A Problem-Solving Model Of Students Construction Of Energy Models In PhysicsAnn Wera
- ModelCHENE is a problem-solver that models how students construct models of energy (called "energy chains") when solving physics problems. It aims to understand how students form links between a theoretical energy model and experimental situations.
- Students use an interface called CHENE to build energy chains for different experiments based on information provided about reservoirs, transformers, and transfers of energy. Their problem-solving process is analyzed.
- ModelCHENE can model variations in students' problem-solving approaches and solutions. It explains these variations in terms of students' knowledge, their ability to abstract concepts, and which information sources they refer to.
Now remove one of the light bulbs from the circuit. What happens?
Why do you think this happened?
Circuit Center #2- Parallel Circuits:
Have one member of your team read this passage aloud to the group:
The other way we can wire multiple loads together is in parallel to make a
parallel circuit. Let's learn about what a parallel circuit is!
Directions:
Make a parallel circuit with the materials in the bag. You will be connecting
three light bulbs to the battery, but each light bulb will have its own separate
path back to the battery. Use the picture as a model.
Now, draw a picture of your parallel circuit and label it on your worksheet.
Another
This document provides an overview of electron configuration and electronic structure of atoms. It discusses the key concepts of electron configuration including atomic orbitals, orbital diagrams, quantum numbers, and electron spin. Electron configuration summarizes the distribution of electrons in atomic orbitals according to specific rules like the Aufbau principle, Pauli exclusion principle, and Hund's rule. Orbital diagrams use arrows to represent electrons in orbitals and can show the electron configuration of an element. The document also provides examples of writing electronic configurations and drawing orbital diagrams.
This document provides information about the module on electronic structure of atoms: electron configuration for General Chemistry 1. It discusses that the module will cover writing electronic configurations of elements, illustrating electron distribution using orbital diagrams, and determining magnetic property based on electronic configuration. It also lists the development team who created the module.
Science by inquiry learning approach.pptxMohd Mahatab
The document discusses the 5E instructional model, which is based on constructivist learning theory. The 5E model structures learning into five phases: Engage, Explore, Explain, Elaborate, and Evaluate. Each phase has a purpose - Engage piques student interest, Explore allows hands-on exploration, Explain introduces formal explanations, Elaborate extends understanding, and Evaluate assesses comprehension. Two sample science lesson plans are provided that demonstrate how activities in each phase can be designed to teach concepts like simple circuits and natural resources using an inquiry-based approach.
Students will explore simple, series, and parallel electric circuits using batteries, bulbs, buzzers, switches, and wires. They will experiment to understand how circuits work and the differences between series and parallel circuits. Key characteristics include: in series circuits, if one component fails the entire circuit fails, while in parallel circuits each component's circuit is independent. Students will record their findings and identify patterns in how circuits behave when different components are added or removed.
A Problem-Solving Model Of Students Construction Of Energy Models In PhysicsAnn Wera
- ModelCHENE is a problem-solver that models how students construct models of energy (called "energy chains") when solving physics problems. It aims to understand how students form links between a theoretical energy model and experimental situations.
- Students use an interface called CHENE to build energy chains for different experiments based on information provided about reservoirs, transformers, and transfers of energy. Their problem-solving process is analyzed.
- ModelCHENE can model variations in students' problem-solving approaches and solutions. It explains these variations in terms of students' knowledge, their ability to abstract concepts, and which information sources they refer to.
Now remove one of the light bulbs from the circuit. What happens?
Why do you think this happened?
Circuit Center #2- Parallel Circuits:
Have one member of your team read this passage aloud to the group:
The other way we can wire multiple loads together is in parallel to make a
parallel circuit. Let's learn about what a parallel circuit is!
Directions:
Make a parallel circuit with the materials in the bag. You will be connecting
three light bulbs to the battery, but each light bulb will have its own separate
path back to the battery. Use the picture as a model.
Now, draw a picture of your parallel circuit and label it on your worksheet.
Another
This document provides an overview of electron configuration and electronic structure of atoms. It discusses the key concepts of electron configuration including atomic orbitals, orbital diagrams, quantum numbers, and electron spin. Electron configuration summarizes the distribution of electrons in atomic orbitals according to specific rules like the Aufbau principle, Pauli exclusion principle, and Hund's rule. Orbital diagrams use arrows to represent electrons in orbitals and can show the electron configuration of an element. The document also provides examples of writing electronic configurations and drawing orbital diagrams.
This document provides information about the module on electronic structure of atoms: electron configuration for General Chemistry 1. It discusses that the module will cover writing electronic configurations of elements, illustrating electron distribution using orbital diagrams, and determining magnetic property based on electronic configuration. It also lists the development team who created the module.
