations


May 01 Test on Velocity and Acceleration


May 04 Chemical Reactions

  • Standards: PS.26, 28
  • Learning Outcome(s): TLW determine how chemists express chemical changes using equations
  • Vocabulary: Oxidation Number, Subscript, Coefficient
  • Activities/Tasks:
  1. Review Balancing Formulas.
  2. AVC:I - Chemical Equations
  3. Whole-group instruction: Class Reads/discusses 24-1 (p738) to define: Reactants, products, law of conservation of mass, coefficient. Demonstrations of chemical reactions with equations: Baking soda and vinegar, Magnesium and Oxygen, Hydrogen Peroxide with a catalyst. Students copy examples in notes. Rules for balancing equations.
  4. HPS - Cooparative groups: Student pairs use pre-constructed envelopes of info to balance equations.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: What is the difference between subscripts and coefficients?

Physical Science HW:


May 05 Chemical Reactions

  • Standards: PS.26, 28
  • Learning Outcome(s): TLW determine how chemists express chemical changes using equations
  • Vocabulary: Oxidation Number, Subscript, Coefficient
  • Activities/Tasks:
  1. Review Balancing Formulas.
  2. AVC:I - Chemical Equations
  3. Whole-group instruction: Class Reads/discusses 24-1 (p738) to define: Reactants, products, law of conservation of mass, coefficient. Demonstrations of chemical reactions with equations: Baking soda and vinegar, Magnesium and Oxygen, Hydrogen Peroxide with a catalyst. Students copy examples in notes. Rules for balancing equations.
  4. HPS - Cooparative groups: Student pairs use pre-constructed envelopes of info to balance equations.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: What is the difference between subscripts and coefficients?

Physical Science HW:


May 06 Balancing Equations practice


May 07 Balancing Equations Test

  • Standards: PS.24, 26-28
  • Learning Outcome(s): TLW Balance Equations representing Chemical Reactions
  • Vocabulary: Oxidation Number, Subscript, Coefficient
  • Activities/Tasks:
  1. Review Rules for Balancing Equations.
  2. HPS - Cooparative groups: Student pairs use preconstructed envelopes of info to balance equations.
  3. AVC:I - Chemical Equations.
  4. HPS - Problem-based instruction: Students complete "Equation Practice" review sheet.
  5. Whole-group instruction: Read and Discuss "Types of Reactions" (p746).
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: When can you NOT change a subscript?

Physical Science HW:


May 08 Acids/Bases and Nuclear Reactions

Standards: PS.21-24, 26, 28
  • Learning Outcome(s): TLW Identify and List properties of Acids and Bases
  • Vocabulary: pH, Indicator, Acid, Base
  • Activities/Tasks:
  1. Review Test.
  2. Class goes outside to Demonstrate Reaction of Sulfuric Acid and Sugar. Back in class, Balance Equation of Reaction of Sulfuric Acid and Sugar with student help.
  3. Whole-group Instruction: Class reads and discusses section 25-1 "Acids and Bases" to define the key words. Students make a chart in notes to compare Acids and bases.
  4. HPS - Problem-based Instruction: Oral Quiz ... Based on the name of the compound, a description, or its formula, is it an acid or a base? How can you tell if _________ is an acid or a base?
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Finish Worksheet to practice balancing equations


May 11 Explaining Motion - Forces

Standards: PS.1, 31-33, 35
  • Learning Outcome(s): TLW Explain velocity and acceleration using d/t and v/t graphs and equations.
  • Vocabulary: Force
  • Activities/Tasks:
  1. Review Test
  2. HPS - Problem-based Instruction: Oral Quiz ... Mile a minute to review measuring, units, and conversions.
  3. Whole-group Instruction: Class reads and discusses "Motion and Forces". Are these forces balanced? (sample vector problems on board)
  4. Guided practice: students solve sample problems individually, then finish the "Chapter Study Guide" (p62).
  5. Whole-group Instruction: Class orally answers "Chapter 2 Assessment" questions.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


May 12 Newton's Laws – Inertia and Force

Standards: PS.29, 30, 34
  • Learning Outcome(s): TLW explain inertial situations as they relate to Newton's 1st Law of Motion
  • Vocabulary: Inertia, Force
  • Activities/Tasks:
  1. Whole-group Instruction: Review "Forces" from Chapter 2. Class reads and discusses "Newton's Second Law". Are these forces balanced? (sample vector problems on board)
  2. HPS - Problem-based Instruction: Oral Quiz ... Mile a minute to review measuring, units, and conversions.
  3. Guided practice: students solve sample problems individually, F=ma.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


