Instructional Plan - Final

Running head: INSTRUCTIONAL PLAN: FINAL
Instructional Plan: Final

Thomas Jones
Kaplan University
Introduction
One of the most important concepts of almost any branch of science is how heat is
transferred from object to object, place to place, and person to person. From the time they enter
the 6th grade until they graduate the idea of how heat is transferred will be a great part of any
science course that they take. There are many misconception about heat transfer and we will use
this time to help students to clear up your students thoughts about how heat is transferred and
why it happens
Who are the students?
Most of what we look at now will be for students at the sixth grade level, but we will also
push their understanding so has to help them in the years to come as they work toward
graduation. My class room is probably not too indifferent from any Title I school with a high
poverty rate and a poor history of high school graduation. 50% of my students are Hispanic,
though most were born in the US, 40% are African American, and the other 10% are Asian,
White, African, and Eastern European.
About 10% of my students will do very well in science and truly enjoy the course work,
another 10% read well below grade level and will have a much harder time in the course. I feel
more have the ability to do well, but lack any motivation. Higher education does not seem to be
something that they hold in any great esteem. Their parents do not vote for the most part and the
school has little if any political power to get new technology or equipment during a time in
which budgets funds are low.
Heat transfer is a subject that 6th grade students must understand. From convection
currents in the earths mantle, to ocean currents, and even the winds that affect our weather
patterns and finally how the heat of the Sun is really the basis of all of our energy on earth. We
will study about the suns radiation and how we convert this into electrical energy.
This is where the inquiry part comes to front. We have taught these same concepts to
many students for many years, but most students cannot tell the how and why heat transfer takes
place. If you could ask parents just a few question it would become apparent that even the
parents were poorly taught on the how and why. By using different methods what we want out of
our inquiry base teaching are opportunities for students to teach and learn for themselves. We
need to give guidance, but we need to allow students more opportunities to learn at their pace
and to possible go further in their learning than what we had planned. This also a good way to
use some peer to peer teaching as some students may be reluctant to receive information from a
teacher, but from a student may give the old information a new lease on life to both students.
Over the years for the hardest topics to teach middle school science students has been that
of an object density and how density changes with heat and pressure. The state standards were
cover density are listed as follows:
S6CS5. Students will use the ideas of system, model, change, and scale in exploring
scientific and technological matters.
a. Observe and explain how parts are related to other parts in systems such as weather
systems, solar systems, and ocean systems including how the output from one part of a
system (in the form of material, energy, or information) can become the input to other
parts. (For example: El Ninos effect on weather)
b. Identify several different models (such as physical replicas, pictures, and analogies)
that could be used to represent the same thing, and evaluate their usefulness, taking into
account such things as the models purpose and complexity
S6CS4. Students will use tools and instruments for observing, measuring, and
manipulating equipment and materials in scientific activities.
The purpose of this unit will be to introduce students to the three ways that heat is
transferred in the world. We will take a look and convection, radiation, and conduction and how
they change our world. The general philosophy of this unit is to allow students to explore as
much as possible so that they can discover the big ideas for themselves. They will also have
the chance to design experiments both to learn more about heat and to exercise their grasp of the
Scientific Method. The unit starts with some pure, undirected, trial & error style exploration of
heat in solid objects.
By using 3 activities (See Appendix A) over a three day period it is our hope that we will
have worked through all six of parts of Blooms Taxonomy scale. Beginning with an exercise of
using a Circle Map to help students put in place their prior knowledge. This map gives this their
knowledge a home and allows the students to look at the information and make changes as they
remember more as they begin to work through the process of learning about heat transfer. What
our ultimate goal would be is for your students not only be able to restate information back to us,
but at the end of the lesson there will be a challenge for the different groups to create a lab or
activity of their own.
After the three day period my hope is that our students take advantage of numerous
strategies that we will place inside all of our activities and teaching. We start off with an
organizer and will have at least three more during the entire lesson. I am looking at organizing
everything in threes to give the student a nonlinguistic starter on their learning. Maybe naming
the groups like the Three Bears, or the Three Musketeers to keep the students thinking of the
three types of transfer.
Lesson plans for use of Interactive Notebook
My lesson for using an interactive notebook is one where we build a vocabulary book
during the school year. We begin build the book during the school year ah we are completing
each subject.
I require that all information in the book be hand written and must include the following
items about each word:
1.
The book or dictionary definition of the word
2.
The definition re written in the students on words
3.
A sentence written using the word
4.
A picture that gives the student an image of the word
5.
The Latin or Greek route word where applicable
I use this has a yearlong project to help students keep their science vocabulary in a handy
place for them to review during testing periods. I allow a great deal of creativity in the creation
of these book to help students create ownership of the material. I have received books as simple
as note cords laced together to what can only be called works of art. My pride is a book written
on poster sized paper. I have had these pages laminated to use as posters in my classroom while
we are teach the various topics.
Science vocabulary is the hardest part to teach my students. I have used this project for
seven years and I know it works. Even my students that complain about not being an artist
receive immense help by doing this type of book. Students can use note cards, bound books
easily bought at Walmart, or just plain paper bound in a three ring binder.
We work has we go during the year. I will have 3 or 4 checkup periods along the way for
sure one at mid-year. I do not grade until the week before our CRCT period. This allows my
procrastinators to make sure they finish. I use this as 2 test grades and 2 class work grades.
I know many of my students do not have internet access at home some a plan in a number
of days for the computer labs or for the laptops in the classroom. We also allow students
computer access in the media center at 7:00 in the morning. I allow 2 days a week to make sure I
come in early to supervise.
Inductive Reasoning Lab
A student will be able to describe the behavior of objects of equal volumes with different
masses in a container of water in terms of the physical properties of those objects (i.e. density,
mass, and volume).
Materials and Setup
[Repeat this set up for each lab group or do this activity as a demo.]
Fill three fourths of a 10 gallon fish tank with water.
Get a 12 ounce can of coke.
Get a 12 ounce can of diet coke.
[Only one set of the following materials is needed]

