Lesson Plans
Teacher: Taylor
Course: Biomedical
Dates: 2/3-2/17
Day 1
Day 2
Day 3
Day 4
Day 5
(2/3-2/4)
(2/5-2/8)
(2/9-2/10)
(2/11-2/12)
(2/16-2/17)
Learning
Target
I can get a 20 on the ACT
Science
I can get a 20 on the ACT
Science
I can get a 20 on the ACT
Science
I can get a 20 on the ACT
Science
I can get a 20 on the ACT
Science
Bell ringer
Lesson
(procedures,
activities,
materials)
ACT Question
ACT Test
ACT Question
ACT TEST review
ACT Question
ACT TEST review
ACT Question
ACT TEST review
ACT Question
ACT TEST review
Students Grade test with
answer sheet (Raw Score)
Go over the 7 most
missed questions
Go over the 7 most missed
questions
Go over the 7 (30%) most
missed questions
Go over the 7 (30%)most
missed questions
Students figure out Scale
Score
Make Missed answers on
the chalk board
What 3 questions did you
find to be the hardest?
Allow students to work in
groups and figure our
where they went wrong
on answering the rest of
there incorrect answers
What 3 questions did you
find to be the easiest?
Allow students to work in
groups and figure our where
they went wrong on answering
the rest of there incorrect
answers
What 3 questions did you find
to be the easiest?
Allow students to work in
groups and figure our where
they went wrong on
answering the rest of there
incorrect answers
What 3 questions did you find
to be the easiest?
Allow students to work in
groups and figure our where
they went wrong on answering
the rest of there incorrect
answers
What 3 questions did you find
to be the easiest?
None
None
None
none
None
Wrap
up/Reflection/
Exit ticket
(Use 95
Strategies book
study book to
aid with this)
Homework
Assessments
CCSS/ MS Framework Competency/Objective
Lesson Plans
Teacher: Taylor
Course: Chemistry
Dates: 2/3-2/17
Day 1
Day 2
Day 3
Day 4
Day 5
(2/3-2/4)
(2/5-2/8)
(2/9-2/10)
(2/11-2/12)
(2/16-2/17)
Learning
Target
I can get a 20 on the ACT
Science
I can get a 20 on the ACT
Science
I can get a 20 on the ACT
Science
I can get a 20 on the ACT
Science
I can get a 20 on the ACT
Science
Bell ringer
Lesson
(procedures,
activities,
materials)
ACT Question
ACT Test
ACT Question
ACT TEST review
ACT Question
ACT TEST review
ACT Question
ACT TEST review
ACT Question
ACT TEST review
Students Grade test with
answer sheet (Raw Score)
Go over the 7 most
missed questions
Go over the 7 most missed
questions
Go over the 7 (30%) most
missed questions
Go over the 7 (30%)most
missed questions
Students figure out Scale
Score
Make Missed answers on
the chalk board
What 3 questions did you
find to be the hardest?
Allow students to work in
groups and figure our
where they went wrong
on answering the rest of
there incorrect answers
What 3 questions did you
find to be the easiest?
Allow students to work in
groups and figure our where
they went wrong on answering
the rest of there incorrect
answers
What 3 questions did you find
to be the easiest?
Allow students to work in
groups and figure our where
they went wrong on
answering the rest of there
incorrect answers
What 3 questions did you find
to be the easiest?
Allow students to work in
groups and figure our where
they went wrong on answering
the rest of there incorrect
answers
What 3 questions did you find
to be the easiest?
None
None
None
none
None
Wrap
up/Reflection/
Exit ticket
(Use 95
Strategies book
study book to
aid with this)
Homework
Assessments
CCSS/ MS Framework Competency/Objective
Lesson Plans
Teacher:
Learning
Target
Course:
Dates: 2/3-2/17
Day 1
Day 2
Day 3
Day 4
Day 5
(2/3-2/4)
(2/5-2/8)
(2/9-2/10)
(2/11-2/12)
(2/16-2/17)
I can Tell what it means to
“do work” in a scientific
sense.
I can describe the
relationship between
work and power.
I can describe the relationship
between work and power.
I can describe the relationship
between work and power.
I can describe the relationship
between work and power.
I can apply an equation to
determine
I can apply a rule to
determine the amount of
power required to do
work.
I can apply a rule to determine
the amount of power required
to do work.
I can apply a rule to
determine the amount of
power required to do work.
I can apply a rule to determine
the amount of power required
to do work.
I can the amount of work
done by a force.
I can explain the meaning of
efficiency in terms of input and
output work.
I can infer that work
requires energy.
I can explain the meaning
of efficiency in terms of
input and output work.
Bell ringer
“How do you define
work?”
“Would any of you like to
be powerful?”
What does work, simple
machine, input forces, output
forces, and machine mean?
What question do you have
for Mrs. Taylor?
What do you need help on in
Chapter 8
Lesson
(procedures,
activities,
materials)
Defining work
What work really means
Vocabulary
8.1 Power point
Guided practice
8.1 Quiz
The meaning of power
Power & efficiency
Vocabulary
8.2 Power Point
Guided Practice
8.2 Quiz
Vocabulary Quiz
Review game
Go over study guide
Question & Answer
Chapter 8 Test
Chapter 8 Justifications
Wrap
up/Reflection/
Exit ticket
At a scouting event, Karen
partnered with her friend Morgan
to compete in several activities.
During one activity Karen and
Morgan were required to use only
their feet to push a ball toward a
finish line 25 meters away. After
completing the activity, Morgan
told Karen, “This was hard work!”
Is this an accurate statement?
What is the power needed
to do 365 J of work in 5.7
seconds?
What do you need to study the
most?
How do you feel about the
test?
How do you feel about chapter
8?
Homework
8.1 review
8.2 Review
Study for Chapter 8 Test
None
none
Assessments
Oral & written
8.1 Quiz
8.2 Quiz
Vocabulary Quiz
Chapter 8 Test
(Use 95
Strategies book
study book to
aid with this)
Is it okay to use the terms
power and work
interchangeably?
CCSS/ MS Framework Competency/Objective
Describe and explain how forces affect motion.
1.
Demonstrate and explain the basic principles of Newton’s three laws of motion including
calculations of acceleration, force, and momentum. (DOK 2) Inertia and distance-time graphs
to determine average speed
Net force (accounting for gravity, friction, and air resistance) and
the resulting motion of objects
Effects of the gravitational force on objects on Earth and effects
on planetary and lunar motion
Simple harmonic motion (oscillation)
2.
Explain the connection between force, work, and energy. (DOK 2)
Force exerted over a
distance (results in work done) Force-distance graph (to determine work)
Net work on an object
which contributes to change in kinetic energy (work-to-energy theorem)
3.
Describe (with supporting details and diagrams) how the kinetic energy of an object can be
converted into potential energy (the energy of position) and how energy is transferred or
transformed (conservation of energy). (DOK 2)
4.
Draw and assess conclusions about charges and electric current. (DOK 2) Static/current
electricity and direct current/alternating current Elements in an electric circuit that are in series or
parallel Conductors and insulators Relationship between current flowing through a resistor and
voltage flowing across a resistor
Cite evidence and explain the application of electric currents and magnetic fields as they relate to
their use in everyday living (e.g., the application of fields in motors and generators and the concept of
electric current using Ohm’s Law). (DOK 2)