May 13 Intro to Work and Energy


May 14 Post-Test, then Free fall and Projectiles - Rockets and Rocket Problems

Standards: PS.29, 30, 34
  • Learning Outcome(s): TLW explain why projectiles move as they do.
  • Vocabulary: Free fall
  • Activities/Tasks:
  1. Students fire rockets and collect time and angle data.
  2. HPS - Problem-based Instruction: Review measuring, units, and conversions. Explain Free fall through rocket and elevator examples. Use the strobe light to show projectile motion. Teacher walks class through their Rocket Worksheet problems.
  • Closure: Teacher reviews rocket requirements.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


May 15 Force Problems


Mimas

May 18 Forces - Friction and Terminal Velocity

Standards: PS.29, 30, 34
  • Learning Outcome(s): TLW explain friction and find equilibrium in different situations.
  • Vocabulary: Friction, Terminal Velocity
  • Activities/Tasks:
  1. Whole-group Instruction: Class reads and discusses "Friction". Are these forces balanced? (sample vector problems on board)
  2. HPS - Problem-based Instruction: Oral Quiz ... Mile a minute to review measuring, units, and conversions.
  3. Guided practice: students solve sample problems individually, F=ma.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


May 19 Momentum

Standards: PS.29, 30, 34
  • Learning Outcome(s): TLW Explain how momentum is a shift in point of view and can explain specific aspects of motion.
  • Vocabulary: Free fall, momentum, conservation
  • Activities/Tasks:
  1. Teacher-led mastery lecture... 1) Read P414 from text to define Momentum and Impulse in notes, 2) students help solve several problems in notes related to Momentum and Impulse, 3) teacher derives units to show that the 2 concepts are the same, 4) class reads "Conservation of Momentum" on page 416, 5) toy and friction cart demonstrations to explain conservation of momentum.
  • Closure: Q&A about Rockets.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Hero Project and Rockets


Mimas





May 14 Newton's Laws - Conservation of Momentum

Standards: PS.29, 30, 34
  • Learning Outcome(s): TLW identify which of Newton's laws can explain different situations. Explain momentum and find examples of its conservation everyday systems.
  • Vocabulary: Momentum, Conservation
  • Activities/Tasks:
  1. Review Oral Quiz ... Mile a minute to review measuring, units, and conversions.
  2. HPS - Generating and testing a Hypothesis... Eagle sample questions to introduce topic. Students try to explain situations based on visual clues and deductive reasoning.
  3. Whole-group Instruction: Review Newton's Laws. Class reads and discusses "Newton's 3rd Lab". Define Momentum. Teacher demonstrates momentum calculations. "Is this the same as Force?" Collision-cart demonstrations... students predict outcome of collisions.
  4. Guided practice: students solve sample problems individually, momentum=mass*velocity.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:





Dec 12 Test

Standards: PS.1, 31-33, 35
  • Learning Outcome(s): TLW use Newton's laws to explain everyday situations.
  • Vocabulary:
  • Activities/Tasks:
  1. Test on Chapter 3, Newton's Laws and Forces. Early finishers work on "Chapter 4 Study Guide".
  2. Review Test
  3. Whole-group Instruction: What is the result of all those forces we learned about? And how can it all happen? Work and Energy. How can we make work easier?
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


Dec 15 Rockets, calculating projectile problems

Standards: PS.29, 30, 34
  • Learning Outcome(s): TLW Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: Simple Machines, Newton's Laws of Motion
  • Activities/Tasks:
  1. Review Rocket Project Requirements.
  2. HPS - Problem-based Instruction: Lab to 1) determine IMA, and 2) measure their MA, and calculate Efficiency of pulley systems.
  3. HPS - Project-based Instruction: Students fire rockets and take measurements to determine how high the rockets go.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Rockets and posters.


Dec 16 Post-Test

Standards: PS.1, 31-33, 35
  • Learning Outcome(s): TLW use Newton's laws to explain everyday situations.
  • Vocabulary:
  • Activities/Tasks:
  1. Post Test
  2. Review Test
  3. Whole-group Instruction: What is the result of all those forces we learned about? And how can it all happen? Work and Energy. How can we make work easier?
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


Dec 17 Rockets, calculating projectile problems

Standards: PS.29, 30, 34
  • Learning Outcome(s): TLW Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: Simple Machines, Newton's Laws of Motion
  • Activities/Tasks:
  1. Review Rocket Project Requirements.
  2. HPS - Problem-based Instruction: Lab to 1) determine IMA, and 2) measure their MA, and calculate Efficiency of pulley systems.
  3. HPS - Project-based Instruction: Students fire rockets and take measurements to determine how high the rockets go.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Rockets and posters.