Science by inquiry learning approach.pptxMohd Mahatab
The document discusses the 5E instructional model, which is based on constructivist learning theory. The 5E model structures learning into five phases: Engage, Explore, Explain, Elaborate, and Evaluate. Each phase has a purpose - Engage piques student interest, Explore allows hands-on exploration, Explain introduces formal explanations, Elaborate extends understanding, and Evaluate assesses comprehension. Two sample science lesson plans are provided that demonstrate how activities in each phase can be designed to teach concepts like simple circuits and natural resources using an inquiry-based approach.
Students will explore simple, series, and parallel electric circuits using batteries, bulbs, buzzers, switches, and wires. They will experiment to understand how circuits work and the differences between series and parallel circuits. Key characteristics include: in series circuits, if one component fails the entire circuit fails, while in parallel circuits each component's circuit is independent. Students will record their findings and identify patterns in how circuits behave when different components are added or removed.
1) The lesson teaches students about different types of electrical circuits - series, parallel, and combined. Students work in groups to connect bulbs in different configurations to build each type of circuit.
2) Groups then test their circuits, measuring light output and the effect of disconnecting bulbs. Results are recorded and shared with the class.
3) A review identifies the key characteristics of series and parallel circuits, such as how bulbs are connected, how electrical quantities like voltage and current are distributed, and how the circuits are affected if a bulb breaks. Homework involves classifying circuits and consolidating knowledge.
Pablo Cavestany designed a CLIL didactic sequence on Ohm's Law for a vocational training physics class. The sequence includes activities to review electrical concepts, watch explanatory videos, analyze texts, and solve practice problems in groups. Students will define electrical elements, interpret circuits, and solve simple circuits. Their work will be assessed on application of Ohm's Law, circuit evaluation, and work habits. The culminating activity has student groups solve and explain solutions to sample circuit problems representing their classroom.
Science Learning Plan (Making a circuit-Using motors and buzzers)Mavict Obar
The lesson plan introduces 2nd grade students to circuits, motors, buzzers, and switches through hands-on activities and experiments. Students will brainstorm appliances that use motors, act out the movement of electricity in a circuit using tape on the floor, build simple circuits with cells, bulbs, and switches, and make predictions about how circuits work by reversing battery connections in a circuit with a fan. The teacher will assess students through oral discussion, homework assignments, practical activities, and short tests.
This document provides a lesson plan for teaching a course on resistors. The course is Electrical Engineering-2 with a topic of resistors. It is a 3 hour lecture and 2 hour lab course. The lesson plan aims to teach students about the purpose and types of resistors, as well as series and parallel circuits. The plan uses various teaching methods like lectures, group work, and individual exercises. It includes learning objectives, an overview of the lesson process with timing, and principles for self-activity and motivation. Attachments include a PowerPoint, projector, and worksheets for calculations.
Science Learning Plan (Making a circuit)Mavict Obar
1. The lesson plan introduces students to simple electric circuits involving cells. Students will learn the components of a circuit including cells, wires, and bulbs and how electricity flows through a circuit.
2. An activity uses tape on the floor to demonstrate the flow of electricity, with one student representing the cell and another the bulb. Students will work in groups to build simple circuits and make predictions about what is needed to light a bulb.
3. Assessment tools include oral questions, worksheets, and practical activities like circuit building to evaluate if students can correctly identify circuit components and understand how electricity moves through a circuit.
Here are the key points about polarity of molecules:
1. Polarity arises due to differences in electronegativity between bonded atoms. The greater the difference, the more polar the bond.
2. Bonds between atoms with an electronegativity difference of 0.5-1.6 are considered polar covalent bonds.
3. Whether a molecule with polar bonds is itself polar depends on the molecular geometry. If the polar bonds are arranged asymmetrically, it results in a polar molecule with a partial positive and negative region.
4. Common polar molecules include H2O, HCl, NH3. Nonpolar molecules like CO2, CH4 have symmetrical arrangements of polar bonds that cancel out
1) This course syllabus outlines the CCP Physical Science course taught by Ms. Barkanic at Timberlane Regional High School during the 2013-2014 school year.
2) The course provides a comprehensive introduction to foundational physics and chemistry concepts and is designed to serve as a prerequisite for other science courses.
3) Students will demonstrate understanding of concepts including motion, forces, waves, electricity, magnetism, thermodynamics, atomic structure, nuclear processes, bonding, and chemical reactions. Assessment will include homework, classwork, quizzes, projects, tests, and notebook checks.
lesson plan in grade 8 electricity.
Learning Competencies: infer the relationship between current and charge.
