Learning structure of the lesson The big picture This lesson is designed to exemplify an argumentation approach to practical work, using a Age range: 12-14 framework. ‘predict-observe-explain’ (Could be adapted for 14-16) Students often think that some materials are intrinsically warm (wood, plastic, wool) while others are intrinsically cold (metals, glass, water). This lesson challenges these ideas by Timing: 50 minutes presenting observations which many will find counter-intuitive. Through argumentation, students predict the outcome of an experiment, observe the result, and discuss how scientific ideas about energy transfer can explain what they see. Learning episode 1 (teacher-led) 5 mins Learning outcomes Equipment and materials Introduce lesson objectives. Explain what makes a good Students will be able to: argument. Pass the metal and plastic blocks around. In small Teacher guidance groups students discuss how the blocks feel to touch. Practical guidance generate and evaluate Learning episode 2 (student-led) 15 mins presentation scientific arguments Introduce the practical. Students discuss and write down present a scientific Student sheet their prediction. Groups must justify their prediction with an argument using words and Per explanation using scientific ideas. diagrams Metal and plastic A few groups report back to the The rest of the class say blocks (one of each) whether they agree or disagree and whether they can Supply of ice cubes improve the predictions and justifications. Optional Camera linked to data Learning episode 3 (teacher-led) 5 mins projector Students carry out practical activity and make observations. Alternatively the practical can be carried out as a teacher demonstration. describe how energy is Learning episode 4 (student-led) 30 mins transferred through a Refer to the health and Groups discuss their observations and decide whether their conductor from higher to safety advice and prediction was correct. They agree an explanation for what lower temperature practical guidance they have seen, and develop an argument for why they think ideas about energy their explanation is correct. transfer by thermal conduction in unfamiliar A few groups report back to the class. The rest of the class situations. say whether they agree or disagree, and whether they have something to add. Groups self assess their explanation against the model answer. Allow groups to improve their explanations. Ask students what makes a good argument and how they went about developing their own arguments. Key Melting, conduction, energy transfer, temperature, argument, claim, evidence / data (For a discussion of the terms heat and temperature see ).
Learning structure of the lesson The big picture This lesson is designed to exemplify an argumentation approach to practical work, using a ‘predict-observe-explain’ framework. Students often think that some materials are intrinsically warm (wood, plastic, wool) while others are intrinsically cold (metals, glass, water). This lesson challenges these ideas by presenting observations which many will find counter-intuitive. Through argumentation, students predict the outcome of an experiment, observe the result, and discuss how scientific ideas about energy transfer can explain what they see. Age range: 12-14 (Could be adapted for 14-16) Timing: 50 minutes Learning episode 1 (teacher-led) 5 mins Introduce lesson objectives. Explain what makes a good argument. Pass the metal and plastic blocks around. In small groups students discuss how the blocks feel to touch. Learning outcomes Students will be able to: Equipment and materials Teacher guidance Practical guidance presentation Student sheet Per Metal and plastic blocks (one of each) Supply of ice cubes Optional Camera linked to data projector Refer to the health and safety advice and practical guidance Learning episode 2 (student-led) 15 mins Introduce the practical. Students discuss and write down their prediction. Groups must justify their prediction with an explanation using scientific ideas. A few groups report back to the The rest of the class say whether they agree or disagree and whether they can improve the predictions and justifications. generate and evaluate scientific arguments present a scientific argument using words and diagrams Learning episode 3 (teacher-led) 5 mins Students carry out practical activity and make observations. Alternatively the practical can be carried out as a teacher demonstration. Learning episode 4 (student-led) 30 mins Groups discuss their observations and decide whether their prediction was correct. They agree an explanation for what they have seen, and develop an argument for why they think their explanation is correct. A few groups report back to the class. The rest of the class say whether they agree or disagree, and whether they have something to add. Groups self assess their explanation against the model answer. Allow groups to improve their explanations. Ask students what makes a good argument and how they went about developing their own arguments. describe how energy is transferred through a conductor from higher to lower temperature ideas about energy transfer by thermal conduction in unfamiliar situations. Key Melting, conduction, energy transfer, temperature, argument, claim, evidence / data (For a discussion of the terms heat and temperature see ).