Dec 18 Work, Power, and Machines

Standards: PS.29, 30, 34
  • Learning Outcome(s): TLW Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: Teacher introduces Work and Power terms and equations through simple examples.
  2. Class goes to back of auditorium to do Work and Power lab: 1) calculate your weight in Newtons, 2) climb stairs and calculate work, 3) measure time to climb stairs so students can calculate work.
  3. LS - Students (3-4/group) make a list of things that make work easier.
  4. Whole-group instruction: Class discusses while teacher and students demonstrate the different Types of Simple Machines. Simple Machines Powerpoint.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Q&A about the Hero Project, and Rockets.

Physical Science HW: Hero Project and Rockets


Dec 19 Rockets, calculating projectile problems

Standards: PS.29, 30, 34
  • Learning Outcome(s): TLW Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: Simple Machines, Newton's Laws of Motion
  • Activities/Tasks:
  1. Review Rocket Project Requirements.
  2. HPS - Problem-based Instruction: Lab to 1) determine IMA, and 2) measure their MA, and calculate Efficiency of pulley systems.
  3. HPS - Project-based Instruction: Students fire rockets and take measurements to determine how high the rockets go.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW: Rockets and posters.








Dec 05 Work, Power, and Machines

Standards: PS.29, 30, 34
  • Learning Outcome(s): TLW Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: Teacher introduces Work and Power terms and equations through simple examples.
  2. Class goes to back of auditorium to do Work and Power lab: 1) calculate your weight in Newtons, 2) climb stairs and calculate work, 3) measure time to climb stairs so students can calculate work.
  3. LS - Students (3-4/group) make a list of things that make work easier.
  4. Whole-group instruction: Class discusses while teacher and students demonstrate the different Types of Simple Machines. Simple Machines Powerpoint.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Q&A about the Hero Project, and Rockets.

Physical Science HW: Hero Project and Rockets


Dec 06 Work and Simple Machines

Standards: PS.29, 30, 34
  • Learning Outcome(s): TLW Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: *Activities/Tasks:
  1. Review Lab from yesterday... particularly the work equation.
  2. Review types of simple machines and the purpose of "Mechanical Advantage".
  3. HPS - Guided Practice: Students Solve sample problems involving Simple Machines.:#Lab - Pulleys. Groups of 3 rotate around classroom to solve pulley problems.
  4. Class defines "Compound Machines" by reading p443 and giving their own examples. Each example should include which types of simple machines are involved.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Q&A about the Hero Project (due tomorrow), and Rockets.

Physical Science HW: Hero Project and Rockets


Dec 07 Work and Simple Machines

Standards: PS.29, 30, 34
  • Learning Outcome(s): TLW Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: *Activities/Tasks:
  1. Review Hero Project and intro next phase (due next Friday).
  2. Students show off projects.
  3. Review Work, Power, and Simple Machines.
  4. Quiz on Work, Power, and Simple Machines.
  • Formative/Summative Assessment: Teacher Formally grades test and projects.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Q&A about the Hero Project (due tomorrow), and Rockets.

Physical Science HW: Rockets


Dec 17 Work and Simple Machines

Standards: PS.29, 30, 34
  • Learning Outcome(s): TLW Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: *Activities/Tasks:
  1. Review Hero Project and intro next phase (due next Friday).
  2. Students show off projects.
  3. Review Work, Power, and Simple Machines.
  4. Quiz on Work, Power, and Simple Machines.
  • Formative/Summative Assessment: Teacher Formally grades test and projects.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Q&A about the Hero Project (due tomorrow), and Rockets.

Physical Science HW: Rockets


Dec 19 Work and Simple Machines

Standards: PS.29, 30, 34
  • Learning Outcome(s): TLW Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: *Activities/Tasks:
  1. Review Hero Project and intro next phase (due next Friday).
  2. Students show off projects.
  3. Review Work, Power, and Simple Machines.
  4. Quiz on Work, Power, and Simple Machines.
  • Formative/Summative Assessment: Teacher Formally grades test and projects.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Q&A about the Hero Project (due tomorrow), and Rockets.

Physical Science HW: Rockets


Dec 20 Work and Simple Machines

Standards: PS.29, 30, 34
  • Learning Outcome(s): TLW Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: *Activities/Tasks:
  1. Review Hero Project and intro next phase (due next Friday).
  2. Students show off projects.
  3. Review Work, Power, and Simple Machines.
  4. Quiz on Work, Power, and Simple Machines.
  • Formative/Summative Assessment: Teacher Formally grades test and projects.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Q&A about the Hero Project (due tomorrow), and Rockets.

Physical Science HW: Rockets


Dec 21 Final Project Presentations

Standards: PS.29, 30, 34
  • Learning Outcome(s): TLW Explain the significance of their hero.
  • Vocabulary: *Activities/Tasks:
  1. Project-based Instruction: Students present their hero to the class.
  • Formative/Summative Assessment: Teacher grades Final Projects based on completeness of info on posters and quality of presentation.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Have a good holiday.









