Lesson Series 1

Running Head: LESSON SERIES

Lesson Series/Unit Plan

Tajma A. Cameron

EDTP 600

Professor Fazio

April 11, 2016

 Lesson Series 2

Lesson Series/Unit Plan

Turnitin Originality Score: 86% Similarity Score: 14%

Course: Physics

Grade Level: 11th

Unit Title: Energy and Matter

Length of Time: 3 (50) minute sessions

Goal or Purpose: Students will be able to use energy and matter concepts to make connections

between the physical and life science systems.

Statement of Content: The universe is comprised of energy and matter and shares certain

properties that are connected to life.

Standards:

InTASC Standard #3: The teacher works with others to create environments that support

individual and collaborative learning, and that encourage positive social interaction,

active engagement in learning, and self motivation (CCSSO, 2011).

Goal 5 Concepts of Physics: The student will demonstrate the ability to use scientific

skills and processes (Core Learning Goal 1) to explain and predict the outcome of certain

interactions which occur between matter and energy (MDK12, 2014).

Final Result/Product:
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Group presentations of a designed experiment based on the conservations of energy and

matter.

Lessons:

Lesson 1- Introduction to Energy and Matter

Lesson 2- Lab on Conservation of Energy

Lesson 3- Lab on Conversation of Matter

Lesson 1

Time Allotted: One period (50m)

Lesson Topic: Introduction to Energy and Matter

Standards:

InTASC Standard #4: The teacher understands the central concepts, tools of inquiry, and

structures of the discipline(s) he or she teaches and creates learning experiences that

make these aspects of the discipline accessible and meaningful for learners to assure

mastery of the content (CCSSO, 2011).

Expectation 5.1 -The student will know and apply the laws of mechanics to explain the

behavior of the physical world.

Indicator 5.1.5 The student will analyze systems with regard to the conservation

laws.

o Conservation of energy (relationship between potential and kinetic

including calculations and conversions)

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Objectives:
Students will know how to design their own experiments

Students will understand the law of conservation of energy

Students will understand the law of conservation of matter

Students will know the dimensional analysis used to change units of measurements

Students will know how scales affect measurement and temperature

Materials:

Teacher- Laptop, Audience response system

Students- Graph paper, thermometer, pencils, ruler, clicking tool, and notebook

Bell Work/Warm up (10 min):

Do Now will normally be a review of prior knowledge

Prepare class materials and laptop with the daily question

Daily participation grade

o Students will be graded on their engagement in class sometimes this will be

collected class work, other times it may be participation in an activity

o Distribute the energy and matter worksheet

Motivator/Bridge:

Review prior understanding:

o Reflection on warm up/do now question (4m)

o Introductory unit but previous knowledge will be reviewed

o First activity requires introduction of energy and matter material

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Goal-Objective::

o Become introduced to visual representation of models of energy states and

matter

o Review and learn essential key terms related to the unit

o Gain an introduction to unit group project

Developmental Activities (30 min):

Assessment questions for mini-labs (i.e. Can they describe physical and chemical

changes? Can they make reliable measurements? Can they use significant figures? Can

they properly use metric prefixes to express scale? Can students use SI units properly?

Can students differentiate between different types of matter?, etc.) (5 min)

|Describe how to design an experiment so students can begin thinking about the

development of their group designed experiment.

o Begin by explaining that they should develop individual ideas before they

collaborate with group members (5 min)

o Observe students individually as they work on tasks.

o Inform students that they have 10 minutes to individually complete the energy and

matter worksheet.

o Observe students who are excelling and struggling with the task.

Student Activity

o Individual completion of Introduction to Energy and Matter worksheet.

o Use of audience response system during conclusion to indicate to rapidly collect

students responses.
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Materials:

o Student: Writing tool, clicker

o Teacher: Worksheet, laptop, audience response software, Timer, Projector

Introduction to Energy and Matter- Science Times

Literacy Component:
Students will read and annotate scientific articles (specific to topic, current events,

etc.) throughout this unit. As the year progresses, the articles will become more

complex with the ultimate goal being to read and comprehend and article from a

peer-reviewed scientific journal. In this unit we will specifically be focusing on

writing hypotheses, observations and short conclusions to begin developing the

skills necessary to compose a meaningful lab report.