OBJECTIVE:
At the end of the session/activity, the student should be able to:
1. Explain the relationship between current, voltage and resistance.
This document provides an overview and instructions for a multi-part lab on electricity for an 8th grade science class. It suggests completing exercises 1 through 5 in the first session, which involve building simple circuits, adding batteries in series and parallel, adding bulbs, and learning about conductors and insulators. Exercise 4 on magnetism will be skipped. The document contains questions to ask students after each part and emphasizes correctly using an ammeter to measure current in later labs.
This document summarizes a workshop for elementary teachers focused on hands-on learning about electricity concepts. The workshop was funded by a grant and presented by two professors. It included pre- and post-assessments, demonstrations of circuits and electricity topics, hands-on activities with materials like Snap Circuits kits, and discussions on implementing the new strategies and technologies in their own classrooms. The overall goal was to increase teachers' content knowledge of electricity and models of teaching that incorporate investigation, technology, and active learning.
1. The document outlines the course syllabus for ACC Physical Science taught by Ms. Barkanic at Timberlane Regional High School. The course provides an introduction to physics and chemistry concepts and serves as a prerequisite for other science courses.
2. Students are expected to independently solve rigorous problems applying physical science concepts. Course competencies include understanding concepts like the scientific method, motion, waves, electricity and magnetism, thermodynamics, the atomic model, and chemistry.
3. Assessments include homework, classwork, quizzes, projects, and tests. A re-learning procedure allows students to retake one failed summative assessment by completing a re-learning plan demonstrating mastery of the relevant compet
The document discusses common student misconceptions in science related to energy, energy transfer, and energy conversion. It analyzes incorrect answers that students provided to assessment questions on these topics. The analysis found that many students lacked an understanding of the specific energy conversions taking place in different devices and processes. To address these issues, the document recommends that teachers ensure students understand the different forms of energy, can provide examples of energy conversions, and recognize that energy often changes from one form to another in systems and devices.
1. The document outlines a science lesson plan for 5th grade students on electric circuits. It includes learning objectives, activities, and an assessment.
2. The lesson introduces the components of a simple electric circuit - the source (battery), load (bulb), conductor (wire), and switch.
3. Students participate in an activity called "Sherlocks Visit the Stations" where they investigate sample electric circuits and determine the correct arrangement of components to light a bulb.
Parallel and series connection of lighting circuit.temosa10
This document contains a lesson plan for teaching students about parallel and series lighting circuits. The lesson plan includes objectives, safety instructions, and an overview of the process. Students will be divided into groups to connect two lamps in series and parallel. They will measure voltage, current, and resistance of the circuits. The trainer will explain the relationship between temperature and resistance. At the end, students will answer questions to reflect on what they learned about different circuit connections.
This document provides the course syllabus for ACC Physical Science at Timberlane Regional High School for the 2014-2015 school year. The course is taught in blocked periods by Stefanie Barkanic and covers 9 competencies related to physics and chemistry concepts. Students will learn about motion, waves, electricity, thermodynamics, atomic theory, nuclear science, chemical bonding, and acids and bases through activities, labs, tests, homework, and projects. The course follows a semester-long schedule that covers these topics through May, using the textbook Glencoe Physical Science. Grades are calculated from these assignments and students can retake one assessment per competency by completing a re-learning plan.
1. This document outlines the course syllabus for a blocked CCP Physical Science course at Timberlane Regional High School for the 2014-2015 school year.
2. The course provides an introduction to foundational concepts in physics and chemistry and is designed to serve as a prerequisite for other science courses. Key topics covered include scientific methods, motion, waves, electricity, thermodynamics, atomic theory, and chemistry.
3. Grading is based on homework, labs/projects, tests/quizzes, and classwork. Students have an opportunity to retake one summative assessment per competency by completing a re-learning plan demonstrating mastery of the material.
1. This document outlines the course syllabus for a blocked CCP Physical Science course at Timberlane Regional High School for the 2014-2015 school year.
2. The course provides an introduction to foundational concepts in physics and chemistry and is designed to serve as a prerequisite for other science courses. Key topics covered include scientific methods, motion, waves, electricity, thermodynamics, atomic theory, and chemistry.
3. Grading is based on homework, labs/projects, tests/quizzes, and classwork. Students have an opportunity to retake one summative assessment per competency by completing a re-learning plan demonstrating mastery of the material.
Current Electricity: "I used to think... Now I think."Stephen Taylor
The document provides instructions for a student to write a blog post summarizing their understanding of current electricity. It asks the student to begin with "I used to think" to outline their initial thoughts and then "Now I think" to explain current electricity by defining key terms and describing how electricity is generated and causes work, citing at least three sources. The student is provided links to simulations to help explain concepts like magnetic fields and resistance.