Dec 13 Work and Simple Machines

Standards: PS.29, 30, 34
  • Learning Outcome(s): TLW Explain the benefits and drawbacks of each type of simple machine.
  • Vocabulary: *Activities/Tasks:
  1. Work and Simple Machines Quiz.
  2. HPS - Problem-based Instruction: Students fire rockets to get data.
  • Formative/Summative Assessment: Teacher grades rocket flights based on 1)participation, 2)flight qualities, 3)time and angle in the air.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Posters due Thursday.

Physical Science HW: Rockets and posters.


Dec 14 Test

Standards: PS.1, 31-33, 35
  • Learning Outcome(s): TLW use Newton's laws to explain everyday situations.
  • Vocabulary: *Activities/Tasks:
  1. Test on Chapter 3, Newton's Laws and Forces. Early finishers work on "Chapter 4 Study Guide".
  2. Review Test
  3. Whole-group Instruction: What is the result of all those forces we learned about? And how can it all happen? Work and Energy. How can we make work easier?
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Whose name is honored when we discuss Force?

Physical Science HW:








Sep 06 PS Tools: Converting Units

Standards: PS.1-4
  • Learning Outcome(s): TLW Convert Units between English and SI
  • Vocabulary: *Activities/Tasks:
  1. "Walk-in Problems" - 1) What is 453.2 times one hundred? 2) What is 453.2 divided by one hundred? 3) Sit down and do not talk. 4)Write a Hypothesis to explain why gravity may be greater on Earth than on the Moon.
  2. AVC:R - Scientific Method
  3. AVC:R - SI
  4. HPS: Student pairs review prefixes and units using flash cards.
  5. Whole-group instruction: Students solve conversion problems, starting with simple ones, using ProBoard. Students copy into notes.
  6. Mile-a-minute to review units and prefixes.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: The 2 methods of conversions are actually the same... How would your math teacher do these?

Physical Science HW:


Sep 07 PS Tools: Conversions and Review

Standards: PS.1-4
  • Learning Outcome(s): TLW Convert Units between English and SI
  • Vocabulary: *Activities/Tasks:
  1. Class gets notebooks, pencils, planners, and calculators, then leaves bags on the floor against the front wall. Then we review class policy, as we copy it, since most of the class never returned a parent signature. Review rules concerning planners, eating and drinking in class, grading policy (to include work in their folders) and the "materials" list. Students show the copy of the class policy to the teacher before they can continue.
  2. Whole-class discussion: Teacher leads the class in a discussion concerning Bloom's taxonomy (they don't know that) - called "The 4 types of questions. There will be some role playing to help illustrate the types of questions and appropriate answers.
  3. HPS: Guided practice - students solve measuring and conversion problems, silently, on the review sheet, while the teacher monitors and answers correctly phrased questions. When most students are done, teacher solves one of the problems on the board, with student help, to transition to "Metric Conversions".
  4. Whole-class instruction: Teacher has 1 student at the board at a time, to walk them through metric conversions, while the class copies the problems into their notes.
  5. AVC:R - Metric Conversions while teacher Checks notes (participation grade).
  6. Whole-group instruction: review prefixes from "The Chart"
  7. HPS: Guided practice - students have 3 minutes to solve 5 metric conversions as the teacher makes them up on the board.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review list of topics for test Thursday

Physical Science HW: Conversion worksheet



Mar 21 Electron Dots become Oxidation Numbers

Standards: PS.4, 6, 10, 12
  • Learning Outcome(s): TLW Write Chemical Formulas using Electron Dots and Oxidation Numbers
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: With teacher direction, Students review emergency and other classroom procedures. Students complete comparison/contrast essay. Student pairs swap essays to help proofread.
  2. AVG:I - Oxidation Numbers.
  3. Whole-group instruction: Teacher reviews (while students add to Cornell Notes) Bohr Models, Chemical Formulas and electron dot notation. Introduce Oxidation Numbers and their use in writing Formulas.
  4. HPS - Cooperative Groups: Random pairs begin "Electron Dot Review" writing balanced Chemical Formulas using Electron Dot Notation and subscripts, stopping every 3 minutes to put correct answers on board. Finish Wednesday.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Q&A about project due tomorrow.

Physical Science HW:


Mar 22 Oxidation Numbers

Standards: PS.4, 6, 7, 10, 12, 16, 17
  • Learning Outcome(s): TLW Write Chemical Formulas using Oxidation Numbers
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: with teacher direction, Students review emergency and other classroom procedures.
  2. HPS - Cooperative Groups: Random pairs finish "Electron Dot Review" writing balanced Chemical Formulas using Electron Dot Notation and subscripts, stopping every 10 minutes to put correct answers on board.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How many times do you need to copy this review page?

Physical Science HW: 1) Finish worksheet if not done. 2) Copy Elements Review.


