Lesson Plan Template - Unit Plan: WEG (work energy gas!)



Lesson Plan TemplateName: Kinetic Molecular TheoryClass/Subject: Freshmen/physical scienceDate: 12-12-13Content Standards/Performance expectationsHS-PS3-2.Develop and use models to illustrate that?energy at the macroscopic scale?can be accounted for?as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).Student ObjectivesAssessment criteriaWhere in the lesson is this addressed?Students will recognize all 6 postulates of the Kinteic Molecular Theory1. Students scientific model of the KMT postulates will include acting out characters as either gas particles or the wall of the pot.2. Students scientific explanations of the KMT postulates will include written responses in their INB and on a poster and discusssing their findings to classmates.1. During the “big pot part 1” interactive activity. During the “big pot part 2” interactive activity. 2. Discussion within small groups and whole-class setting.Prior KnowledgeStudents should be coming to into this class from middle school knowing how the temperature of a sample measures the change in the average kinetic energy of particles (MS-PS3-4) Materials/Resources/Technology:Cell phonesScreenTechnology: AnswerGardenIntegrative Notebook (INB)Two PostersLaptopProjectorOutline of the KMT lesson:Start of Class (1 min):Present the target to the class. Before the day will begin, I will write the target on the large whiteboard behind the teacher’s desk the night before so that every student could visually see the target for that day...I will stand in front of the room and get their attention by raising my voice after the bell rings. I will begin class by telling the students that the target for today is “I will be able to recognize the 6 postulates of the Kinetic Molecular Theory.”After speaking the target, I will go right into identifying the agenda for the day. Present the agenda to the classJust like the target, I will have the agenda on the same whiteboeard, but I will write it underneath the target. I will say to the students that first we will do a techvoice activity to start the day in which we can voice their own ideas and see others’ thoughts about a provided question with technology, next we will do a “big pot part 1” interactive activity in which you all would be role playing two different characters, after you will be working indivdually on answering questions about the interactive activity you all just completed and then meet in a small group to discuss your individual answers and finally meeting in a whole class discussion to talk about the concept as a whole. After the whole class discussion, we will do another interactive activity called “big pot part 2”, in which you all would switch roles for the characters. Just like for the first interactive activity, you would have to work indivdually answering questions about the 2nd interactive activity, then meet in a small group to discuss the answers and finally have another whole class discussion to talk about the 2nd interactive activity. At the very end, we will have another techvoice activity for you to share your thoughts on a question provided. Introduction to the lesson (3 min):After explaining the target and agenda, I will tell the students to get out their laptops or cell phones and the students who do not have either one, I will provide them with a class laptop.I will next engage the students by asking them to shout out what are some ways how you can voice your own ideas and share your thoughts by using your cell phone or laptop in a class setting? As I write their responses on a whiteboard, some responses that I may receive from the students may be using text on cellphones or twitter on laptops. I would say that would be correct to some extent in which they can share their thoughts and view others, but in this case, it may not work because not everyone may have texting on their phones or uses a twitter account. I will provide my answer by saying that as we do our techvoice activity there is a website called AnswerGarden that all of us can access and put in our responses...Lesson Instruction:Techvoice activity (5 min) (pre-assessment):I will first go to answergarden.ch and create an answergarden by typing in the question: What do you know about gases?I will then go through step by step instructions with the students in order for them to get the website called AnswerGarden: Connecting to the internet, typing in the webaddress seeso they can get to the page where my question will be. I will then tell them to type in their responses: 20 characters or less (one or two worded answers). I will tell the students to make their responses appropiate and that whatever they put will be saved so they can still see it after the day has finished.As they start typing in their responses, they will be able to see both their reponses and their classmates responses on the screen. After the students finished putting in their responses, we will briefly go over them and I will mention whether some of their responses directly relates to the next activity that we will do “big pot part 1” such as if the volume that the gases are in are mostly empty space or if gases constanlty collide with one another. I will then say that at the very end of the day during our second techvoice activity, we can see if your responses that you have typed are correct or not.Big pot part 1 interactive activity (9 min):I will instruct the students to put away their cell phones and laptops and to arrange their desks in a large circle. As they do these things, I will hand each student a notecard (the notecard will have their name on the back to make passing it out easier) which indicates the character that he/she will play in the activity as well as the instructions that he/she would have to follow to perform the interactive activity. Half the class will play one character while the other half of the class will be a different character. For the first half of the class, the notecard will indicate that they will be “gas particles” and that they will go inside the “big pot” and walk in a straight line until you softly brush up against someone and from doing this must immediately change direction (but still walk in a straight line). The card will also say for them that they can hit the “wall” of the big pot as well and change direction.For the second half of the class, their notecard will indicate that they will be the “wall of the pot”; it would tell them to stand up on their chair to represent the walls of a large pot.I will give the students 2 minutes to read it and then let them demonstrate the activity. As they demonstrate I will watch them to make sure they are following instructions and keep track of time.After the amount of time for this interactive activity has passed, I will engage the students by asking them to give me a one word answer or short phrase about the activity such as how it went for you and by after completing the activity, what it showed you? Some students may say the interactive activity was cool, and that it showed me how gas particles move. This will lead them into the next part of the lesson, working individually.Working individually (1 min):Students will get their INB, turn to the next available page and respond to the following questions: What did the activity represent to them?, What was the purpose of this activity-what occurred and why?I will emphasize that how they respond is up to them: either in writing, drawing pictures, etc... whichever way that will help them to grasp the material better.During this time, I will walk around the room making sure everyone is writing and guide them in the right direction if they need any help with answering the questions.Working in small groups (3 min):I will make the students count off in fours to create their group so they can discuss the questions that they answered individually. As they discuss in groups I will come around to each group and tell them to write/draw a central theme (or one key point) about the interactive activity that they can share with the class during the whole class discussion.Whole Class Discussion (5 min) (during class assessment): I will pull out a large poster sheet from my desk and tape it in front of the class on the whiteboard for all the students to see.I will then pick a few groups to pick one spokesperson to come up and write/draw their central theme (or key point) on the poster and have someone else from the group explain briefly what it means. After the groups complete this, I will pull out a big poster that I had created the day before that lists 5 out of the 6 postulates of the Kinetic Molecular Theory. As I explain the concept, I will tell the students to write what I have on the poster in their INB on the next available page:Gases are composed of a large number of particles that behave like hard, spherical objects in a state of constant, random motion.These particles move in a straight line until they collide with another particle or the walls of the container.These particles are much smaller than the distance between particles. Most of the volume of a gas is therefore empty space.There is no force of attraction between gas particles or between the particles and the walls of the container.Collisions between gas particles or collisions with the walls of the container are perfectly elastic. None of the energy of a gas particle is lost when it collides with another particle or with the walls of the container.I will explain the postulates with connecting them to what some of the groups wrote on the poster that they created. One example is if one of the student group’s key theme was that we (as gas particles) did not “stick to” someone else as we collided with people. We just hit them slightly and change direction. I will relate what they said to postulate number 5 in which explains that the reason the students didn’t stay connected to each other because the collision they experienced was elastic so they had to immediately separate from each other as they came into contact.By showing my poster, the students will be able to see the similarities and differences among what they took away from the activity and the actual data from the theory.Big pot part 2 interactive activity (9 min):After explaining the postulates, I will take out from behind my desk a large-size stove knob that I have made the day before and engage the students by asking them what do they think might happen if I raised the temperature of the pot by turning the knob to a higher degree? Some of the students may say that nothing would happen or the gas particles may move slower or faster. I will then tell them that as we do the next interactive activty then they will be able to figure out what is happening.I will give each student a notecard with the opposite character that they were playing in the first activity. Note: That is why I decided to put their names on the cards because throughout the day, the students’ desks are moved and they may be sitting in different seats for the small group activity. Futhermore, this would leave out any mistakes as well. The notecard that reads the role of gas particles, the student will go inside the “big pot” and jog in a straight line until you softly brush up against someone and from doing this must immediately change direction (but still jog in a straight line). The card will also say for them that they can hit the “wall” of the big pot as well and change direction.The notecard that reads the role of “wall of the pot”, it would tell them to stand up on their chair to represent the walls of a large pot.I will give the students 2 minutes to read it and then let them demonstrate the activity. As they demonstrate I will watch them to make sure they are following instructions and keep track of time.After the amount of time for this interactive activity has passed, I will engage the students by asking them to give me a one word answer or short phrase about the activity such as how it went for you and by after completing the activity, what it showed you? Some students may say that the interactive activity was neat and realized that gas particles’ motion directly depend upon temperature. This will lead them into the next part of the lesson, working individually.Working individually (1 min):Students will get their INB, turn to the next available page and respond to the following questions: What did the activity represent to them?, What was the purpose of this activity-what occurred and why?I will emphasize that how they respond is up to them: either in writing, drawing pictures, etc... whichever way that will help them to grasp the material better.During this time, I will walk around the room making sure everyone is writing and guide them in the right direction if they need any help with answering the questions.Working in small groups (3 min):I will make the students count off in fours to create their group so they can discuss the questions that they answered individually. As they discuss in groups I will come around to each group and tell them to write/draw a central theme (or one key point) about the interactive activity that they can share with the class during the whole class discussion.Whole Class Discussion (5 min):I will pull out a large poster sheet from my desk and tape it in front of the class on the whiteboard for all the students to see.I will then pick a few different groups from the first whole class discussion to pick one spokesperson to come up and write/draw their central theme (or key point) on the poster and have someone else from the group explain briefly what it means. After the groups complete this, I will pull out a small poster that I had created the day before that list the 6th postulate from the Kinetic Molecular Theory. As I explain the concept, I will tell the students to write what I have on the poster in their INB on the next available page:The average kinetic energy of a collection of gas particles depends on the temperature of the gas and nothing else.I will explain the postulate with connecting it to what some of the groups wrote on the poster that they created. One example is if one of the student group’s mention that our main point is that as the temperature of the pot increased, we (gas particles) moved much faster. I will connect this to the postulate by explaining that noticing this observation is key because since the kinetic energy only depend on temperature, as the temp increase, kinetic energy must also increase as well. By showing my poster, the students will be able to see the similarities and differences among what they took away from the activity and the actual data from the theory.Techvoice Activity (5 min) (post assessment):I will tell the students to get their laptops and cell phones out so we can do another techvoice activity. For the students who do not have either one, I will provide them with a class laptop by telling the students to get one out of one the cabinets in the classroom.I will then go through step by step instructions with the students in order for them to get the website called AnswerGarden: Connecting to the internet, typing in the webaddress (answergarden.ch/view/77275) so they can get to the page where my original question was. As I mentioned before, I wanted the students to reflect back to see if the answers that they had submitted in the beginning of the day match to what they know now. After looking at what they typed, I will ask by a show of hands who learned something today that did not reflect what you wrote at the beginning of the day? From the number of hands raised I will follow up by saying that it’s good to be raising your hand because it means that you have infact learned something new and now can explain what and why something is occurring. After, I will call on a couple of people to recall what they learned about today’s lesson.Next, I will type a new question: What is something that you all want to learn more about? I will let them know that whatever they post we will discuss it first thing in class the next day.Rationale for the activity, activity structure, planning etc needs to go hereMy rationale for this activity is that I really wanted the class to be very interactive and do something that will help them to remember the key concept discussed. I felt that the only way I could think of that will bring this interaction led to the “big pot” interactive activities in which it allowed for the whole class to participate. I decided to have the pre and post assessments of the techvoice to be included because I realize that having assessments are very important to see how much students know coming into the class and be able to reflect what they would want to know after the day is over. Although I could have done these assessments in notecard form, I decided to use technology because I learned from CI 335 that students will be more engaged if technology is used more within the classroom. Also, I feel that it will be very fun and interesting to see what the students type so that everyone can see their viewpoints. I decided to have discussions including individual, small group and whole class discussions because it would allow the students to think about the concept from multiple perspectives. The students will also be able to see how well they learn best and more engaged… either by themselves or in a larger group setting. With all these differentiated instruction components, the acitivities presented in the entire lesson reflects the classroom as a diverse learning environment. ................
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