Science Methods Task-2 lesson plan with investigation PDF

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Summary

lesson plan with included investigation on balloon with static electricity an different materials to determine insulators and conductors. passed...

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Jennifer Waege July 8,2021 Task 1 C108

5E Lesson Plan Template

General Information Lesson Title: Conducting Electricity Balloon Investigation Subject(s): Science Grade/Level/Setting: 5th grade with 23 students including 6 gifted and 2 Ells’ Prerequisite Skills/Prior Knowledge: Static electricity and how it makes materials stick together or

move.

Standards and Objectives State/National Academic Standard(s): S5P2. Obtain, evaluate, and communicate information to investigate electricity. 1. Plan and carry out investigations on common materials to determine if they are insulators or conductors of electricity.

https://www.georgiastandards.org/Georgia-Standards/Documents/Science-Fifth-Grade-GeorgiaStandards.pdf

Learning Objective(s):

Hands On-Students will explore Static Electricity with multiple materials provided with 100% accuracy. Summative Assessment- Students will be able to explain their findings on static electricity with the balloon investigation in a journal prompt using newly learned vocabulary with 100% accuracy.

Materials (per group)           

Salt Pepper Sprinkles Balloons blown up to equal sizes (3) Wool cloth Measuring spoon Monkey bowl Scale Paper plates (3) Stop watch Step by step instructions on how to conduct the experiment.

Technology Video https://www.flocabulary.com/unit/currentelectricity/

Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.

Language Function: Students will predict outcomes of the investigation, question why one

material was a better conductor than another and discuss overall findings from the experiment.

Vocabulary: Positive charge, negative charge, neutral, conductor, and insulator

Discourse and/or Syntax:

Students will use oral language to think-pair-share predictions of the investigation and when discussing their findings with the class. They will give written explanations of their findings compared to their predictions.

Planned Language Supports:

The video at the beginning of the lesson will introduce new vocabulary. I will review new vocabulary during the investigation as well as post It to a word wall for a visual for students.

Instructional Strategies and Learning Tasks

Activity Description/Teacher Engage:



Show Flocabulary video introducing insulators and conductors of electricity.

Student Actions

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https://www.flocabulary.com /unit/current-electricity/

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Explore:

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Explain:

Ask students if they have ever rubbed a balloon in their hair? And what happened? Ask students to use thinkpair – share what will happen after the balloon is rubbed with the wool cloth will it pick up more salt, pepper, or sprinkles? Put students into groups of 4 Pass out materials for investigation Remind student of expectations when working in groups. Ask students to follow given instructions to begin the investigation.

Discuss what the investigation results showed. Ask students to

   

Students will watch the video as a precursor to the investigation. Students share their experiences with rubbing a balloon in their hair. Students will think-pair-share about the anticipated results of the experiment.

Students will get into groups of 4 Students will organize materials Students will acknowledge classroom expectations Students will follow step-by- step procedural instructions and conduct investigation

Students will explain their findings of the

explain what they saw? Which materials were good conductors or insulators?

investigation.

Elaborate:

Connect Static Electricity to Current Electricity. Ask Students what kind of electricity they have in their homes?

Students will discuss different types of electricity as a whole group.

Evaluate:

Summative Assessment-Journal prompt.

Students will answer a journal prompt independently.

Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.

Gifted and Talented: Provide extra materials such as sugar and confetti to explore the

investigation further. Ask about other factors that could affect the results such as the size of the balloon and the amount of time the balloon was rubbed on the cloth.

ELL: Provide word walls with vocabulary terms and frequently check in for understanding.

Students with Other Special Needs: Check in and check for understanding Give these students

extra time with their journal prompt.

Assessment Formative

Move around to each group asking open ended questions about students’ findings and check for understanding.

Summative

Journal prompt- Using newly learned science vocabulary explain your findings from the balloon investigation and how they were the same or different from your predictions before the investigation?

Reflection

B. I used the investigation because it directly uses different common materials as stated in the standard. The salt, pepper, and sprinkles were common materials that were used for determining good conductors or insulators. This investigation supports student engagement because they are actively thinking and participating during the investigation. I think this is an interesting investigation for students because sometimes their predictions are right and sometimes, they are incorrect causing them to have a higher order thinking on why the outcomes occurred. C. The formative assessment is a great way to view students actively working on the investigation and getting their thoughts on what is currently happening. By walking around and monitoring them I can see that they are conducting the investigation firsthand. I will ask open ended questions and get an idea of their understating of insulators and conductors as they relate to static electricity. If students seem to struggle following the procedures, I will know to adjust my lesson accordingly. I will see if it is detailed enough or if it is an actual feasible investigation for this age group. Also, time frame for the investigation in the lesson is another way I can adjust the lesson, if it takes too much time, I may split the lesson into two days. D. Using a journal prompt for the summative assessment gives students a way to explain what they have learned in their own words while including newly learned science vocabulary. This aligns with the summative objective of explaining their findings from the investigation with newly learned vocabulary. I will use the results from this assessment to inform future lessons. If students were not able to explain their findings in detail with newly learned vocabulary, I will know to add more discussion and vocabulary into the lesson or try another type of assessment altogether. References Flocabulary. Flocabulary LLC, n.d. Web.8 July. 2021 Georgia Standards – Science Standards. (April 2021). http://gadoe.georgiastandards.org/mathframework.aspx....