Apr 08 Review

Standards: PS.24, 26-28
  • Learning Outcome(s): TLW Classify and Balance Equations representing Chemical Reactions
  • Vocabulary: *Activities/Tasks:
  1. Review Rules for balancing equations.
  2. HPS - Problem-based instruction: "Roundabout" pairs complete "Equation Practice" review sheet.
  3. AVC:R - Chemical Equations.
  4. HPS: Guided Practice - Individuals answer "Chapter 24 Assessment" questions (p540). Students swap papers and the class "checks" and discusses the questions for review.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Where are you NOT allowed to put Coefficients?

Physical Science HW: Finish Worksheet to practice balancing equations


Apr 11 Balancing Equations

Standards: PS.24, 26-28
  • Learning Outcome(s): TLW Balance Equations representing Chemical Reactions
  • Vocabulary: *Activities/Tasks:
  1. Review Rules for Balancing Equations.
  2. HPS - Cooparative groups: Student pairs use preconstructed envelopes of info to balance equations.
  3. AVC:R - Chemical Equations.
  4. Whole-group instruction: Class begins reading "Types of Reactions" (p746).
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: When can you NOT change a subscript?

Physical Science HW:


Apr 12 Types of Reactions

Standards: PS.24, 26-28
  • Learning Outcome(s): TLW Classify and Balance Equations representing Chemical Reactions
  • Vocabulary: *Activities/Tasks:
  1. Whole-group Instruction: Class reads and discusses "Types of Reactions". Class finalizes Rules for balancing equations.
  2. HPS - Problem-based instruction: "Roundabout" pairs work on "Equation Practice" review sheet.:#AVC:R - Chemical Equations.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How many atoms of ___ are there in this situation...? ex: 2(PO_4)_3

Physical Science HW:


Review Balancing Equations...............


Apr 18 Review

Standards: PS.24, 26-28
  • Learning Outcome(s): TLW Classify and Balance Equations representing Chemical Reactions
  • Vocabulary: *Activities/Tasks:
  1. Review Rules for balancing equations.
  2. HPS - Problem-based instruction: "Roundabout" pairs complete "Equation Practice" review sheet.
  3. AVC:R - Chemical Equations.
  4. HPS: Guided Practice - Individuals answer "Chapter 24 Assessment" questions (p540). Students swap papers and the class "checks" and discusses the questions for review.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Where are you NOT allowed to put Coefficients?

Physical Science HW: Finish Worksheet to practice balancing equations



Mar 23 Elements Project

Standards: PS.4, 6, 10, 12
  • Learning Outcome(s): TLW Explain interesting aspects of Assigned Elements
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: with teacher direction, Students review emergency and other classroom procedures.
  2. HPS - Project-based instruction: Students present their elements in Atomic Number order, and ask questions of the other students.
  • Formative/Summative Assessment: Teacher formally grades presentations and element cards.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How many of you still have elements to present?

Physical Science HW:


Mar 24 Oxidation Numbers

Standards: PS.4, 6, 7, 10, 12, 16, 17
  • Learning Outcome(s): TLW Write Chemical Formulas using Oxidation Numbers
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: Teacher reviews (while students add to Cornell Notes) Chemical Formulas and Oxidation Numbers.
  2. HPS - Cooperative Groups: Random pairs work on "Formula Balancing Practice" writing balanced Chemical Formulas using Oxidation Numbers and subscripts, stopping every 5 minutes to put correct answers on board.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: What is the name of this ... compound?

Physical Science HW:


Mar 25 Label Lab

Standards: SI.5, 7, PS.3, 4, 6, 7, 10, 12, 16, 17
  • Learning Outcome(s): TLW Write Chemical Formulas using Oxidation Numbers
  • Vocabulary: *Activities/Tasks:
  1. Review HW.
  2. AVG:R - Oxidation Numbers.
  3. HPS - Problem-based instruction: Label lab ... students write balanced formulas for compounds found on product labels.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Look at this model. Tell me everything you can about it.

Physical Science HW:


Mar 28 Review

Standards: SI.5, 7, PS.3, 4, 6, 7, 10, 12, 16, 17
  • Learning Outcome(s): TLW Write Chemical Formulas using Oxidation Numbers
  • Vocabulary: *Activities/Tasks:
  1. HPS - Problem-based instruction: Label lab ... students write balanced formulas for compounds found on product labels.
  2. Elements Quiz 5
  3. HPS - Cooperative groups: Student pairs "check" Quiz for review
  4. Students do "Chapter Assessment" (p600) 1-15, skip 11
  5. Whole-group instruction: Review "Chapter Assessment" answers orally. Students take turns reading questions and giving answers. Class discusses.
  6. AVG:R - Chemical Formulas.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Look at this model. Tell me everything you can about it.

