The Basics: Physical Science

Student Objectives

Watch the segments "Friction" and "Constant Speed" inDiscovery Science Library:
The Basics: Physical Science

Write a paragraph explaining how friction and gravity affect four sports.

Draw a picture illustrating the effect of friction and gravity on these sports.

Materials

Discovery Science Library: The Basics: Physical Science video

Newsprint and markers

Computer with Internet access

Paper and pencils

Markers and colored pencils

Procedures
1.

Begin the lesson by asking students if they are familiar with the terms "friction""and "gravity."
Write their ideas on a sheet of newsprint. Then explain to students that gravity is a force that keeps
objects in motion, and friction works in opposition to gravity to help objects stop. Together these forces
affect the way almost everything moves on Earth.
2.
Tell students that they will explore how friction and gravity affect the way sports are played.
Working with a partner, have students focus on the following sports:

auto racing

skiing

skating

bicycling

To begin their research, have students watch the segments "Friction" and "Constant
Speed." In addition, the following Web sites have information on this topic:
o
http://www.fearofphysics.com/Friction/frintro.html
o
http://wiki.answers.com/Q/What_is_constant_speed
After students have finished watching the program and completed their research, ask
them to write a paragraph describing how friction and gravity affect the way these sports are played.
Make sure students include an illustration showing the effect of the forces on each sport.
To help students organize their paragraphs, have them use the following points as a
guide:
o
o

Name of the sport

Factors in the sport: For example, to go fast, to stop quickly, to travel
consistently for a long period of time, or a combination

How friction and gravity affect the sport

How people control the forces

During the next class period, ask students to share their ideas. Make sure they
understand that in a sport such as skating, athletes want to decrease friction so that they will go
faster. In biking, however, athletes control how fast they go by pedaling faster or pedaling slower.
Reiterate that the forces of friction and gravity affect all sports.
Conclude the lesson by asking students what they learned about forces and sports.
How will this knowledge affect they way they participate in sports? Can it help them become better
athletes?
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Assessment
Use the following three-point rubric to evaluate students' work during this lesson.

3 points: Students were highly engaged in class and small-group discussions and
produced clear and accurate paragraphs and illustrations, with all the requested
components.

2 points: Students participated in class and small-group discussions and produced

adequate paragraphs and illustrations, with most of the requested components.

1 point: Students participated minimally in class and small-group discussions and

produced incomplete paragraphs and illustrations, with little or none of the requested
components.
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Vocabulary
acceleration
Definition: The rate at which an object increases speed
Context: In a bicycle race, riders pedal faster for greater acceleration.
air resistance
Definition: The force on an object pulling it upward; the greater the surface area of an object, the
greater the air resistance
Context: The surface area of a leaf is greater than that of an acorn, so air resistance is greater, and
the leaf falls more slowly than the acorn.
force
Definition: A push or pull working on an object
Context: Kicking a soccer ball is an example of a force.
friction
Definition: The force between two substances rubbing against each other
Context: Ice skaters add a thin layer of water to the ice to decrease friction and move faster.
gravity
Definition: The force working on objects that pulls them toward each other
Context: The force of gravity keeps roller coasters moving down a steep hill.
Back to Top

Academic Standards
Mid-continent Research for Education and Learning (McREL)
McREL's Content Knowledge: A Compendium of Standards and Benchmarks for K12 Education
addresses 14 content areas. To view the standards and benchmarks, visitwww.mcrel.org.
This lesson plan addresses the following national standards:

Physical Science ? Understands forces and motions

Language Arts ? Viewing: Uses a range of strategies to interpret visual media

National Academy of Sciences

The National Academy of Sciences provides guidelines for teaching science in grades K12 to

promote scientific literacy. To view the standards, visit this Web

site:books.nap.edu/html/nses/html/overview.html#content.
This lesson plan addresses the following science standards:
Grades 5-8

Physical Science: Motions and forces

Physical Science Lesson Plans, Projects and

Experiments
This indicates resources located on The Teacher's Corner.
Light and Color

Build a stereoscope to learn about light and color.

Submitted by: Jennifer

Atom Lesson
Students will review what the parts of an atom, learn how to determine how many neutrons,
protons and electrons an element have based on the atom number, and determine the
number of electrons residing on each orbiting shell.
Submitted by: Henley Chu - Arcadia, California
Chemistry Rocket Fun Grades Any
Summary: 3... 2... 1... BLASTOFF! Construct cheap, easy and fun rockets!
One thing that is really fun is for the students to make rockets. All you need is empty film
canisters. You can get them for free from any place that develops film.
1. Draw a rocket onto paper that can be wrapped around the canister. Make sure you make
copies of it for the students to trace and color.
2. Have the students decorate it and wrap it around the canister with tape. The canister
opening will need to face downward.
3. Have the students put an Alka-seltzer tablet inside along with water.
4. Replace the lid quickly and place on the floor. Make sure they have newspaper down. You
will be surprised how high it will go.
5. From that point students are required to get into groups and discuss what happened. You'll
have a blast!
Submitted by: Lori ashes23@email-removed

Chemistry Thematic Unit

Our complete chemistry thematic unit.
Important Household Compounds Grades Upper Elementary & Middle
Keep students interested in chemistry! "When I teach compounds in chemistry, I make
stations in my lab where students work with different household products. They make a list of
all the compounds in common products such as toothpaste, soap, ketchup, mayonnaise,
soup, spaghetti and aspirin. Then, they make a presentation on the compounds they know
and the elements they can identify. Most students are surprised when they find out that sulfur
soap exists, toothpaste has sodium hydroxide and the compound in vanilla gives it its
characteristic odor. The students learn to appreciate the role and importance that chemistry
plays in every day life."
Submitted by: Elena Maldonado-Vargas elena22@email-removed, a chemistry teacher at
The University of Puerto Rico High School in San Juan, Puerto Rico. This idea was posted in
the NEA's Weekly Works4Me Newsletter.
"The Incredibles" Worksheet
Here is the worksheet on "The Incredibles." It came at a time where we just finished learning
about states of matter. The day the homework was turned in we had an animated discussion
about our answers. MSWordVersion & PDF Version
Submitted by: Teddi Banks, 3rd & 4th Grade Science, Rodeph Sholom School
tbanks@email-removed
Magnets & Electricity Unit
Our complete Magnets and Electricity thematic unit.
Matter Sort Grades K-2nd, requires Kidspiration software
This Kidspiration computer activity allows students to sort various items into one of three
different groups: solid, liquid or gas.
Submitted by: Jennifer
Simple Machines Unit
Our complete simple machines thematic unit.

Back to the Science Lesson Plan Index

he Electromagnetic Spectrum: Waves Of Energy

Subject: Physical Science

|
Grade(s): 6-8
|
Duration: Two or three class periods

Lesson Plan Sections

Objectives
|

Materials
|

Procedures
|

Adaptations
|

Discussion Questions
|

Evaluation
|

Extensions
|

Links
|

Academic Standards
|

Credit

Objective
Students will

Understand that the sun's energy is transferred to Earth by electromagnetic waves,

which are transverse waves.

Understand that there are eight main types of electromagnetic waves, classified on the
electromagnetic spectrum according to their wavelengths.

Understand how each of the types of electromagnetic radiation is used or found in our
everyday lives.

Materials
For this lesson, you will need:

Computer with Internet access

Research materials on the electromagnetic spectrum (articles, books, textbook

readings)

Poster/picture of the electromagnetic spectrum

Overhead projector, transparencies, and markers

Chart paper

Construction paper

Magazines

Scissors

Bulletin board space in the classroom

The Electromagnetic Spectrum Tutorial!

