![]() ![]() ![]() The rating would be superior if the practices and crosscutting concepts were more explicit. Alignment to the Dimensions of the NGSS: The lessons begin with a phenomena, invite students to design an experiment which allows them to create explanations using designated conceptual ideas.Lessons can be modified to include the crosscutting concept by referring to the cause and effect explicitly in the student worksheets and discussions. With the focus on the molecular/atomic level simulations, the input to the system (temperature), the cause, is not identified explicitly and related to the effect. The lessons use simulation to explain the phenomena the students have encountered. This resource appears to be designed to build towards this crosscutting concept, though the resource developer has not explicitly stated so.Ĭomments about Including the Crosscutting Concept Introducing the idea and terminology explicitly could easily be added to each lesson in the explanation and elaboration phase. There is no discussion or explanation of models. Through the use of animations or simulations, students are introduced to the idea of models with only limited use of the term and idea. Lesson 1 expects students to develop a model but the other lessons avoid the term. The objectives of the five lesson all call for students to explain phenomena, such as evaporation, condensation, and melting and freezing at the molecular or atomic level. This could be easily corrected by pointing out that the kinetic energy associated with motion in the simulations and explanation is also called thermal energy. The explanation in the lessons describes the motion of the molecule/particle as being related to average kinetic energy or just energy. This resource is explicitly designed to build towards this performance expectation.Ĭomments about Including the Performance Expectation The website includes downloadable pdf documents for the lesson plans, theĮntire chapter, student activity sheets and the answer sheet for the activity sheet and a student reader to be used at the end of the lesson. The explanation is often extended with an additional activity on a closely related topic. The simulation that illustrates water molecules at different temperature is introduced to explain the observations in the experiment. Each lesson begins with a series of questions as a way of helping students design an experiment. The first lesson provides important background knowledge necessary to understand how energy is transferred in the subsequent phase changes.Įach lesson is outlined comprehensively in the lesson plan with extensive supporting materials such as background readings, student readings, and a chapter overview lecture. The exploration phase usually contains student activities followed in the explanation phase with a simple simulation that illustrates the particle behavior during conduction in the first lesson and during a phase change in the following lessons. This chapter contains five lessons or activities:Įach lesson is outlined in a detailed lesson plan that follows the BSCS 5E instructional model. This is the second chapter in the American Chemical Society (ACS) program Middle School Chemistry. ![]()
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