This document provides an overview of a 4th grade science lesson on electricity where students worked in pairs to try to light a lightbulb using a wire, D-cell battery, and lightbulb. The teacher monitored groups and had students record their attempts and thinking in science notebooks. The lesson aimed to build students' understanding of circuits and electricity by having them engage in hands-on experimentation and discussion of concepts like parallel circuits.
Este documento presenta una estrategia de aprendizaje llamada Estrategia MIPI que guía a los estudiantes a través de actividades de observación de imágenes, generación de palabras clave y oraciones, y creación de una historia corta. El objetivo es desarrollar habilidades de lectura y escritura a través de un enfoque lúdico que involucra la imaginación de los estudiantes.
Este documento presenta un taller sobre circuitos eléctricos en serie y en paralelo. El objetivo es que los estudiantes construyan ambos tipos de circuitos y establezcan sus diferencias y semejanzas, como la brillantez de las bombillas y los caminos de la corriente eléctrica. Se proponen actividades experimentales y con simuladores para reforzar los conceptos. El taller concluye con diagramas representando circuitos en serie y en paralelo especificando sus características.
1) The lesson teaches students about different types of electrical circuits - series, parallel, and combined. Students work in groups to connect bulbs in different configurations to build each type of circuit.
2) Groups then test their circuits, measuring light output and the effect of disconnecting bulbs. Results are recorded and shared with the class.
3) A review identifies the key characteristics of series and parallel circuits, such as how bulbs are connected, how electrical quantities like voltage and current are distributed, and how the circuits are affected if a bulb breaks. Homework involves classifying circuits and consolidating knowledge.
Pablo Cavestany designed a CLIL didactic sequence on Ohm's Law for a vocational training physics class. The sequence includes activities to review electrical concepts, watch explanatory videos, analyze texts, and solve practice problems in groups. Students will define electrical elements, interpret circuits, and solve simple circuits. Their work will be assessed on application of Ohm's Law, circuit evaluation, and work habits. The culminating activity has student groups solve and explain solutions to sample circuit problems representing their classroom.
Science Learning Plan (Making a circuit-Using motors and buzzers)Mavict Obar
The lesson plan introduces 2nd grade students to circuits, motors, buzzers, and switches through hands-on activities and experiments. Students will brainstorm appliances that use motors, act out the movement of electricity in a circuit using tape on the floor, build simple circuits with cells, bulbs, and switches, and make predictions about how circuits work by reversing battery connections in a circuit with a fan. The teacher will assess students through oral discussion, homework assignments, practical activities, and short tests.
This document provides a lesson plan for teaching a course on resistors. The course is Electrical Engineering-2 with a topic of resistors. It is a 3 hour lecture and 2 hour lab course. The lesson plan aims to teach students about the purpose and types of resistors, as well as series and parallel circuits. The plan uses various teaching methods like lectures, group work, and individual exercises. It includes learning objectives, an overview of the lesson process with timing, and principles for self-activity and motivation. Attachments include a PowerPoint, projector, and worksheets for calculations.
Science Learning Plan (Making a circuit)Mavict Obar
1. The lesson plan introduces students to simple electric circuits involving cells. Students will learn the components of a circuit including cells, wires, and bulbs and how electricity flows through a circuit.
2. An activity uses tape on the floor to demonstrate the flow of electricity, with one student representing the cell and another the bulb. Students will work in groups to build simple circuits and make predictions about what is needed to light a bulb.
3. Assessment tools include oral questions, worksheets, and practical activities like circuit building to evaluate if students can correctly identify circuit components and understand how electricity moves through a circuit.
Here are the key points about polarity of molecules:
1. Polarity arises due to differences in electronegativity between bonded atoms. The greater the difference, the more polar the bond.
2. Bonds between atoms with an electronegativity difference of 0.5-1.6 are considered polar covalent bonds.
3. Whether a molecule with polar bonds is itself polar depends on the molecular geometry. If the polar bonds are arranged asymmetrically, it results in a polar molecule with a partial positive and negative region.
4. Common polar molecules include H2O, HCl, NH3. Nonpolar molecules like CO2, CH4 have symmetrical arrangements of polar bonds that cancel out
1) This course syllabus outlines the CCP Physical Science course taught by Ms. Barkanic at Timberlane Regional High School during the 2013-2014 school year.
2) The course provides a comprehensive introduction to foundational physics and chemistry concepts and is designed to serve as a prerequisite for other science courses.
3) Students will demonstrate understanding of concepts including motion, forces, waves, electricity, magnetism, thermodynamics, atomic structure, nuclear processes, bonding, and chemical reactions. Assessment will include homework, classwork, quizzes, projects, tests, and notebook checks.
lesson plan in grade 8 electricity.
Learning Competencies: infer the relationship between current and charge.