Procedures

1.

Prior to this lesson, students should have an understanding of the two kinds of waves that
exist in nature: compressional and transverse waves. They should be able to identify the
characteristics of each wave and how they differ. Here are some important facts to know:

Compressional waves - such as sound waves - require a medium to transfer

o
energy.
o

Transverse waves - such as light waves - can transfer energy in a vacuum,

without a medium.

Both types of waves are initiated by something that vibrates, but

compressional waves travel slower than transverse waves.

o
o

The sun's energy reaches the Earth in transverse waves.

The frequency and wavelength of a wave determines how much energy a
wave has. Frequency is the number of wave crests that pass a point during one
second. Wavelength is the distance between two identical points on two adjacent
waves. The shorter the wavelength, the more energy the wave has. But as wavelength
increases, frequency decreases.

Begin by asking students what they know about transverse waves and compressional waves. Work
with students to create a t-chart on the board and compare and contrast the two types of waves.
Identify key concepts associated with each wave. It may be helpful to create this chart on a
transparency or chart paper for later reference and reinforcement.

Now draw a picture of the sun and the Earth. Ask students to describe how energy
from the sun reaches the Earth. Draw transverse waves showing how electromagnetic energy is
transferred from the Earth to the sun. Tell students that energy from the sun is called radiation. Write
this term next to the word transverse waves on the illustration. Ask students in what context they have

heard that word before. (For example, a radiator gives off heat, or radiation therapy is used to treat
cancer.) Encourage students to use mnemonic devices to remember the concept of radiation as it
relates to the sun's energy. For example, students can use the sound "ray" in "radiation" to remind
them of the sun's rays warming their skin on a sunny day.

Explain to students that transverse waves that transfer radiation or energy are called
electromagnetic waves. These waves are created by electrically charged particles that move. The
terms "electromagnetic waves" and "electromagnetic radiation" are used interchangeably because the
waves carry the sun's radiation, which is composed of electrically charged particles. Refer back to the
chart created at the beginning of class and ask students to come up with a list of possible
characteristics of electromagnetic waves. Because they are transverse waves - and can travel in a
vacuum they can travel through space.

Explain to students that there are different types of electromagnetic radiation existing
in the universe. One type of electromagnetic radiation is visible light. The electromagnetic spectrum is
something scientists use to classify the different types of electromagnetic radiation. Show students a
picture of the electromagnetic spectrum. Explain that, like the periodic table where elements are
classified according to their structure, electromagnetic radiation is classified according to wavelengths
and frequencies. Although there are different types of electromagnetic radiation, they all travel at the
same speed - the speed of light or 186,000 miles per second. Humans are only able to see one small
portion of the spectrum visible light.

Send students to the Electromagnetic Spectrum Tutorial. Students will learn facts
about each area of the spectrum, including where areas of the spectrum are found in the natural world
and how areas are used in science, space exploration, communications, and medicine.

When students have returned from the tutorial, recap what they have learned. Explain
that electromagnetic radiation is arranged in the spectrum from the longest wavelength to the
shortest. Ask students to identify the waves with the longest and shortest wavelengths. (It may be
helpful to draw wavelengths decreasing from left to right above a labeled diagram of the spectrum.)
Based on what they have learned about frequency as it relates to wavelength (the longer the
wavelength, the lower the frequency), ask students which waves have the lowest frequency and which
have the highest frequency. It may be necessary to prompt them with some clues the longer the
wavelength, the lower number waves in a given space; the shorter the wavelength, the more waves
there are in a given amount of space. One easy way for students to remember the relationship
between frequency and wavelength is to consider that the longer the wavelength, the lower the
frequency, emphasizing the 'l' at the beginning of each word. And the shorter the wavelength, the
higher the frequency, emphasizing the 'h' in each word. (Again, it may be helpful to reinforce this
relationship by labeling lower frequency by the radio waves on the spectrum and higher frequency by
the gamma rays.)

Now explain to students that they will taking a closer look at one of the eight types of
electromagnetic energy in the spectrum radio waves, microwaves, infrared waves, visible light,
ultraviolet light, x rays, gamma rays, and cosmic waves.

Divide the class into eight groups. Each group will focus on a portion of the
electromagnetic spectrum assigned to them. Students should use traditional forms of research, for
example reference books or class texts, as well as Internet links and the electromagnetic spectrum
tutorial. Explain to students that groups must work together to research the following information
about their form of radiation:

What are the characteristics of this type of radiation (wavelength, frequency, key

o
facts)?
o

Where is this type of radiation located on the electromagnetic spectrum in relation to

other kinds of radiation? What properties of the wave define why it is found within this area of the
spectrum?
How is it used or found in our everyday lives or in certain industries? Identify and
explain at least two uses.

Each member of the expert group must have the necessary information and materials
to make a class presentation on their area of the spectrum. Encourage students to be creative in their
presentations. Have a variety of materials for students to use for their presentations including
construction paper, chart paper, markers, overheads, chalk board, colored chalk, and magazines. Tell
students that the key to a successful and interesting presentation is to use visuals, such as labeled
diagrams.

As students watch the presentations, have them complete a learning chart with
important facts and questions about each type of radiation. Student learning charts may look like this:

Type of Radiation

As a final step, have students chose one question from their learning chart and
research the answer.
Back to Top

Adaptations
Have students debate whether the federal government should be allowed to control the frequency
bandwidths for communication. In the United States, radio and television stations emit two types of
frequencies. In order for people to hear broadcasts, radio and television stations need to transmit
along an audio frequency (AF) within the range of human hearing, which is 20 20,000 Hz. This
audio frequency is transmitted along with a radio frequency that has been designated by the
government. Radio frequencies distinguish each station. Some of the radio ranges designated by the
Federal Communications Committee are:

AM radio: 530 1600 kHz

FM radio: 88-108 MHz
TV: 54-88 MHz (channels 2-6)
TV: 174-216 MHz (channels 7-13)
TV: ultra-high frequency (UHF), 470-890 MHz
Cellular telephones: 824 894 MHz.

The FCC also assigns ranges within radio and TV waves for use by airplanes, ships, police, military,
cellular phone and amateur ham radio users The federal government restricts usage of specific
bandwidths within radio frequency for military use only.

Before you begin the debate, have students familiarize themselves with frequency ranges currently in
use. Students can access the US Frequency Allocation
Charthttp://www.ntia.doc.gov/osmhome/allochrt.htmland the Federal Communications Committee
Web site Charthttp://www.fcc.gov/ to aid in their research. They should also research how other
countries divide their "air wave" space. Students should consider any international implications of
these designated ranges and find out what happens at the border between two different countries
where the signals emitted by radio and television stations overlap.

Once all students have completed this preliminary work, divide the class into two debate groups. It is
nice to let students choose their "side." however, if the numbers are uneven, it may be necessary to
split students evenly between both sides of the debate. Debate teams should present salient points to
support their opinions. After the debate, ask the class as a whole to come to an agreement on

whether it is better for the government or for private industry to "divvy up" the frequency ranges within
the electromagnetic spectrum.

Back to Top

Discussion Questions
Use the following three-point rubric to evaluate students' work during this lesson.

1.
2.
3.

4.
5.
6.
7.

Compare and contrast electromagnetic waves with other kinds of waves.

