Strand of Science or Domain … highlight one (Life/Earth & Space/Physical): / # of Students/class: 24
Class Duration in minutes: 60 / Day _1-3_ of __7___ / CMT’s Initials:
Teacher Candidate’s Name: Alex Glassford / Date: 10/29/12
Lesson Rationale and/or Summary
A rationale briefly explains in paragraph form:· I am teaching this lesson in an Inquiry style. Students learn best when they have their hands on and minds on, and the students will be actively participating in the learning today. It is important for students to know about the law of conservation of energy, and this lesson gives several examples its properties.
A summary: one paragraph
· The point of the lesson is to allow students to learn on their own, and without the teacher spewing information at them. The students are in charge of their own learning, and will benefit by actually doing the experiments.
Content focus: Essential Question or Enduring Understanding
· How do we know the law of conservation of energy is actually true?
Content, Cluster, Strand, or Standard Statement/Connection:
· The students will explore the effect heat has on several different mediums.· The students will apply concepts to new situations.
· The students will Infer what will happen if we work backward to create a graph.
· Current Standard:
Physical Science, Benchmark A (6-8 program)
· New Standard
Grade Band Theme: Order & Organization
Topic: Conservation of mass and energy
Condensed Content Statement: Energy can be transformed or transferred, but is never lost.
Academic Language
· Matter
· Energy
· Law of conservation of energy
· Graph
· Create
· Explain
· Predict
Planned Assessments:
· Pre-assessment: The students will be informally pre-assessed in the closure for the next lesson.
· Formative Assessment: The students are formally assessed on their answers to the questions during the experiments. Also they are assessed using the probe. This will allow me to gauge how well the students understand the material.
Differentiated Instructional Strategies:
· The students who are developmentally slower will receive a little extra attention while I am circulating the classroom. I will be sure to scaffold them throughout the lesson.· Students who have a hard time seeing the concept I will model the concept for them, and help them see the concept from a little clearer form.
Lesson Resources:
· Hot plates· Hot thing holders
· Beakers
· Styrofoam cups
· Water
· Hands
· Legs Scissors
· Meter Stick
· Thermometer
· Paper
· Pencil
· Play dough
· “Uncovering student Ideas in Science Volume 2,” Page Keeley, Frencis Eberle, Joyce Tugel, 2007, NSTA, 978-0-87355-273-8, pg 53.
· “Science Formative Assessment, Page Keeley, 2008, NSTA, 978-1-4129-4180-8, pg 153.
Procedures (Four Components)
I. Readiness/Motivation for Lesson: Engage Allotted Time: __60 min____· To engage the students, we will be working in stations and doing several different experiments.
· In the first station, there will be a beaker filled with water that is being warmed on a hot plate.. The students will be instructed to use the hot thing holder to pour some of the warm water into the Styrofoam cup. The group will then measure the temperature at 5-minute intervals.
· One student in the group will be in charge of reading the thermometer, one student will be in charge of recording the information, and the third student will be the safety monitor. This student will be in charge of making sure that there is a good deal of care taken with the hot plate.
· The second station is the same set up as the first station, except the students will pour the warm water into a glass beaker instead of the Styrofoam. The students will still be recording them temperature of the water at 5-minute intervals.
· For these two groups, while they are waiting to record the temperature, they will be answering questions about each station.
· “What do you think will happen to the temperature after 5 minutes of cooling?” “What about after 10 minutes?” and “do you think there is a way you could keep the water warmer?”
· I would expect the students to talk amongst their group, and come up with coherent answers to the questions.
· In the third station, the students will be rubbing their hands together at different rates. For the first minute, the students will be slowly rubbing their hands together. On the second minute, they will be rubbing their hands slightly faster, and the third minute the students will be rubbing their hands together as fast as they can. After each minute, they will be recording how their hands feel in terms of warmth.
· After they have done all three trials with their hands, they will repeat the trials while rubbing their legs with their hands. The students will be seeing if they feel an even amount of heat on both their hands and legs, and why it may be the same or different.
· In the fourth station, the students will be observing a beaker of boiling water. We will create a graph of the height of the water as it is boiling. The whole class will contribute to the creation of this graph throughout the period at 5-minute intervals.
· They will also be answering questions while they are not recording the information, the students will be answering the following questions. “How much has the water level changed since the beginning of the class?” “Do you think this change is a linear equation?” and “What do you think the ending height of the water will be?”
· The fifth group will be given a piece of paper, and a pair of scissors per person. They will cut the paper in half over and over again until they cannot safely cut any further. Once the students are done with this they will be answering questions. “Is it possible to halve the paper any more, and explain your thinking.” “What are three things you know exist, but cannot see?” and “Could you cut your paper in half so many times that it is a small as those things?”
· The students will know to change when the timer that has been set for 11 minutes goes off.
Assessment: The students will be assessed on how safely they can complete each of these stations, and their answers to the questions that are attached to the end of the lesson.
Now that we have learned about several different ways of how energy can be changed, we will begin to explore how they relate to the law of conservation of energy.