OBJECTIVE:
At the end of the session/activity, the student should be able to:
1. Explain the relationship between current, voltage and resistance.
This document provides an overview and instructions for a multi-part lab on electricity for an 8th grade science class. It suggests completing exercises 1 through 5 in the first session, which involve building simple circuits, adding batteries in series and parallel, adding bulbs, and learning about conductors and insulators. Exercise 4 on magnetism will be skipped. The document contains questions to ask students after each part and emphasizes correctly using an ammeter to measure current in later labs.
This document summarizes a workshop for elementary teachers focused on hands-on learning about electricity concepts. The workshop was funded by a grant and presented by two professors. It included pre- and post-assessments, demonstrations of circuits and electricity topics, hands-on activities with materials like Snap Circuits kits, and discussions on implementing the new strategies and technologies in their own classrooms. The overall goal was to increase teachers' content knowledge of electricity and models of teaching that incorporate investigation, technology, and active learning.
1. The document outlines the course syllabus for ACC Physical Science taught by Ms. Barkanic at Timberlane Regional High School. The course provides an introduction to physics and chemistry concepts and serves as a prerequisite for other science courses.
2. Students are expected to independently solve rigorous problems applying physical science concepts. Course competencies include understanding concepts like the scientific method, motion, waves, electricity and magnetism, thermodynamics, the atomic model, and chemistry.
3. Assessments include homework, classwork, quizzes, projects, and tests. A re-learning procedure allows students to retake one failed summative assessment by completing a re-learning plan demonstrating mastery of the relevant compet
The document discusses common student misconceptions in science related to energy, energy transfer, and energy conversion. It analyzes incorrect answers that students provided to assessment questions on these topics. The analysis found that many students lacked an understanding of the specific energy conversions taking place in different devices and processes. To address these issues, the document recommends that teachers ensure students understand the different forms of energy, can provide examples of energy conversions, and recognize that energy often changes from one form to another in systems and devices.
1. The document outlines a science lesson plan for 5th grade students on electric circuits. It includes learning objectives, activities, and an assessment.
2. The lesson introduces the components of a simple electric circuit - the source (battery), load (bulb), conductor (wire), and switch.
3. Students participate in an activity called "Sherlocks Visit the Stations" where they investigate sample electric circuits and determine the correct arrangement of components to light a bulb.
Parallel and series connection of lighting circuit.temosa10
This document contains a lesson plan for teaching students about parallel and series lighting circuits. The lesson plan includes objectives, safety instructions, and an overview of the process. Students will be divided into groups to connect two lamps in series and parallel. They will measure voltage, current, and resistance of the circuits. The trainer will explain the relationship between temperature and resistance. At the end, students will answer questions to reflect on what they learned about different circuit connections.
This document provides the course syllabus for ACC Physical Science at Timberlane Regional High School for the 2014-2015 school year. The course is taught in blocked periods by Stefanie Barkanic and covers 9 competencies related to physics and chemistry concepts. Students will learn about motion, waves, electricity, thermodynamics, atomic theory, nuclear science, chemical bonding, and acids and bases through activities, labs, tests, homework, and projects. The course follows a semester-long schedule that covers these topics through May, using the textbook Glencoe Physical Science. Grades are calculated from these assignments and students can retake one assessment per competency by completing a re-learning plan.
1. This document outlines the course syllabus for a blocked CCP Physical Science course at Timberlane Regional High School for the 2014-2015 school year.
2. The course provides an introduction to foundational concepts in physics and chemistry and is designed to serve as a prerequisite for other science courses. Key topics covered include scientific methods, motion, waves, electricity, thermodynamics, atomic theory, and chemistry.
3. Grading is based on homework, labs/projects, tests/quizzes, and classwork. Students have an opportunity to retake one summative assessment per competency by completing a re-learning plan demonstrating mastery of the material.
1. This document outlines the course syllabus for a blocked CCP Physical Science course at Timberlane Regional High School for the 2014-2015 school year.
2. The course provides an introduction to foundational concepts in physics and chemistry and is designed to serve as a prerequisite for other science courses. Key topics covered include scientific methods, motion, waves, electricity, thermodynamics, atomic theory, and chemistry.
3. Grading is based on homework, labs/projects, tests/quizzes, and classwork. Students have an opportunity to retake one summative assessment per competency by completing a re-learning plan demonstrating mastery of the material.
Current Electricity: "I used to think... Now I think."Stephen Taylor
The document provides instructions for a student to write a blog post summarizing their understanding of current electricity. It asks the student to begin with "I used to think" to outline their initial thoughts and then "Now I think" to explain current electricity by defining key terms and describing how electricity is generated and causes work, citing at least three sources. The student is provided links to simulations to help explain concepts like magnetic fields and resistance.