If radio waves are not compressional waves, like sound waves, explain what their role is in
enabling us to hear music on our favorite radio station?
Thermograms are infrared photographs that show emission of infrared radiation emitted from
objects. If you lived in a cold climate, how could a thermogram taken of your home be helpful to you
as a homeowner?
Discuss why visible light is arranged into colors in the following order: red, orange, yellow,
green, blue, indigo, and violet.
Debate what we could do to prevent exposure to ultraviolet radiation if the ozone layer
continues to deteriorate.
Defend the importance of gamma rays in treating cancer, even though many patients suffer
serious side effects to such treatment.
What type of electromagnetic radiation does a flame emit?
Back to Top

Evaluation
Visit each group as they research and create their presentations. Each student should help in the
discussion and preparation. A 3-point rubric may be used to evaluate the content of the presentation.

Three points: Students accurately and thoroughly address each of the three
presentation questions. Visuals enhance the presentation.
Two points: Students attempt to address each of the three questions with minor
misunderstandings. Visuals are used, but may not enhance the presentation.
One point: Students do not address all three questions. Those attempted are
inaccurate with major misunderstandings.
Back to Top

Extensions

Our Electromagnetic Lives

Have students explore how their lives are affected by electromagnetic radiation by keeping an
"electromagnetic journal" for one week. Ask them to record each time they observe or come in contact
with electromagnetic radiation each day such as listening to the radio, talking on their cordless
phone, going through security at the airport, or getting a sunburn. Students should record the date,
time, and a one-sentence explanation of the incident, including what type of electromagnetic radiation
they observed. Have students share their encounters with electromagnetic radiation and create a
class tally to find out the most popular daily activity involving exposure to electromagnetic radiation.
Back to Top
Links
What is the Near-Earth Rendezvous Mission? [PDF]
Find information and additional activities on this topic at the Johns Hopkins Applied Physics Lab
website.
An Exploration of the Planet Mercury [PDF]
Find information and additional activities on this topic at the Johns Hopkins Applied Physics Lab
website.

Back to Top

Standards
Grade level: 6-8, 9-12
Subject area: Science
Standard:
Understands energy types, sources, and conversions, and their relationship to heat and temperature.
Benchmarks:
Knows how the Sun acts as a major source of energy for changes on the Earth's surface (i.e., the Sun
loses energy by emitting light; some of this light is transferred to the Earth in a range of wavelengths
including visible light, infrared radiation, and ultraviolet radiation)
Benchmark 9-12:
Knows that all energy can be considered to be either kinetic energy (energy of motion), potential
energy (depends on relative position), or energy contained by a field (electromagnetic waves)
Grade level: 6-8, 9-12
Subject area: Science
Standard:
Understands motion and the principles that explain it.
Benchmarks:
Knows that only a narrow range of wavelengths of electromagnetic radiation can be seen by the
human eye; differences in wavelength within that range of visible light are perceived as differences in
color
Benchmark 9-12:
Knows the range of the electromagnetic spectrum (e.g., radio waves, microwaves, infrared radiation,

visible light, ultraviolet radiation, x-rays, gamma rays); electromagnetic waves result when a charged
object is accelerated or decelerated, and the energy of the electromagnetic waves is carried in
packets whose magnitude is inversely proportional to the wavelength
Back to Top

Credit
Tracy L. Coulson, a middle school learning disabilities teacher for Fairfax County Schools, Fairfax,
Virginia; Karen Kennedy, former chemistry and physics teacher, now educational consultant.
Back to Top

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Ninth Grade Lesson Plans for Science Subjects
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All Stressed Out EC Smartboard ActivityBy LearntobeHealthy.org, adapted by JP

Kimbrough
All Stressed Out EC Smartboard Activity By LearntobeHealthy, adapted by JP KimbroughHealth /
Physical Education Science, Technology Grade Level EC 9-12 LESSON DESCRIPTION: In this
teacher modeled, web-based activity and students will find out what exactly stress is, how it effects
Subjects:
P.E. & Health, Science
Grades:
9, 10, 11, 12

What is Causing Global Warming?

Title: What is Causing Global Warming? Grade/Subject Level: 7 10 Overview: Help students
identify and understand the influencing factors of global warming, sources of atmospheric carbon
dioxide, and the different fossil fuels that contribute to the global climate.
Subject:
Science
Grades:
7, 8, 9, 10

Global Warming: Fact or Myth?

Title: Global Warming: Fact or Myth? Grade/Subject Level: 9 12 Overview: Engage students
through presentations, video clips, worksheets, and reading to develop an understanding about global
warming. The various media sources may generate interest among students about causes of global

Subject:
Science
Grades:
9, 10, 11, 12

Fitness Gram Brochure Project

FitnessGram Brochure Project Due Date:_______________ Name and Hour Directions You will be
creating a brochure for the FitnessGram fitness tests. This brochure would be used to explain the
importance of the tests taken. Below you will find resources to find information for
Subjects:
P.E. & Health, Science
Grades:
4, 5, 6, 7, 8, 9, 10, 11, 12

Constructing Basic PVC Wind Turbine Blades

Title Basic PVC Wind Turbine Blades By Chad Johnson Primary Subject Science Secondary
Subjects Math Grade Level 6-12 Constructing Basic PVC Wind Turbine Unit Introduction Basic
PVC Wind Turbine Parts and Tools List Constructing Basic PVC
Subjects:
Math, Science
Grades:
6, 7, 8, 9, 10, 11, 12

The Colonization of Mars Project Outline

The Colonization of Mars Project Outline Your group has been hired by NASA to design a plan for
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research. Since there are so many questions
Subjects:
Science, Social Studies
Grades:
8, 9, 10

Research Sheet
Research Sheet Research Topic 1: _______________________________________________
Resources Used: ____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________ Your answer to the topic:
__________________________________________ (If you need more room, use a separate lined
piece of paper and write the topic at the top. If artwork is part of

Subjects:
Science, Social Studies
Grades:
8, 9, 10

Comparing Aerobic vs. Anaerobic Respiration

Title Comparing Aerobic vs. Anaerobic Respiration By Amy Malowitz Primary Subject Science
Grade Level 7-10 Objective: Students will compare the two types of cellular respiration: aerobic
respiration and anaerobic respiration (fermentation). Students will note similarities and differences
between
Subject:
Science
Grades:
7, 8, 9, 10

Basic PVC Wind Turbine Parts and Tools List

Title Basic PVC Wind Turbine Parts and Tools By Chad Johnson Primary Subject Science
Grade Level 6-12 Constructing Basic PVC Wind Turbine Unit Introduction Basic PVC Wind Turbine
Parts and Tools List (below) Constructing Basic PVC
Subject:
Science
Grades:
6, 7, 8, 9, 10, 11, 12

Sustainability posters with recycling, composting, water conservation, organic gardening,

repurposing and biofuel facts are created by groups here
Title Ecology Sustainability By Leslie Gehris Primary Subject Science Grade Level 9-12
Instructional Method: Differentiated Instruction (Paper-Pass Instructions) North Carolina Standard
5.03: Assess human population and its impact on local ecosystems and global environments:
Sustainable practices/ stewardship.
Subject:
Science
Grades:
9, 10, 11, 12

Students armed with Excel spreadsheets calculate the biotic potential of a tomato plant
taking over the world
Title Tomatoes Take Over The Earth! By Erik Hanchett Primary Subject Science Grade Level
6-9 Objective: Determining the biotic potential of a tomato using an excel spreadsheet Standards:
Technology: TSS6C2PO3 Science: MSS4C3PO3, 4, 5 Description: Students will determine
Subject:
Science
Grades:
6, 7, 8, 9