II. Lesson Development: Explore, Explain, Extend
EXPLORE: (30 Minutes)
• To begin the explore phase, we will be completing an assessment probe to see what information was learned the previous day.
· The probe is # 6 in the blue “Uncovering student Ideas in Science” book.
· They will be assessed using the P-E-O (Predict, Explain, Explore) assessment technique from the “Science Formative Assessment” Book.
· Each student will be given a copy of the probe, and will be given 5 minutes to complete there thinking and writing.
· After each student has finished writing, the students will pair up, and explain their thinking to each other.
· Once we have completed those two parts, we will begin the explore part.
· The students will be put into groups, with the help of my CMT, to allow for maximum learning for all students.
· They will be advised to get a hot plate from the supply closet, a beaker, a hot thing holder, and a thermometer.
· They will also be told that there will be heat involved, as well as glass, so being careful is very important.
· Before we begin any warming of water, the students will each get to pick their roles for the experiment. One student needs to be the recorder, one student needs to be the thermometer reader, and one student needs to be the timer.
· The students will be creating a time versus temperature graph, and recording the temperature every minute.
· While I am assessing the students, I will be asking questions like “How did the temperature change before it started boiling?” and “How has it changed after the boiling started?”
· The students will stop recording after the water has been boiling for 5 minutes.
EXPLAIN: (30 minutes)
· Once the students have finished recording their data from the boiling water, we will have a little debriefing.
· I will ask the students what they noticed about the temperature change.
· I would expect the students to say that the temperature leveled off once the water started to boil.
· We will talk about how the water level would have changed if we let it boil long enough, like in yesterday’s stations.
· I will ask “what happened to the water if it isn’t in the beaker anymore?”
· The students may come up with answers like it disappeared, or it turned into gas and floated away.
· I will then tell the students that there is a law in science that explains that energy is not created or destroyed. “If there is energy in the water, where did it go?”
· What about all of the things we did in our experiment yesterday? There was energy in the beakers of water that we cooled, in the friction between out hands, and in the boiling water. “How do we know that the energy was changed in each of those cases?”
· After this short lesson, the students will be instructed to get back into their groups, and try to create a graph of the temperature of water as it goes from an ice cube to boiling water. It will be important to use the prior information of how water doesn’t change temperature while it is boiling (aka. Changing states of matter)
EXTEND: (15 minutes)
• To extend the learning, the students will be turned into molecules. They will be instructed that they are to act as a molecule while the temperature around them is changing.
· The students will be told that they are to try and replicate the speed at which molecules move without disrupting the movement of others in the classroom.
· They will be given a temperature of below 0 degrees Celsius, slowly warming up to 0 degrees Celsius, then warming to 50 degrees Celsius, 100 degrees Celsius, and finally greater than 100 degrees Celsius.
· I would expect the students to move about the room with differing speeds, but not have any respect to how close they are to others.
· Real molecules will become closer to each other while they get colder, so we will then go back down the temperature scale while paying attention to both speed and proximity to each other.
EVALUATE: (15 minutes)
• The students will each be given a tube of play dough, and will be instructed to create something out of it.
· The students will get into groups of three to discuss what was made.
· We will then smash the play dough with out hands.
· The students will be instructed to discuss what they metaphorically did when they smashed.
· While they are discussing, I will be circulating the room and guiding them to talking about how our hands changed the shape of the creation, but didn’t do anything with the amount of matter that is in it. We changed the amount of energy, and it could be seen as a phase change for water.
· Water changes what it looks like depending on how much energy has been forced upon it, and that is what we did with out hands.
SCIENCE SAFETY PRECAUTIONS: The students will need to be extremely careful when they are working with the hot plates. We will also be working with scissors and need to be cautious with them also.
III. Lesson Closure: Summarize, Link Allotted Time:___2 minutes___
· To close the lesson, I will say how there is energy in everything, and tomorrow we will be experimenting with different kinds of energy.
· I will ask the students what they know about energy already. This will help me to understand any previous understanding the students may have.
Styrofoam Cup
1) What do you predict the temperature will be after 5 minutes of cooling?
2) What about after 10 minutes?
3) Is there any way that you could keep the water warmer than this?
Glass Beaker
1) What do you predict the temperature will be after 5 minutes of cooling?
1) What about after 10 minutes?
2) Is there any way that you could keep the water warmer than this?
Hand Friction
1) How warm are your hands on a scale of 1-10 after slowly rubbing your hands together?
2) How warm are your hands on a scale of 1-10 after intermediately rubbing your hands together?
3) How warm are your hands on a scale of 1-10 after quickly rubbing your hands together?
4) Why do you think your hands warmed up? Explain
5) After rubbing your legs, is there a difference is how warm your legs are compared to your hands? Explain.
Boiling Water
1) How much has the water level changed since the beginning of the period?
2) Do you think this could be explained in a linear equation? Why or why not?
3) What do you think the ending height of the water will be?
Paper Halving
1) Is it possible to halve the paper anymore? Explain your thinking.
2) What are three things that you know exist, but you cannot see?
3) Could you cut your paper in half so many times that it is as small as those things?
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