Measure out 39 grams of sugar.
Measure out 188 milligrams of nutra sweet.
Safety
No safety concerns to address. All materials can be consumed or disposed of in regular

waste cans or sinks.
Requisite Knowledge/skills for students
Students should be fluent in properties of matter: mass and volume.
Procedure
Engage (10 minutes):
Ask students to describe the cans of coke and diet coke. Students will make a list of
similarities and differences between the two cans.
Ask, What do you notice about these two cans of Coke? How are they similar? How
are they different? How would you describe the contents of these cans?
Some potential similarities students may find are:

-
They are both Coke products
They have the same volume
Their contents are the same color
They are both sealed shut
They both contain water
They both contain carbon dioxide
They both contain sweeteners
Some potential differences students may find are:

-
One is diet, the other is regular
The cans are different colors
One has real sugar, the other has artificial sweetener
Explore (20 minutes):
Have students describe the contents of the two cans in terms of physical properties (i.e.
mass, volume, color, etc.). These properties should be added in their list of similarities and
differences.
Ask, How would you find out the mass of each can? How would you find out the
volume of each can? (Look for regular vs. irregular shape volume misconception.)
Have the students predict what will happen when the two cans are placed in the fish tank
with water.
Ask, What do you think will happen to these cans of Coke when they are placed in the
fish tank full of water? Explain why you made your prediction.
Have students place the cans in the water. The Diet Coke can will float. The Coke can
will sink.
Ask, What happened? Was your prediction correct? How would you adjust your
prediction and explanation? Why is one floating and one sinking?
Explain (10 minutes):
Show students the 39 grams (39,000 milligrams) of premeasured sugar (amount of sugar
in a 12 ounce can of Coke) and 188 mg of nutra sweet (amount of sweetener in a 12 ounce can of
Diet Coke). Explain that all of the sugar goes into one can of Coke. Tell the students that all of
the sweetener goes in a can of Diet Coke.
Explain that the more mass (or stuff) you cram into a can, the more its mass will
increase. As the mass goes up (while the volume stays the same) the density increases. It has
more grams of stuff fit into the same volume of liquid. The more matter (or stuff) you get into
the can, the denser it will become.
Elaborate (Apply, Extend):
Take the mass of each can on a balance, and take the volume of each can using water
displacement (because of its irregular shape). Determine the density of each can
(density=mass/volume).
Ask, Is the density of the can of Coke greater than or less than 1g/mL? Is the density of
the can of Diet Coke greater than or less than 1g/mL?
Tell the students that the density of water is 1 g/mL.
Ask, If I tell you that the density of a can of Mountain Dew is 1.25 g/mL, can you
predict whether or not it will sink or float in a fish tank full of water? How did you make your
prediction? What do you think would happen if we put a can of Diet Mountain Dew in the
water? Why?
Ask, What information do we need in order to determine whether something will sink or
float in water?
Evaluate:
Students must find six items at home to submerge in a bath tub full of water. They must
record the behavior of each item in their science journals and explain what they know about the
density of those objects based on their behavior (i.e. is the density > or < 1?)
Observations can be recorded in the students science journal in the following format:
Item submerged Did it sink/float? Is the density > or < 1?
Example: I submerged a plastic cup. It floated. It has a density less than 1.
Additional assessment handout could be given to students. See attachment. A student