The Mexican Grey Wolf Dilemma Creating a Persuasive Essay with PowerPoint
Presentation
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Subjects Language Arts Grade Level 6-9 Introduction: This lesson is based on an educational
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What You Can Do with Your Turbine

Title Basic PVC Wind Turbine Uses By Chad Johnson Primary Subject Science Grade Level
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Subject:
Science
Grades:
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Latitude, Angle of Sun and Solar Energy

Title Latitude, Angle of Sun and Solar Energy By Mark Wenning Primary Subject Science
(Astronomy & Physics) Grade Level 6-12 Description: Students massage spreadsheet data by using
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Subject:

Science
Grades:
6, 7, 8, 9, 10, 11, 12

The role organelles play in a cell is compared here to the function of bicycle parts
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Subject:
Science
Grades:
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Building and Testing the Blades

Title Basic PVC Wind Turbine Blades By Chad Johnson Primary Subject Science Secondary
Subjects Math Grade Level 9-12 Constructing Basic PVC Wind Turbine Unit Introduction Basic
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Title Density quiz By John Brigham Primary Subject Science Secondary Subjects Math
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Show all work for full credit.
Subject:
Science
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This lesson looks at Eye Safety in Labs

Title Eye Safety By Rob Duncan Primary Subject Science Secondary Subjects Health /
Physical Education Grade Level 8th to 10th Objective: To make the students aware of the need for
eye safety in the classroom through
Subjects:
P.E. & Health, Science
Grades:
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Title CONSERVATION OF ENERGY By Rob Duncan Primary Subject Science Secondary
Subjects Grade Level 8th to 10th Objective: To demonstrate the law of the conservation of energy
(blocks) without counting the units of energy directly. Materials:
Subject:
Science
Grades:
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This lettuce project demonstrates cell diffusion, passive diffusion and selective barrier
Title Lettuce Project By Vernon Alexander Primary Subject Science Grade Level 9-12 Aim:
How do materials move in and out of a cell? Standards: 1 & 2 Scientific Thinking and Communication
Objective: Students will use a lettuce leaf
Subject:
Science
Grades:
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Latitude, Angle of Sun and Solar Energy

Subject:
Science
Grades:
6, 7, 8, 9, 10, 11, 12
Title Latitude, Angle of Sun and Solar Energy
By Mark Wenning
Primary Subject Science (Astronomy & Physics)
Grade Level 6-12
Description:

Students massage spreadsheet data by using sorts to tease out the relationships between
latitude, angle of the sun, surface area of light beam and temperature.

Also introduces possible confounding variable of elevation and the need to control for
elevation.

Uses data in a spreadsheet and a flashlight beam lab or Sketchup file to see light surface
area increase or decrease with angle change.

The student lab worksheet and teacher guide are included (below).

Download the Latitude/Angle of the Sun Spreadsheet here or when asked to do so below.

8th Grade Science Standards:

California Earth Sciences Standards Earth in the Solar System:
4.

The structure and composition of the universe can be learned from studying
stars and galaxies and their evolution.
e. As a basis for understanding this concept, students know the appearance, general
composition, relative position and size, and motion of objects in the solar system, including
planets, planetary satellites, comets, and asteroids.

The ISTE National Educational Technology Standards:

1.

Creativity and Innovation:

Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology.
a. Students apply existing knowledge to generate new ideas, products, or processes.

3.

Research and Information Fluency:

Students apply digital tools to gather, evaluate, and use information.
d. Students process data and report results.

6.

Technology Operations and Concepts:

Students demonstrate a sound understanding of technology concepts, systems, and
operations.
a. Students understand and use technology systems.
b. Students select and use applications effectively and productively.
c. Students troubleshoot systems and applications.

Worksheet and Lab: Latitude, Angle of Sun and Solar Energy

Names:
Partner 1 ___________________

Partner 2 ___________________

Why is it hot in the summer (select the best answer)?

1. Because its summer.
2. Because the earth is closer to the sun.
3. Because the solar energy is stronger.
4. Because the solar energy is concentrated over a smaller surface area.
5. Because the winter snow melted.
Hold on to your answer. Well come back to it later?
Lets try an experiment.
Lab protocol:
1.
Each lab team will use a flashlight that has been taped to one end of a meter stick.
2.
3.

Hold the meter stick perpendicular to the floor with the flashlight pointing down.
Turn the flashlight on and focus the beam so that you get a nicely defined small circle of light
projecting on the floor.

4.

Measure and record the diameter of the circle.

5.

Then tilt the meter stick so that it is at a 45 angle to the floor.

6.

Measure and record the longest distance across the oval.

7.

Estimate and record how much more surface area the 45 angle circle covers versus the 90
angle circle (2x, 3x, 3.5x?).

8.

Now compare the brightness of the light where it hits the floor surface by shining the light at
45 and 90.
Record which setting had a brighter area of light?

Gathering and analyzing data:

Lets look at some data to try to see patterns that might relate to the question as to why its hotter in
the summer. Open the file Latitude/Angle of the Sun Spreadsheet. There are six columns of
data: City, State,Latitude, Angle of the Sun (at noon on Spring Equinox day), Surface Area covered by
a square meter of light energy and Elevation.
Science is often driven by data. Huge amounts a data. Data that can look like this messy and
unwieldy. Lets try to organize it to see if any patterns emerge that might help us answer the question
why its hot in the summer.
There are a number of different data points associated with every city. We are interested in factors
(there may be more than one) that might influence temperature. How can we organize the
spreadsheet so that a pattern or patterns might emerge. Well, since were interested in temperature,
lets organize the data by temperature.

Click on any cell (box) in the spreadsheet and hold the command key (apple key for Macs)
and push A to select all.

Go to the Data menu and pull down to Sort.

Pull down the Sort by options menu and choose Avg. Annual Temp. and then select
descending radio button and click OK.

It looks like there is somewhat of a relationship between temperature and latitude and angle of the
sun. Lets explore more.

Click on any cell (box) in the spreadsheet and hold the command key (apple key for Macs)
and push A to select all.

Go to the Data menu and pull down to Sort.

Pull down the Sort by options menu and choose Angle of the Sun and then select ascending
radio button and click OK.

There does seem to be a direct inverse relationship between angle of the sun and latitude. At noon on
Spring Equinox day at 71.3 latitude of Barrow, Alaska, the sun is at an 18.7 angle in relation to the
surface of the earth.
1.
What is the mathematical relationship between angle of the sun and latitude (hint:
scroll down to Quito, Ecuador at 0 on the equator?
_________________________________________________________________
When you go outside on a sunny day it is usually hotter than on a cloudy day. As you may have
guessed, the heat is due to the sunlight but it is not heat energy that travels here from the
sun. Do you know why? ____________________________________________
What does travel from the sun to Earth is light energy, in the form of photons that hit the planet
surface. That light energy is then converted to thermal energy.
2.

Beside clouds, what else might influence how much light energy hits a specific area
of the planet (hint: think about the little lab we just did)?
___________________________________________________________________________
___

Look at your spreadsheet. There also seems to be another direct inverse relationship
between angle of the sun and something else besides latitude.
3.
As the angle of the sun increases, what decreases?
______________________________________
4.

