CODE/MOE/UOIT Makerspaces Project

Lesson Plan--Grade 4 Science:

 Understanding Matter and Energy

BIG IDEAS:

Energy comes in many forms, and can change forms. It is required to make things happen (to do work). Light and sound are forms of energy with specific properties.

Overall Curriculum Expectations:

#2 investigate the characteristics and properties of light and sound

#3 demonstrate an understanding of light and sound as forms of energy that have specific characteristics and properties

Specific Expectations

3.4 describe properties of sound, including the following: sound travels; sound can be absorbed or reflected and can be modified

3.6 describe how different objects and materials interact with light and sound energy

Learning Goals:

“We are learning …”

  • What good conductors of electricity are.
  • To make observations to provide evidence that energy can be transferred from place to place by sound, and electric currents.
  • Circuits must be closed in order for conduction of sound to take place.

Success Criteria:  

“We will be successful when…”

  • Student have determined best conductors of sound and best food for conducting electricity

Lesson Overview:

  • Students will become familiar with the properties of sound by investigating and observing how these forms of energy interact with various objects and how materials can be used to transmit, reflect and absorb sound.
  • Students create models of new devices or new processes to help address human needs and desires, as well as new knowledge about those devices or processes.

Materials and Technology:  

  • Makey Makey Kits
  • Chromebooks
  • bananas
  • Playdoh
  • Tin foil
  • Website: Makey Makey.com/apps - Sound effects, piano, drums

Student Accommodations/Modifications:  

  • Students will be provided with electronic checklist via Google Drive where students requiring modifications will be able to access Google Read and Write
  • Students requiring assistance with fine motor skills will be encouraged to work clips independently however have peer support if required
  • Visual checklist
  • Repetition
  • Demonstration by peers
  • Those with difficulty in fine motor can use google read and write to demonstrate observations, hypothesis, method, results

Lesson will be differentiated by:

  • Environment, specifically:  Makerspace area with three adults (EA, Librarian Technician and CRT)
  • Process, specifically: Students will use template and checklist provided
  • Process Specifically: visual checklist with pictorial instructions for students
  • Product Specifically: Students will be provided with items and invited to also use items brought in from home

MINDS ON:  Getting Started

During this phase, the teacher may:

• activate students’ prior knowledge;

• engage students by posing thought-provoking questions;

• gather diagnostic and/or formative assessment data through observation and questioning;

• discuss and clarify the task(s).

During this phase, students may:

• participate in discussions;

• propose strategies;

• question the teacher and their classmates;

• make connections to and reflect on prior learning.

Describe how you will introduce the learning activity to your students. What key questions will you ask? How will you gather diagnostic or formative data about the student's’ current levels of understanding? How will students be grouped? How will materials be distributed?

  • What is energy?
  • What are conductors of electricity?
  • How is sound created?

 

ACTION:  Working on it

During this phase, the teacher may:

• ask probing questions;

• clarify misconceptions, as needed, by redirecting students through questioning;

• answer students’ questions (but avoid providing a solution to the problem);

• observe and assess;

• encourage students to represent their thinking concretely and/or pictorially;

• encourage students to clarify ideas and to pose questions to other students.

During this phase, students may:

• represent their thinking (using numbers, pictures, words, manipulatives, actions, etc.);

• participate actively in whole group, small group, or independent settings;

• explain their thinking to the teacher and their classmates;

• explore and develop strategies and concepts.

Describe the task(s) in which your students will be engaged.

Students will be presented with a checklist of foods and other items listed. They will make a hypothesis and use Makey Makey kits.  Using clips and closed circuits with the items and food, they will determine the best conductors of electricity.

What misconceptions or difficulties do you think they might experience? 

Closing circuit, fine motor skills using the clips

How will they demonstrate their understanding of the concept? How will you gather your assessment data (e.g., checklist, anecdotal records)?

Students will share their findings by using checklist and science experiment worksheet

What extension activities will you provide? 

Based on what you have learned about conductors, create a two measure familiar piece of music for your classmates

CONSOLIDATION:  Reflecting and Connecting

During this phase, the teacher may:

• bring students back together to share and analyse strategies;

• encourage students to explain a variety of learning strategies;

• ask students to defend their procedures and justify their answers;

• clarify misunderstandings;

• relate strategies and solutions to similar types of problems in order to help students generalize concepts;

• summarize the discussion and emphasize key points or concepts.

During this phase, students may:

• share their findings;

• use a variety of concrete, pictorial, and numerical representations to demonstrate their understandings;

• justify and explain their thinking;

• reflect on their learning.

How will you select the individual students or groups of students who are to share their work with the class (i.e., to demonstrate a variety of strategies, to show different types of representations, to illustrate a key concept)? What key questions will you ask during the debriefing?

  • Have students work in groups of three - they choose who they will work best with
  • What were the best conductors of sound and electricity?
  • What foods were the best conductors of electricity?

Next steps: Understanding Matter and Energy in light  - explore Energy in light

Material: copper wire, light bulb, potato, penny, nail

Success Criteria:

Analysing and Interpreting

The student:

asks questions that demonstrate curiosity about the world around him or her

asks questions that could lead to investigations, and chooses one that will be the basis for an investigation

asks questions that could lead to investigations, and formulates a specific question that will be the basis for an investigation

asks questions that arise from practical problems and issues, and formulates a specific question that will be the basis for an investigation

asks questions that can be answered through tests/experimentation, and chooses one to investigate

plans an organizational system for gathering and organizing information, using a variety of graphic organizers (e.g., Venn diagram) and organizational patterns (e.g., cause and effect)

plans an organizational system for gathering and organizing information, using a variety of strategies (e.g., sketchboard outlines of a series of events) and organizational patterns (e.g., order of importance)

Performing and Recording

selects information from prior knowledge, other people, and observations made during his or her explorations

uses a teacher-prepared organizational system for gathering and organizing information

records information gathered, using a variety of graphic organizers (e.g., Venn diagram) and organizational patterns (e.g., cause and effect)

records information gathered, using a variety of strategies (e.g., sketchboard outlines of a series of events) and organizational patterns (e.g., order of importance)

Analysing and Interpreting

proposes an answer/hypothesis to the question being investigated, on the basis of information gathered

states a simple conclusion in answer to the question being investigated, on the basis of information gathered

states a conclusion in answer to the question being investigated, on the basis of information gathered

states a conclusion in answer to the question being investigated, on the basis of information gathered

makes a simple evaluation of research procedures used

makes an evaluation of the research procedure used, suggests changes that could be made to it, and gives reasons for the suggested changes

makes an evaluation of the research procedure used, suggests changes that could be made to it, and gives reasons for the suggested changes

verifies the validity of and compares information gathered from research

summarizes the information, using pictures and words

summarizes relevant information, using words, T-charts, pictures

summarizes relevant information, using jot notes, outlines

Communicating

recounts steps and shares results of research orally, in pictures, and/or in written words to answer the question investigated

presents research orally; in charts, graphs, or labelled drawings; and/or in written words to answer the question investigated

presents research orally; in charts, graphs, or diagrams; and/or in written sentences to answer the question investigated

presents research in numeric, symbolic, graphical, and/or linguistic forms of communication to answer the question investigated

St. Ambrose Catholic School—Huron Perth Catholic District School Board

Adapted from eworkshop.on.ca