Lesson plan 9 sci 22.5.13


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Lesson plan 9 sci 22.5.13

  1. 1. Lesson Plan Format:Unit/Topic/Title: Heat TransferAchievement Objectives:Appreciate that science is a way of explaining the world and that scienceknowledge changes over timeBegin to develop an understanding of the particle nature of matter and use this toexplain observed changesKey Competencies: Thinking; Using language, symbols and texts; Managingself; Relating to others; Participating and contributing (highlight teaching focus).Science Background Information: What science do I need to know?- Solid to gas: Sublimation- Solid to liquid: Melting- Liquid to gas: Evaporation- Liquid to solid: Crystallization, Solidifying- Gas to Liquid: Condensation- Gas to Solid: Deposition – Reverse SublimationDiffusion is the movement of particles from an area of high concentration to anarea of low concentration, until the concentration is equal-Examples includeCarbon dioxide bubbles in soft drinks diffuse out of your soda, leaving yoursoda flatCigarette smoke - it diffuses into the air and spreads throughout the roomSmells from a deodorant canChlorine in a swimming poolExamples of Radiation sun, light bulb, camp fire (warmer than surroundings)Examples of Convection wind, surface of swimming pool being warmer, heatpumps, fan bake in over, occurs in fluids (fluid movement)Examples of Conduction surface to surface, transfer through surface, element,ice on hand, fire on hand, (surface heat transfer)Specific Learning Outcomes:By the end of the lesson, studentswill be able to:Define the three modes of heat transferAchievement Criteria:By the end of the lesson studentscan:State the three methods of heattransfer being conduction, convectionand radiationDate:22/5/13 Class:9Sci Time 08:40 N/- students:30
  2. 2. Assessment methods (your data gathering methods)Assess the answers to questions posted in the sci-pad and ask the studentsquestions whilst walking around the roomLearning Activities (in sequence)Time line5IntroductionTeacher MovesVery brief recap on what isdiffusion?Brief recap of the previouslesson, get three tables ofstudents up the front. Create acan shape with chairs. All waterto start with at the bottom of thecan. Apply heat. Some studentsbecome gas and leave the can.Some students become gasand remain in the can. Whencooled, the exit is blocked andall water vapor becomes liquid.This hot air cools and contracts.This pulls the sides of the canin.Questions are posed on theboardDescribe the effect of heat on:- The movement ofparticles- The size of the particles- The space between theparticlesStudent MovesStudents answer what diffusionisStudents come up to the front ofthe class and perform the starteractivity. The students areprompted as to what ishappening but they must decidewhat to doStudents answer the questionsreferring back to the role playMain Activities (attach notes, Power Points, developed resources)Time Line15Teacher MovesUse what we just learnt toanswer the questions on page57 and 58 within the Sci-PadStudent movesStudents undertake the activitieswithin the Sci-Pad
  3. 3. 30 Heat transferAt your table, Brain Stormsituations when heat istransferred. A jug, a fire place,a heat pump, an electricblanket, the sunAsk each group to give twoexamples of heat transfer.Write on the board, Take downin their books.Ask the students if they knowwhat the modes of heattransfer are called and promptthem to answering conductionconvection and radiation.Explain briefly each mode ofheat transfer and label some ofthe ways heat is produced andto what on the board asconduction, convection orradiation. Get the students intheir groups to take down 3examples for each conduction,convection and radiation. Walkaround the room assessing thestudents learningIn groups of three or four,students brainstorm things thatproduce heat and what it transfersit tooGroups give their examples ofheat transferStudents take notes onconduction, convection andradiation and classify three modesof heat transfer as one of theabove.Closure/Finishing (Revisit learning intentions and success criteria; strategies to wrap up,reflect on learning,)Timeline Teacher MovesSum up the lesson by askingeach group to give oneexample of a mode of heattransfer and whether itsclassified as conduction,convection or radiation, whilstreferring to the learningintentionsStudent MovesEach group gives on mode of heattransfer and classifies it. Learningis assessed
  4. 4. Materials / Resources / Equipment requiredA3 Pages (7)Container of pensSafety considerationsReferences
  5. 5. ReflectionEvaluation of student learning(How well the students met the achievement criteria with examples/data/evidence to support andjustify your judgments)I am happy with the student learning from this lesson. The students were engaged and interestedand I believe this is why they learnt. They understood contraction and expansion of particles dueto heat and energy increase. They could say that when heat is added to a solid, liquid or gas, thespaces between the particles increase and the particles themselves do not contract or expand.Strengths and Weakness of Lesson Plan(Comment on aspects of the lesson plan such as the appropriateness of the level; usefulness ofthe achievement criteria; any modifications required etc)I believe a strength of this lesson was that the students could write down the ideas which theyhad in their head and then make sense of them latter in the lesson. This got the studentsengaged with the lesson and they then seemed interested in how the future content related totheir content. I believe another strength was the role playing that the students undertook. Theyseemed to easily answer the questions within the sci pad after thisEvaluation of your Teaching(Comment on: your ability to scaffold student’s learning in terms of your science knowledge, theeffectiveness of your various teaching skills and strategies including questioning, formativeassessment etc; your behavior management skills; and areas you need to improve and how youcan achieve this.I am happy with my teaching as the students learnt. I am happy with my questioning techniquesas I only gave answers when students did not have any clue towards the answer, however mostof the time the students had some knowledge which I could link to and from here I could promptthe student towards an answer. Things to improve on could include getting to know the studentsbetter and better understand the learning methods of the students. I am just starting to build myPCK and I believe PCK is specific to each year group and I hope to expand on my PCK for year9s.