demonstrates understanding of density and an estimation of density based on behavior of an
object in water if the student answers 8-10 out of 10 questions correctly. A student who answers
fewer than 6 questions correctly has not adequately understood the concept of density.
Technology Tool Lab
In order to maintain and improve their existence, humans interact with and influence
Earth systems. In small groups you will research how humans interact with their environment
given the specific research topic. Then as a group you will create a presentation using Google
Docs, Power Point or Keynote to share with the class.
Research Topic 1:
How are mineral energy resources obtained and processed? How does processing modify
properties to make them more useful? (I.e. iron ore, biofuels, and coal)
Research Topic 2:
Identify renewable and non-renewable energy and material resources found in MN. How
are they used? (I.e. water, iron ore, granite ... identify at least three more on your own)
Research Topic 3:
Explore the individual human choices and how they affect the environment (example:
choosing plastic, paper or reusable grocery bags).
Presentation Tips:
* Keep the amount of words on each slide to a minimum. The words are meant to help
you remember your thoughts. They are not meant to be read from the screen.
Use pictures on your slides to express thoughts.
Avoid fancy font and font colors to make it easy to read.
Make sure the font is not lost in the picture.
Use text boxes to keep them separate.
Cite your sources on your last slide.
Project Content (24 possible points)

* Research question was answered in full with clear and specific supporting details.
Slides include grade level content.
Use of Technology (12 possible points)

Amount of words on slides were kept to a minimum, several pictures were provide, font
is easy to read, and sources are cited.
Presentation: (6 possible points)

