Date of Lesson _11/24/08_ Time ____ Length of lesson: Two 40 Minute Classes_
Curriculum Area______Science______
Content Area:____Physical Science_____
Title of Lesson
(identify concepts taught)_______Flow or Not________________
Age/Grade level_____5th________
Differentiation of
activity is to be provided throughout the lesson plan to ensure that childrenÕs
individual learning needs are met.
1. Learning Objectives
á Students will be able to create an experiment, from given materials, which answer an inquiry question based on the book Vacation under the Volcano.
á Students will be able to record data based on their experiment.
á Students will be able to analyze their data and connect that data back to the inquiry questions.
á Students will be able to use their analysis to write a short essay, create a PowerPoint, or create a poster explaining their observations and the connection with the inquiry question and the book.
2. Assessment
(a) Learning outcomes of previous lesson related to this topic:
á English Language Arts: students will have previously read, Vacation Under the Volcano, by Mary Pope Osborne. Students came up with science inquiry questions based on the book. Such as:
o Why did the birds fly away before the volcano erupted?
o Why did the magma not turn into lava?
o How long did the volcano erupt for?
o What makes a volcano erupt?
o What are the warning signs of a volcano erupting?
á Social Studies: students will have previously discussed the location of Pompeii. Within this discussion students have talked about what Pompeii looked like before the eruption and how it looked like after.
á Science: students will have previous knowledge of the scientific method. They will be able to use and explain each step of the method.
á Math: students will have previous knowledge with recording data based on using a stop watch.
(b) Focus of assessment in this lesson (related to objectives)
The focus of this assessment is that students will be able to create an experiment based on a science inquiry question. Students will then be able to record their data and relate their findings back to the inquiry question and the book. Students will then be able to explain their findings through writing a short essay, creating a PowerPoint, or creating a poster.
(c) Method of assessment used in this lesson:
During the lesson:
Students will be instructed to develop one experiment based on the inquiry question. The teacher will observe closely the methods that students are trying. The teacher will look for:
á Their ideas for the experiment.
á How they are carrying out the experiment
á Their records sheet
á How well they are working together.
á The use of the scientific method
The lesson will end by having the students write a short essay, create a PowerPoint, or create a poster based on their observations, related to the science inquiry questions. Students will also be evaluated on how well they connect their experiment to the events that happened in Pompeii. (The rubric for this assignment is attached)
(d) Differentiation (of expected outcomes)
o Process
¤ For students who are having difficulty developing a process for the experiment, guidance will be provided. An example would be to hint to the students that they can heat up something in the experiment. Another example would be that they could cool down one of the materials.
¤ If students are having difficulty making a chart to record data, the teacher will provide them with a chart, based on their experiment.
o Product
¤ There are three opportunities for assessment. Students could create a multi-media presentation, write an essay, or create a poster to demonstrate their knowledge. This would allow for students who are more hands on to have an equal opportunity as the students who succeed by writing down their thoughts.
2. New York State Learning Standards
á
Standard
1. Students
will use mathematical analysis, scientific inquiry, and
engineering design, as appropriate, to pose questions, seek answers, and
develop solutions.
o Students will create and experiment and be
able to ask and answer questions as to why a volcanoÕs lava flows.
á
Standard 2. Many of
the phenomena that we observe on Earth
involve interactions among components of air, water,
and land.
Students:
o describe volcano patterns by carrying out an experiment
based on a science inquiry question.
3. Materials
á Class set of records sheets
á Class set of short essay sheets
á Materials for experiment
o Tap Water
o Butter
o 2 Bowls
¤ One large plastic
¤ One small glass
o Stop Watch
o Access to use a microwave
o Ice
5. Lesson Process
(a) Introduction (5-7 minutes) /Links to prior knowledge
The lesson will begin by the teacher creating an erupting volcano to engage the students. This will gain their attention towards the topic of volcanoes in general.
The lesson will continue by bringing the students attention back to the book they had previously read, Vacation Under the Volcano. This will be done by reviewing the inquiry questions the students had previously came up with. The teacher will write the following questions on the board:
o Why did the birds fly away before the volcano erupted?
o Why did the magma not turn into lava?
o How long did the volcano erupt for?
o What makes a volcano erupt?
o What are the warning signs of a volcano erupting?
