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SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE Revised 4.15


For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.

Name CWID Subject Area


Yung Chung 893068494
Chemistry
Marlon Benavente 890010374
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Second Law of Five Periods of 55
Chemistry Thermochemistry 10-12
Thermodynamics minutes
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
HS-PS3-2. Develop and use models to illustrate that energy at
the macroscopic scale can be accounted for as either motions of
MP.4 Model with mathematics.
particles or energy stored in fields.
N-Q.1-3 Reason quantitatively and use units to solve problems.
HS-PS3-3. Design, build, and refine a device that works within
given constraints to convert one form of energy into another
RST.11-12.1 Cite specific textual evidence to support analysis of
form of energy.
science and technical texts, attending to important distinctions
the author makes and to any gaps or inconsistencies in the
HS-PS3-4. Plan and conduct an investigation to provide evidence
account.
that the transfer of thermal energy when two components of
different temperature are combined within a closed system
WHST.912.9 Draw evidence from informational texts to
results in a more uniform energy distribution among the
support analysis, reflection, and research.
components in the system (second law of thermodynamics).

Lesson Objective(s) Evidence

Students will be able to


- Interpret their ideas about the creation of movement in
a pinwheel using various lab tools.
- Develop an apparatus that converts thermal energy into
kinetic energy by using a Bunsen burner, water, and a
pinwheel.
- Organize pertinent information while listening and Eloquent discussions and participation in all activities though the
observing a lecture. use of simulations, demonstrations, model constructions,
- Inspect the various functions of a simulation graphic organizers, probing and guiding questions, and
demonstrating transfers and conversions of energy. discussions to elicit and press for explanations.
- Compile and elaborate on the reasons energy exits a
system.
- Predict energy flow and exits after changing a variable
within a simulation.
- Recommend and justify changes in setup or utilization
of lab tools to construct a more efficient pinwheel
apparatus.

STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
Students will be able to The teacher can understand
Elicit student ideas about
Class demonstration. observe whether or not if students have a general
how thermal energy is
Students will be asked to their inputs were correct by understanding how one
converted to kinetic energy.
provide input to the directly observing whether form of energy can be
EL Observe if students
production of an apparatus or not the pinwheel is transferred to an alternate
understand how modern
that will convert thermal moving. Students can version through engineering
machinery utilizes heat to
energy to kinetic energy. further see if the practices. If students are
create kinetic energy.
suggestions they provided unable to grasp this
were essential or non- concept, students will have
essential as teacher guides the misconception that by
the conversation to possible making a car engine hot, the
alternatives to each part. car will move. The students
wont be able to make the
link about how thermal
energy is converted to
kinetic energy.
Class Discussion.
If students are unable to see
After students have taken Students will be able to
the trends visually through
notes on their observations, converse together as a class
the simulation provided,
Check if students are able teacher will facilitate a and in groups. The
then the teacher will have
to see trends in energy discussion about what discussions will highlight the
to provide other methods to
transformation and students observed. A key pieces of information
PM supplement the visual
conservation as it travels second discussion will be that students had acquired
representation of energy
from the original source to implemented as a review of or had missed. Students will
movement. If students are
the end source. the data collected after be able to compare their
able to see the trends, then
students have learned collection of data to their
the students do not have
about the first law of peers and gauge the level
any apparent
thermodynamics.
If students are able to
create a coherent and
scientifically-based
Check if students explanation on why ethanol
understand that thermal does not create enough
energy can be converted to energy to create motion
kinetic energy using various Group discussion. Students Immediate; teachers why gasoline does, students
engineering tools. Check if make refinements to their monitor student groups for understand all the
SA students understand that unit models, focusing on responses and ask probing underlying concepts
energy cannot be created the concept of conversion questions to guide regarding the first law of
nor destroyed and when it of energy. comprehension. thermodynamics. This
is converted from one form includes that energy cannot
to another there is a be created nor destroyed
fractional conversion. and the conversion of
energy from one form to
another has a loss of
energy.
FOCUS OF INSTRUCTION
Instructional Strategies
- Eliciting student responses and pressing for explanations.
- Demonstrations and simulations using every-day objects.
- Use of technology to provide simulations that facilitate concept comprehension.
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
1. Teacher projects a warm-up question on the board. 1. Students walk into the classroom and grab the guided
The question asks students to name as many machines observation notes on their way in. Students see the
that convert heat into energy in the form of movement question on the projector and begin to answer the
or electricity. question in the warm up section of their notes.
2. After giving students 3 minutes to answer the warm- 2. Students provide their input on what they wrote down
up, teacher has a class discussion listening to the as modern machinery that converts heat into energy.
machines students came up with. Students are creating a connection between the
15 min
3. Teacher guides the conversation to the demonstration, technology with their prior knowledge.
he has prepared. In front of the classroom, are various 3. Students understand that the as a class the task is to
types of laboratory equipment and a pinwheel. The spin the pinwheel without blowing on it. Students are
teacher guides a brainstorming session on how to sharing their ideas on how to create the apparatus.
create movement using the laboratory tools available. Students are also providing their rationale behind
The teacher notifies students that blowing on the their suggestions.
pinwheel is prohibited and that the pinwheel needs to 4. Students are watching as their ideas are producing the
be moved using other methods. apparatus. During this time, students should be
4. Teacher creates the student-suggested apparatus reflecting if their rationale was correct and if their
while students are providing suggestions. As the suggestions were helpful or not.
teacher is creating the apparatus, the teacher is 5. Students eventually provide input to create an
eliciting student ideas and asking questions about the apparatus that spins the pinwheel. Students create a
rationale on their suggestions. general idea of how heat generates movement
5. Teacher eventually guide the students to create an through the use of motors.
apparatus that utilizes heat energy to create a gas to 6. Students understand todays topic about how energy
rotate a motor. is converted from one state to another.
6. Teacher officially introduces the topics of how energy
from one state can be converted into another.

