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6.11(A) graph points in all four quadrants using ordered pairs of rational number

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Today we will be graphing points on all four quadrants.

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I will have students identify the different parts of a coordinate plane (axis, origin, positive/negative values). In their own words they will explain why knowing the coordinate plane is essential to graphing points.

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I will have students explain the properties of a point (the first number goes on the horizontal  x-axis, the second number does on the vertical y-axis) based on the value of the rational number is where we will move left/right and up/down. Tie this knowledge back to our learning objective.

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I will reference the learning objective again and have students demonstrate mastery by having them graph points as their exit ticket.

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6.10(A) Know that an element is a pure substance represented by a chemical symbol and that a compound is a pure substance represented by a chemical formula

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6.10(A) Know that an element is a pure substance represented by a chemical symbol and that a compound is a pure substance represented by a chemical formula

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Today we will be comparing elements with compounds

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Today we will be comparing elements with compounds

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I will have the objective broken down with know boxed, concepts element and compound circled and context underlined posted on the board for students to copy

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I will have the objective broken down with know boxed, concepts element and compound circled and context underlined posted on the board for students to copy

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8.11(A)^ analyze how physical characteristics of the environment influenced population
distribution, settlement patterns, and economic activities in the United States

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today we will be learning HOW and WHY people change their living locations

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B.5(A) Physical activity and health. The student understands and applies safety practices associated with physical activities. The student is expected to: use equipment safely and properly

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Students will learn how to put away equipment safely after a game ot activity.

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I will show the students where the equipment can be found and my expectations for the space.

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i will have students define specific words that are important in the LO . for example: analyze, population distribution, physical environment characteristics ... etc, basically have the students have a basic understanding of the vocab before we proceed.

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I will show students how each piece of equipment has a home and a place. Each day we will have a different student in charge of placing the equipment in the designated areas. All other students will gather the equipment and bring it to the designated student for the day. I will remind them that everything needs to be picked up and no running is permitted while we are cleaning the equipment.

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I will show students where I expect them to be after the equipment is safely put away. Once seated and everything is put away student are free to speak to one another until more direction is given.

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8.5A- describe the structure of atoms, including the
masses, electrical charges, and locations, of protons
and neutrons in the nucleus and electrons in the
electron cloud

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8.4A Analyze causes of the American Revolution

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Today I will be able to describe the location of the subatomic particles (protons, neutrons, electrons) in an atom.

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SWBAT compare and contrast potential and kinetic energy

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Warm Up- students should have some prior knowledge from 6th grade. (6.5A know that an element is a pure substance represented by a chemical symbol and that a compound is a pure substance)

Have the students identify a pure substance vs. a compound with a t-chart.

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Today we will use graphs and models to compare and contrast potential energy and kinetic energy

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We will learn to analyze the cause and affect of the American Revolution, by using a graphic organizer.

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Intro- Introduce vocabulary while demonstrating objects that have potential or kinetic energy. "Hoppy Cyrus" demonstration

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Students use graphs to indicate levels of energy in various pre-place objects. Discuss and Check for understanding

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Exit Ticket- Students will label a picture using highest PE, highest KE, lowest PE, and lowest KE

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Now that we have refreshed their prior knowledge from the 6th grade scaffold TEKS, we will begin the new content.

Teach parts of an atom, charges & locations.

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Allow time for students to practice finding the number of protons, electrons, and neutrons of an atom.

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I will begin the class with a refresher of where we left off from the previous lesson. To help with retention.

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I will introduce the new learning activity, building off from prior knowledge of the last lesson. Also, work on a guided practice exercise, showing how to analyze the information and build on their analytical skills.

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I will go over what we've learned for the day and have them work on an idependent practice handout(exit slip).

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(E) make connections to personal experiences, ideas in other texts, and society;

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We will learn how to make connections to texts by connecting them to ourselves, other texts and the world.

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I will explain to students how texts can have different connections and how to identify them. (Text to self, Text to text, text to world)

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I will have students read a text and find at least one of these three connections in it.

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Have students explain through writing how they made that connection.