Ms.MackScienceMarch+2,+2009

= Currents Science! =

Schedule
what's in a motor? || How motors work || making Motors and motor writing assignment ||  || (where does it come from? does it have different forms? can it change forms? 2. where is there energy in the electromagnet? 3. pg 78 SE reading 4. repeat where is there energy in the electro magnet? what form is it in? || (pass in/go over homework) 1. Notebook out with diagram/description/question sections 2. take a part the motor! 3. diagram out the parts on the board with labels 4. get definition for each part into notebooks || 1. Go over definitions and diagrams of motor parts 2. movie clip? 3. pass out and work with sample motors 4. start trying to write out how motors work || 1. Get directions/see example 2. get supplies 3. build and label you motor plate 4. try explaining to your partner how a motor works 5. electron movement explaination of how a motor works. ||  || -SE books onto tables -energy worksheet, make and copy || -M+M 14 material set up -diagrams on the board (behind screen?) -preset definitions ready || -find movie, prep something to go with it -sample motors out || -sample plate -supplies -directions for building the 'motor' -assignment outline - have my own step by step sample (of something else too) ||  || this weeks schedulle is a day off because of this. So this lesson was taught on tuesday, tuesdays will be taught on wed. and so on.
 * **Day** || Monday || Tuesday || Wednesday || Thursday || Friday ||
 * < **Date** ||= 3/2 : 4 ||= 3/3 : 5 ||= 3/4 : 6 ||= 3/5 : 1 ||= 3/6 :2 ||
 * **Topic** || Energy Forms || M+M 14
 * **Topic** || Energy Forms || M+M 14
 * **Agenda** || 1. Brainstorm Energy
 * **Homework** || Energy worksheet? || Answer: Do you think all motors have the same parts? Why or why not? ||  || start a rough draft of writing assignment. ||   ||
 * **Materials** || -built circuit to look at?
 * **Notes** || SNOW DAY!

went very well. most students started making the connections from the types of energy to electromagnet and how they can change types. || -went over the homework from last night first, which went well -working to make the motors spin went well, got them thinking about how they could change the set up and what might happen (how could you make the straw spin the other way) -Students took notes on each aspect of the chart for the most part (using this as an informal assesment) -put away the first experiment to use the other motors for the parts, using the text for labeling went well especially ending with connections between the parts and their possible functions within the motors -homework will be interesting as i do not know what they will come up with:P || -shortened period to fit in the missed area time -going over the parts went well -working on their own to describe how they fit/work together went well in some classes and others did not want to think on their own, somestudents needed constatnt reassurancees to keep working on the assignment -going over one the board the way it works went slowly in all classes, and only some students fixed their own descriptions -diagraming out the last view of the motor will be seen tomorrow whne they make their hands on plate motor -hw review was only done in some classes but can be fitted into tomorrow too ||  ||   ||