This document provides an overview of a 4th grade science lesson on electricity where students worked in pairs to try to light a lightbulb using a wire, D-cell battery, and lightbulb. The teacher monitored groups and had students record their attempts and thinking in science notebooks. The lesson aimed to build students' understanding of circuits and electricity by having them engage in hands-on experimentation and discussion of concepts like parallel circuits.
Similar to 5 e plan boxes. v rodríguez completed (20)
Este documento presenta una estrategia de aprendizaje llamada Estrategia MIPI que guía a los estudiantes a través de actividades de observación de imágenes, generación de palabras clave y oraciones, y creación de una historia corta. El objetivo es desarrollar habilidades de lectura y escritura a través de un enfoque lúdico que involucra la imaginación de los estudiantes.
Este documento presenta un taller sobre circuitos eléctricos en serie y en paralelo. El objetivo es que los estudiantes construyan ambos tipos de circuitos y establezcan sus diferencias y semejanzas, como la brillantez de las bombillas y los caminos de la corriente eléctrica. Se proponen actividades experimentales y con simuladores para reforzar los conceptos. El taller concluye con diagramas representando circuitos en serie y en paralelo especificando sus características.
Este documento presenta una estrategia de aprendizaje llamada Estrategia MIPI que guía a los estudiantes a través de actividades de observación de imágenes, generación de palabras clave y oraciones, y creación de una historia corta. El objetivo es desarrollar habilidades de lectura y escritura a través de un enfoque lúdico que involucra la imaginación de los estudiantes.
Este documento presenta la lección 1 de capacitación para el primer grado sobre alimentos saludables y no saludables. La lección incluye actividades como clasificar alimentos en saludables y no saludables, observar videos sobre la diferencia, y analizar los alimentos traídos en loncheras. El objetivo es enseñar a los estudiantes sobre nutrición y cómo alimentarse de manera saludable.
This document provides instructions for a multi-step magnetism exploration activity. Students are asked to:
1) Explore how paperclips interact with different parts of bar and shaped magnets, and identify the strongest poles.
2) Explain that magnet poles are usually located at the ends, and analyze magnet shapes for single or multiple poles.
3) Elaborate by making a magnetic compass and explaining how it orients using the Earth's magnetic field.
4) Evaluate by sketching what an iron filing pattern would look like around a hypothetical three-poled magnet.
El documento propone un plan de trabajo para una clase de Ciencias Naturales de 3er grado sobre el tema de "Frío-Caliente". El plan busca que los estudiantes experimenten y reflexionen sobre cómo los cambios de temperatura ocurren en objetos, cuerpos y sustancias cuando son expuestos o no al calor del sol, a través de observar cambios en cubos de hielo, monedas y agua cuando son colocados al sol. Las tareas propuestas incluyen medir las temperaturas iniciales y finales usando un termómetro, y not
Scientists use both observation and inference in their work. Observation involves directly gathering evidence using the senses, while inference involves using logical reasoning to understand phenomena that cannot be directly observed, based on observations and prior knowledge. Young students have difficulty understanding the role of inference and often think scientists only use observation. However, with explicit instruction on the difference between observation and inference, as well as opportunities to practice these skills, students can improve their understanding of the scientific process. Teachers should provide multiple opportunities for students to observe, discuss their observations, look for patterns and make inferences to help develop their skills.
The document provides a template for a TWIOP (Two-Way Immersion Program) lesson plan. It includes sections for standards, theme, lesson topic, language of instruction, objectives, learning strategies, key vocabulary, materials, motivation, presentation, practice/application, review/assessment, and extension. The presentation section describes engaging students through an "explore" activity, having students develop explanations through evidence in an "explain" phase, and introducing new terms in this phase. The practice/application section focuses on an "elaborate" activity where students apply and extend their understanding of the concept. Various formative assessments are outlined within the motivation, presentation, and practice sections to check understanding along the way.
The document describes the process skills of inquiry that children use and develop when doing investigations. It gives an example of a kindergarten class exploring how potatoes grow through observing potatoes, generating questions, planning investigations, planting potatoes according to their plans, observing what grows, and generating more questions. The document then describes seven process skills in detail: observing, questioning, hypothesizing, predicting, investigating, interpreting, and communicating. It provides examples from the potato investigation to illustrate how children can develop and apply each of these skills.
This document provides an informal learning experience about water animals and their physical characteristics. It states that while aquatic animals share some basic traits like the ability to swim underwater and difficulty surviving out of water, they also exhibit wide diversity in their body structures. Examples are given of the starfish, which has five arms and a tough protective shell; the sea cucumber, which has a cylindrical body without fins or a tail; and fish, which have scaly bodies and use fins and tails for movement. The purpose is to observe physical differences between various animals that live in water.
