PE and KE Assessment

Learning Target: 

• I can demonstrate my understanding of PE and KE

HOWLs Target: 

• I can self-assess how I prepare for an assessment

Agenda

• Warm-up: PREPERATION (2min)
• How did you prepare for this test? How confident do you feel that you are ready? 
• questions?
• PE and KE assessment
• Measurement practice

Related Reading and videos:

• CK-12 Types of Energy
• Crash Course Videos: 
• Big History: this one starts with the Big Bang and covers life, the universe, and everything
• Astronomy
• Physics
• Chemistry

Homework:

• none

Measurement Day

Learning Target: 

• I can accurately measure mass and volume

HOWLs Target: 

• I treat all property with care.

Agenda

• Warm-up: PRETTY PICTURE WEDNESDAY (2min)
• What is the difference between "heavy" and "big"?
•  
• "Tongass Breach." A magical moment I shared with nature, where a humpback whale briefly allowed me into its world. Two very different species shared a natural moment with no one else around; something I will never forget as long as I live. This breach occurred in front of my kayak within the protected waters of the Tebenkof Bay and Kuiu Wilderness Areas in Alaska. Surrounded by silence, I could hear the whale calls above the surface. I will cherish and hold this moment dear. I am privileged and thankful. #
  © Eric Esterle / 2017 National Geographic Nature Photographer of the Year
• notes on mass and volume
• measuring stuff
• ruler (distance in cm)
• 
• a - draw a line 3.8cm long
• b - draw a line 5.2cm long
• graduated cylinder
• 
• 2b - gathers and returns materials for table
• worksheet

Homework:

• PE and KE assessment, A-Thursday 9/28, BCD-Friday 9/29:
•  define energy, identify examples of PE and KE, compare amounts of energy PE and KE, describe how energy changes through a system, state Law of Conservation Of Energy

Review Day

Learning Target: 

• I can evaluate my understanding of PE and KE

HOWLs Target: 

• I can self-assess to improve.

Agenda

• Warm-up: UP (2min)
• Which students have more potential energy: students on the ground floor or students on the 3rd floor. Why? 
• pendulums
• examples (make t-charts in your notebook to identify the energy transfers):
• mousetraps and a trampoline
• sed syst
• Kahoot

Homework:

• PE and KE assessment, A-Thursday 9/28, BCD-Friday 9/29:
•  define energy, identify examples of PE and KE, compare amounts of energy PE and KE, describe how energy changes through a system, state Law of Conservation Of Energy

It's the Law

Learning Target: 

• I can describe how energy changes through a system
• I can state The Law of Conservation of Energy

HOWLs Target: 

• I am prepared for learning by sitting, writing the LT, and listening.

Agenda

• Warm-up: CAREFUL (2min)
• Which situation has more potential energy? Why?
• 1. A cup of water sitting on the edge of a table 
• 2. A piece of paper on the edge of the same table
• What happens to the potential energy when my cat knocks one of the objects off the table?
• Phet Skatepark
• worksheet
• check-in
• other examples (make t-charts in your notebook to identify the energy transfers):
• rubber bands and a watermelon
• 
• mousetraps and a trampoline
• 
• The Law of Conservation of Energy
• In a closed system, energy cannot be created nor destroyed. It changes form.
• closed system?
• pendulums

Homework:

• PE and KE assessment, A-Thursday 9/28, BCD-Friday 9/29:
•  define energy, identify examples of PE and KE, compare amounts of energy PE and KE, describe how energy changes through a system, state Law of Conservation Of Energy

PE to KE to PE OR KE to PE to KE

Learning Target: 

• I can describe how energy changes through a system

HOWLs Target: 

• I demonstrate positive and kind behavior by following class expectations

Agenda

• Warm-up: GOING UP (2min)
• When a ball is thrown into the air, where does the ball have the most kinetic energy? Where does the ball have the most potential energy?
• What about halfway up?
• Going up
• 
• Phet Skatepark
• Pendulums
• Ticket out

Homework:

• none

In the News

Learning Target: 

• I can summarize an informational text using an organizer

HOWLs Target: 

• I demonstrate positive and kind behavior by following class expectations

Agenda

• Warm-up: THAT'S BIG PICTURE WEDNESDAY (2min)
• What do you know about hurricanes?
• 
• Hurricane Irma driving toward Florida passing the eastern end of Cuba in this NASA's GOES-16 satellite image taken at about 0800 EDT on September 8, 2017. # NOAA / Reuters
• Hurricanes in the news
• Hurricanes 101
• What is a Hurricane? reading
• Sum It Up

Homework:

• none

PE and KE

Learning Target: 

• I can define and identify examples of potential energy and kinetic energy

HOWLs Target: 

• I demonstrate positive and kind behavior by following class expectations

Agenda

• Warm-up: ENERGY (2min)
• What is energy? What is an example of energy?
• PE and KE pre-assessment
• PE and KE definitions
• Eureka
• Kinetic Energy
• example
• Potential Energy
• example
• Peter likes to wake Paul up holding objects over his head. Sometimes he holds a small stuffed bear, sometimes he holds a heavy book. This is an example of two different amounts of ___________________ energy.  Explain your thinking: _____________________________.
• PE and KE stations

Homework:

• none

Claim, Evidence and Potential, Kinetic

Learning Target: 

• I can use analyzed data to write a claim and evidence

HOWLs Target: 

• I keep working until the task is complete.

