Concordia University Chicago College of Education
Teacher Candidate: Corinne McKenna Subject: Science Central Focus: (Content of the lesson) Gas Laws Grade Level(s): 8th
Lesson Plan Design 2013
Date: 9/11/2013 Course for which the Lesson is developed: EDUC 1070 Classroom Teacher: -Time allotted: 1 hour
Theoretical Principles and/or ResearchBased Best Practices in this Lesson Why are the learning tasks for this lesson appropriate for your students? Cite references This lesson applies to Jerome Bruner who calls for discovery learning. Discovery learning says that children are more likely to understand concepts when they interact with their environment. It also stresses the importance of experimentation and exploration. (Integrating Educational Technology into Teaching, p. 42-43) Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings for this Lesson What are common errors or misunderstandings of students related to the central focus of this lesson? How will you address them for this group of students? Students may have a difficult time differentiating between the gas laws that are presented to them. All the laws combine pressure, temperature, and volume in some way and having all these similar variables, but in different laws could be confusing. To address this potential confusion, I would create a system where all the variables are seen, but students can cover up different portions to create the different gas laws. This will allow the students to see how all the variables are connected even though they are in separate laws.
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Concordia University Chicago College of Education
Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective.
Lesson Plan Design 2013
Learning Objective(s): What are the students expected to know and/or do in the lesson? Write out each specific objective to be met by students in the lesson. The students should be able to develop hypotheses before performing the activities and then examine how accurate their predictions were.
Assessment Tool(s) and Procedures: What will provide evidence that students meet objectives? Every objective must be assessed.
11.A.3a Formulate hypotheses that can be tested by collecting data.
Students will have a worksheet that they will write hypotheses down for each activity they perform around the classroom. Students will not be graded, but will practice the processes of creating hypotheses. Students will communicate what they believe to be happening for each activity during the class discussion/lecture portion of the class.
11.A.3d Explain the existence of unexpected results in a data set.
The students should be able to propose and explain reasons for unexpected results and for different results from their hypotheses.
12.C.3b Model and describe the chemical and physical characteristics of matter (e.g., atoms, molecules, elements, compounds, mixtures).
The students should be able to choose and compare the physical characteristics of the atoms in the gas under different laws and how they are affected by pressure, volume, and temperature.
Students will work in groups on a worksheet (theyll each have their own worksheet) and work through problems about the characteristics of gas and the relationships between temperature, pressure, and volume.
Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: (Diagnostic/Pre-Assessment may must be included here.) Stations will be set up all around the classroom. The students will obtain a worksheet from the front table and go around to each station. At each station there will be a short description of the experiment at the station and the student will go through the process of conducting the experiment. Students may work with other students at the different stations. The key is to discover and explore the differing results for each experiment. Experiments are listed at end of document.
B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment): Today will we practice our skills in producing hypotheses while performing various gas laws experiments. After, well discuss why we believe certain experiments happened the way they did and why some aspects of our hypotheses were incorrect. We will also work through the experiments to get a better understanding of what is occurring and how gas laws relate to the events in the experiments. C. Instructional Sequence: 1. There will be a worksheet at the front of the classroom when the students first come in. There will be stations all around the room that students will explore. At each station there will be a small description in order to help the students conduct the experiment. 2. They will walk around the room and try out the different experiments while forming hypotheses about how something happened and why it happened. 3. After, we will have a class discussion/lecture. We will first go through all the gas laws and what each means.
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Concordia University Chicago College of Education
Lesson Plan Design 2013
4. After getting an understanding of the gas laws, we will talk about how they apply to each experiment that the students did at the beginning of class. We will go through each experiment as a class and talk about what is happening. Well ask questions about why certain things are happening. 5. The students will then create groups where they can work with other students on a worksheet that have problems relating to gas laws and what is happening to the gas molecules when they are under certain conditions. Any part of the worksheet that is not finished can be worked on for homework. 6. Before class ends, I will introduce one last gas law experiment. The students should think about what happened with this experiment and bring their thoughts about it back to class tomorrow. 7. The beginning of the next class period will consist of me showing that last experiment again and having the students write down their thoughts about it and how they believe the gas laws played a role in the experiment down on a sheet to turn in. D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) The teacher will observe students while they are working on the experiments at the beginning of the class. The teacher will be around to ensure that any questions that the students have are answered and that any help that the students need is given. The teacher will also make sure to collect the hypotheses that were formulated by the students (even though they will not be graded). During the class discussion and lecture, the teacher will watch to make sure that an array of students are participating, not just the same kids answering questions. Participating also means that students have their attention on the teacher or student that is speaking at the time. When the students are in groups the teacher will observe the groups and see that all the students are engaging with the other students in their group. The teacher will work with any groups that are having difficulty and make sure that it is known that one person in each group is not doing all of the work. The teacher will also ensure student engagement by giving the small quiz-like sheet at the beginning of class the next day. E. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?) I will give students the opportunity to form groups of three or four on their own, but let the students know that if things get out of hand they will not be able to work in groups and in the future I will be picking groups. If students want to work independently, that is fine too. If students do not have groups, but wish to be in one, I will help form groups in order to make all students content. F. Closure: Purpose of the Lesson is clearly restated by students and/or teacher (Objectives and Assessment) Today we learned about gas laws. We worked on forming hypotheses. We also worked on thinking about the results of experiments and how they related to the gas law materials. We will finish up by watching one more gas law experiment and you will all have the evening to think about the experiment. What went on during it? How does it relate to gas laws? Which gas law does it apply to? At the beginning of class tomorrow we will have a short reflection/quiz on this last experiment so I can see where we all are at in our understanding of gas laws.
