Ms.MackScienceMarch+9,+2009

= Currents Science! =

Schedule
-start rough drafts using flow maps -peer edit || 1. are motors engines? 2. article on car engine vs. motor 3. peer edit rough drafts 4. motors and engines worksheet (hw) || -review motor parts and how a motor works -go over the differances between a motor and an engine (vendiagram on the board) -peer edit rough drafts -start final copies of how a motor works || -pass in 'how a motor works' - review vocabulary terms of motors -genorators/power plants article? (in electricity and magnetism pg 29-31) -so do you think this is important to you? || -everything away (motor vocabulary quiz) -movie clip with questions to consider - go over different types of power plants and what is useful || -went over the homework at their tables while I checked up on the process and they made adjustments -as a class going over the process went well so long as I led them from one step to the next, I also led into specific words to make sure they would use them - most students were able to (took the time to) copy the steps down to use for their homework-some students did not, but I encouraged them repeatedly to do so - most classes were able to start the rough draft in class after reviewing what is expected whne writing a paragraph || -most students readily attempted to answer 'Are motors engines' and to give reasons for it -reading the article was interspersed with probing questions and qustions to make them think, or activte prior knwoledge -going through a car starting (get in turn the key ect.) and what energy types went on really helped most students -peer editing was mostly students owrking on their own (especially if they had not started it yet) and going through to made sure they had all 15 words in the description. || -the homework went well especially re-hashing the concepts and reviewing the differances with the vendiagram -motor review was a good idea, almost all students could do it on their own without reminding (a good sign for the wrtitting assignmnet) -work on the drafts and finals went well and most students took advantage of it || -most passed in thier writting assignmnets and moved right to their list of electricities use in everyday life -got the ideas on the board and talked about them before transitioning with questions into where the power comes from -read the generators article stopping to discuss as we went. Probing questions had them reviewing what they heard/read to get them to really think about it -diagraming the home circuit went well and gave them a visual to work with on how the electricity gets to their home -didn't start the homework in any class || -students were mostly prepared for the quiz (I had 17 100's out of the 86 studetns that I teach!) and were quickly done with it. We then moved on to a quick recap from yesterdays idea of a generator that flowed into the video stream for today. The students had questions to think on during the video and then as a table, then class we disscussed them. -after this they each threw me a little good luck party with cookies and a thank you gard signed by every student in the class! it was amazing and made this last day one of the best! ||
 * **Day** || Monday || Tuesday || Wednesday || Thursday || Friday ||
 * < **Date** ||= 3/9 : 3 ||= 3/10 :4 ||= 3/11 : 5 ||= 3/12 : 6 ||= 3/13 : 1 ||
 * **Topic** || motor writing assignment || Motor vs. Engine || motor writing assignment again || motor wrap up || extra day in case of writting assignment/ fil in with review of motors and start concepts of a generator? ||
 * **Agenda** || -go over flow maps/ check for missing steps
 * **Agenda** || -go over flow maps/ check for missing steps
 * **Homework** || complete rough draft || how a motor is different from an engine worksheet || -final copy of how a motor works || motor vocabulary review ||  ||
 * **Materials** || -editing checklist || -make the worksheet! ||  ||   ||   ||
 * **Notes** || -only some students brought in the homework