If the same amount of energy (1 square meter) is distributed over either 3 square
meters of earth surface or . 1 square meter, which surface receives a more intense or
concentrated amount of energy, say in just one of its square centimeters?
_______________________________________
For the most part, the closer to the equator as city is the higher the angle of the sun AND the
less surface area a square meter of sunlight is distributed over AND the higher average annual
temperature. There are some exceptions. You may have noticed the average annual
temperature of Quito, Ecuador is only 15 Celsius and yet, its on the Equator! There might be
some other factor or factors at work.

5.

Can you see any data in our spreadsheet about Quito, Ecuador that might be
different than most other cities?
____________________________________________________________________
6.
In California it rains over most of the state during the winter months, but on the very
same day, high in the Sierra mountains, it will be snowing. Can anyone guess why its colder in
the mountains?

___________________________________________________________________________
____
If we suspect the higher altitude might be why Quito has a colder climate than expected, how
might we check to see if altitude has an effect on average annual temperature?
___________________________________________________________________________
________
Now lets get back to the original question Why is it hot in the summer?
7.

Does a citys latitude change as summer solstice approaches?______

8.

What does change? _______

Why is it hot in the summer (select the best answer)?
1.

Because its summer.

2.

Because the earth is closer to the sun.

3.

Because the solar energy is stronger.

4.

Because the solar energy is concentrated over a smaller surface area.

5.

Because the winter snow melted.

Due to the tilt of the Earth, which always points the same way, as the earth revolves around the
sun, the angle of the sun changes no matter where one is located. As summer solstice
approaches, the sun beam at 90 angle (at noon) is positioned a little more north each day,
until the solstice when it is at latitude 23.5 N. From then on, until to winter solstice, the 90
angle moves further southward with each day.
9.

If the angle of the sun is at 50 in Columbus, Ohio on March equinox (when it is 90

at the equator), what will the angle be in Columbus on summer solstice when 90 is at 23.5 N?
______

10.

How did you figure that out?

________________________________________________________

11.

What will the approximate surface area be for 1 square meter of light (hint: you have
a large dataset to pick the answer from)?_____

12.

If the surface area for 1 square meter of light is smaller, will the energy be more
concentrated?_____

13.

If the surface area is smaller and the energy more concentrated, how will that affect
temperature? _______

14.

What will the suns angle be in Columbus on winter solstice (its 90 at 23.5 S)?
______

15.

What will the approximate surface area be for 1 square meter of light?_____

16.

If the surface area for 1 square meter of light is larger, will the energy be more
concentrated?______

17.

If the surface area is larger and the energy less concentrated, how will that affect
temperature? ______

Applying what we have learned:

Science is about learning about the world. One of the ways scientists study the world is to collect
data. The data can then be organized and sometimes it falls into patterns. Scientists often use
patterns to make predictions.

18. Rochester, NY is at 43.12 latitude and Fort Worth, TX is at 32.83 (theyre both at
about the same elevation). Predict which of these two cities might have the higher
average temperature?
____________________________________________________________________
____________
18.
If we suspect that latitude/angle of the sun/surface area (they are all directly related)
might effect average annual temperature, why is it better to look just at cities of the similar
elevation?
___________________________________________________________________________
_____
18.
Denver, CO is at the same latitude as Atlantic City, NJ. However, Denver is at 5,280
ft. elevation and Atlantic City is at 66 ft. Predict which of these two cities might have the higher
average temperature?
_____________________________________________________________________

Teacher Worksheet and Lab: Latitude, Angle of Sun and Solar Energy
Names:
Partner 1 ___________________

Partner 2 ___________________

Why is it hot in the summer (select the best answer)?

1. Because its summer.
2. Because the earth is closer to the sun.
3. Because the solar energy is stronger.
4. Because the solar energy is concentrated over a smaller surface area.
5. Because the winter snow melted.
Hold on to your answer. Well come back to it later?
Lets try an experiment.
NOTE: Teachers should try the lab ahead of time to make sure you can darken the room AND (very
important) the flashlights you will use can be focused to exhibit defined edges to the circles of light.
Lab protocol:
1.
Each lab team will use a flashlight that has been taped to one end of a meter stick.
2.
3.

Hold the meter stick perpendicular to the floor with the flashlight pointing down.
Turn the flashlight on and focus the beam so that you get a nicely defined small circle of light
projecting on the floor.

4.

Measure and record the diameter of the circle.

5.

Then tilt the meter stick so that it is at a 45 angle to the floor.

6.

Measure and record the longest distance across the oval.

7.

Estimate and record how much more surface area the 45 angle circle covers versus the 90
angle circle (2x, 3x, 3.5x?).

8.

Now compare the brightness of the light where it hits the floor surface by shining the light at
45 and 90.
Record which setting had a brighter area of light?

NOTE: Teachers should become familiar with the spreadsheet ahead of time to make sure you can do
the sorts. The spreadsheet should initially be set to a sort by city names A Z.
Gathering and analyzing data:
Lets look at some data to try to see patterns that might relate to the question as to why its hotter in
the summer. Open the file Latitude/Angle of the Sun Spreadsheet. There are six columns of
data: City, State,Latitude, Angle of the Sun (at noon on Spring Equinox day), Surface Area covered by
a square meter of light energy and Elevation.
Science is often driven by data. Huge amounts a data. Data that can look like this messy and
unwieldy. Lets try to organize it to see if any patterns emerge that might help us answer the question
why its hot in the summer.
There are a number of different data points associated with every city. We are interested in factors
(there may be more than one) that might influence temperature. How can we organize the
spreadsheet so that a pattern or patterns might emerge. Well, since were interested in temperature,
lets organize the data by temperature.

Click on any cell (box) in the spreadsheet and hold the command key (apple key for Macs)
and push A to select all.

Go to the Data menu and pull down to Sort.

Pull down the Sort by options menu and choose Avg. Annual Temp. and then select
descending radio button and click OK.

It looks like there is somewhat of a relationship between temperature and latitude and angle of the
sun. Lets explore more.

Click on any cell (box) in the spreadsheet and hold the command key (apple key for Macs)
and push A to select all.

Go to the Data menu and pull down to Sort.

Pull down the Sort by options menu and choose Angle of the Sun and then select ascending
radio button and click OK.

There does seem to be a direct inverse relationship between angle of the sun and latitude. At noon on
Spring Equinox day at 71.3 latitude of Barrow, Alaska, the sun is at an 18.7 angle in relation to the
surface of the earth.
1.
What is the mathematical relationship between angle of the sun and latitude (hint:
scroll down to Quito, Ecuador at 0 on the equator?
At noon on the equinox days the angle of the sun added to its specific latitude always totals 90.
NOTE: This is only true at noon on equinoxes.
When you go outside on a sunny day it is usually hotter than on a cloudy day. As you may have
guessed, the heat is due to the sunlight but it is not heat energy that travels here from the
sun. Do you know why?
Heat cannot travel through a vacuum (not many will know this).
What does travel from the sun to Earth is light energy, in the form of photons that hit the planet
surface. That light energy is then converted to thermal energy.

2.

Beside clouds, what else might influence how much light energy hits a specific area
of the planet (hint: think about the little lab we just did)?
Angle of the sun

Look at your spreadsheet. There also seems to be another direct inverse relationship
between angle of the sun and something else besides latitude.
3.
As the angle of the sun increases, what decreases?
Surface area hit by a specific beam of light
4.

If the same amount of energy (1 square meter) is distributed over either 3 square
meters of earth surface or . 1 square meter, which surface receives a more intense or
concentrated amount of energy, say in just one of its square centimeters?
1 square meter
For the most part, the closer to the equator as city is the higher the angle of the sun AND the
less surface area a square meter of sunlight is distributed over AND the higher average annual
temperature. There are some exceptions. You may have noticed the average annual
temperature of Quito, Ecuador is only 15 Celsius and yet, its on the Equator! There might be
some other factor or factors at work.

