Students may add to journals if necessary to adjust their claim Note: students must keep their original claim and create a new one if need be. The teacher impact in this lesson is crucial, because unless she is motivated and interested, the students wont be either. It is important to note: who ‘teachers are insecure in their knowledge of science find the uncomplicated transmission of knowledge attractive and revert to more traditional teacher-directed methods when they are less confident.’ (Appleton, K. & Kindt, L., 2002). Explore Lesson 4: Conduction Candle ST2 6PW MA2 1WM – – Students receive Students will be lead into a discussion through probing Matches ST2 12MW EN2 2A – – opportunities to questions recapping how metal is used through a Nails ST2 4WS EN2 1A – – interact socially conduction method of transferring heat. The (Mr.Temme, 2013, ST2 5WT EN2 4A – – as they acquire a integration of blooms taxonomy will be included to EN2 5A March 13). Metal – common set of develop the level of cognitive thinking. rulers experiences by Students will be further exploring this concept through Balloons actively exploring hands on experiment, adding to a kinesthetic learning bottles the new concept ability. Candle through In this first experiment, students will use metal and experimental heat to explore the process of how heat travels through (Miller, L., n.d.). activities. a solid (metal) Students will determine how long it for the heat to travel out and provide their own explanation of how it travels. In the second experiment, students stretch the balloon over the neck of an empty bottle. Students place the net on top of the candle and remove the bottle after 3-5 minutes noticing the before and after affects. This furthers knowledge and understanding of conduction. Students will find that balloons blow up while over the heat and deflate when taken away from the heat
Students may add to journals if necessary to adjust their claim Note: students must keep their original claim and create a new one if need be. The teacher impact in this lesson is crucial, because unless she is motivated and interested, the students wont be either. It is important to note: ‘teachers who are insecure in their knowledge of science find the uncomplicated transmission of knowledge attractive and revert to more traditional teacher-directed methods when they are less confident.’ (Appleton, K. & Kindt, L., 2002). Explore Students receive opportunities to interact socially as they acquire a common set of experiences by actively exploring the new concept through experimental activities. Lesson 4: Conduction Students will be lead into a discussion through probing questions recapping how metal is used through a conduction method of transferring heat. The integration of blooms taxonomy will be included to develop the level of cognitive thinking. Students will be further exploring this concept through hands on experiment, adding to a kinesthetic learning ability. In this first experiment, students will use metal and heat to explore the process of how heat travels through a solid (metal) Students will determine how long it for the heat to travel out and provide their own explanation of how it travels. In the second experiment, students stretch the balloon over the neck of an empty bottle. Students place the net on top of the candle and remove the bottle after 3-5 minutes noticing the before and after affects. This furthers knowledge and understanding of conduction. Students will find that balloons blow up while over the heat and deflate when taken away from the heat Candle Matches Nails (Mr.Temme, 2013, March 13). Metal rulers Balloons bottles Candle (Miller, L., n.d.). ST2 – 6PW ST2 – 12MW ST2 – 4WS ST2 – 5WT MA2 – 1WM EN2 – 2A EN2 – 1A EN2 – 4A EN2 – 5A
stage_2_physical_world_2.docx