Lesson Body
Time Teacher Does Student Does
1. After the engagement activity, instruct students to 1. Students take out their guided notes that they
take out their guided notes for the lesson which they obtained from the beginning of class. Students fill out
should have picked up at the beginning of class. the information as the teacher lectures about the
Teacher provides a quick lecture about what energy is, types of energy and what energy is.
the types of energy, and how it travels. 2. Students watch and learn how to access and use the
2. At the end of the lecture, teacher projects a link to a simulation provided to them. They see how various
simulation about the conservation of energy. The components of the simulation can be altered to
teacher proceeds to access the simulation and various settings to change the process.
demonstrates how to access it and utilize it to observe 3. Students grab their laptops/chromebooks and
the flow of energy in various systems. proceed to access the simulation. Students start
3. After the teacher has demonstrated how to use the making observations about how energy travels on
simulation, the teacher proceeds to instruct the their guided observation notes.
students to access the links themselves using class- 4. Students are observing various traits from the
provided laptops/computers. The teacher instructs the simulation and acquiring various types of data.
students to make observations on how energy flows in Students are answering any questions directed
the simulation. The teacher also provides a set of towards them and making connections about how
guided questions to guide the students on what type energy behaves under certain conditions.
of observations to make. 5. Students provide their observations on the simulation.
4. Teacher circulates the classroom asking students Students are adding any observations that they
This will probing questions about what students are currently missed but their peers had caught. Students are able
happen observing. The questions can go further to press for to use the database created by the teacher to add to
over a scientific explanations about how and why energy their own set of observations and data.
course behaves the way it does in the simulation. 6. Students get into their groups and start discussing
of a few 5. As students finish up their observations, the teacher their observations with each other. Students start
days. grabs the attention of the class and proceeds to discussing a possible explanation about why ethanol
facilitate a discussion. The teacher asks students what does not produce enough energy when combusted to
they observed from simple changes to details turn a wheel even though the energy released is
regarding energy flow. The teacher creates a database higher than the energy requirement. Students are
on the whiteboard writing down all the observations exchanging ideas and critiquing each others proposals
student provide. based on their observations, data, and scientific
6. The teacher instructs students to get into their groups knowledge.
for their models. Using the observations they acquired
from the simulation regarding energy conservation, 7. Students observe the big screen and predict what will
ask students to generate a summary individually about happen and how the energy will transfer within each
why ethanol is insufficient to turn a wheel versus process in the system.
gasoline if the amount of energy needed to turn the
wheel is less than the energy generated from an 8. Students think about their answers and take their times
ethanol combustion reaction. to form their explanations to each question writing each on
a. Students are given data about the energy their spiral notebooks and perhaps write questions of their
produced during the combustion of ethanol own to get a better sense of what is happening in the
(1100kJ) and octane(~5000kJ). simulation.
b. Students are told to assume that to turn a
wheel the energy required is about 1000kJ. 9. Students join their groups and discuss the the type of
The number is inaccurate but it presses energy that tends to exit the system. Every student in the
students for an explanation. group must provide input and there are no wrong answers
just ideas that will later on be proved or disproved.
7. As a review, teachers reintroduce the PhET simulation
involving the red kettle, the waterwheel, and the 10. Students study the questions on the handout and read
incandescent light bulb (pictured below) by projecting the them to each other and out loud. They write all their
setup on the big screen and then turning up the heat answers on the butcher paper using the markers provided
within the simulator and letting it take its course. by the teacher to their models color. The questions in the
first part are geared towards eliciting student responses
8. Teachers lead discussion to remind students of their based on their observations in the previous activities.
initial observations about the simulation. Some of the
questions could include: Are we observing transfers of 11. Students grab their individual Chromebooks from the
energy? What are the various types of energy that we cart and discuss the answers to the second part of the
are observing? How do we compare and contrast each handout. The students that cannot visualize how the
type of energy? Thermal to electrical? bicyclist can possibly replace the red kettle, will tell the
teachers and the replacement will be explained. If there is
9. Teachers then ask students whether anyone has noticed still confusion, the student will let the teacher know and
what type of energy tends to leave or escape or float the teacher will provide an image of the setup for the
away from the system in the simulation and before they simulation.
provide an answer, students are asked to join their groups
to discuss. 12. Students make predictions and after writing them on
their butcher paper, they open the simulation in their
10. Teachers ask students to discuss the energy leaving the chromebooks and copy the setup to investigate. Students
system and provide them with one handout per group and play around with the simulations and experiment with the
a large piece of butcher paper. Students are then asked to various setups to find out where the energy leaves and
write their answers to the questions found in the think about why it is doing so.
Simulations and Elaboration handout for the first part,
Energy cannot be destroyed. 13. Students write and justify their predictions based on
their observations of the simulation. If a student group
11. Teachers ask students to collect their Chromebooks wrote for their prediction that thermal energy exits out the
from the cart and attempt to answer the questions for the waterwheel, they must have a correction in the section
second part of the handout, Predict the outcome if right under since that cannot possibly be one their
Teachers will be monitoring the progress of the students to observations.
ensure that they are understanding how the bicyclist is
replacing the red kettle and if students are not making that 14. Students engage in this reading activity and pay
transfer, Image Number 2 below will be projected on the attention to how they can connect the information
big screen. provided on the article with the answers they wrote on
their butcher paper. Students read the article out loud to
12. Once students have made their predictions, teachers each other, taking turns so that every member of the
ask them to open their computers and open up the PhET group reads a portion.
simulation and build the setup projected on the screen
with Image Number 2. 15. With this new information, students experiment and
rebuild the pinwheel apparatus to better explain how they
13. Teachers ask students to make corrections or affirm can possibly make it work faster or more efficiently.
their predictions on the butcher paper. Students write their answers to the questions including
their suggestions on the butcher paper.
14. Teachers ask students to read article called What is
the Second Law of Thermodynamics? and after everyone 16. Students present their explanations and data collected
is done, they also ask students to write Additional to the class.
Information on their butcher paper and connect facts they
learned in the article with some of the facts they wrote for
their answers.

