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# DIRECT INSTRUCTION AND LAB LESSON PLAN Name: ___Conduction Lab__ Grade:__7 Date: December 11, 2012_________ Strand:

_______________________ Topic: ____Heat in the Environment ______ Author: Allison Cunningham Course: Grade 7 Science and Technology Curriculum Document: Ontario Curriculum Document Science and Technology Grade 1-8, 2007 EXPECATIONS OVERALL EXPECATIONS GRADE 7 | UNDERSTANDING EARTH AND SPACE SYSTEMS HEAT IN THE ENVIRONMENT
2. investigate ways in which heat changes substances, and describe how heat is transferred; 3. demonstrate an understanding of heat as a form of energy that is associated with the movement of particles and is essential to many processes within the earths systems.

SPECIFIC EXPECTATIONS
2.1 follow established safety procedures for using heating appliances and handling hot materials (e.g., use protective gloves when removing items from hot plates) 2.4 use scientific inquiry/experimentation skills (see page 12) to investigate heat transfer through conduction, convection, and radiation 2.5 use appropriate science and technology vocabulary, including heat, temperature, conduction, convection, and radiation, in oral and written communication 2.6 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., using the conventions of science, create a labelled diagram to illustrate convection in a liquid or a gas) 3.1 use the particle theory to compare how heat affects the motion of particles in a solid, a liquid, and a gas 3.4 explain how heat is transmitted through conduction (e.g., the transmission of heat from a stove burner to a pot and from the pot to the pot handle), and describe natural processes that are affected by conduction (e.g., the formation of igneous and metamorphic rocks and diamonds)

Learning Goals (General/Specific)(Knowledge, skills etc) Learners will be able to: 1. Explain the type of heat transfer known as conduction 2. Explain the difference between conduction and convection 3. Describe what a conductometer is and explain how it was used to represent conduction in the lab 4. Follow safety procedure while using matched and candles Teacher Materials Conduction Smart Board presentation Experiment procedure printed out (x30) and materials for experiment: candles,

Evaluation How will you assess/evaluate? Product lab apparatus and lab report Process Performance participation in experiment Provincial Standard Criteria Included Rubric Exemplar YES YES NO NO

## Learner Materials Individual notebook for taking notes Writing utensil

conductometer, tin pie plates, safety glasses see attached sheet PROCEDURE Introduction\Motivation Time

Quick review of what convection is from last class. 15 Brainstorm on Smart Board what students think conduction is. The tell class we will jump right into lab before teacher tells students exactly what conduction is. Hand out lab procedure sheet to students. Read through instructions as a class. Be sure to highlight safety precautions when working with fire. Demonstrate the issued with long hair and hanging ties. Act it out and make it funny by dangling it over candle and asking what is wrong with this picture. Then ask students to tie hair back, tuck in loose clothing. Go over conductometer and different kinds of metal on it. Have students pay attention to hypothesis section on procedure hand out. Before they begin ask them to make their hypothesis. Sequence of Steps for Learning 1. After lab procedures have been read to class and hypothesis made split class into small groups of 3 or 4 using name tags. Place name tags on lab station tables to make groups. Call out students name and have them go to station. 2. Remind students to wear safety goggles. 3. Have one student from each group collect required equipment from central table or have equipment already laid out on each table for students. 4. Once someone from each group has been selected to hold conductometer the teacher will light the candle and students will begin to time how long the heat has been in contact with the conductometer. 5. End lab with enough time to discuss or when everyone has observed all by stainless steel wax melt. 6. Place conductometer in sink and run cold water over it when experiment is complete. 7. Have students return to desk for discussion. What did they see? Was it was they predicted? Did the whole class have the Min(s) 10 Strategies to Match Sequence of Learning 1. Experiment hands on student directed as much as possible

20-30

25

2. Class discussion

same results? 8. Discuss experimental error. What could cause error? Was human error a factor? Brainstorm with class. 9. Discuss the dependent, independent and 3. Use prepared control variable. Identify them and have presentation on students take notes for their lab report. conduction 10. Now give brief lesson using Smart Board 4. Direct instruction presentation on what conduction it. Explain while students how it differs from convection. Conduction take notes is the transfer of thermal energy (heat) through a substance, or between substances in contact, by the collision of particles. 11. Tie conduction into particle theory and what is happening at the particle level. 12. Discuss how this relates to the experiment. 5. Class discussion Do different metals conduct heat continued differently? How do you know? 13. Why do we use certain material in the kitchen to cook with? To protect our hands with? Discuss. Recap\Review Min(s) Act it out! Have students line up in hallway against wall. They represent a metal 10 wire or rod. Teacher acts as source of heat and applies heat to one end of rod. Ask students to think about particle theory. Each student represents one particle. What will happen to them as heat is added? The end that the heat is added to particles will start to vibrate. These particles collide with neighboring particles and cause them to vibrate all the way down the line CONDUCTION! Application: Accommodations? Modifications?

Person computers may be used for note taking and report writing. No IEPs for science in this class. REFLECTION ON LESSON SELF ASSESSMENT ASSOCIATE\ADVISOR ASSESSMENT Strengths:

Goals: