Vernon+Camp

Daily Lesson GAME Plan Vernon Camp Walden University

Dr. Suzanne Lebeau EDUC-6713I-2 Integrating Technology Across the Content Areas March 25, 2012 SCSh4: Students will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials SCSh6. Students will communicate scientific investigations and information clearly. SPS10. Students will investigate the properties of electricity and magnetism. || 1c. Use models and simulations to explore complex systems and issues 1d. Identify trends and forecast possibilities 6a. Understand and use technology systems
 * < = Daily Lesson GAME Plan = ||
 * < **Lesson Title:** Where is the North Pole? |||| **Related Lessons:** Introduction to Magentism ||
 * < **Grade Level:** 10 |||| **Unit:** Electricity and Magnetism ||
 * < ==GOALS== ||
 * < **Content Standards:**
 * < **ISTE NETS-S**

Students will identify the difference between the geographic North Pole and the magnetic North Pole Students will label the geographic and magnetic Poles on a map of the earth Students will identify the magnetic lines on a map of the earth || The teacher will double check the class blog and links that will be used for this lesson to ensure they are functional.
 * Instructional Objectives:**
 * < ==ACTION== ||
 * < **Before-Class Preparation:** The teacher will create the lesson on the class blog and include relevant hyperlinks

The teacher will ask students to identify the North Pole. The teacher will ask students to determine whether it is the geographic North Pole or the magnetic North Pole The teacher will tell students that they will be determining this information in class today The teacher will direct students to the class blog where they will follow directions. The students will find maps of the earth. The students will use hyperlinks to locate the locations of the magnetic North and South Poles and magnetic lines on the earth The students will use GoogleSketchup to draw magnetic lines, and the magnetic poles on the earth. || Teaching locations of geographical vs magnetic poles Labeling maps of Earth Drawing magnetic lines on the earth || **Materials and Resources:** Internet, Google Images, Google SketchUp ||
 * During Class**: The teacher will show a map of the earth on an LCD projector.
 * **Time:** 56 minutes ||||< **Instructional Activities:**
 * < Students will work in groups of two. Some students with learning disabilities will work with high-achieving students. These groups will be more closely monitored by the teacher ||
 * < ==MONITOR== ||
 * < **Ongoing Assessment(s):** Students will continue updating their online portfolios using GoogleDocs by including this assignment.
 * Accommodations and Extensions:** Students will be assessed for comprehension when the teacher checks the student drawings to ensure that they are labeled and designed correctly.
 * Back-Up Plan:** Students will create a map of the earth on blank paper. Students will use textbooks to determine the answer to the question. The students will write //why// this is so on the back of their papers. ||
 * < ==EVALUATE AND EXTEND== ||
 * < **Checklist for student comprehension** ||
 * < Student has |||| Found an appropriate map of the earth or a circle outline ||
 * < Student has |||| Labeled the Geographic North and South Pole ||
 * < Student has |||| Labeled the Magnetic North and South Pole ||
 * < Student has |||| Drawn a minimum of 10 magnetic field lines around the earth ||
 * < Student has |||| Drawn a minimum of 10 magnetic field lines around the earth ||

Daily Lesson GAME Plan Vernon Camp Walden University

Dr. Suzanne Lebeau EDUC-6713I-2 Integrating Technology Across the Content Areas April 8, 2012 ||||||||  || SCSh4: Students will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials SCSh6. Students will communicate scientific investigations and information clearly. SPS10. Students will investigate the properties of electricity and magnetism. || 1c. Use models and simulations to explore complex systems and issues 1d. Identify trends and forecast possibilities 6a. Understand and use technology systems
 * < = Daily Lesson GAME Plan = ||||  ||
 * < **Lesson Title:** Opposites Do What? |||| **Related Lessons:** Where is the North Pole? ||
 * < **Grade Level:** 10 |||| **Unit:** Electricity and Magnetism ||
 * < ==GOALS== ||
 * < **Content Standards:**
 * < **ISTE NETS-S**

Students will describe how like poles of a magnet interact Students will describe how opposite poles of a magnet interact Students will identify the parts of a magnet || The teacher will double check the class blog and links that will be used for this lesson to ensure they are functional.
 * Instructional Objectives:**
 * < ==ACTION== ||
 * < **Before-Class Preparation:** The teacher will create the lesson on the class blog and include relevant hyperlinks

