Lesson outline Step Timing Details Resources Set the context 5 min Pass the and plastic blocks around so that students can feel Metal and plastic them. blocks see – Practical guidance Explain that the lesson is about energy transfers and working together to develop scientific arguments. A good scientific Slides 2-3 argument uses evidence and scientific ideas to justify a point. At the end, students will be able to give better explanations of phenomena which involve conduction. Put students in groups of three, and ask them to discuss and note down words that describe how the two blocks feel to the touch, concentrating on and ‘similarities’ ‘differences’. Encourage students to think about the materials the blocks are made of rather than the shape of the blocks. Putting students in groups of three rather than pairs is more likely to result in debate in the next part of the lesson. Make 10 min Explain that you are going to place an ice cube on each block. Could show the predictions The question is: Which cube will melt first, and why? ice cubes. Give students 1 min to discuss this question in their groups. Student sheet Where one person in a group disagrees with the other two, they page 1 (placemat) should be given priority to explain their ideas. printed onto A3 paper (one per While this is going on give out the observe, explain’ A3 ‘predict, group). placemats (student sheet page 1). 4 After 1 min add some questions to prompt their thinking: Why does ice melt? Why one ice cube melt more quickly than the other? Initial explanations may include the idea that are cold’. ‘metals Asking why ice melts should prompt thoughts about energy transfer. Give groups a further 2 3 min to finish their discussion and – complete the section of the placemat. While this is ‘Predict’ going on, circulate and check that groups have thought about the questions and have given an explanation for their prediction. At the same time identify groups to report back in the next part of the lesson. Most students are likely to suggest that the cube placed on plastic will melt first; the important thing is that they should attempt to justify their prediction with an explanation using scientific ideas. Present 5 min Find two groups to report, one proposing plastic, the metal. predictions Ask each to give a 30 - 60 second statement of their thinking to the class.
Lesson outline Step Timing Details Resources Set the context 5 min Pass the and plastic blocks around so that students can feel them. Explain that the lesson is about energy transfers and working together to develop scientific arguments. A good scientific argument uses evidence and scientific ideas to justify a point. At the end, students will be able to give better explanations of phenomena which involve conduction. Put students in groups of three, and ask them to discuss and note down words that describe how the two blocks feel to the touch, concentrating on ‘similarities’ and ‘differences’. Encourage students to think about the materials the blocks are made of rather than the shape of the blocks. Putting students in groups of three rather than pairs is more likely to result in debate in the next part of the lesson. Metal and plastic blocks – see Practical guidance Slides 2-3 Make predictions 10 min Explain that you are going to place an ice cube on each block. The question is: Which cube will melt first, and why? Give students 1 min to discuss this question in their groups. Where one person in a group disagrees with the other two, they should be given priority to explain their ideas. While this is going on give out the ‘predict, observe, explain’ A3 placemats (student sheet page 1). After 1 min add some questions to prompt their thinking: Why does ice melt? Why one ice cube melt more quickly than the other? Initial explanations may include the idea that ‘metals are cold’. Asking why ice melts should prompt thoughts about energy transfer. Give groups a further 2 – 3 min to finish their discussion and complete the ‘Predict’ section of the placemat. While this is going on, circulate and check that groups have thought about the questions and have given an explanation for their prediction. At the same time identify groups to report back in the next part of the lesson. Most students are likely to suggest that the cube placed on plastic will melt first; the important thing is that they should attempt to justify their prediction with an explanation using scientific ideas. Could show the ice cubes. Student sheet page 1 (placemat) printed onto A3 paper (one per group). 4 Present predictions 5 min Find two groups to report, one proposing plastic, the metal. Ask each to give a 30 - 60 second statement of their thinking to the class.