Jonathon+Yinger's+Page

Jonathon Yinger's Page

Hot Can on a Pan – Interaction of Pressure, Temperature and Volume. |||| ** Related Lessons ** : Introduction to Gas Laws, Charele’s Law, Boyle’s Law, Gay-Lussac’s Law, the Combined Gas Law. || C2.2c Explain changes in pressure, volume, and temperature for gases using the kinetic molecular model. C4.5a Provide macroscopic examples for the pressure-volume relationship in gases. C4.5b Provide macroscopic examples for the pressure-temperature relationship in gases. C4.5c Provide macroscopic examples for the temperature-volume relationship in gases. || 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: ||  ||   ||
 * = Daily Lesson GAME Plan = ||
 * ** Lesson Title ** :
 * **Grade** **Level**: 10-11 |||| **Unit**: Gas Laws ||
 * == GOALS == ||
 * ** Michigan State Standards ** :
 * ** ISTE NETS-S **
 * a. || apply existing knowledge to generate new ideas, products, or processes. ||
 * b. || create original works as a means of personal or group expression. ||
 * d. || identify trends and forecast possibilities. ||

4.Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
 * a. || identify and define authentic problems and significant questions for investigation. ||
 * b. || plan and manage activities to develop a solution or complete a project. ||
 * c. || collect and analyze data to identify solutions and/or make informed decisions. ||
 * d. || use multiple processes and diverse perspectives to explore alternative solutions. ||

Students will observe a phenomenon (Soda can being heated and inverted into cold water rapidly collapsing). Then the students will create a testable hypothesis, create a procedure, identify at least two variables to investigate independently, perform the experiment, evaluate the results of the experiment, and suggest future extensions for research. On day two the students will break up into groups of four and perform their experiments. Sharing data and working together to determine the validity of their hypotheses. || Soda can, hot-plate, large beaker, ice, and rubrics. || Students are placed into seven groups of four, each broken down into a pair of partners. Typically I have always allowed students to choose their own groups. I only make modifications to that policy when a group is unsuccessful (e.g., disruptive, contains all very low performing students, etc.). I have one lab station that is dedicated towards handicap accessibility. || I have a Rubric that I will use to grade this lab. The rubric contains the following categories: ||  ||   ||   ||
 * Instructional Objectives ** :
 * == ACTION == ||
 * ** Before-Class Preparation ** : Collect supplies (soda cans, hot-plates, thermometers, duct tape, ice, beakers, etc.). ||
 * During Class ||
 * ** Time ** |||| ** Instructional Activities ** || ** Materials and Resources ** ||
 * 2-3 hours |||| On day one of the lesson students observe the phenomenon together in class as a demonstration. They will then be given the rubric, expectations, and the time remaining to formulate their hypothesis and procedures within their groups.
 * 2-3 hours |||| On day one of the lesson students observe the phenomenon together in class as a demonstration. They will then be given the rubric, expectations, and the time remaining to formulate their hypothesis and procedures within their groups.
 * ** Note student groupings, environmental modifications needed, etc.: **
 * == MONITOR == ||
 * ** Ongoing Assessment(s): ** During the pre-lab portion I will meet with each group and help guide their planning if necessary. Also, during the lab I continuously move around the room meeting with the students to help them properly collect data. Finally, I will collect, evaluate, and return their lab write-ups allowing the students to make modifications that we can then further test on a third day if time allows or to be performed as a demonstration if we fall behind.
 * Accommodations and Extensions ** : Currently, the only accommodations I have to make within my student population (per their //Individual Educational Plans//) are for an allowance of extended time on written material. For those individuals I will allow them to continue working at home if they need a time extension. They often do not.
 * Back-Up Plan: ** I am prepared to run a few extra demonstrations that showcase potential variables of interest should the class become completely stuck. However, I do not anticipate this being necessary. ||
 * == EVALUATE AND EXTEND == ||
 * Be specific and include the evaluation that you will use for this lesson:
 * **4** || **2** || 0 ||
 * Student created a hypothesis to test || Student created a hypothesis that was not testable within the experiment || Student did not create a hypothesis ||
 * Student was able to test two or more different variables || Students were able to test one variable || Students did not test any variables. ||
 * Student’s procedure could be followed by a peer || Student’s procedure was complete but confusing || Student did not create a procedure ||
 * Student used observations logically to explain if their hypothesis was correct or not || Student used observations to explain if their hypothesis was correct or not, but explanation was illogical || Students could not explain their hypothesis ||
 * Student performed the lab with no safety violations and used equipment appropriately || Student performed the lab with minimal safety violations and/or with equipment issues || Student did not perform the lab adequately or use equipment safely or properly ||