The teacher will ask the students what that has to do with magnets The teacher will direct the students to the blog and ask that they go to the link [] The teacher will demonstrate how the lab works including moving the magnet and compass, identifying the electrons and how to use the commands on the right hand side. The teacher will ask students to follow steps listed on the blog and to answer questions included. The students will email their results to the teacher || Teaching the use of the virtual physics lab Using the virtual physic lab to explore magnets || **Materials and Resources:** Internet, virtual physics lab || ||  || Vernon Camp Walden University
 * During Class**: The teacher will show the music video "Opposites Attract" by Paula Abdul
 * **Time:** 56 minutes ||||< **Instructional Activities:**
 * < Students will work in groups of three. Some students with learning disabilities will work with high-achieving students. These groups will be more closely monitored by the teacher ||
 * < ==MONITOR== ||
 * < **Ongoing Assessment(s):** Students will continue updating their online portfolios using GoogleDocs by including this assignment.
 * Accommodations and Extensions:** Students will submit their answers which will be graded for correctness by the teacher
 * Back-Up Plan:** Students will use magnets from the schools lab to complete a textbook lab exercise. ||
 * < ==EVALUATE AND EXTEND== ||
 * < **Checklist for student comprehension** ||
 * < Student has |||| Labeled their magnet ||
 * < Student has |||| Identified how like magnets interact ||
 * < Student has |||| Identified how opposite magnets interact ||
 * < Student has |||| Identified how electrons interact with magnets ||  ||
 * < Student has |||| Identified how electrons interact with magnets ||  ||
 * < Daily Lesson GAME Plan

Dr. Suzanne Lebeau EDUC-6713I-2 Integrating Technology Across the Content Areas April 12, 2012 = Daily Lesson GAME Plan = || SCSh4: Students will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials SCSh6. Students will communicate scientific investigations and information clearly. SPS10. Students will investigate the properties of electricity and magnetism. . || 1c. Use models and simulations to explore complex systems and issues 1d. Identify trends and forecast possibilities 6a. Understand and use technology systems
 * < Lesson Title: I Broke a Magnet |||| Related Lessons: Opposites do What? ||
 * < Grade Level: 10 |||| Unit: Electricity and Magnetism ||
 * < ==GOALS== ||
 * < Content Standards:
 * < ISTE NETS-S:

Instructional Objectives: Students will identify the North and South poles of magnets Students will describe the effects of breaking bar magnets || Teacher will show lesson to colleagues to ensure that the lesson is complete and comprehensible. || The teacher will explain what a digital story is and tell students about the available equipment that can be used in the media center. The teacher will show an example of a story called, "I Broke my Potato Chip." The teacher will use this video to show the steps necessary to complete a digital story that will meet requirements. The teacher will give each group two bar magnets. The students will work in groups of four to create digital stories. The students will work together to create their stories as they see fit. || Share requirements with students || Materials and Resources: Steps to completing the presentation Rubric Laptops Digital recording equipment || Use of media center for three days || Accommodations and Extensions: Students with communicative disabilities will be supported closely by the teacher Students with learning disabilities will be given extra time as needed to complete research
 * < ==ACTION== ||
 * < Before-Class Preparation: Teacher will ensure that students have access to school laptops and digital cameras by contacting the media center specialist.
 * < During Class: The teacher will ask students to describe what happens when a bar magnet breaks.  The teacher will listen to answers and then tell students that they will create a digital story called, "I Broke a Magnet."
 * Time: Three Days ||||< Instructional Activities: Teach students about digital storytelling.
 * < Note student groupings, environmental modifications needed, etc: Students groups of four chosen ahead of time by teacher
 * < Note student groupings, environmental modifications needed, etc: Students groups of four chosen ahead of time by teacher
 * < ==MONITOR== ||
 * < Ongoing Assessment(s): Teacher will assess students for comprehension of how magnets work and whether they can identify the poles of a magnet

Back-Up Plan: The teacher will use a science lab in which bar magnets are broken. This lab will take approximately two days. || 1 - students incorrectly identify both poles 2 - students correctly identify one pole 3 - students correctly identify both poles || the effects of breaking a bar magnet ||< 0 - students make no attempt to describe effects 1 - students state that the magnets no longer work 2 - students make a false statement about magnet strength 3 - students accurately describe effeces || story || 0 - students make no attempt to create a digital story 1 - students create a presentation with notes that are read 2 - students create a presentation and read notes that are not displayed 3 - students prerecord their presentation || participates || 0 - student attempted no work 1 - student helped with presenting or research or creation 2 - student helped with presenting and/or research or creation 3 - student helped with presenting and research and creation ||
 * < ==EVALUATE AND EXTEND== ||
 * Students identify the poles of a magnet ||< 0 - students make no attempt to identify poles
 * Students correctly describe
 * Students create a digital
 * Every group member