5.

Can you see any data in our spreadsheet about Quito, Ecuador that might be
different than most other cities?
Its at 9350 feet.

6.

In California it rains over most of the state during the winter months, but on the very
same day, high in the Sierra mountains, it will be snowing. Can anyone guess why its colder in
the mountains?
Air is less dense and traps less reflected heat.
If we suspect the higher altitude might be why Quito has a colder climate than expected, how
might we check to see if altitude has an effect on average annual temperature?
Check other high altitude cities and compare with cities at lower altitude BUT at the same
latitude NOTE: Cities on coast are often cooler as well.
Now lets get back to the original question Why is it hot in the summer?

7.

Does a citys latitude change as summer solstice approaches? No.

8.

What does change? Angle of the sun.

Why is it hot in the summer (select the best answer)?
1.

Because its summer.

2.

Because the earth is closer to the sun.

3.

Because the solar energy is stronger.

4.

Because the solar energy is concentrated over a smaller surface area.

5.

Because the winter snow melted.

Due to the tilt of the Earth, which always points the same way, as the earth revolves around the
sun, the angle of the sun changes no matter where one is located. As summer solstice
approaches, the sun beam at 90 angle (at noon) is positioned a little more north each day,
until the solstice when it is at latitude 23.5 N. From then on, until to winter solstice, the 90
angle moves further southward with each day.
9.

If the angle of the sun is at 50 in Columbus, Ohio on March equinox (when it is 90 at

the equator), what will the angle be in Columbus on summer solstice when 90 is at 23.5 N?
73.5

10.

How did you figure that out?

Since the perpendicular angle moved 23.5 north, add 23.5 to 90 and then subtract the latitude.

11.

What will the approximate surface area be for 1 square meter of light (hint: you have
a large dataset to pick the answer from)? 1.042948913 or approx.

12.

If the surface area for 1 square meter of light is smaller, will the energy be more
concentrated? Yes.

13.

If the surface area is smaller and the energy more concentrated, how will that affect
temperature? Hotter.

14.

What will the suns angle be in Columbus on winter solstice (its 90 at 23.5 S)?
26.5

15.

What will the approximate surface area be for 1 square meter of light? 2.241158452
or approx.

16.

If the surface area for 1 square meter of light is larger, will the energy be more
concentrated? Less.

17.

If the surface area is larger and the energy less concentrated, how will that affect
temperature? Cooler.

Applying what we have learned:

Science is about learning about the world. One of the ways scientists study the world is to collect
data. The data can then be organized and sometimes it falls into patterns. Scientists often use
patterns to make predictions.
They can check the spreadsheet after making predictions.
18. Rochester, NY is at 43.12 latitude and Fort Worth, TX is at 32.83 (theyre both at
about the same elevation). Predict which of these two cities might have the higher
average temperature? Fort Worth, TX
18.

If we suspect that latitude/angle of the sun/surface area (they are all directly related)
might effect average annual temperature, why is it better to look just at cities of the similar
elevation?
To eliminate the possible effect of elevation (control)
18. Denver, CO is at the same latitude as Atlantic City, NJ. However, Denver is at 5,280
ft. elevation and Atlantic City is at 66 ft. Predict which of these two cities might have
the higher average temperature?
Atlantic City, NJ

More Data Discovery Lessons:

Download this lesson and more Mark Wenning Data Discovery science lessons designed to engage
students with real-world data relevant to content taught in middle and high school science courses at:
http://www.searchingspot.com/datadiscovery/la.htm
E-Mail Mark Wenning!
Related Lesson Plans

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The Multicultural Classroom: Tips for Adding Diversity to History Lessons
Add Creative Writing to Your Lesson Plans: Five Engaging Strategies
Lesson Plan Modifications: Teaching Diverse Learners in Your Classroom

Page:
1 2 3

4 5

6-12
physical science

physics, space science

two class periods

Students will
1. discuss and understand the importance of the scientific
method and experimental controls and then put those ideas
into practice;
2. conduct experiments in the classroom to determine whether
length, mass, or starting angle has any effect on the rate of a
pendulums swing;
3. conduct an experiment using an online Moon Pendulumto
determine whether gravitational force has any effect on the
rate of a pendulums swing;
4. create graphs to illustrate the results of their experiments; and
5. draw conclusions from the graphs they have created.

one pendulum apparatus for each lab groupeach apparatus

should include strings of 40, 60, 80, and 100 centimeters and
bobs with masses of approximately 25, 50, and 75 grams
copies of thePendulums on the Moon worksheetand
the Pendulums on the Moon worksheet answers

copies of thePendulums on the Moon data sheet

graph paper
computers with Internet access

This activity consists of two phases. In phase 1, students will

recreate Galileos famous pendulum experiments in the
classroom. In phase 2, students will take Galileo one step
furtherinto outer spaceby using an online Moon Pendulum!
1. To introduce this activity, begin by leading a class discussion
about the scientific method. Review with your students the
concepts of observation and collecting and recording data.
You might also want to review the termsdependent
variable,independent variable,andconstant variablewith your
students, as these will be crucial for an understanding of this
activity. In addition, your students will need to be familiar
withG,the gravitational constant (9.8 m/s2). This will be
important for phase 2 of the activity, in which students will
use the online Moon Pendulum.
2. Ask your students the following question: What variables
affect the rate of a pendulums swing? Students may come
up with a variety of answers, but the four that they will be
testing in the following experiment are the length of the
pendulum, the starting angle of the pendulum, the mass of the
bob at the end of the pendulum, and the force of gravity. As
you make a list of students answers to the question, make
sure that those four are included. Give them a chance to
debate and discuss their answers before continuing.
3. Distribute copies of the Pendulums on the Moon worksheet;
then explain to your students that they will need to conduct
experiments to determine whether each of the four variables
has an effect on the rate of a pendulums swing. Before they
conduct their experiments, however, they will need to
determine the dependent, independent, and constant variables
for each one. Divide your class into lab groups and ask each
group to work together to fill out the chart on the worksheet as
best it can. Then bring the class back together and discuss the
groups answers. Make sure that students explain the
reasoning behind their decisions. When the discussion is
complete, distribute copies of the Pendulums on the Moon
worksheet answers and discuss the various variables with the
class.
4. Your students are now ready to begin phase 1 of their
experiments, in which they will use the pendulum apparatus

you have provided to test the effects of length, starting angle,

and mass on the pendulums rate of swing. Make sure that
the groups understand that by changing the value of only one
of these variables at a time, they can determine the effect that
it has on the rate of the pendulums swing. For instance, to
determine the effect of length on the pendulums rate of
swing, they will need to use the same mass, the same starting
angle, and the same gravitational force (obviously) as they test
different lengths.
5. Distribute copies of the Pendulums on the Moon data sheet to
your students. Make sure that students understand how to use
the data sheet. Explain that before each experiment, the group
needs to state a hypothesis: What effect, if any, will the
independent variable have on the rate of the pendulums
swing? Encourage them to make careful measurements and
record their data neatly and clearly.
6. When phase 1 is complete, ask the groups to use the data they
have collected to create three graphs, one for each experiment.
On each graph, the independent variable should be placed on
the x-axis, and the dependent variable should be placed on the
y-axis.
7. Next, your students are ready to begin phase 2 of their
experiments, in which they will use the online Moon
Pendulum. Explain to students that this online pendulum is
designed to simulate the swinging of a pendulum on the
moon. Make sure they understand that the moons
gravitational force is 1/6 that of the Earth.
8. Explain to students that in phase 2, they are going to repeat
experiment 3 from phase 1this time, using the online
pendulum. Make sure that, as before, groups state a
hypothesis about the effect of the independent variable
(gravitational force) on the rate of the pendulums swing
before conducting the experiment.
9. When phase 2 is complete, ask students to use the data they
have collected to create three small bar graphs of their
resultsone for each of the three masses they used in the
experiment. The independent variable (gravitational force)
should be placed on the x-axis as before, and the dependent
variable should be placed on the y-axis.