Physical Science HW:


Mar 29 Test

Standards: SI.5, 7, PS.3, 4, 6, 7, 10, 12, 16, 17
  • Learning Outcome(s): TLW Explain the structure of atoms and relate that structure to the periodic table. Draw Models of Atoms and Compounds. Explain chemical bonding and Balance Chemical Formulas using Oxidation Numbers.
  • Vocabulary: *Activities/Tasks:
  1. Test on the Periodic table, Structure of Atoms and Compounds.
  2. HPS - Cooperative Groups: Student (early finishers) pairs Review Chemical Formulas using AVC booklet. Then they begin to attach cards to wall to build periodic table.
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review 1st page of test.

Physical Science HW:


Mar 30 Radiation

Standards: PS.8, 9
  • Learning Outcome(s): TLW Explain Nuclear Radiation, its causes and results
  • Vocabulary: *Activities/Tasks:
  1. Review Test
  2. HPS - Generating and testing a Hypothesis... Eagle sample questions to introduce topic. Students try to explain situations based on visual clues and deductive reasoning.
  3. Whole-group instruction: Teacher defines Radioactivity (IX.A.) and related Forces. ... N-14 + e -> C-14 ... U-238 -> He-4 + Th-234. Class reads section 9-2 and discuss the different types of radiation (IX.B.) ... I-131 -> e + Xe-131 ... Po-210 -> Pb-206 + He-4 ... Students read and discuss Half-life and Radioactive Dating.
  4. Elements Quiz 5
  5. HPS - Cooperative groups: Student pairs "check" Quiz for review
  6. AVG:R - Chemical Formulas.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Tomorrow you will see why I am the master of time and space. Be sure to bring your graphing skills with you to class.

Physical Science HW:


Mar 31 Radioactivity

Standards: PS.8, 9
  • Learning Outcome(s): TLW Explain Radioactivity and demonstrate half-life
  • Vocabulary: *Activities/Tasks:
  1. Review HW Graphs
  2. HPS - Problem-based instruction: Lab to demonstrate half-life (IX.C.) ... students Graph Results of Lab to help define "half-life".
  3. Whole-group inscruction: (IX.D.) Students read 9-3 and discuss methods of detecting radiation. Teacher demo ... Geiger counter.
  4. HPS - Cooperative groups: Student pairs "check" Quiz for review
  5. AVG:R - Chemical Formulas.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review 3 types of radiation and 2 types of Nuclear Reactions.

Physical Science HW: Graph Data from Radioactivity lab


Apr 01 Review & Quiz

Standards: PS.8, 9
  • Learning Outcome(s): TLW compare/contrast Nuclear Reactions to Chemical Reactions
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: Class reads "Oops!" (p282) and discuss Uses of Radiation.
  2. Elements Quiz 6
  3. HPS - Cooperative groups: Student pairs "check" Quiz for review
  4. HPS - Cooparative groups: Student pairs do Chapter 19 Assessment (p286)
  5. Go over Chapter Assessment orally. Students take turns reading questions and giving answers. Class discusses.
  6. Nuclear Reactions Quiz
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How are the Chapter 9 Reactions different from Chapter 19 Reactions?

Physical Science HW:



Jan 28 Plato Learning

Standards: PS.13
  • Learning Outcome(s): TLW Define Physical Science concepts and their measurements
  • Vocabulary:
  • Activities/Tasks:
  1. Class Logs into Plato Environment to cover online content at their own pace.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Classroom procedures... position of keyboards, shutting down computers..."

Physical Science I HW:



Mar 14 Physical Science Tools: Measuring Forces

Standards: SI.1-3,5,7 PS.1
  • Learning Outcome(s): TLW Define PS and measure PS concepts
  • Vocabulary: *Activities/Tasks:
  1. Students complete PreLab to practice measuring
  2. Whole-group instruction: Teacher continues "Story of the Metric System" --> define standard, mass, volume, m, L, & g. Student input/participation is used to tell story
  3. Measuring Labs continue
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review Requirements for the Hero Project

Physics I HW:


May 07 Motion: Graphing motion and Forces

Standards: SI.1-3,5,7 PS.1
  • Learning Outcome(s): TLW Define PS and measure PS concepts
  • Vocabulary: *Activities/Tasks:
  1. Students complete PreLab to practice measuring
  2. Whole-group instruction: Teacher continues "Story of the Metric System" --> define standard, mass, volume, m, L, & g. Student input/participation is used to tell story
  3. Measuring Labs continue
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review Requirements for the Hero Project

Physics I HW:


May 09 Work and Simple Machines

Standards: SI.1-3,5,7 PS.1
  • Learning Outcome(s): TLW Define PS and measure PS concepts
  • Vocabulary: *Activities/Tasks:
  1. Students complete PreLab to practice measuring
  2. Whole-group instruction: Teacher continues "Story of the Metric System" --> define standard, mass, volume, m, L, & g. Student input/participation is used to tell story
  3. Measuring Labs continue
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review Requirements for the Hero Project