15. Teachers then ask students to answer the questions for


the third and final part of the handout, Thinking back to
the demonstration Teachers also allow students to build
the apparatus using the pinwheel and the other materials
to get a better sense of the questions.
16. Teachers ask each student group to present their
explanations of the simulations and energy transfers on
their butcher paper.

Lesson Closure
Time Teacher Does Student Does

1. Students take into consideration what they learned


1. In asking students to make corrections or refinements
about transfers of energy, energy loss, and
to their unit models on why we use gasoline as fuel,
conversions of energy to provide a refinement for
teachers point students towards adding an explanation
their unit model that explains how fuel makes cars
1/2 Day that addresses the overarching question of How is it
move.
that fuel makes a car move?
2. Each student in every group provides explanations for
2. Teachers monitor student groups and ask to explain
teachers about the additions made to the unit model
their additions to their unit models.
in order to gauge understanding.
Instructional Materials, Equipment, and Multimedia

Guided Observations

PhET Simulation on Conservation of Energy

ARTICLE FOR SUPPORTING ANSWERS IN THIRD PART OF HANDOUT WHAT IS THE SECOND LAW OF THERMODYNAMICS?

Activity
IMAGE NUMBER 1 FOR ELABORATION ESSAY

IMAGE NUMBER 2 FOR ELABORATION ESSAY

Co-Teaching Strategies
50/50 would be ideal since the work can be split and while one teacher explains, the other could monitor progress or answer questions.

DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
Students are placed in
groups settings that
encourage discourse
Tips and tricks of note taking While very advanced in
supporting their listening and Aside from IEPs and
will be provided to students content, the article What is
speaking skills 504s, heterogeneous
during the lesson. Students the Second Law of
Students will be grouped grouping based on
will be provided with the Thermodynamics? provides
with specific peers to support comfort levels and
general tip that they can additional sources at the
their English language collaboration with peers.
either write down what is on end of the article that
development Checks for
the board or what the students can explore with
SImulations, images, and comprehension.
teacher is saying. the help of the teacher.
demonstrations are used to
clarify and explain difficult
concepts.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

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