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  • 5 Elessonplan

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    Teacher: Katharine Arseneau th Date: January 29 th, 2016 Subject: Properties of Materials and Physical Change Material Mason jars (1 per group, each has a different smelly item in it) plastic water bottles (1 for each student) Chart paper and markers Lesson Objective / Outcomes 1047 Demonstrate the importance of using the languages of science and technology to communicate ideas, processes, and results 2055 Make observations and collect information that is relevant to a given question or problem.

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    Teacher: Katharine Arseneau th Date: January 29 th, 2016 Subject: Properties of Materials and Physical Change Material Mason jars (1 per group, each has a different smelly item in it) plastic water bottles (1 for each student) Chart paper and markers Lesson Objective / Outcomes 1047 Demonstrate the importance of using the languages of science and technology to communicate ideas, processes, and results 2055 Make observations and collect information that is relevant to a given question or problem.

    Hak Cipta:

    © All Rights Reserved
    Unduh sebagai PDF, TXT atau baca online dari Scribd
    Tandai sebagai konten tidak pantas
    25 tayangan2 halaman

    5 Elessonplan

    Diunggah oleh

    api-309685578
    Teacher: Katharine Arseneau th Date: January 29 th, 2016 Subject: Properties of Materials and Physical Change Material Mason jars (1 per group, each has a different smelly item in it) plastic water bottles (1 for each student) Chart paper and markers Lesson Objective / Outcomes 1047 Demonstrate the importance of using the languages of science and technology to communicate ideas, processes, and results 2055 Make observations and collect information that is relevant to a given question or problem.

    Hak Cipta:

    © All Rights Reserved
    Unduh sebagai PDF, TXT atau baca online dari Scribd
    Tandai sebagai konten tidak pantas
    dari 2

    Teacher:

    KatharineArseneau
    th
    Date:
    January29
    ,2016
    Subject/Grade:
    Grade5PropertiesofMaterialsandPhysicalChange
    Material
    Masonjars(1pergroup,eachhasadifferentsmellyiteminit(boiledegg,onion,orange
    peel,garlic,vanilla,mint)
    Plasticwaterbottles(1foreachstudent)
    Balloons(enoughthateverystudentgetsone)
    Sciencejournal
    Chartpaperandmarkers
    LessonObjective/Outcomes
    1047
    Demonstratetheimportanceofusingthelanguagesofscienceandtechnologyto
    communicateideas,processes,andresults
    2055
    Makeobservationsandcollectinformationthatisrelevanttoagivenquestionorproblem.
    Differentiation
    Thisactivitytouchesonmanytypesoflearning,butforstudentswhoshowastronginterestor
    priorknowledge,Iwouldprovidethemwithacoupleofoptions(dependinginthestudent,they
    wouldbenefitorenjoyoneactivitymore).
    Option1:Createavideo(usinganiPadorcamera)toexplainandmodelhow/whythepressure
    affectstheobjectandhowairmoves.
    Option2:Createamodel(usingthebottleandballoon)foreachsolid,liquid,andgastoshow
    howeachtypeofmatterbehavesdifferentlyunderpressure.
    Engagement
    (10minutes)
    Thislessonwillstartwithademonstrationtobegintheconversationaboutgases,and
    specificallythegasthatwecomeintocontactwiththemost,air.Eachtablewillreceiveamason
    jarwithadifferentfooditeminit(listinmaterialssection).Eachgroupwillthenopenupthejar
    andsmellwhatisinside.Sincesomeofthesmellsaregood,andsomearebad,themasonjars
    willbepassedaroundtheroomsothateachstudentgetstheopportunitytosmelleachone.We
    willthenhaveadiscussionofwhatwasineachjarandtalkaboutthefollowingquestions:Why
    dotheysmellthisway?Canweseethesmell?Whycanwesmellgasesandnotsolidsor
    liquids?Wherearesmellsaproblem?(hospitals/schoolsetc.)
    Exploration
    (15minutes)
    Iwillgiveeachstudentaplasticpopbottle(2litre)andaballoon(studentsarestillsittingin
    groups).Theywillplacetheballooninsidethebottle,withtheopeningoftheballoonstretched
    overtheneckofthebottle.Theywillthentryandblowuptheballoonthatisinsidethebottle.
    Thepurposeofthisactivityistopromptadiscussioninsmallgroupsaboutgas(air)andwhyor
    whynottheyareabletoblowuptheballooninsidethewaterbottle.

    Explanation
    (10minutes)
    Onceeachstudenthashadtheopportunitytoexplorewiththeexperimentandtrytoblowupthe
    balloon.Then,Iwillinvitethesmallgroupstodiscusswhytheyweren'tabletoblowupthe
    balloon.Iwillintroducetheword`pressure`,sotheyasaclass,wecandiscusshowwecannot
    seetheair,butitisthereanditaffectsthethingswedo.Thestudentscanthencontributehow
    aircanaffecttheirlives(connecttotheengagementactivity)andthepeoplearoundthem.

    Elaboration
    (10minutes)
    Thissectionofthelessonwillfocusonpushingtheirideasofairandgassesfurtherby
    brainstormingideasforhowtheycanmodify/changetheirwaterbottletodisplacetheairand
    changethepressuretoaccommodatetheballoongettingbigger.Somesuggestionscouldbe
    (pokeholesinthebottomofthebottle,cutthebottomoffetc.).Oncethestudentshavetried
    theirideas,wecandiscusswhytheywereorwerentabletoblowuptheirballoonandwhat
    madeiteasier(pressurerelease).Thisactivitywouldcomeafterwediscussedsolidsandliquids,
    soIcouldpromptsomequestionsaboutthedifferencebetweenthesetypesofmatterandthe
    wayweinteractwiththem.
    Evaluation
    (15minutes)
    Iwillaskthestudentstoreflectintheirsciencejournals.Theywillwriteaboutthefollowing
    questions(theymustansweratleast1ofthequestions):
    1. Whatdidyouexpectwouldhappenbeforeyoutriedtoblowuptheballoon?Didyour
    observationsconfirmorchangeyouroriginalexpectations?
    2. Howdidyoumodifyyourballoonbottletochangethepressure?Explainwhathappened
    whenyoutestedyourhypothesis.
    3. Explaininyourownwordshowgasses(likeair)takeupspace.Usethesmellingactivity
    or/andtheballoonactivitytodescribethis.
    Whenreadingtheirreflections,someofthethingsthatIwillbelookingforisiftheyshow
    considerationandreflectiononwhattheythroughbeforeandaftertheexperiment,didthey
    documenttheirfindings,andwasthestudentabletoshowthattheythoughtabouttheconceptin
    acriticalmanner.

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