Activity 4: Planning an Extension Lesson on Energy Using the 5E Model

Transcription

1 Activity 4: Planning an Extension Lesson on Energy Using the 5E Model 1

2 Suggested Pre-Planning Questions 1. What is the Big Idea? 2. What are your essential questions? 3. What approach will you use in the lesson; inquiry-based (requires questioning to drive the process ) or project-based (project given by teacher or created from student s interest) 4. How are Technology, Engineering, Science, Mathematics, and English Language Arts standards addressed in your lesson? Grade level: Length of the Lesson: Suggested Lesson Introduction Subjects: Science, Technology, Engineering, Mathematics, and English Language Arts Concept: Differentiation of Instruction: Universal Design Learning: Cultural Relevancy: Big Idea or Essential Question(s): Real-life Connection: Outcomes: Challenges: Materials: 2

3 5E Model with Standards Match 5E Model 5E Objectives Lesson Description Science Standards Science/ Technology & Engineering Standards Mathematics Practices 1-8 ELA Common Core Informational text & Technical Writing Engagement Activity 2 Object, event or question used to engage students. Connections facilitated between what students know and can do. Exploration Activity 2 Objects and phenomena are explored. Hands-on activities, with guidance. Explanation Activity 2 Students explain their understanding of concepts and processes. New concepts and skills are introduced as conceptual clarity and cohesion are sought. Elaboration Activity 2 Activities allow students to apply concepts in contexts, and build on or extend understanding and skill. Evaluation Activity 3 Students assess their knowledge, skills and abilities. Activities permit evaluation of student development and lesson effectiveness. 3

4 Transdisciplinary Planning Model Science Technology & Engineering Inquiring Questions English Language Arts Mathematical Practices 4

5 Transdisciplinary Activity Planning Sheet Inquiring Questions 5

6 Informational Text: What is Energy? Energy Basics Forms of Energy: Sources of Energy Energy Story: The Tale of Fern Fossil Note: Go to the websites for activity. 6

7 Energy Activity: Energy Picture Note: Go to the website for activity. 7

8 Energy Activity: Energy at Home Note: Go to the website for activity. 8

9 Sample Elementary STEM Lesson Standards 9

10 The sample elementary lesson activities that will be presented in the 2011 Summer Educator Effectiveness Academy are broken down into four STEM experiences that may take the form of a class period, a four week unit of instruction, or semester-long projects. The absence of one or more STEM element does not mean the experience is not a quality STEM learning experience. In some cases, an element may be purposefully excluded or does not apply. The ultimate goal is to help teachers develop a deeper and broader vision of exemplary STEM Education. The following information came directly from the websites referenced in this document. Standards: Science Skills and Processes 1.0 ( Graders Pre-K- 2: From their very first day in school, students should be actively engaged in learning to view the world scientifically. That means encouraging them to ask questions about nature and to seek answers, collect things, count and measure things, make and record qualitative observations using simple diagrams, illustrations, and oral or written language, organize collections and observations, discuss findings, etc. Getting into the spirit of science and liking science are what count most. By the end of Grade 2, children will have had multiple experiences with applying and practicing all of the listed science skills and processes across the concept areas. Grades 3-5: Children's strategies for finding out more and more about their surroundings improve as they gain experience in conducting simple investigations of their own and working in small groups. They should be encouraged to observe more and more carefully, measure things with increasing accuracy, record data clearly in logs and journals, and communicate their results in charts and simple graphs as well as in prose. Class discussions of the procedures and findings can provide the beginnings of scientific argument and debate. By the end of Grade 5, children will have had multiple experiences applying and practicing all of the listed science skills and processes across the concept areas. Science Physics 5.0: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur. Mechanics: Grades Pre-k-2: K.5.A.1. Compare the different ways objects move. Grades 3-4: 3.5.A.1. Cite evidence from observations to describe the motion of an object using position and speed. Grade 5: 5.5.A. 1. Describe the motion of objects using distance traveled, time, direction, and speed. 10