Effectively uses eye contact, speaks clearly with suitable volume and pace, uses proper
grammar, and engages the audience.
Lesson Plan Using Parsimony
We use this lesson to teach plate boundaries and movement. The best part of the lesson is
the hand gestures at the end. Every year I see students using these during test to remind
themselves about plate boundaries.
16. - investigate the composition and formation of Earth's surface (GPS, ITBS)
16a. - compare and contrast Earths crust, mantle and core including temperature, density
and composition (GPS)
Boundaries
SWBAT orally describe the 3 types of plate boundaries as identified within the theory of
plate tectonics
Thinking map from prior days activity, plate boundaries video: Types of plate
boundaries, printer paper
Teacher will have groups continue thinking map. Teacher will then instruct students to
answer the following questions in the frame of reference:
1.
Why is this important?
2.
How do I know this information?
3.
How could I use this information?
Teacher will show the following video about plate boundaries: Types of plate
boundaries. Teacher will model the hand gestures associated with each of the 3 major types of
plate boundaries. (Please direct questions about hand gestures to content leader or instructional
coach).
In groups, students will predict what types of land formations will result from the
following plate boundaries:
Convergent collision, Convergent subduction, transform, and divergent
Students will create visual images of each type of plate boundary. They are to label each
type, and write 1 complete sentence as a caption describing the process.
Hand gestures review as whole class, teacher will call on students to show their visual
examples.
Appendix A
Activity #1 The Three Ring Circus Conduction
1.
Pass around the two amazing ice melting blocks, allowing the students to discover
that one block seems somewhat cold to the touch, while the other seems warm.
2.
Tell the students that today they are going to witness a disappearing act where 3
ice cubes will disappear in a three-ring circus act. Their mission as the Three Musketeers is to
predict correctly how much time it will take for each ice cube to melt. One will be placed on the
cold block, one on the warm block, and one on a black square of construction paper placed on
the desk. They are to work together as a group and record their predictions in their journals.
3.
Place an ice cube inside each rubber ring on the three black surfaces and wait as
the students observe. (The ice cube on the aluminum completely melts within two minutes, and
the students are always surprised and curious as to why.)
4.
Tell the students to compare the actual results with their predictions. They are also
to discuss among themselves as to why the ice cube could have disappeared so quickly and
record their reasons.
5.
Have each group share their explanations with the class and encourage class-wide
debate. With guidance the students should discover that because the aluminum block conducts so
well, its heat (room temperature) is transferred quickly into the ice cube (0 C). Discuss other
forms of heat transfer by conduction and how some materials allow this transfer and others do
not.
6.
Follow the activity by discussing other examples of heat conduction. Give each
group a large sheet of drawing paper and have them illustrate as many examples as they can. The
group with the most examples wins the prize (a Three Musketeers candy bar, of course).
Activity #2 Three Temperatures, When Hot and Cold Meet Warm Convection
1.
Ask the students what happens when hot and cold meet warm. Tell them they are
to work together as the Three Musketeers to discover what will happen when hot water and cold
water are introduced into warm water. They are to discuss and come up with a prediction of what
will happen. Pass each group a copy of the When Hot and Cold Meet Warm worksheet.
2.
Fill the transparent container with room temperature water.
3.
Fill one baby food jar with boiling water and add three drops of red food coloring.
Cover the jar with aluminum foil and put a rubber band around the neck.
4.
Gently lower it into the container, turning it on its side.
5.
Puncture the aluminum foil in the middle and again near the edge with a pencil
point so the colored hot water can flow out. If the water doesnt flow out, you may need to put
the pencil into one of the holes to release any trapped air bubbles. (The hot red water will float to
the top of the room temperature water.) Have the students observe and draw what is happening
on their worksheet.
6.
Fill the other baby food jar with ice water and add three drops of blue food
coloring. Cover the bottle with aluminum foil and put a rubber band around the neck.
7.
Repeat steps four and five with this jar.
8.
Have the students discuss within their groups what happened, compare it to their
predictions, and determine why it happened. Have them share their thoughts with the class and
discuss how convection works. Discuss other examples of convection. Have each group list as
many examples of convection (completely described) as they can on the back of their worksheet.
They may use textbooks and other sources, and the group with the most examples wins the prize.
Activity #3 The Tale of Three Colors Radiation
1.
Previous to the activity make the three colored flat surfaces, the three colored
envelopes, and the three-chambered box. To make three chambered box, find a small rectangular
box (approximately 5 by 7) and cut two pieces of heavy paper (oak tag, poster paper, etc.) as
long as the inside of the box (lengthwise) and as tall as the box. Place the two pieces in the box
and tape them so that they divide the box into three equal chambers.
2.
Use the aluminum foil to cover the bottom and all sides of the center section and
glue the foil in place. Cover one section with the white paper and the third section with the black
paper. When finished, the box will have three chambers: one black, one white, and one silver.
3.
Cut 6 pieces of construction paper, four white and two black, which are 6 x 4.
Cover one side of two of the white squares with tin foil and glue in place.
4.
Fold one of the black pieces, one of the white pieces, and one of the silver pieces
in half. The three folded pieces should now be 6 x 2. Tape the bottom and long side of each
piece to form three envelopes. (Set the remaining three pieces aside.) Now you are ready for the
activity. Tell the students that as the Three Musketeers, they have a special mission to discover
how color affects radiated heat. Pass out the worksheets and remind them they will need to be
precise in the data they keep.
5.
Lay a thermometer on top of each of three squares of paper: a white piece, a black
piece, and a silver foil piece. Have the students write down the starting temperature (C) of each
thermometer on the worksheet. (Select one Musketeer from each group to witness each
experiment and verify the temperatures.) Place the pieces evenly under the lamp so they will all
get the same amount of light and turn it on. While waiting for the time to pass they are to predict
the outcome. WARNING: Do not touch the lamp after you have turned it on, as it gets very hot!
6.
Check and record the temperature after five minutes and again after 10 minutes.
7.
Cool the three thermometers to room temperature and then place them inside each
of the three envelopes. Write down the starting temperature (C) of each thermometer on the
worksheet. Place the envelopes evenly under the lamp so they will all get the same amount of
light and then turn it on.
8.
Watch the clock and allow the lamp to shine on the envelopes for five minutes.
While waiting for the time to pass have the students predict which envelope will get the hottest.
Check the thermometers quickly and have the students record the temperatures of each envelope
on the worksheet after five minutes and again after 10 minutes.
9.
Take the thermometers out of the envelopes and allow them to cool again to room
temperature.
10.
Now place the thermometers in the three-chambered box. Place the box under the
light so each chamber gets the same amount of light and then check the clock and time the box
for five minutes. Have the students record their predictions. Record the temperatures after five
minutes and then after 10 minutes.
11.
After the students have gathered the data, have them compare the results with
their predictions. After they have filled out their worksheets discuss why they think there was a
difference between the three placements. Discuss possible applications of the results.
12.
On the back of their worksheets have them demonstrate what they have learned
and come up with as many applications to life situations as they can that show an understanding
of heat and color. (You wouldnt wear a dark shirt on a hot, Sunny day. You could put a silver
lining on your windows to keep the heat out. You could wrap yourself in a silver survival blanket
to keep the heat in on a cold day or place it above your head as a canopy to keep cooler on a hot
day. You could line a solar oven with silver to heat better and add black to help absorb the heat.)
The group with the most heat applications wins the prize.

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Running head: INSTRUCTIONAL PLAN: FINAL