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WAves

How Energy Moves:. WAves. Objectives: Students will be able to:. Independently and correctly apply knowledge of characteristics of waves and use terminology to define, identify and observe types energy movement (waves) in their natural environment.  

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WAves

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  1. How Energy Moves: WAves

  2. Objectives: Students will be able to: • Independently and correctly apply knowledge of characteristics of waves and use terminology to define, identify and observe types energy movement (waves) in their natural environment.   • Create, describe, compare different types of waves, laboratory sheets(bags), laboratory centers, and hands on demonstrations through data collection. • Score at least 90% on post tests that use vocabulary such as kinetic, potential energy, wave, crest, and trough. • Students will use their data to complete a short quiz.

  3. Student Activity Rules • Each student will be responsible for their own behavior. • Each student will have quiet “whisper discussions” to discuss data only. • If a student group does not follow the rules student group will not be allowed to talk during the lab.

  4. Students Roles for Science • Reader 1 – reads first- whispers the directions to group. • Reader 2 –reads next- whispers the directions to the group. • Materials Manager 1 – (Dye Ink) • Materials Manager 2 – (Oil Dispenser) • Materials Managers - will make sure materials are back with the lab boxes. • Each student will write down their own data on their own lab paper.

  5. Materials: • Pencil • Laboratory note sheet • Pre and Post Tests

  6. Now for our Wave Activities • Each group will complete their center in 4 minutes. • When students are told to switch centers. The students will switch to the next center. • I will now review each center location and its activity. • We will begin our laboratory.

  7. The Explanation (page 144): • Crest is the highest part of a wave. • Trough is the lowest part of the wave. • The greater the distance between the crest and the trough the larger the wave is and the more energy it carries. • A rock makes bigger waves than a pebble. • Wavelength is the distance from one point of one wave to the same point of the next wave (lets look at the diagram pg144)

  8. Look at Page 144 in your book

  9. How Waves Move? • Two ways waves move are up and down and side to side.

  10. Objectives: Students will be able to: • Independently and correctly apply knowledge of characteristics of waves and use terminology to define, identify and observe types energy movement (waves) in their natural environment.   • Create, describe, compare different types of waves, laboratory sheets(bags), laboratory centers, and hands on demonstrations through data collection. • Score at least 90% on post tests that use vocabulary such as kinetic, potential energy, wave, crest, and trough. • Students will use their data to complete a short quiz.

  11. FEAP’s within this lesson • FEAP 1 Assessment – formal and informal assessment. Quiz and Rubric • FEAP 2 Communication – Communication is student centered but teacher led. • FEAP 4 Critical Thinking- Teacher questions and lab sheet questions designed to be open ended. • FEAP 5 Diversity- appropriate behavior and honors multiple perspectives. Students will be able to voice their own opinions free from hostility of students or teachers • FEAP 6 Ethics – does not misrepresent educational materials • FEAP 7 Human Development and Learning – using formal and informal assessment, varied learning styles addressed, differentiated instruction. • FEAP 8 Knowledge of Subject Matter – Multiple sources used along with teacher content, different points of view expressed. • FEAP 9 Learning Environments- Use of procedures and roles, clarifies work expectations, cooperative work reinforced, use of time • FEAP 10- Planning- Lesson plans link to assessment. Engages student learning • FEAP 12- Technology- Uses technology to enhance learning.

  12. ESOL Standards Covered: • ESOL 3,4,18, 22, 23 Communication –verbal and non-verbal communication and teaching • ESOL 3, 4,10, 18, 22, 23. Uses spoken words to teach lessons in a culturally sensitive way. • ESOL 3, 4, 18, 22, 23. Uses appropriate modifications. Examples of modifications include props, pictures and media. • ESOL 7,19. Uses relevant resources in ESOL methodologies. • ESOL 2, 3, 4. Establishes comfortable climate, treats students equitably, utilizes technology to instruct diverse groups. • ESOL 1. implements policies of the Consent Decree • ESOL 8, 9. Knowledge of learning theories, curriculum development, and literacy activates for ESOL students. • ESOL 12. Applies content based ESOL approaches to instruction. • ESOL 5, 6, 7, 10, 11, 13, 14, 16, 19, 24. determines and uses multi-level ESOL activities for individual, small group and whole group instruction.

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