- Lesson Plan Template: Guided or Open Inquiry
- Learning Objectives: What will students know and be able to do as a result of this lesson?
To design a model that illustrates convection in action.
- Guiding Questions: What are the guiding questions for this lesson?
- What is heat?
- What are some ways heat can transfer from one object to another?
- Define convection in your own words!
- List three places on Earth where you can observe convection.
- Prior Knowledge: What prior knowledge should students have for this lesson?
Molecular movement (speed up when hot, less dense; slow down when cold, more dense)
- Introduction: How will the teacher inform students of the intent of the lesson? How will students understand or develop an investigable question?
The students are given a question or a goal: to design a model of convection.
The teacher could demonstrate a model of convection and then the students have to create their own unique model.
The students must use the provided material to create their procedure and then their model.
(400 mL beaker, hot plate, food coloring, pepper, small plastic beads, ice, oven mitts, thermometer, spoon, water, dropper)
- Investigate: What will the teacher do to give students an opportunity to develop, try, revise, and implement their own methods to gather data?
The students were allowed to develop multiple trials using the different materials at the table.
The last question in the post lab asks the students what they would change about their experiment and why they would change it.
Some classes made a poster presenting their model and their results to the class. They also had to present what they would do differently if they could do it again.
- Analyze: How will the teacher help students determine a way to represent, analyze, and interpret the data they collect?
Since this experiment involved creating a model and not an experiment, the students had to draw and label their model(s) in the post lab questions.
- Closure: What will the teacher do to bring the lesson to a close? How will the students make sense of the investigation?
The students have to analyze their model: what worked and what didn't. They then have to explain why it worked or did not work. They also must explain what they would change about it.
They also must explain scientifically what happened in their beaker.
(This is where some classes presented their results in a poster.)
- Formative Assessment:
If convection currents are covered within earlier in the year, you may need to guide the students to remember the concept.
Some teachers use this lab as an introduction to convection in the climate unit, and some of taught the related units first, and used this lab as an assessment.
- Feedback to Students:
Students answer the post-lab questions after completing the lab and self-reflect on what changes they would have made, what details they would keep the same, etc.
The next day I have the students make a poster with their hypothesis, procedure, results and a discussion explaining what they would change. The students present their results to the class and we have a class discussion on what worked and what did not work. (This is set up like a scientific poster used in research forums. Examples from university students could be displayed (if available) to help students understand that this is how scientists communicate their data.)
- Summative Assessment:
The impact on student learning will be measured in the poster presentations and the post-lab questions
The students will be given the opportunity to correct their answers on the post lab after it has been graded.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations: Students read aloud the instructions within their group (auditory).
Hands-on use of the materials (kinesthetic)
Extensions: Creating a presentation for the class. Then as a class, coming up with a new and improved model and creating it in class.
Atmospheric convection currents, oceanic convection currents
Suggested Technology: Microsoft Office
Special Materials Needed: Hot plates
400 mL beakers (or larger)
Further Recommendations: Review/discussion of convection currents
Reminders of lab safety and hot plate use
SOURCE AND ACCESS INFORMATION
Name of Author/Source:
E-Mail of Author/Source: Jenna_Evans@scps.k12.fl.us
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.
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