The document provides instructions for a science experiment on sound. Students are asked to explore various objects using their five senses and record observations in their notebook. They then explain their findings by answering questions about similarities and differences observed, the definition of sound, and what causes sound. Finally, students are instructed to elaborate by designing and building their own musical instrument and watching an explanatory video.
This document discusses how to sort animals. Animals can be sorted into categories such as mammals, birds, fish, amphibians, reptiles, and insects. Each category has different characteristics that define the type of animal such as if they have fur or feathers, lay eggs, live on land or water, and more.
The document discusses the internal structures and functions of plant stems. It observes under a magnifying glass that plant stems contain several thin, sticky tubes. It explains that these tubes allow materials like water and nutrients to be absorbed from the roots and transported throughout the plant, including to the leaves. Specifically, it describes the roles of xylem and phloem tissues in one-directional and bidirectional transport of water and sugars between different plant parts.
1) El documento describe la naturaleza de la ciencia, incluyendo las creencias fundamentales compartidas por los científicos como que el mundo es comprensible a través del estudio sistemático y que los conocimientos científicos son duraderos aunque sujetos a cambio.
2) Explica que la ciencia se basa en la observación de evidencia y el uso de hipótesis y teorías comprobables, aunque los científicos usan métodos diferentes dependiendo de sus campos.
3) Resalta que la ciencia no puede
El cuaderno de ciencia en pre escolar se puede convertir en una poderosa herramienta de evaluación de los aprendizajes de los estudiantes. Sólo debemos contar con un instrumento sencillo de lo que queremos evaluar y dar seguimiento a los apartados que correspondan al logro de objetivos de clase.
Este documento describe una lección sobre volcanes en Panamá. Los estudiantes se dividen en grupos para leer sobre diferentes aspectos de los volcanes y luego comparten lo que aprendieron con otros grupos. Algunas de las preguntas exploradas incluyen si hay otros volcanes activos además del Barú, cómo se forman los volcanes, qué puede salir de un volcán durante una erupción y cómo se pueden predecir las erupciones. Al final, los estudiantes crean mapas conceptuales sobre lo que aprendieron sobre la estructura de los volcanes y los volcanes
Organizar nuestra aula de clases es muy relevante dentro de nuestro quehacer educativo. Es importante conocerestrategias que sean útiles para tal fin. Las estrategias que nos ofrecen en KAGAN STRUCTURE son atinadas y fáciles. En Panamá las implementamos con el Programa de Fundación PROED y ha sido de mucha ayuda para los docentes.
Organizar nuestra aula de clases es muy relevante dentro de nuestro quehacer educativo. Es importante conocerestrategias que sean útiles para tal fin. Las estrategias que nos ofrecen en KAGAN STRUCTURE son atinadas y fáciles. En Panamá las implementamos con el Programa de Fundación PROED y ha sido de mucha ayuda para los docentes.
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1. 5E Lesson Planning Form
Science Topic/Content Area: Grade Level: Science Standards to be Addressed:
MATTER, ENERGY, ITS INTERACTIONS
AND CHANGES IN NATURE.
4 Define and classify energy in its different forms in order to compare its impact on the
environment.
Energy in its different forms -Kinetics -Estomatic -Electric -Mechanical -Hydraulic Potential
energy.
• Classification of the different forms of energy Experimentation, different forms of
Energy.
• Investigates, analyzes and expresses clearly how a type of energy is
Transforms into another, using for example the production of electrical energy.
1. What concepts/big
ideas do you intend
students to learn?
Science concept(s):
• How do you turn on a light bulb using a wire and a battery?
• To turn on a light bulb it is necessary to make a closed circuit. Each element (battery cable and bulb) has to have its two ends connected
to the ends of other elements so that energy flows.
Idea(s)about the nature of science:
Scientific Skills:
Observe how the elements of a circuit are connected to each other.
Record circuit drawings that turned on and did not turn on
Use of evidence to explain that part of the circuit elements are connected correctly and incorrectly.
2. What do you expect
students to
understand about this
concept and be able to
do as a result?
How do we know if the students learned what we were looking for?
1. Build a circuit by making the lamp turn on.
2. Identify the correct connections to light a bulb.
3. Explain the path of electricity in an armed circuit.
4. In a diagram, recognize closed and open circuits.
3. Why is it important
for students to learn
this concept?
(Rationale)
Circuits can be found around us - in our homes, schools and companies. Electrical engineers are most commonly associated with circuit
development, but they are not the only engineers who work with and know the circuits. Today we are going to learn about some of the physics
behind the circuits and also about some of the key components that are used to create circuits. We can build small circuits that are useful to know
a little about physics, to know about the utility of electric energy and also to solve our problems of daily life.