Agenda

• Warm-up: WHAT HAPPENED (2min)
• What happened in the car and ramp experiment?
• Scatterplots



https://statsmethods.wordpress.com/2013/05/07/scatter-plots-2/

• Averages of data sets
• Conclusion
• claim: 
• If ___________________ than __________________. (cause and effect)
• evidence x2 (one for scatterplot, one for data sets):
• ____________ shows that _____________. (evidence)
• PE and KE pre-assessment
• PE and KE definitions
• Eureka
• Kinetic Energy
• Potential Energy

Homework:

• none

Cars and Ramps Test

Learning Target: 

• I can collect and analyze data from a controlled experiment.

HOWLs Target: 

• I participate in my classroom and community.

Agenda

• Warm-up: RUNNING AN EXPERIMENT (2min)
• What are the constants for the car and ramp experiment?
• Check experiment set-up
• constants
• materials
• procedure
• data tables
• Roles
• materials (1a)
• recorder (2b)
• set-up and run (3a and 4b)
• Data analysis/scatterplot

Homework:

• none

Controlled Experiments

Learning Target: 

• I can identify the parts of a controlled experiment

HOWLs Target: 

• Using examples and criteria, I can self-assess to improve my work

Agenda

• Warm-up: PRETTY PICTURE WEDNESDAY (2min)
• My boys want to know if a bouncy ball will bounce higher in the morning than a bouncy ball in the afternoon. What do they have to keep constant if they are going to do this experiment?
• 
• A light on a dock illuminates the early morning fog on Hodgdon Island in Boothbay, Maine, on July 21, 2017. # Robert F. Bukaty / AP
• Plants Grow to ...
• Experiment Design Terms
• Simpsons experiments

Homework:

• none

Cars And Ramps

Learning Target: 

• I can design and run a controlled experiment

HOWLs Target: 

• Using examples and criteria, I can self-assess to improve my work

Agenda

• Warm-up: SYSTEMS (2min)
• Which of the following has more energy and explain how you know.
• a car not moving OR the same car moving
• a big truck moving OR a bicycle moving at the same speed
• a rock on the ground OR a rock on a shelf
• a pot of cold water OR a pot of boiling water
• a soccer ball falling from a plane OR a bowling ball falling off a house
• complete notes on matter and energy
• cars and ramps
• How can you increase the energy in the system?
• designing the experiment
• lab write-up
• collecting data

Homework:

• none

Matter And Energy intro

Learning Target: 

• I can define matter and energy and provide examples of each

HOWLs Target: 

• I cooperate with others by listening to their ideas and compromising

Agenda

• Warm-up: SYSTEMS (2min)
• How do you take notes from class or reading? Have you learned a system that works for you?
• class names
• Tesla
• Feynman
• Wu
• Curie  
• card sort
• categories
• Matter and energy reading
• organization of notes/notebooks
• matter and energy notes

Homework:

• none

Class Name #2

Learning Target: 

• I can argue a claim using evidence

HOWLs Target:

• I am prepared for learning by:
1. sitting with a notebook, a pencil, and any papers from earlier
2. writing the Learning Target
3. quiet

Agenda

• Warm-up: ACADEMIC (2min)
• How is an academic conversation/argument different from a non-academic conversation/argument?
• model of 2 conversations
• negotiate and clarify cards
• Scientist Notes worksheet
• conversation following model and using cards
• reflection
• voting

Homework:

• gather supplies (a notebook, a mess of pencils, a folder)

Wednesday Schedule: Experiment Design

Learning Target: 

• I can evaluate an experiment's design

HOWLs Target:

• I am prepared for learning by:
1. sitting with a notebook, a pencil, and any papers from earlier
2. writing the Learning Target
3. quiet

Agenda

• Warm-up: PRETTY PICTURE WEDNESDAY (2min)
• Find examples of matter, energy, waves, and forces and motion in the following photograph.
• 
• Physical Science pre-test
• what do we study in physical science
• Experiment design article

Homework:

• gather supplies (a notebook, a mess of pencils, a folder)

Class Names/Claims and Evidence

Learning Target: 

• I can collect information and use that information to make a claim

HOWLs Target:

• I keep working until the task is complete despite distractions

Agenda

• Warm-up: SCIENTISTS (2min)
• What characteristics or qualities should a scientists possess to have a positive impact on the world?
• for example: a soccer player should be quick, able to know where other players are on the field, a creative thinker
• naming the class
• who's who
• collecting data (10min)
• What do you value?
• What character traits do you most admire about the scientists and why?
• What impact did the scientists have on others/society?
• top 2
• claim
• evidence
• What Went Well? (WWW?)
• individual
• table group
• report out
• Strengths of class: Our class can ...

Homework:

• gather supplies (a notebook, a mess of pencils, a folder)