Strategies will include:

Restating the prompts, answer the questions, provide evidence, and summarizing

evidence

Interventions including one-on-one with students differentiating reading passages

Assessments:

Informal assessments:

Daily graded Do Now/Exit Slips

o Do Now will normally be a review of prior knowledge

o Exit Slip will provide a check for understanding of the days lesson

Daily participation grade

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o Students will be graded on their engagement in class sometimes this will be

collected class work, other times it may be participation in an activity

Homework assignments:

Students will be given homework 3 times a week

This will encourage students to reinforce what they are learning in the classroom at
home

In class assignment
Observation of students while working on Energy and Matter Worksheet while

assessing the students that complete are excelling and struggling with the task at hand.

During the conclusion of task students will respond using the technology to indicate

their completion of the assessment questions. This will allow me to assess students

prior understanding of the topic and their ability to reason.

Formal assessment:

Graded labs 1/week

o Assess students on their application of what they are learning in a more real world

model.

o Allow students to complete hands on activities using technology.

Graded lab reports 1-2/unit

o Students will build their lab report writing skills through the school year

Summary:

Provide a brief overview of lesson and the group experiment.

Review the Homework Assignment

Respond to student questions

Reinforcement:
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Homework worksheet- use of Blooms Taxonomy to guide the development of high-

quality objectives. This includes:

o Ability to design an experiment.

o Ability to critique experimental designs.

o Ability to make reliable measurements in practical ways.

o Explaining the difference between basic groupings of matter.

Adaptations:

Key terms worksheet provided that are relevant to the unit. This includes scientific

method, Energy, Stability, measurement, significant figures, metric prefixes, dimensional

analysis, matter, SI unit, element, compound, and temperature.

Students who were unable to finish their assignments in class are giving the option to

finish at home and bring in to class.

Summary of the days discussion can be provided to students who want to go over the

work at home.

Reflection:

The class begins with students observations on energy and matter in the universe. This is

performed individually and students employ multiple intelligences in order to successfully

complete the assignment. Technology, 3D models, and graphics are used and successfully

integrated into the lesson. This allows for students of all learning levels (visual or auditory) to

have a method that appeals to them. Students having access to the clicker for the audience

response system keeps them engaged and focused as they use technology in the classroom.
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Team building is important but allowing the students to first work individually is

beneficial for me to understand who is struggling and who understands the lesson. Using the

audience response system will also help me with time as opposed to writing on the board and

calling on students based on them raising their hands. I will be able to correct their mistakes with

more ease, clarify any misunderstandings of the topic, and collect class information.

As I observed different groups throughout the lab I noticed that some students forgot the

process of designing an experiment. In the future I can have an interactive portion of class where

my students and I go through the process of designing experiments. I will have to spend more

time on this because it is a critical component of completing and passing the course.

Lesson 2

Time Allotted: 50 minutes

Lesson Topic: Conservation of Energy Lab

Standards:

InTASC Standard #4: The teacher understands the central concepts, tools of inquiry, and

structures of the discipline(s) he or she teaches and creates learning experiences that

make these aspects of the discipline accessible and meaningful for learners to assure

mastery of the content (CCSSO, 2011).

Expectation 5.3- The student will recognize and relate the laws of thermodynamics to practical

applications.

Indicator 5.3.1- The student will relate thermodynamics to the balance of energy in a
system.
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o Application of heat energy to the Law of Conservation of Energy

Objectives:

Students will carry out the steps of the scientific method to investigate the law of

conservation of energy.

