Date: Thursday 11/17/16 Learning Target: I can predict and describe relationships between wave properties. Intervention / Lesson Phases Student Engagement Assess / Evaluate Acceleration Engage: Quick Write Answer to quick Activate Prior write: Knowledge; Build Bell Work: (write on board) Constructive Background Describe two types of wave interference occurs Knowledge; Generate interferences. Give answer 3 when crests overlap No intervention Essential Questions; minutes after bell rings. crests and troughs needed. Make Predictions; overlap troughs. Discuss Essential Destructive Vocabulary; Establish Bell work is the Quick Write interference occurs Purpose for Lesson; when crests overlap Other troughs and troughs ___________________ overlap crests. Read, Talk, Listen, Investigate (100%) Explore, Explain Investigation Exploration Interventions: Students with Special Interact with Content; Investigation Exploration: needs: will be given Verify and Student lab work and lab activity C Formulate Students will conduct the lab to lab activity. Predictions; activity on page 554 in the Regular Science textbook. Completed work will classes will be Comprehension; be graded for a Lab activity B Construct Graphic lab/test grade. Organizers; Summarize Advanced classes: Content; Use Mental Students will be Imagery; Integrate lab activity A. New Information with Prior Knowledge; Other __________________ Read, Write, Talk, Listen, Investigate (100%) Explain, Elaborate Exit Slip Students responses Students will answer the question Reflect on Content on the exit slip without looking at notes or in book. of Lesson; Evaluate They will turn this into you on their Predictions; Examine (answers: speed= way out the door. They will need 3 Essential Questions; frequency times minutes at the end of class to No interventions for Justify, Deliberate, and wavelength) complete this. the exit slip Evaluate Conclusions of Self and Others; Retell How do you calculate a waves or Summarize; speed? Demonstrate Proper Use and Understanding Read, Write, Talk, Listen, Investigate (100%)
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
Nov_14_through_18.docx