Lesson Plan Details Instructional Materials: Vacuum pump, bell jar, marshmallows, glass bottle, matches, hard boiled eggs, bubble wrap, balloons, candle, water in a bowl, glass cup, iPad, gas law app (on iPad), shaving cream, liquid nitrogen, Cartesian diver (2 liter bottle, cut pipette, water), Use of Technology: iPad, gas law app, Powerpoint, smart board (if available)
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Concordia University Chicago College of Education
Lesson Plan Design 2013
Safety in the Physical Environment: On all the directions for each station in the lab, students will wear goggles. There will also be safety instructions on each set of directions. The teacher will keep a special eye on the stations that use matches. Academic Language Explain how the Academic Language is scaffolded in the Lesson using Sensory, Graphic and/or Interactive supports. Students will come across this language while conducting and exploring the experiments around the room. These words will be written in directions and students will interact with certain objects (bell jar, vacuum pump). Students will also see these words during the discussion/lecture.
List the Academic Language used in the Lesson. Include Tier 1, 2, and 3 language. -Hypothesis -Temperature -Pressure -Volume -Gas -Molecules -Bell jar -Vacuum pump -Direct -Inverse -Charles Law -Boyles Law -Gay-Lussacs Law -Combined Gas Law
Describe the Evidence that Students know and use Academic Language appropriately: It will be shown if students understand some of these words because they are items they need to use in the experiments. It will also be seen when students are completing the worksheet and during the small quiz during the following class period.
Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) Diagnostic (Pre-): (Formal or Informal) The exploration of experiments at the beginning of the class period. The sheet where they have written their hypotheses will be turned in, but not graded. Formative: (Formal or Informal) The worksheet that they will complete within groups. This will help show the students understanding of the gas laws material. Reflective: (Formal or Informal) The students will engage in the reflective aspect of the lesson when questions are asked about what they believe happened in the experiments they did around the classroom. The reflective aspect can also be seen when the students are asked to think about the last experiment of the class and write about it the next day. Summative: (Formal or Informal) There will be a summative assessment during the following class period to see that there is understanding of the materials that were presented. Students will be asked about the last experiment of the previous class period and the gas laws in general.
Differentiating Instruction
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Concordia University Chicago College of Education
Lesson Plan Design 2013
Identify the Element(s) of the Lesson that is Differentiated: Content Process Product Explain how it is Differentiated for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. Instead of having all of the experiments done interactively with the actual equipment, there will be the option to conduct the experiments by way of an iPad. There one experiment that will done on the iPad for everyone, but students will have an option to conduct all of the iPad instead. Identify the Student Characteristic that you will use to Differentiate: Student Readiness Student Interest Student Learning Profile Explain how it is used to Differentiate for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. This differentiation will address a difference in the student learning profile because some students dont always do well with hands on activities. It may be easier for some students to sit down and watch the experiments being done rather than doing them themselves.
Analyzing Teaching (Reflection): To be completed after the lesson is taught A. Give evidence that the lesson was successful for students meeting the learning objective/s. (at least one example)
B. If you could teach this lesson to the same group of students again, what are two or three things you would do differently to improve the learning of these students based on their varied developmental and academic needs and characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment. Clearly state each change you would make. Explain why and how you would change it. Explain the difference it would make in student learning. Give evidence from your experience in teaching the lesson.
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
Concordia University Chicago College of Education
Lesson Plan Design 2013
Experiments: 1. Marshmallow in a bell jar 2. Shaving cream in a bell jar 3. Hard boiled egg into a glass bottle 4. Partially blown up balloon in a vacuum 5. Candle under a glass cup with water in the bowl 6. iPad demonstration 7. Liquid Nitrogen with balloon (final experiment, done by teacher) 8. Cartesian Diver (already set up)
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.