Students will demonstrate their understanding of the law of conservation of energy

through hands on lab activity

Students will write lab reports that demonstrate understanding of the lab and correct

components of a lab report

Materials:

Flexible ruler, hot wheels/matchbox car, stopwatch, masking tape, notebook, and pencils

Warm Up (5 min):

Students will be put into pre-assigned groups and draw their roles as team members from

a box. Team member roles include Team Leader, Materials Manager, Notes Manager,

and Time Keeper.

Motivator/Bridge:

Video introduction of energy conservation using hot wheels

Students will see the visual representation of their lab assignment

Developmental Activities/Procedures:

In this lab students will demonstrate how to maximize the conversion of potential to

kinetic energy. They will be provided with the materials in order to carry out the lab
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procedure. This activity will last for 45 minutes including the writing of the lab report. I

will describe to the student that the lab investigation is three fold. This includes the

preliminary design, the procedure development, and the investigation.

Part one: Teams are instructed to take their ruler and car and begin to design a lab that

will exploit the law of conservation of energy to change one form of energy into another

form of energy. When I say start, groups will begin to outline the procedure and sketch

a simple design. The time limit for this part of the activity is 7 minutes. The materials are

not used until I see the sketch and then teams can proceed with Part two. I will ask if

there are any questions before proceeding to part two.

Part two: Students now that their lab designed and must create a hypothesis on how they

will maximize the amount of energy transfer. After creating their hypothesis the

procedure that will be used to test their hypothesis must be created. I will check all teams

to ensure that they are proceeding correctly.

Part three: Students will begin to carry out the procedures making sure that their

measurements are accurate and recording their data along the way. This is the basis of

their lab report.

Assessment:

After the team leader has given me the group lab reports I will read and assess each individual

lab report. While I am looking for accurate measurements and attention to detail, I will pay close

attention to the data and conclusion. The lab reports will be graded using a standard rubric.

Reinforcement:
Take home worksheet since students may need help with formatting lab reports
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Worksheet and link to video on how to design labs will also be made available for future
references and next lab assignment

Students will also be provided with guidance on how to make accurate measurements

Adaptation:

Key concepts worksheet provided that are relevant to the lab

Students who were unable to finish their lab assignments had incorrect components will

take it home to make changes

Summary of the days discussion can be provided to students who want to go over the

work at home

Samples of successful lab reports will also be made available to students

Reflection/Evaluation:

The class begins with students warm up where they become acquainted with their group

members and get their assigned roles. This is beneficial for the students as they will take an

active role in their group participation. The motivator/bridge activity is a visual representation of

what I expect from students. Students will become acquainted with the critical information

necessary to understand the lab and complete their lab report. In this lab, the concept that energy

cannot be created or destroyed but instead changes form is introduced. This lab generally takes

30 -90 minutes depending on the teachers preference. I will make careful observation of

students individually and collectively to see if the lab time is working well. I will make

adjustments for the next lab which ties into my 3 day lesson on energy and matter after this

observation.

I noticed a number of students had incorrect formatting on their lab reports. I think that I

will have to add supplemental information regarding the composition of meaningful lab reports.
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In addition, I should have a unit that focuses primarily on writing hypotheses, observations, and

short conclusions so that students can begin to develop the skills necessary to compose lab

reports that meet the guidelines and standards.

The procedures of the lab are found in the video introduction and will be put on a

projector. The three ways in which students can design the lab are also presented on the projector

so that students can have a frame of reference. Students had some difficulty with the procedures

of the lab despite the video so in the future I will have to make this lab into two different

sessions. I will spend more time focusing on the procedures aspect of lab so that students can

understand what needs to be done.

Reference:

Schaack, Stephen. (2013). Exploring Energy Conservation with rulers and cars

Lesson 3

Time Allotted: 50 minutes

Lesson Topic: Conservation of Matter Lab

Standards:

InTASC Standard #4: The teacher understands the central concepts, tools of inquiry, and

structures of the discipline(s) he or she teaches and creates learning experiences that

make these aspects of the discipline accessible and meaningful for learners to assure

mastery of the content (CCSSO, 2011).

