Grab all Warm up and glue in your journal and complete.

Objective and goals 9/19/16 Students will recall work and force of motion from 6th grade students will know how to calculate work students will know the formula for work.

Vocabulary word of the week Contrast- compare in such a way as to emphasize differences. Synonyms: difference, dissimilarity, divergence, variation, differentiation; contradiction, opposition, polarity When your teacher says go you will.. In table groups Contrast the picture

Independent Practice Students will create a foldable in their Journal What is work- Amount of energy transferred by a force What 2 things do we need to calculate work? - force and distance What is the formula for work?- work + force x distance

Independent Practice What are some examples of force? Write the question and answer in your Journal What are some examples of force? Does applying a force always cause a change in position? Does a change in position always involve a force? Does work always involve a force? Does work always involve a change in position?

Independent Practice check What are some examples of force? (Push, pull, gravity, magnetism, turgor pressure) 2. Does applying a force always cause a change in position? (No. A force could be applied to a fixed object, and the object may not move.) 3. Does a change in position always involve a force? (Yes, but the force does not need to be continually applied.) 4. Does work always involve a force? (Yes. If the force is 0, there is no work.) 5. Does work always involve a change in position? (Yes. If the distance is 0, then the amount of work is also 0.) Complete Reading science when corrected

Goal check: thumbs up or down. Reminders Goal check: thumbs up or down. EVERYDAY you MUST have your composition books, Colors, glue and scissors. Complete work Everyday… if not in class for homework. Study Voc…. Quiz tomorrow

Warm up 9/20/16 Clear Desk for quiz

Objective and goals 9/13/16 Students will predict and observe what happens when force is applied to an object, and compare the relative effects of a force of the same strength on objects of different weights by watching teacher demonstration students will know how to calculate work students will know the formula for work.

Whole group What are the ways forces cause change? 1.You will free write in their science notebooks about ways that forces cause change. Here are some sentence stems you may use to get started. One way force causes change is ____. When a force is applied to a ____, some changes I have noticed are _____. 3. Remind students to use complete sentences, and allot about five minutes for this free writing exercise. 2.In small groups to share their thoughts with a partner.

Use this time to finish any and all work you may owe Mrs. Evans Make up work Use this time to finish any and all work you may owe Mrs. Evans Finish your Journal Study your journal Study.. study stacks Test tomorrow

Reminders Goal check: thumbs up or down. EVERYDAY you MUST have your composition books, Colors, glue and scissors. Quiz soon tomorrow!

Find your Seat Clear your desk except for your Pencil. Warm up 9/21/16 Find your Seat Clear your desk except for your Pencil.

students will be able to Recall units 1-2 and pass their CFA Objective and goals 9/21/16 students will be able to Recall units 1-2 and pass their CFA

Lesson Order Science CFA Make up work Journal checks

Reminders Goal check: thumbs up or down. EVERYDAY you MUST have your composition books, Colors, glue and scissors.

Warm up 9/22/16 Find your Seat Clear your desk except for your Journal and something to write with. Complete jobs on job chart Turn on tablets and brain pop video and quiz

Objective and goals 9/22/16 Students will use the teacher provided websites to investigate Simple
Machines
, 

Frictional 
Forces, 

Turgor
 Pressure

, and 

Geotrophism


Lesson Order Using
 the 
Web
 Surfing
 Science!
 websites 
students will,
complete 
the
 following
 online 
treasure
 hunt Simple Machines http://idahoptv.org/dialogue4kids/season7/simplemachines/facts.cfm Frictional Forces http://www.bbc.co.uk/bitesize/ks3/science/energy_electricity_forces/forces/revision/7/ Turgor Pressure http://www.kscience.co.uk/animations/turgor.htm Geotropism http://www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/

Summarize what you learned in the lab. Exit ticket write in journal Summarize what you learned in the lab.

Reminders Goal check: thumbs up or down. EVERYDAY you MUST have your composition books, Colors, glue and scissors. Study your study stack for 10 min a day. Posted on Google classroom as well. Quiz soon!

Grab lab papers and glue in Warm up 9/23/16 Grab lab papers and glue in

Objective and goals 9/16/16 Students WILL plan and conduct an investigation to explore forces on the motion of an object. Students make predictions on the effect of different forces on a moving object.

Lesson Order Teacher will give directions for the lab before the students start their investigation 1. Instruct students to set up a page or pages in their science notebooks on which to record observations of various situations involving force and motion. Explain to students that for each station, students will diagram the situation, identifying the forces involved, and showing the direction of motion. They will need room for each station in their notebooks and should leave room after each station for additional notes. (See the Instructional Notes.) 2. Explain to students that they will rotate through the stations, following the directions on the station cards and recording their observations of Parts 1 and 2 (only) at this time. 3. Explain to students that at the final station, they will create a poster diagramming the situation for that last station. The diagrams should be large and outlined with marker as they will be used in student presentations that will occur later in the lesson. Any measurements taken will also need to be added to the posters. 4. Monitor and assist students as they complete the rotations and the posters. You may need to monitor the timing of the groups at the stations and provide guidance for moving to the next station. Allow sufficient time for poster completion, but do not allow students to spend additional time on the esthetics of the posters. 5. When students have completed the posters, ask them to predict which of the six stations involve work in the scientific sense and to denote their choices by placing a star next to the diagram in their science notebooks. Do not discuss their choices at this time.

Writing Summarize lab

Reminders Goal check: thumbs up or down. Finish unfinished work at home Have a great weekend.