The teacher will then explain that they are going to focus on one of those
questions today. It will be explained to students that all the questions will be used in science lessons. This will provide excitement for future lessons and relieve their worries about their questions not being answered.
ÒToday we are going to look into the question some of you asked, why did the magma not turn into lava? My question for you is can you find a way to create an experiment that will help us answer this question?Ó
(b) Learning procedures relating to objectives (approximate times)
The students will be asked to work with their science partner(s); these are groups of two or three students. These groups were designed based on their science ability level. Students of lower ability have been placed with students of higher ability. One student will be the recorder and the other will be in charge of all the materials, including the stop watch. If time allows them to do another experiment these roles will be switched.
The teacher will then explain the lesson:
ÒYour goal is to create an experiment that will show why the eruption in Pompeii did not have flowing lava. You are to try and figure out what happens to magma as it goes up the volcano. One hint is that temperature has something to do with it. I want you to figure out how temperature affects the flow of magma. I will be giving you the materials, and you need to figure out an experiment. The only thing I am going to tell you is that the butter represents the magma and the water represents heat. Think carefully and come up with an experiment with your partner.Ó
The teacher will then give each pair the materials, or access to them:
o Tap Water
o Butter
o 2 Bowls
¤ One large plastic
¤ One small glass
o Stop Watch
o Access to use a microwave
o Ice
The teacher will then hand out a record sheet. The students will be instructed to collect data from their experiment, just as they have in previous experiments.
ÒPlease mark down any observations you have about what is happening in your experiment. Please remember to use time as an indicator for change.Ó
The students will then have the ability to explore and experiment to find out how temperature effects the movement of magma. Possible ways the students could do the experiment are:
á Heat up the water in the microwave and see what happens to the butter over a certain amount of time.
á Use hot water from the tap and see what happens to the butter over a certain amount of time.
á Use warm water and see what happens to the butter over a certain amount of time.
á Use cold water and see what happens to the butter over a certain amount of time.
á Melt the butter in the microwave and see what happens to the butter over a certain amount of time.
á Use ice in the water and see what happens to the butter over a certain amount of time.
á Put the butter directly on ice and see what happens over a certain amount of time.
During the experiment the teacher will walk around to see if every group is on task. If they are confused more guidance will be provided.
After groups are done completing their experiments and filling out their data sheets they will be asked to share their method with other groups in the class. Depending on time the students will be asked to share with at least two other groups who did the experiment differently. If all students did the experiment the same the teacher will ask the students who are done first to do another kind of experiment, using the same materials.
(c) Conclusion (approximate time)/Checking for understanding
The lesson will end by the teacher asking the students to explain:
á What happened when (ask questions based on the examples of procedures listed above) For example:
o What happened to the butter when you heated up the water?
o What happened to the butter when you used cold water?
o What happened to the butter when you heated up the butter?
á Can you find a way to show the movement of magma using any other materials?
o Students will answer using items that melt such as chocolate, ice, butterscotch chips, caramel, molasses, etcÉ
á Why do you think the eruption of Mt. Vesuvius did not have flowing lava?
o Students will answer by saying the magma never got hot enough to turn into lava.
Students will be evaluated by explaining their experiment based on a choice of assignments. There are three choices the students have:
á A PowerPoint
á A poster
á A short reflection essay
All three assignments have the same criteria but appeal to different learners. See the attached assignment sheet for the directions for the assignment. This assignment will be explained to students at the end of the lesson, but the students will have time to work on it the following day during science.
The lesson will end by explaining to the students:
ÒLater this week we will extend your knowledge on volcanoes by looking into another one of the questions you all have asked about volcanoes based on the bookÓ.
6. ÒIf timeÓ/ extensions
If some students finish their experiment before others they will be asked to create another one. If there is extra time at the end of the lesson students will be able to begin to work on their chosen assignment.
7. References :
Osborne, Mary, P (1998). Vacation Under the Volcano. New York, NY: Scholastic.
VanCleave, J. P. (1994). Volcanoes. New York, NY: Willey & Sons.