Physics I HW:


Jan 09 PS Tools: Scientific Method

Standards: SI.1-3
  • Learning Outcome(s): TLW Define Physical Science (I.A.) and Scientific Methods (I.B.)
  • Vocabulary: *Activities/Tasks:
  1. "Walk-in Problems" - Students are handed a numbered slip of paper when they walk in and must go to correspondingly numbered stations to follow the instructions at each. 1) Round 57.693 to the nearest 10th 2) What is 20% of 17? 3) What is negative eleven plus eight?
  2. New students fill out paperwork while others Label Notebooks and Put Text books at assigned positions.
  3. Students take Diagnostic Test “Big Stuff”
  4. AVC:I - Scientific Method
  5. Whole-group instruction: Define PS (I.A.) and discuss Scientific Method (I.B.) steps
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: “How Old are you?” to force class to define “UNITS”. Examples of Units (I.D.) & Prefixes (I.E.) as a preview

Physical Science HW:


Jan 10 PS Tools: SI Prefixes and Units

Standards: PS.1
  • Learning Outcome(s): TLW use SI units and prefixes correctly for basic measurements
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: Review HW... Experimental Design ideas: control, placebo, blind, bias, constant, variable, model, analogy, Law, Standard, unit, ...
  2. HPS: Cooperative groups - Student pairs complete a simple "Scientific Method" sequence. Problem (with a yes/no answer), Hypothesis, simple Experiment, Theory (conclusion). Then volunteer groups present to the class.
  3. Teacher tells the story of the Metric System. Students copy list of topics and add (carnegie-style) to each topic... define the meter, square meter, cubic meter, Liter, milliLiter, gram, etc. Students repeat/chant/practice prefixes and units from "The Chart".
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Examples of Units (I.D.) & Prefixes (I.E.) as a preview

Physical Science HW:




Aug 16 Tools: Measuring

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): TLW Use Tools to Measure and Convert
  • Vocabulary: *Activities/Tasks:
  1. HPS: Cooperative groups - Each group is given a different measuring device and gives info to class regarding their 1) units, 2) min, 3) max, 4) increment, 5) precision
  2. Student Pairs finish "Measuring Practice" page
  3. Metric Quiz 2
  4. Class checks/reviews quiz
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How accurate can you be with this or this or this measuring device?

Physical Science HW:


Aug 17 Test

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): TLW Use Scientific Methods, and Metric Units and Prefixes correctly
  • Vocabulary: *Activities/Tasks:
  1. "Walk-in Problems" - 1) What is the mass to the nearest whole gram? 2) What is the mass to the nearest 10th of a gram? 3) How wide is it to the nearest 10th of a cm? 4) How wide is it to the nearest 100th of a cm?
  2. Test 1A
  3. Review 1st page of test
  4. Students help set up the Density Lab for tomorrow.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: What does it mean to estimate?

Physical Science HW:


Aug 20 Tools: Measuring Review Test Pretest Units Prefixes Measurement


Aug 21 Tools: Measuring

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): TLW Use Tools to Measure and Convert
  • Vocabulary: *Activities/Tasks:
  1. HPS: Cooperative groups - Each group is given a different measuring device and gives info to class regarding their 1) units, 2) min, 3) max, 4) increment, 5) precision
  2. Student Pairs finish "Measuring Practice" page
  3. Metric Quiz 2
  4. Class checks/reviews quiz
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How accurate can you be with this or this or this measuring device?

Physical Science HW:


Aug 22 Measuring Length


Aug 23 Measuring Mass


Aug 24 Measuring Liquid Volume Measuring Quiz


Aug 27 Tools: Measuring

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): TLW Use Tools to Measure and Convert
  • Vocabulary: *Activities/Tasks:
  1. HPS: Cooperative groups - Each group is given a different measuring device and gives info to class regarding their 1) units, 2) min, 3) max, 4) increment, 5) precision
  2. Student Pairs finish "Measuring Practice" page
  3. Metric Quiz 2
  4. Class checks/reviews quiz
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How accurate can you be with this or this or this measuring device?

Physical Science HW:


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Aug 31 Measuring Liquid Volume Measuring Quiz


Sep 04 Density Lab

Standards: SI.1-3, PS.1-4
  • Learning Outcome(s): TLW Use Tools to Measure and Convert
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: Teacher reviews/demonstrates all needed techniques for measuring mass and volume.
  2. HPS: Cooperative groups - Density lab
  3. Metric Quiz 3
  4. Class checks/reviews quiz
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: How accurate can you be with this or this or this measuring device?

