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TCNJ Lesson Plan #1

Properties of Matter Unit Introduction: Real World Connections

Student Name: Kayla Taylor and Emily Anderson Grade Level: 5

Guiding and/or Essential Questions:


How do scientists use conductivity and magnetism to solve real world problems?

Pre-lesson Assignments and/or Student Prior Knowledge


During 3rd grade, students completed a unit on properties of matter, specifically states of matter.
During 4th grade, students completed a unit on electrical circuits. Students have completed an
engineering unit and multiple engineering design challenges, so they have a solid understanding
of how to connect science to real world applications. During the pre-assessment they showed a
lack of understanding of conductors and insulators but were familiar with the major ideas of
conductivity and magnetism, including that circuits. The pre-assessment did determine whether
they understand real world applications, so this lesson will determine that.

Standards:
5-PS1-3. Make observations and measurements to identify materials based on their properties.
PS1.A: Structure and Properties of Matter- Measurement of a variety of properties can be
used to identify materials.

Learning Objectives and Assessments:


Learning Objectives Assessment

Students will define thermal conductivity, Teacher will assess student participation in
electrical conductivity, and magnetism. discussion. Teacher will evaluate student
answers to determine what to focus on in
future lessons.

Students will brainstorm ways that thermal Teacher will assess student ideas as to how the
conductivity, electrical conductivity, and three concepts are connected. Teacher will
magnetism are related. assess for understanding or misconceptions
and use that to guide future lessons.

Students will identify and summarize ways Teacher will assess whole class conversation
that magnetism, thermal conductivity, and and student worksheets for completion.
electrical conductivity are used in science and Teacher will also assess for student
engineering. identification of the problem/solution that
application of each concept addresses.
Materials/Resources:
Whiteboard and marker
4 pieces of chart paper
“Real World Connections” choice board (shared with students through “Mrs. Corveleyn’s
Science doc”)
“Real World Connections” worksheet

Plan for set-up/distribution/cleanup of materials:


The chart papers will already have the titles written on them and will already be on the
board when the students come into the classroom. The choice board will be shared with
students prior to class, so they can access it on their class’s science doc, which functions
as a log for classwork. The worksheets will be printed ahead of time.

Step by Step plan:


1. Lesson Beginning: Students will define thermal conductivity, electrical conductivity, and
magnetism and brainstorm ways they are related to each other.
a. When students come into the classroom, we will ask them to sit at their tables
with all materials away, except a pencil and their Chromebook.
b. We will tell them that we are starting our unit and that Ms. Anderson and Ms.
Taylor will be teaching every day for the next two weeks.
c. We will ask them to share what they have done with Mrs. C earlier in the week.
(They should share that they learned about molecules and made models of how
molecules look in different states of matter.)
d. On the board, there will be three pieces of chart paper with the titles “Electrical
Conductivity”, “Thermal Conductivity”, and “Magnetism”. I will ask what each
of those concepts are and record the discussion on the chart paper.
i. I will guide the discussion but will not intervene because their idea of
what these concepts are may be different after we discuss them.
e. After we discuss the three concepts, I will ask the students how they are related or
what they have in common. I will write their connections on a new piece of chart
paper or the board (depending on materials available).
i. I am not expecting them to know that these are all properties of matter, but
they will create a connection, such as forms of energy, phenomena of
matter, or physics concepts.
2. Choice Board:
a. After the discussion of unit concepts, I will ask the students if they know any real-
world applications of these concepts. This discussion is to get them thinking about
how these concepts can relate to problems/solutions of engineering.
b. The students will complete a choice board with articles and videos about real
world applications of these concepts. They will complete a worksheet to record
the application, the concept used, and what problem the application addresses.
c. During this time, the teachers will monitor students to ensure that they are on task
and remembering to complete their worksheet.
3. Closing:
a. After the time for the choice board is up, I will ask the students to share the
problems/solutions they came up with for each application by going through each
article/video and asking for student participation.

Key Questions (that you will ask):


What is thermal conductivity and how can we define it?
What is electrical conductivity and how can we define it?
What is magnetism and how can we define it?
How are magnetism, thermal conductivity, and electrical conductivity related or connected to
each other?
What is an application for thermal conductivity?
What is an application for electrical conductivity?
What is an application for magnetism?
What problem/solution does the application address?

Logistics:
Timing:
50-minute lesson:
Beginning- 13 minutes
Plastic collection and graphing- 25 minutes
Closing- 12 minutes

Transitions:
To transition from the beginning discussion to the choice board, students will be asked to
get their Chromebooks out while the teachers pass out worksheets. They will be reminded
that they are accessing “Mrs. C’s Science Doc” and only visiting the websites from the
choice board.
To transition to the closing discussion, the students will be asked to close their computers
and have their worksheet out.

Classroom Management:
Directions will be given prior to handing out materials or students opening their
computers. Teachers will monitor students throughout the choice board activity to ensure
they are on-task. Teachers will use the handclap method to get student’s attention if they
get too loud or off-topic.

Differentiation:
S will be able to complete the worksheet on his computer, instead of on paper. Teachers will
walk around and suggest articles to students based on ability and level of knowledge. For
students who finish early or need to be challenged, they will have the opportunity to read more
articles or watch more videos without having to record their findings on the worksheet. For
students who are struggling, teachers will spend more time going over the directions one-on-one
and will monitor their progress to ensure they are understanding the task. During 5th period, the
teachers will sit with groups of students and do the activity with them if necessary. Depending on
the class, the teacher can become more involved in the beginning and closing discussions.
Name:_________________________________________ Date:_____________

Real World Connections Choice Board

Choose at least one of each color. Read the article and respond to the
questions on the “Real World Connections” worksheet.

Army Creates
Maglev Trains New Underwear MagZip

https://www.energy.gov/arti https://www.sciencenewsfo https://www.smithsonianm


cles/how-maglev-works rstudents.org/article/us- ag.com/innovation/behold-
army-developing-high- the-worlds-first-one-
tech-underwear handed-zipper-7278212/

Heating/Cooling Disease- New Flame


Our Homes Detecting Robot Shields for
Firefighters
https://www.sciencenewsfo https://www.sciencenewsfo
rstudents.org/article/cold- rstudents.org/article/robots
https://www.sciencenewsfo
house-hot-house-green- -may-soon-actively-crawl-
rstudents.org/blog/eureka-
house through-your-gut
lab/teen-invents-better-
tent-beat-fire’s-heat

Robo-Roach Magnetic Flexible and


Pollutant Stretchy Wires
https://www.sciencenewsfo Remover
rstudents.org/article/robo-
https://www.sciencenewsfo
roach-squeezes-through- https://www.sciencenewsfo
rstudents.org/article/nanow
tight-spaces rstudents.org/article/new- ires-made-silver-are-super-
magnet-pulls-pesky- stretchy
nonstick-pollutants-
drinking-water
Name:____________________________________________ Date:____________

Real World Connections


Answer the questions using the “Real World Connections Choice Board”.

1. Article Name: ___________________________________________

Real World Application: ___________________________________

Circle: Did they use…


thermal conductivity electrical conductivity magnetism

What problem does the real-world application solve?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

2. Article Name: ___________________________________________

Real World Application: ___________________________________

Circle: Did they use…


thermal conductivity electrical conductivity magnetism

What problem does the real-world application solve?


_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

3. Article Name: ___________________________________________

Real World Application: ___________________________________

Circle: Did they use…


thermal conductivity electrical conductivity magnetism

What problem does the real-world application solve?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

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