Students will first view and then hypothesize, based on their knowledge of the law of conservation of mass, why a teacher demonstration does not seem to prove the law. Students will then explore a modified version of the experiment to determine ways that the teacher demonstration should have been changed to show conservation of mass effectively.
Whole Class, Pairs
1.1, 1.3, 2.4, 2.5, 3.1, 5.2, 5.8, 6.1, 7.3
|Lesson Components||Time||Inquiry Skills||Tech. Used||Engage Level||Brief Description|
|Engage||10 min||1.3, 5.2||Projector, YouTube||3||Students will view time lapsed videos of both a building being built and a plant growing and will answer questions about their observations.|
|Explore||30 min||1.1, 2.5, 3.1||Document Camera, Digital Scales||3||Students will observe a teacher demonstration and then complete an experiment to show evidence of conservation of mass during a chemical change of matter.|
|Explain||20 min||7.3||none||2||Students will compare and contrast the two experiments and answer questions, discussing their answers and additional observations with the class.|
|Expand||20 min||6.1, 2.4, 5.8||Digital Scales||3||After creating a plan, students will modify teacher demonstration to make it properly describe conservation of mass.|
|Evaluate||10 min||none||1||Students will answer 5 assessment questions related to evidence of conservation of mass.|
|Level of Student Engagement|
|1||Low||Listen to lecture, observe the teacher, individual reading, teacher demonstration, teacher-centered instruction|
|2||Medium||Raise questions, lecture with discussion, record data, make predictions, technology interaction with assistance|
|3||High||Hands-on activity or inquiry; critique others, draw conclusions, make connections, problem-solve, student-centered|
Please share your comments (e.g., strengths, areas for improvement, your implementation results if you taught the lesson in your class, and any modifications you made). Thanks!