Teacher: Robert Cannon and Patrick Mickey |
Unit/Session: Unit 9 - Light: Begin Research on the EM Spectrum |
Date of Instruction: 1/15/21 |
Standard/s: S8P4a - Ask questions to develop explanations about the similarities and differences between electromagnetic and mechanical waves. S8P4b - Construct an explanation using data to illustrate the relationship between the electromagnetic spectrum and energy. S8P4c - Design a device to illustrate practical applications of the electromagnetic spectrum. |
Learning Target/ Teaching Point: I can explain the relationship of energy to the Electromagnetic Spectrum, so that I can be able to use each form of light that exists. |
Success Criteria: o Correctly name the seven primary colors of light and place them in order from lowest to highest energy. o Correctly name the forms of light on the EM Spectrum and place them in order from lowest to highest energy. o Associate wavelength and frequency with amounts of energy. o Describe ways that each form of EM energy can be used in our lives.
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Opening (I Do) An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson. TKES 1, 2, 3,4,5, 8,10
| INTRODUCTION/CONNECTION: Students will review the 7 pure colors and introduce the EM Spectrum
Presentation Slide 35 |
DIRECT INSTRUCTION: Students will be given a research article assignment and placed into groups. They will be tasked with researching the entire EM Spectrum and focusing on one of which to build a working device or replica that uses that particular form of EM energy.
Video
Project Assignment
Project Rubric
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Work Period (We Do, You Do) Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period. TKES 1, 2, 3, 4, 5, 7. 8,10
| GUIDED PRACTICE: We will read through the instructions and rubric together. |
INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:
Students will work with their groups to fill in the back of the project assignment and begin planning for the creation of their devices. |
Closing (We Check) Describe the instructional process that will be used to close the lesson and check for student understanding . TKES : 1,2,3, 4,5,6,7,8
| SUMMARIZE/CHECK FOR UNDERSTANDING:
Formative Assessment : Informal discussion and observations Formal Completion of Project |
Homework |
Continue working on the Project |