LESSON REFLECTIONS AND NOTES:

Heather to Jonathon This sounds like a very realistic and hands-on kind of lesson that will keep students focused and engaged. It is very in depth and requires students to think critically without explicitly asking them to do so. What kinds of hypothesis do your students create? Also, how do you, personally, incorporate technology into your classroom and lessons? Reflecting back on my own experiences in science classes, I don't remember using technology very often, such as computers or the Internet, though the possibilities are endless. With this particular lesson, if you wanted to incorporate technology, I can see how a wiki could be quite helpful for students to share their work with one another. They can upload their write-ups to a wiki page and other students can read them and add comments, as we are doing on our own wiki. This sounds like a very engaging lesson, Jonathon!

Heather,

Thank you for the suggestion. I will be taking it and going that route below.





Jonathon, I like the idea of continuing in groups and giving examples of your other classes wikis. It sounds like a real good hands on lesson for your students.

Scott

Scott,

Thank you. So far it has been a pain. I really, really hate Wiki's the formatting never stays right and so I, and the kids, spend half our time trying to get crap to stay visually consistent. Thank you again.


 * Daily Lesson GAME Plan Week Three**
 * Lesson Title**: Explaining your Experiment


 * Unit**: Gas Laws


 * Grade Level**: 10-11 GOALS

Introduction to Gas Laws, Charele’s Law, Boyle’s Law, Gay-Lussac’s Law, the Combined Gas Law, and Hot Can on a Pan (first week), Gas Laws Results/Wiki (second week).
 * Related Lessons**:

C2.2c Explain changes in pressure, volume, and temperature for gases using the kinetic molecular model.
 * GOALS**
 * Michigan State Standards**:

C4.5a Provide macroscopic examples for the pressure-volume relationship in gases.

C4.5b Provide macroscopic examples for the pressure-temperature relationship in gases.

C4.5c Provide macroscopic examples for the temperature-volume relationship in gases.


 * ISTE NETS-S**

1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression.

2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. d. contribute to project teams to produce original works or solve problems.

3.Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.


 * Instructional Objectives**:

The students will take the results from the previous weeks’ Wiki and experiment to create a video presentation (Digital Story) with the goal of highlighting their experimental design, procedural steps, decision logic, experimental outcomes, and finally future steps for further research.

This will be in lieu of a traditional presentation where the students would stand before the class and explain the aforementioned portions of their experiment. The use of digital media and the ability to present said media before the class will allow the students to engage in the project in an artistic manner; e.g., the students will be able to select images and record over the images in such a way as to display their own sense of style and creativity.

1. Gain access to a computer lab. Create a list of free and easily used online programs (e.g., VoiceThread) and/or access to a PC (e.g., MovieMaker) or Mac (e.g., iMovie) for digital movie production. 2. Acquire several cameras. 3. Discuss with students in advance the requirements for the project and try to leverage student technology for the project; e.g., many students in my class already have smartphones that can do the majority of what we need for this project, thus rendering much of the need for a computer lab moot.
 * ACTION**
 * Before-Class Preparation**:


 * During Class Time 3-5 hours**
 * Instructional Activities**:
 * On day one**, students will gather their original lab equipment and setup the lab. They will perform their experiments again for the camera. This should be easy now that the students have performed the experiment once before, ruminated over it for the wiki, and now had time to consider how they will explain it to others.