Indicator 5.1.5 The student will analyze systems with regard to the conservation laws.
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Objectives:

Students will understand and apply the Law of Conservation of Matter

Students will understand how to balance chemical equations

Students will be able to observe and record data as well as making inferences from their

observations

Materials:

250 mL beaker, 250 mL flask, white vinegar, steel wool, balloon, and balance

Warm Up:

A five minute demo will be presented to get students thinking about the Law of

Conservation of Matter

Motivator/Bridge:

This lab exercise will be performed through guided instruction. It will enforce teacher-

student interactions

A posted question will be on the projector and will allow students to get an idea of what

the lab will entail.

Developmental Activity:

First, students will tear off a small piece of steel wool and will be instructed not to ball it

up too tightly

Students will place their piece of wool in the 250 mL beaker and then add white vinegar

so that the whole piece of steel wool is immersed. The soaking period is 4-7 minutes
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Students will then take the steel wool out of the beaker and wring out any of the excess

vinegar

Students will then place the wool in the 250 mL flask covering the opening of the flask

with a balloon

Students will record the mass of the entire steel wool-balloon-flask system and record

their data in their lab books

I will then instruct students to allow the system to sit for 30 minutes

Finally, students will observe their results again and take the mass of the steel wool-

balloon-flask system and record the data

Assessment:

This guided experiment is carefully designed and allows me to act as a facilitator where I

get to lead questions and draw attention to results. The materials in this experiment provide

students with the necessary means to collect data through interaction with common laboratory

materials. This type of experiment allows me to relay to my students the importance of focusing

on major ideas that they will need to correctly understand the material being presented. It is an

interactive activity so I can view how well my students are performing while encouraging them

to reflect upon their observations.

Reinforcement:

A worksheet on the background of the law of conservation of matter with examples of

balanced equations will be provided for students to take home

A link to the demo of the experiment will also be made available for students review
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Homework questions will be given out at the conclusion of the class to reinforce the

material on the law of conservation of matter

Adaptation:

Copies of correctly balanced equations worksheets will be made available for students to

take home

Students who were unable to finish their lab assignments had incorrect components will

take it home to make changes

Summary of the days discussion can be provided to students who want to go over the

work at home

Samples of successful lab reports will also be made available to students

Reflection/Evaluation:

The warm up exercise and demo are both effective methods of teaching students the

importance of the law of conservation of matter. This exercise stresses the importance of

chemical equations. It also provides students unbalanced chemical equations where they must

practice this skill. The fact that this is a guided experiment allows for teacher-student interaction

where I can assist my students while observing them working individually and in a group setting.

Sending students home with worksheets and homework directly relating to the experiment is an

effective method of reinforcement.

An overwhelming aspect to this lesson occurred with the chemical reactions. It turns out

that showing the written chemical reaction to the students with a piece missing was more

difficult than I anticipated. I will have to work through more examples of radioactive decay

equations and cover up particles to show the students how they belong where they are instead of
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leaving a black space. I can also have a key terms section with particles as the terms so that

students can have some assistance with their answers.

Students seemed especially interested with this lab assignment. In the future I would add

another technological aspect so that students can be even more creative with their lab

experiments. In particular, I would use a tool in addition to the demo where students are actively

involved with the step by step procedures used to design and carry out their lab.
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References
Council of Chief State School Officers. (2011). InTASC model core teaching standards: A

resource for state dialogue. Retrieved April 10, 2016, from CCSSO.

MDK12. (2014). Using the core learning goals: Science. Retrieved April 1, 2016, from

http://mdk12.msde.maryland.gov/instruction/clg/physics/goal5.html

Schaak, S. (2013). Exploring energy conservation with rulers and cars. Retrieved April 1, 2016,

from http://serc.carleton.edu/sp/mnstep/activities/19872.html

UVA. (2003). Conservation of matter and balancing chemical equations. Retrieved April 2,

2016, from

http://galileo.phys.virginia.edu/education/outreach/8thgradesol/ConservMatter.htm