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