4. Provide an
overview/ explain
what teachers should
know about this topic.
What miscon-ceptions
do students typically
Teachers should know:
The electric current travels on a circular path that starts in an energy source (battery), passes through a conductor (cable) and reaches the
resistance (bulb) and returns to the source (battery).
- The closed circuits light a lamp and the circuits that do not light are open.
- The elements of the circuit are connected by their two ends forming a closed circuit
Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)
2. have about this
concept? (Lesson
Background Info)
Misconceptions do students:
1- students believe that the battery gives energy but is not electric
2- The student knows little about the subject of electrical circuits, therefore he does not know how to put together a circuit.
3. The student thinks that he can connect the circuit components in any way.
4. The student thinks that the energy is in the beet, but not that it can pass through a cable.
7. What specific
activities might be
useful for helping
students develop an
understanding of the
concept in each phase
of the Learning Cycle?
Engage:
The teacher presents the class by showing the students these materials: a cable, a battery and a light bulb and says: "Today we will have a
challenge, we must light a light bulb using the battery and the cable. It should be time for students to think and draw their proposal on how to
turn on the light bulb. Predictions
At the moment the teacher forms teams of four and assigns work roles for all members of the team: material manager, coordinator, secretary and
spokesperson. Ask the students to discuss their proposals and choose three proposals that think it lights up and three that do not.
Exploration:
The teacher gives the person in charge of the material a pile, a cable and a light bulb and tells them to test their model (or several models) and to
record the results in their science notebooks.
Testing your model: Students should draw how they placed the items (battery, cable, light bulb) and whether it worked or not. It is
recommended that the teacher monitor the equipment and ask questions such as: did your initial design turn on the light bulb?
If they answer affirmatively the teacher asks: how else could they turn on the light bulb? The teacher indicates that they draw 3 possible shapes
that light up and 3 that do not.
If the students say "no" their proposal worked, then the teacher should question how the components of the circuit are placed: Students are asked
where are the ends of the cable, where on the other side of the Element could you place it? If students fail to turn on the light bulb, it is
recommended that the teacher be direct and help turn it on. Remind students to have 3 drawings of models firing and 3 not firing.
Explanation:
The following is an activity with the aim of students reflecting on the connection points of the circuit: one end of the cable with the battery and
the other end with a bulb (tip or thread) and in turn an end of the battery with the Another end of the bulb. The teacher notes on a flip chart the
drawing of 6 circuits (three that work and three that do not) taken from different groups. In a table like the following one:
Students have the same model in a personal file. In this tab must be grouped the set of images that ignite and those that do not, because it is the
moment to reflect on the characteristics that each group of circuits that ignites and the group of which does not. The teacher starts by asking the
students what is in the columns of the token to work. The teacher asks: what do you see in picture 1? Does it light up or not?
The teacher says to check how the components (battery, cable and battery) are in relation to each other. Continue asking, in figure 1 is one of the
ends of the cable connected to the base of the battery? The other end of the cable is connected to the thread of the bulb? And the tip of the bulb
where is it ?. As you are asking the questions, place a checkmark on the component's row that is attached or not. As seen in the example. (X, -).
Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)
3. Table 1.
Observing connections: Observe the circuits in the left column and mark one (x) in the spaces in the right column depending on the elements
that are connected to another element and (---) those that are not connected.
Parts
circuits
Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)
4. Elaborate:
The teacher asks these questions for the six examples presented in the table. The teacher should remember that this is the most important part of
the lesson, because through the questions the children identify how the components are interconnected in a circuit that ignites and in another that
does not.
At the end of completing the table, the teacher should establish comparisons between the results obtained and the student explain: Are all the
images on ignition the same? How are they alike? What differences do you find in one circuit that turns on and one that does not turn on? What
situations could explain why a light bulb does not light up?
Students should record in their notebooks the conclusions of what they learned about How do you turn on a light bulb using a cable and a
battery?
8. In what ways would
you assess students’
understanding or
confusion about this
concept?
Engage Formative Assessment: Does It Have to Touch?, (testing their circuits) Explore Formative Assessment:
Explain Formative Assessment: Probe
Elaborate Formative Assessment: roles in a team
Summative Evaluation: Table 1. Observing connections
9. What materials/
equipment are needed
to teach the lesson?
Wires, bulb and battery and fotocopies of Table 1
10. References (Please
list all resources
consulted in
developing this form)
http://www.teachingideas.co.uk/subjects/circuits-and-electricity
https://canvas.instructure.com/courses/1135857/modules/items/12000338
https://canvas.instructure.com/courses/1135857/modules/items/12000162
Hagamos Ciencia Program own experiences
Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)