- Content: Students will be learning about the 3 states of matter, and more specifically that that matter expands when heated because the particles move more quickly and have to spread to accommodate the increase in motion and that matter contracts when cooled because the particles move more slowly and realign to fit more compactly. Students should know already have an understanding of the three states of matter and how matter can change from one form to another prior to beginning this lesson. This aligns with the Michigan Science GLCE:
P.CM.04.11 "Explain how matter can change from one state (liquid, solid, gas) to another by heating and cooling."
- Pedagogy: Students will use cooperative learning while completing labs as well as guided discovery throughout their use of the Science Techbook - students will be challenged to solve the essential questions by using carefully chosen elements from the Science Techbook. I chose these stragegies with my students in mind because my students enjoy using technology, creating projects, and sharing what they know. The students will also be learning using the cognitive constructivist and social constructivist theories of learning. The students will be exploring several resources independently, building upon prior knowledge in order to construct their understanding of the concept. The students will also take part in group labs, which lies more within the realm of social constructivism. There are a few elements of behaviorism in that there is a minimum level of fixed knowledge the learner must understand. There is also a good deal of repetition throughout the activities, labs, and readings.
- Content & Pedagogy: Cooperative learning (and social constructivism for that matter) is important because students learn best from one another. Working together is especially important in science, particularly when modeling your classroom after actual scientific labs. Real scientists work with each other, so we should too. Guided discovery is also helpful because it leads students to conclusions without giving them the correct answer right away. The information is retained and internalized when the student is the owner and creator of their new knowledge. Cognitive constructivism is helpful when teaching science concepts because students are observing the world around them from the time they are babies. Building off of this prior knowledge will lead to deeper understanding.
- Technology: Technology is vital to this unit (as planned). The students will be completing online labs, readings, and videos using the computer lab. Any whole group instruction would be presented using the LCD projector and Mimeo. The students will also complete a final project using the Discovery Board Builder. The use of the techbook isn't necessarily vital to teaching this concept, however, it is vital to the way I intend to teach the concept within the constraints of this lesson plan. Virtual labs, interactive animations and readings, and streaming videos provide a much greater depth of information than a traditional textbook-based lesson would. The final project could also be completed in a different way, for example, as an essay, test, poster, collage, etc... but would not be as engaging for students as the Board Builder.
- Technology & Pedagogy: The Discovery Science Techbook and Board Builder fit perfectly with the idea of guided discovery. Students are provided with enough material to be successful in the given lesson, but also have the means to go above and beyond the minimum requirements because of the depth of information provided. The students will also use the Board Builder project to relay the results of a hands-on cooperative learning lab. The chosen technology also supports the idea of cognitive constructivism in that the materials provided in the textbook tap into a students prior knowledge (each concept covered in the Techbook begins with an "Engage" section, meant to get students thinking about the concept at hand) and then build upon that knowledge.
- Technology & Content: The Techbook aligns well with the essential questions that I have chosen, so all of the answers are provided throughout the resources included in the Techbook. The use of Board Builder will also help students to reflect upon and organize their learning, a vital part of ensuring understanding of the concept.
- Assessment: Students will need to answer the 3 essential questions through a project created through the Discovery Education Board Builder. They will be assessed on a rubric, taking into account the quality of the information they chose to present, the depth to which the essential questions were answered (this can be lists, paragraphs, graphic organizers, etc...), the inclusion of data from their group experiment, the usefulness of graphics, and the neatness/organization of the final project. The students will receive their feedback directly through Board Builder in the "feedback" section
5-6 class periods
Using Board Builder
Very nice job on the lesson plan, Edie – it is nicely structured and comprehensively answers the questions based on the TPACK model’s components and interactions.
great Essential Questions, and nice inclusion of a common misconception in the construction of your EQ's