11 Mechanics: Grades Pre-k-2: K. 5.A.2. Explain that there must be a cause for changes in the motion of an object Grades 3-4: 3.5.A 2. Explain that changes in the ways objects move are caused by forces. Grade 5: 5.5.A.2. Explain that the changes in the motion of objects are determined by the mass of an object and the amount (size) of the force applied to it. Mechanics: Grade 5: 5.5.A.4. Cite evidence that energy in various forms exists in mechanical systems. Technology Science Skills and Processes 1.0 D Design and Systems, Design Constraints ( Grades Pre-k-2 Introduction: Children should design and make things with simple tools and a variety of materials. They should identify a need or opportunity of interest to them, and then plan, design, make, evaluate, and modify the design with appropriate help. Children may be inclined to go with their first design notion having little practice or experience in testing or revision. Where possible, they should be encouraged to improve their ideas, but it is more important that they develop confidence in their ability to think up and carry out design projects. When their projects are complete, children can tell what they like about each other s designs. Grades 3-5 Introduction: As students undertake more extensive design projects, emphasis should be placed on the notion that there usually is not one best design for a product or process, but a variety of alternatives and possibilities. One way to accomplish this goal is to have several groups design and execute solutions to the same problem and then discuss the advantages and disadvantages of each solution. Ideally, the problems should be "real" and engaging for the students. Technology Science Skills and Processes 1.0 Section D Designed Systems Grades Pre-k-2 Introduction: Students should practice identifying the parts of things and how one part connects to and affects another. Classrooms can have available a variety of dissectible and rearrangeable objects, such as gear trains and toy vehicles and animals, as well as conventional blocks, dolls, and doll houses. Students should predict the effects of removing or changing parts. Grades 3-5 Introduction: Hands-on experience with a variety of mechanical systems should increase. Classrooms can have "take-apart" stations where a variety of familiar hardware devices can be taken apart (and perhaps put back together) with hand tools. Devices that are commonly purchased disassembled can be provided, along with assembly instructions, to emphasize the importance of the proper arrangement of parts (and incidentally, the importance of language-arts skills, which are needed to read and follow instructions). 11

12 Technology Science Skills and Processes 1.0 Section D Making Models Grades Pre-k-2 Introduction: Every opportunity should be taken to get students to talk about how the things they play with relate to real things in the world, such as toys, illustrated books, building materials, role play, picture puzzles, sculpture, etc. The more imaginative the conversation the better, for insisting upon accuracy at this level may hinder other important developments. Grades 3-5 Introduction: As students develop beyond their natural play with models, they should begin to modify them and discuss their limitations. What happens if wheels are taken off, or weight is added, if different materials are used, or if the model gets wet? Is that what would happen to the real things? Students also can begin to compare their objects, drawings, and constructions to the things they portray or resemble (real houses, airplanes, etc.). Students can begin to formulate their own models to explain things they cannot observe directly. By testing their models and changing them as more information is acquired, they begin to understand how science works. T Maryland Technology Literacy Standards for Students ( 1.0 Technology Systems 2.0 Digital Citizenship 3.0 Technology for Learning and Collaboration 4.0 Technology for Communication and Expression 5.0 Technology for Information Use and Management 6.0 Technology for Problem-Solving and Decision-Making Engineering: Science Skills and Processes section D (See 5 E Model charts in each lesson activity for standard objectives/indicators used.) Also incorporated are the concepts from, Engineering Design Process: Five Steps for Engineering Design (EiE: Making Work Easier (c) Museum of Science, Boston Duplication Permitted) Ask: What is the problem? What have others done? 12

13 What care the constraints? Imagine: What could be some solutions? Brainstorm ideas. Choose the best one. Plan: Draw a diagram. Make a list of materials you ll need. Create: Follow your plan and create it. Test it out! Improve: Make your design even better. Test it out! M Standards for Mathematical Practices ( 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Note: Also included in the sample lessons are Common Core English Language Arts College Career Readiness Anchors and Reading Standards for Literature K-5, Writing Standards K-5, and Speaking and Listening Standards K-5. Master Teachers are also encouraged to extend lesson to include History, Social Studies, and other related subjects. 13

14 References 14

15 Common Core for English Language Arts Literacy in History/Social Studies, Science, and Technical Subjects English Language Arts (2009). Common Core for Mathematics (2009). Drake, Susan and Burns, Rebecca (2004). Meeting standards through integrated curriculum. Alexandra, VA: Association for Supervision and Curriculum Development pp Engineering in Elementary, ( ). The Engineering design process. Washington, D.C. Museum of Science Energy Information Administration. MDSE Science Curriculum (2008). Maryland Technology Literacy Standards for Students (MTLSS),