 * On day two**, the students will download their images to a PC (or Mac) and locate any other relevant (and free) images they can. We will also work on obtaining images via fair usage and the proper documentation of images on this day to ensure no inadvertent, or intentional, plagiarism occurs.


 * On day three**, the students will record their voice overs and polish up their reports to include the narration portion.

Internet connected devices with the ability to edit text (Smartphone, PC, Tablet, etc.). These items will be the students’ personal possessions or those borrowed from the school.
 * On days four and five**, the students will present their Digital Stories to the class.
 * Materials and Resources:**

The students will be arranged by the same four-person group from the previous week’s lab. The students will be given various responsibilities: 1. **Videographer** – responsible for recording all of the experiment 2. **Voice Specialist** – responsible for the narration and script 3. **Media Specialist** – responsible for locating media for the video along with obtaining all necessary citations 4. **Software Specialist** – responsible for special effects and running the movie production software, etc. I will be rotating around the room and assisting students as necessary on all days. Most of the actual assessment will come via the presentations at the end.
 * Student groupings, environmental modifications needed, etc.:**
 * MONITOR**
 * Ongoing Assessment(s)**:

I will also be handing out a self-assessment (it will be the same as the rubric below) that the students are to perform to both rate/grade their own performance and to rate/grade the contributions of their peers. The names will be kept confidential in the case of peer grading, furthermore, the peer grading will act as feedback for the students but not as an actual grade.

Most of my students are very adept at using their Smartphones and love any opportunity to do so in class. The majority of my time will be spent ensuring that the students are staying on task and using the technology appropriately rather than texting each other, etc.

I have a couple of students who are poor readers; however, they are all quite capable in every other respect. The ability to use digital media and their own voice rather than typing and/or writing everything out should allow them to contribute to the project in a meaningful way. However, these children will likely not be taking the roll of recording the citations; note that they will still be expected to understand why the citations are necessary.
 * Accommodations and Extensions**:

Students can perform all of the above without the need for movie production by way of a PowerPoint with pictures. If all else fails, the students can present the above information without any media by drawing pictures on my White Board. EVALUATE AND EXTEND Be specific and include the evaluation that you will use for this lesson:
 * Back-Up Plan**:


 * EVALUATE AND EXTEND**
 * See Rubric below**.

I am aware that having the students rate their partners may invite some conflict, however, I am going to try it and I will choose to only share feedback if it is truly constructive and non-malicious.
 * LESSON REFLECTIONS AND NOTES**:



Please rate your overall contribution to the project: On a scale of 1 to 5, 5 being the best, how much did you feel you contributed to the project (Circle one)
 * For student use only**:

1 2 3 4 5

Please explain your choice:

Please rate your overall project quality: On a scale of 1 to 5, 5 being the best, how good do you feel your project is (Circle one)

1 2 3 4 5

Please explain your choice:

Please rate your partner’s overall contribution to the project: On a scale of 1 to 5, 5 being the best, how much did you feel your partner contributed to the project (Circle one)

1 2 3 4 5 Partner’s Name:

Please explain your choice:

Please rate your partner’s overall contribution to the project: On a scale of 1 to 5, 5 being the best, how much did you feel your partner contributed to the project (Circle one)

1 2 3 4 5 Partner’s Name:

Please explain your choice:

Please rate your partner’s overall contribution to the project: On a scale of 1 to 5, 5 being the best, how much did you feel your partner contributed to the project (Circle one)

1 2 3 4 5 Partner’s Name:

Please explain your choice:

Please rate your partner’s overall contribution to the project: On a scale of 1 to 5, 5 being the best, how much did you feel your partner contributed to the project (Circle one)

1 2 3 4 5 Partner’s Name:

Please explain your choice: