Name
Maiellaro - Heat and Temperature
Topic
Physics - Temperature and Heat
Learning time
Designed time
9 hours and 5 minutes
Size of class
24 students - age 14-15
Description
The Units deal with the concepts of temperature and Heat in a class with the presence of some foreign students who are likely to learn Italian but only speak their mother tongue and some English. By some practical experiences they can use English as a medium to learn Italian and teach their language at least for some words and some basic sentences to describe what they are experimenting. Meanwhile all of them are learning content.
Aims
Leading students in - discovering the difference between temperature and heat - understanding and explaining the behaviour of matter when changing phase, paying attention to the different behaviour of water around 0°C - using equations for heating matter and letting it change phase - working in group - using ICT to show their knowledge - using simple techniques to communicate in different languages in particular when a foreign students is part of the class
Outcomes
Knowledge, Comprehension, Analysis, Evaluation, Application, Synthesis, Evaluation
Editor
idamaiellaro
Edit
Lessons n. 1 - 2 - Discovering Heat and Temperature - the change of state of matter
110 minutes)
  • Discuss
    10
    24
    1
    Lesson 1 Warming up activity - brainstorming questions Students already know something about the state of matter since primary school.
  • Read Watch Listen
    15
    1
    0
    Activating prior knowledge: - reading comprehension with sudden feedback on line http://www.softschools.com/language_arts/reading_comprehension/science/49/solids_liquids_and_gases/ Teacher only acts as a supervisor.
  • Practice
    10
    1
    1
    Activating prior knowledge - Complete a simple mind map : "name that passage"
  • Investigate
    40
    24
    3
    Hands on activity in Physics lab and BYOD activity. LOTS : observe, fill in tables, take notes, use simple calculus Let them use the enclosed work sheet. They can use it in paper to take notes and then they could adjust on their own device as a part of a brief report.
  • Collaborate
    15
    4
    0
    Lesson 2 - HOTS: hypothesize, explain, give reason for, organize group communication. Students in small groups make hypothesis and try to explain their answers to the previous questions. They organize mind maps to explain their ideas to the rest of the class. Teacher is only a supervisor without interacting or influencing.
  • Discuss
    20
    24
    0
    Leaders from the 6 groups report their conclusions to the rest of the class and they all compare the different proposals. Teacher only moderates the discussion.
Notes:
Resources linked: 0
Home work + Lesson n.3 - Heating graphs and formulas - solving problems
165 minutes)
  • Read Watch Listen
    15
    4
    0
    WEB QUEST step 1 At home - group work Explore the given links and discuss Degree vs Quantity of Hotness: https://www.youtube.com/watch?v=wTi3Hn09OBs Misconceptions about heat: https://www.youtube.com/watch?v=hNGJ0WHXMyE How thermal energy makes matter change state https://www.youtube.com/watch?v=uYYEX5v5a9A
  • Produce
    30
    4
    0
    WEB QUEST step 2 At home group work : try to create a qualitative/quantitative Temperature vs Time or Heat diagram, Deduce information from lab experiences and the third video you watched
  • Discuss
    20
    24
    0
    Students show the results of their work and teacher organizes the best solutions in order to share them with the class and comments the results. It should come out something like those in the following links. https://goo.gl/images/TR636k https://goo.gl/images/jLRz4U
  • Practice
    40
    24
    0
    Teacher introduces heat capacity and specific heat capacity, then describes the formula to deal with heating a substance, in which students could recognize a directly proportion between heat and difference of temperature as it came out from the experience. Than the teacher introduces the formula used when matter changes state, with latent heat capacity, and gives some examples of how to solve simple problems.
  • Produce
    20
    4
    0
    In class: students solve simple and complex problems The teacher acts as a supervisor
  • Produce
    40
    1
    0
    At home: students solve simple and complex problems and practice in saying formulas
Notes:
Resources linked: 0
Lessons n. 4 - 5 - Thermal expansion in solid and liquid matter - solving problems
160 minutes)
  • Collaborate
    25
    3
    0
    Lesson n. 4 - Revision activity - pair work - small group work : - Teacher asks students to share their solutions of the given problems. - If there are students with difficulty in solving, s/he asks to some other good ones to tutor them in explaining the method for solving those problems - Teacher wonders around the desks in the classroom to supervise the pair work and helps directly if necessary. - Teacher closes the activity with revision questions at random
  • Discuss
    15
    24
    1
    Warming up activity - Brainstorming questions (2)
  • Read Watch Listen
    25
    4
    3
    Surf the net to look for explanation about life under ice water You can look for videos in your own mother tongue. Teacher only acts as supervisor
  • Discuss
    20
    24
    0
    Lesson n. 5 - Revision activity - Teacher asks for the answer to the questions of previous brainstorming after having looked for them on the net in the previous lesson and guides students towards the right answers.
  • Practice
    30
    1
    The teacher gives the equation for solids and liquids expansion, asking for comments, and guides students in solving simple and complex problems Enriching language dictionary with specific terms and how to read a formula
  • Produce
    45
    1
    0
    At home : students solve problems and practice in saying formulas
Notes:
Resources linked: 0
Lessons n. 6 - 7 - Revision activity and assessment time
110 minutes)
  • Practice
    60
    24
    2
    Lesson n. 6 - Revision activity - question time by kahoot or scrative - domino game upon lexicon (look for material on quizlet.com - Solving problems, using the book
  • Produce
    50
    1
    2
    Lesson n. 7 - Final structured test - open questions - multiple choice questions (example given with socrative) - fill in the gaps short texts - solve problems
Notes:
Resources linked: 0

Learning Experience

One or more graphs might not display correctly, because one or more learning types do not have duration set.
Social learning graph will not display correctly, because no class size is set.
Social learning graph will not display correctly, because one or more learning types do not have group size set.