When their final graphs are complete, bring the class together to
discuss the groups results. What did their experiments reveal?

(In phase 1, students should have observed that length has the
greatest effect on the rate of the pendulums swing. The
starting angle also has some effect, but it is often not observable.
If the experiments were done carefully, the mass should have no
effect at all. In phase 2, students should have observed that
gravitational force does indeed have an effect on the rate of the
pendulums swing.) If students did not observe the expected
results, what explanations can they offer for why that may have
occurred? Conclude with a discussion on the significance of
isolating variables. Why is this an essential feature of a useful
scientific experiment?

1. One way to extend this activity is to have your students

research the significance of pendulums as they are used in
various technological efforts. Students should begin to
understand where pendulums are commonly utilized and the
practical functions they serve. Each student can choose a
machine in which a pendulum is used, research it, then give a
brief presentation to the class.

Galileos Pendulum Experiments

http://es.rice.edu/ES/humsoc/Galileo/Student_Work/
Experiment95/galileo_pendulum.html
The Simple Pendulum
http://theory.uwinnipeg.ca/physics/shm/node5.html
The Foucault Pendulum
http://www.calacademy.org/products/pendulum.html

Ray Ann De Prisco Havasy, professor of education at the New

York Institute Of Technology, and Eric Patysiak, research fellow
at the New York Institute of Technology and high school science
teacher.

10.7 The First Days of School

The First Day

The first day's lesson should be planned to establish interest in the
course, but perhaps more importantly to plan activities that will help
you establish contact with the students, and establish you as the
leader of the class. One way to begin is to Greet students at the door,
and hand them a one or two page syllabus of the course, and tell them
that today they can sit anywhere they wish. If you were going to do a
small group activity on day one, you could give each student a color
coded card which would be used later to form groups. This procedure
helps to establish the teacher as being in charge as soon as the
students pass through the door.
Contact with the students is an important aspect of day one. As soon
as the students are seated and the bell has rung, effective teachers
begin with roll, and then introduce students to the room. Some
teachers take a few minutes for students to introduce themselves to
each other.
What should the lesson structure for day one consist of? Figure 1
compares the lesson plans of three junior high teachers. Look the
lesson plans over. Which lesson is that of an effective classroom
manager? What are your reasons? Study the lesson plans, then read
the section that follows the chart to get more insight into these three
patterns.

Figure 1
First Day Activities in Three Classes
Teacher A

Teacher B

Teacher C

Introduction of 5 Filling out 9

minutes
minutes

Introduction of 2
minutes

teacher and roll

information cards teacher and roll

Presentation of

and roll call

21 minutes

call

of rules and

Presentation of 8 Presentation of
minutes
12 minutes

procedures

of rules and

rules and

Election of 2

supply

procedures

minutes

requirements

class officers

Diagnostic test

Preview of 7
minutes
week's activities
Seatwork 18
minutes
Closing 1 minute

21 minutes
Oral review of 2
minutes

Filling out 7
minutes
information cards
Seatwork 33
minutes

of rules and
supply
requirements
Free time: 16
minutes
students talking
or waiting

According to Julie Sanford and Carolyn Evertson, teacher A was very

effective in terms of student on-task behavior, and student disruptive
behavior, teacher B was less effective, and Teacher C was effective at
the beginning of the year, but then problems began to escalate during
the year. On the first day teachers A and C had cooperative classes,
while B had disruptive problems, especially at the end of the period.

Teacher A reinforced the rules on a fairly consistent basis over the

next three weeks; whereas B and C did not. Although disruptive
behavior was very little for C at the beginning, it increased as the year
went on. Teacher A maintained a constant leadership role, and provided
no dead time during lessons. B continued to allow free time, and also
had the most misbehaviors.
Effective teachers prepare first day lessons that:
Establish the teacher as the leader of the class
Provide as much opportunity for teacher-student contact.
Present the class rules, consequences and reward system
Involve the students in an interesting activity
Establish appropriate opening and closing lesson routines
Let's look a couple of first day science lessons, and then examine a two
week schedule put into place at the beginning of the year.
First Lessons
Getting off to a good start requires careful planning not only of the
first lesson, but the first two or three weeks of school. First lessons is
a section in which several first day lessons are presented. Notice the
management practices that are included in each, and how the teachers
establish themselves as classroom leaders, engage the students, and
have the students leave the class knowing that this teacher is-with-it!
Physical Science: Day One. This lesson could serve as an example of a
lesson in either an eighth grade physical science class, or first year
chemistry or physics.
Greeting Students

 As students enter the classroom, Mrs. Broadway greets the

students at the door and tells them to take a seat near the front
of the room, and answers students' questions.
Introduction (1 minute)
When the bell rings Mrs. Broadway moves to the front of the
demonstration table and sprays a mist on a piece of newsprint.
The words, Chemistry I appear in a vivid orange color. She tells
the class that this is first year chemistry and to check their
schedules to make sure they are in the right room. She extends a
warm welcome to the class and tells them that she hopes they
will like chemistry.
Roll Call (3 minutes)
She explains that when she calls a name, she wants the
student to raise his or her hand, and to tell them the name they
wished to be called. After roll call, she records the names of the
two students not present.
Course Syllabus and Overview (6 minutes)
Mrs. Broadway distributes copies of the course syllabus which
contains the title of the course, rationale, a few course
objectives, and the topics for the quarter. She has on her
demonstration table about eight household items (baking soda,
bleach, mineral water) and says that chemistry is all around them,
and in this course she hopes that they come to appreciate the
world of chemistry. She uses an overhead transparency which
lists the first two topics that will be studies: "how chemists find
out about the world," and "atoms, building blocks of the world."
She goes over the syllabus, and answers a few questions.

Presentation of Class Rules and Procedures (12 Minutes)

 Mrs. Broadway distributes a mimeographed sheet that

summarizes the rules and requirements for Chemistry I. The
sheet lists five rules, a section on the method of grading and
evaluation, and information on keeping all their work in a threering notebook, which Mrs. Broadway calls a portfolio. She tells
them to put their name and the date on this sheet, and to place it
as the first page (behind the cover sheet) of their portfolio. She
explains that the classroom rules are very important. They are in
chemistry I and they will be doing experiments that require
safety precautions and she must have their cooperation at all
times. She then describes the grading system, and then shows
the students an example of a completed portfolio.
She then takes a few minutes to go back over the rules and the
consequences for not following the rules. She ask the students if
they have any questions about the rules. One student asks about
rule 1 which is "Bring all needed materials to class." He
says,"What materials are needed?" Mrs. Broadway smiles, and
says to the class, let's make a list of the things that are needed."
The class makes this list: textbook, notebook, pencil. Mrs.
Broadway explains that there will be additional procedures,
especially when they start doing activities. She will teach these
procedures when they are needed. She also tells the students
that she will review the rules again and again.

Figure 10.13a
Burning Candle Demonstration
Activity: Burning Candle (20 minutes)
Mrs. Broadway presents a very large candle to the class (its
about 15 inches tall). She walks around the room so that the
students can observe it closely. She gives each student a sheet

of paper and asks them to write their name and date and period
on the top of the paper, and ask each student to write at least
ten things about the candle. So the students can observe it more
easily, she mounts the candle on the demonstration table for all
to see. After two minutes she say stop writing. Now she lights
the candle, and asks the students to observe the candle, and to
write five more observations of the burning candle. After two
minutes, she tells the students to stop writing and she blows the
candle out. She then goes to the board, and asks for one student
to give at least three observations. A student raises her hand;
Mrs. Broadway calls on her. She continues this, until she has
written about 25 observations of the candle on the board. Mrs.
Broadway explains to the class that this chemistry activity is
important because this where chemistry begins---with observing
things in the natural world. She collects the papers, and tells the
students that during the course, they will do a variety of
activities.
End-of-Class (4 minutes)
After collecting all the papers, Mrs. Broadway tells the
students that she would like them to find pictures of examples of
chemicals in magazines, newspapers and bring at least one into
class tomorrow. She also explains that they should write ten
observations of the "chemical" that they find. Mrs. Broadway
explains that it is her procedure to dismiss the students and they
are not to leave even if the bell rings. She tells them that before
they leave, she expects that the lab (if they used it) or if they
did a hands-on activity at their desk, must be clean before
dismissal. She compliments the class on their behavior, and says
she looks forward to seeing them tomorrow.

Life Science: Day One. This day one activity could be used in a middle
school life science class or in Biology I.

Greeting Students
Mr. Rose greets the students standing outside the door of his
life science classroom. The students are coming from across the
hall where they have been in math. He smiles and says hello to
the students as they enter the classroom.
Introduction (4 minutes)
Mr. Rose introduces himself at the front of the room. He says
that he enjoys teaching life science and was greatly influenced by
where she grew up---in the Colorado Rockies, and as a result has
always loved the outdoors. He tells the students that this course
is called Life Science, and they should be sure they are in the
correct room.

Routines (6 minutes)
Mr. Rose tells the students to raise their hands when he calls
out their name and to tell him if they should be called by a
different name. He then passes out 4x6 cards by giving the
person at the head of each row cards for the row and tells them
to take one and pass the rest back. He asks the students to fill
out the card as shown on the overhead projector, which shows a
sample card with this information: name, address, telephone
number, pets, how many brothers/sisters, favorite animal and
plant.

Presentation of Rules and Course Requirements (20 minutes)

Mr. Rose has four rules: be prompt, polite, productive, and
prepared and they are listed on a sheet of paper which he gives
to each student. Some examples of behaviors for each rule are
listed and Mr. Rose uses these to help the students understand

the rules. He encourages questions and a few students ask him

about the rules. Mr. Rose points out the plants, aquaria, and
terraria in the room. He explains that these are there for the
classes' enjoyment, but also to help them learn about life science.
He tells the students that they will be using the computer center
during this class, but he will explain the rules for its use when
they begin using it in three days. Mr. Rose explains that the
students should obtain a three-ring notebook like the one he
shows them, and they should bring it to class tomorrow, and they
should purchase a set of dividers (which he shows them) for the
notebook. They will be keeping their work in these notebooks. He
gives them a handout describing the objectives and activities for
the first unit (entitled Ecology) of the course, and goes over the
handout with the class. Mr. Rose collects the cards.

Activity (12 minutes)

Mr. Rose gives each student a small brown paper bag
containing one object (pencils, erasers, marbles, rocks, leaves,
pine cones). He also gives each student a sheet of paper, and tells
them to put their name, date and period on the paper. He tells
the students to lift the bag up, and move it about, but not to look
in the bag. He asks the students to write at least three things
about the object in the bag. Now he tells the students to open
the bag and look inside, but do not touch the object. Without
naming the object, he tells them to write three more things
about the object. Finally, he tells them to take the object out of
the bag, and write three more observations of the object. Mr.
Rose tells the students to compare their observations with the
person sitting near them with the sameobject. Finally, Mr. Rose
tells the students to put the objects back in the bag and to place
them on the desks. Mr. Rose asks for student volunteers to
describe some of their observations. He makes the point that

learning about biology begins with careful observations. He asks

one student in each row to collect the bags and bring them to the
demonstration table.
End-of-Class
Mr. Rose gives each student a handout containing pictures of
animals and plants. He explains that he wants the students to
look around their environment, on the way home, and at home, and
check off each animal or plant that they can observe. They
should put their name and date on the paper, and bring them to
class tomorrow. Finally, the bell rings, and Mr. Rose dismisses
them.
Beyond Day One
If we assume that the "beginning of the year" includes the first two or
three weeks or perhaps even a month of the course, then it is
important that you carefully plan these weeks to establish routines
that will help your classes run smoothly. In the first day cases we
presented above, both teachers established a routine, but more
importantly established themselves as the leader in charge of the
class. They also involved the students in an interesting learning activity
and extended it by giving them an "activity" oriented homework
assignment to continue the approach. Here is what each of them did on
day two.
Mrs Broadway: On day two, Mrs. Broadway started class by taking roll.
She then used the pictures the students brought from home to discuss
chemistry in the environment. She distributed the text books, and
spent some time showing the students the sections of the book, the
glossary, and some tips on using the book. She introduced an activity
that will take two days (chemical observations), and assigned a
homework reading and problems for each student to complete.
Mr. Rose on day two, began by reviewing the rules, then followed this
with an activity in which students in pairs observed sea shells. They

measured the shells, and drew diagrams showing the shapes and the
environment in which the shells live. He then distributed the
textbooks, and had the students look over the first chapter: Life in

the Sea. Mr. Rose read (rather dramatically) the first section of the
book, and then asked the students to study the first chapter and come
in with three questions about the first chapter, each written on a card.
For the next two weeks, both teachers set in place the character of
their course that would continue throughout the year. The following
chart shows the first two weeks of Mrs. Broadway's chemistry class,
highlighting the activities and procedures. Notice that she introduced
the students to different aspects of her chemistry course (lab, small
group work, use of the computer, the textbook) over the two week
period of time. She took the time to teach and reteach the rules and
routines in a proactive approach to class management
Figure 2
The First Two Weeks of Chemistry Class

Monday

Tuesday

Wednesd Thursday

Friday

ay
Introduct Go over
ion
Rules
Burning
candle

Chemical Introduce Pre-lab

homework Activity
Part II
Chemical
Observati
on
Activity I
Textbook:

Ch.
1:Quality

procedure
s

of Water:
Role Play Lab: Foul
of Water Water
Emergenc

Post-lab
y in
discussion
Riverwood

ChemCom
Monday

Tuesday

Wednesd Thursday

Friday

ay

Cooperati
ve

Introduce No-risk
survey
pop quiz

Post-lab
Introduct
(mixtures ion to use

Learning
Activity:

activity:
"Water

Pre-lab

(rules for
group

use in
your

Lab:

work):

home"

Classifyi
ng

Introduct center in
ion to
class:
using
student

Students

symbols
Presentat mixtures and

in teams
study

ion on
earth's

formulas:
student

chapter 1
and

water:
the water

practice
in teams

answer
cycle
worksheet
problems

of
Computer

will use
program
on
symbols
and
formulas.
Each team
will have
10
minutes
today in
center.