Physical Science HW:



Oct 10 Label Lab

Standards: PS.4, 6, 10, 12
  • Learning Outcome(s): TLW Explain chemical bonding and chemical formulas, using Models
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: Teacher reviews Bohr Models, Chemical Formulas and bonds.
  2. HPS - Problem-based instruction: Student pairs make models of compounds found on food/cosmetics labels. Groups use models to write Chemical Formulas.
  • Formative/Summative Assessment: Performance Assessment - teacher formally grades models and formulas.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Those numbers you can put on top of those Formulas are called Oxidation numbers...

Physical Science HW:


Oct 12 Research

Standards: SI.2, 3, 8, PS.2
  • Learning Outcome(s): TLW explain interesting details concerning assigned elements
  • Vocabulary: *Activities/Tasks:
  1. Look at HW labels brought in by students – point out (not)useful things from labels.
  2. Review Project Requirements.
  3. HPS - Project-based instruction: Students use Reference Section of Library to Research assigned elements to prepare for class presentations
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Have you taken careful notes? Do we know where you got your info? Have you answered all of the questions you can about each element?

Physical Science HW:



Oct 25 Acids and Bases

Standards: PS.22-24, 27
  • Learning Outcome(s): Examine the relationship between pH and acid or base strength
  • Vocabulary: *Activities/Tasks:
  1. Whole-group Instruction: Class finishes orally defining key terms from "Chapter Study Guide". Then class reads/discusses 25.2 – Strength of Acids and Bases, to be able to explain how Strength and Concentration are different.
  2. Teacher Demonstrates Litmus paper for determining acid content
  3. Teacher-led discussion: Read and Discuss 25.3 – Neutralization and Salts
  4. HPS - Problem-based Instruction: Oral Quiz ... Based on the name of the compound, a description, or its formula, is it an acid or a base?
  5. Whole-group Instruction: Teacher demo of Indicators.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: What if a liquid has an equal number of H and OH? What is it?

Physical Science HW:


Oct 26 Test

Standards: PS.7, 10, 12, 16, 17,21, 22, 24, 26-28
  • Learning Outcome(s): TLW Classify and Balance Equations representing Chemical Reactions
  • Vocabulary: *Activities/Tasks:
  1. Test on Chemical Reactions.
  2. HPS - Cooperative Groups: Students (early finishers) begin to attach cards to wall to build periodic table.
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: "Have you finished this second Periodic Table? It will be graded soon. Remember it's worth 50 pts. Also, next test will be very similar to this one, what are you gonna do to be better prepaired?"

Physical Science HW:


Oct 29 pH levels

Standards: PS.22-24, 27
  • Learning Outcome(s): TLW Determine the acidity of substances
  • Vocabulary: *Activities/Tasks:
  1. Whole-group instruction: Review pH and Acid/base terms
  2. Students perform Lab to determine pH of several substances.
  • Formative/Summative Assessment: Performance Assessment
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: So, what is the pH of Clorox?

Physical Science HW:


Oct 30 Review

Standards: PS.22-24, 27
  • Learning Outcome(s): TLW Compare and contrast acids and bases and identify the characteristics they have
  • Vocabulary: *Activities/Tasks:
  1. Whole-group Instruction: Review results of pH lab
  2. HPS: Guided Practice - Individuals answer "Chapter 25 Assessment" questions (p792). Students swap papers and the class "checks" and discusses the questions for review.
  3. Student pairs balance Neutralization reactions then put results on board
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: So, what are the common results of a neutralization reaction?

Physical Science HW:


Oct 31 Test

Standards: PS.22-24, 27
  • Learning Outcome(s): TLW Compare and contrast acids and bases and identify the characteristics they have
  • Vocabulary: *Activities/Tasks:
  1. Test on Chapter 25, identifying Acids and Bases. Early finishers start "Chapter 2 Study Guide".
  2. Review Test
  • Formative/Summative Assessment: Teacher formally grades test.
  • Modifications/Accommodations: on file in Lesson Plan Binder
  • Closure: Review Metric concepts from Chapter 1 to introduce Chapter 2

Physical Science HW:



Apr 10 Balancing Equations

Standards: PS.24, 26-28
  • Learning Outcome(s): TLW Balance Equations representing Chemical Reactions
  • Vocabulary: Oxidation Number, Subscript, Coefficient
  • Activities/Tasks:
  1. Review Rules for Balancing Equations. When can you NOT change a subscript?
  2. HPS - Cooparative groups: Student pairs use preconstructed envelopes of info to balance equations.
  3. AVC:R - Chemical Equations.
  4. Whole-group instruction: Class finishes reading "Types of Reactions" (p746).
  5. Teacher reviews specific chemical equations by demonstrating the reaction.
  • Formative/Summative Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • Modifications/Accommodations: on file in Lesson Plan Binder

Physical Science HW:


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