Teacher Candidate: Ariel Levi Simons Date: NA

THE LESSON PLANNER - Short Form

Use the steps outlined in this planner to make the critical decisions involved in

planning for understanding, long-term retention, and success for all learners.

Grade: 11/12 Content Area:Social Science Group Size: 30

School/UA: NA/NA Student Context: Upper level Social Science

PRE-PLANNING FOR THE LESSON

Key Content Standard(s) Economics 12.1 4: Evaluate the role of private property as an incentive in conserving and improving scarce resources, including renewable and nonrenewable natural resources. Economics 12.2 10: Discuss the economic principles that guide the location of agricultural production and industry and the spatial distribution of transportation and retail facilities. Investigation and Experimentation 1I: Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). Investigation and Experimentation 1J: Recognize the issues of statistical variability and the need for controlled tests. Investigation and Experimentation 1K: Recognize the cumulative nature of scientific evidence. Investigation and Experimentation 1M: Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California.

Lesson Objective After watching a video on history and mathematics of the ideal gas law students should be able to work together as a class, and in small groups, to solve a number of written problems involving the ideal gas law.

Assessment What evidence will the students produce to show they have met the learning objective? Students will work through one written problem as a class, and at least two more written problems in small groups. What modifications of the above assessment would you use for language learners and/or special needs students? Students with special needs will be paired up with at least one other student in the class during group work to help the instructor mediate any language, or other, issues.

Prerequisite Skills and Knowledge and Experiential Backgrounds Skills/Knowledge/Experiential Backgrounds Students will, in general, have experience with the behavior of gases (e.g. gases expand in heat or that their pressure goes up as they're compressed.). Student will also have had experience in using equations with more than one variable, such as the ideal gas law equation. Pre-Assessment Strategy Students were assigned the previous day to read section 10A of Serway & Faughn and work through the section practice exercises. The main idea behind these exercises, the numerical relation between the Fahrenheit, Celsius, and Kelvin scales will be discussed at the beginning of class.

INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS

Introduction – Total Time:
Time 5 Minutes	Teacher 1. Begin class by asking the class what sort of questions they have regarding section 10A. Write the questions on the board. Responses: - For a range, or difference in temperatures, you don't need to worry about any offsets. One degree difference in Celsius is 1.8 degrees difference in Fahrenheit. - By plugging in the Fahrenheit to Celsius conversion formula into the Celsius expression in the Celsius to Kelvin conversion formula you get the conversion T(Kelvin) = (5/9)*[T(Fahrenheit) - 32]+273.15 2. Lead into the video by making the point that in trying to make reliable measures of temperature with indirect measurements that researchers began to develop certain laws explaining how gases behaved with regards to heat.	Students 1. Possible questions: - How do you convert a temperature range in Fahrenheit to one in Celsius? - How do you convert Fahrenheit to Kelvin?
Body – Total Time:
Time 30 Minutes	Teacher 1. Show 'The Mechanical Universe' video on the history behind the ideal gas law. Periodically stop video to clarify or ask the class questions. Ask students to take notes.	Students 1. Students take notes on the video.
Closure – Total Time:
Time 15 Minutes	Teacher 1. Let the students know their assignment for tomorrow will be to read through section 9.4 and do problems 9E 1-3. 2. Work through problem 9E 1 with the class as a whole. Ask the class what variable values are given in the problem. 3. Work through the problem on the board. Make sure to point out that the temperature given in the problem must be converted to Kelvin, which is the standard scale for thermodynamics. Response: - Kelvin starts at zero. If you use Celsius you can get negative numbers, which will give you non-physical results such as negative volume or pressure. 4. Assign out whatever part of the assignment which is not completed during class.	Students 1. Students write down assignment. 2. Possible responses: - Temperature - The final and starting pressures - The final and starting volumes 3. Possible question: - Why do you have to use Kelvin?

UCI SS/Winter-Spring 08 1

Ariel Levi Simons
Sara Ray
Imrana Iqbal

I. Title Page and abstract
II. Introduction
A. Brief narrative giving example of problem in action
1. Mention issues with electric circuits in high school class
B. Thesis question
1. What defines understanding in a scientific classroom and what combination of abstract and experiential support is most conducive to its formation?
III. Definitions of key concepts
A. What is understanding?
1. Understanding of abstractions
a. Symbols
b. Algebraic manipulation
c. Diagrams
d. Procedures
e. Underlying conceptual frameworks
2. Experiential understanding
a. Spatial-Temporal
i. Visual
ii. Static versus changing
b. Kinesthetic
c. Understanding as performance (7)
B. What is learning?
1. What role does understanding play in learning?
a. How do different types of understanding interrelate in learning?
2. What factors affect learning in the classroom?
a. The use of simulations
b. The use of laboratory work
c. Discussions
i. Teacher-centered
ii. Student-centered
C. Transfer
IV. Intervention


Citations:
1) Bayrak, Bekir, Kanli, Uygar, Ingeç, Sebnem Kandil. (2007). To Compare The Effects Of Computer Based Learning And The Laboratory Based Learning On Students' Achievement Regarding Electric Circuits. The Turkish Journal of Educational Technology, 6(1), 1-9.

2) Jaakola, Toki and Nurmi, Sami. (2004). Proceedings from the British Educational Research Association annual conference: Learning objects in the classroom: a European perspective symposium. Manchester, England.

3) Van den Berg, Euwe et al. (1994). Proceedings from the Annual Meeting of the National Association for Research in Science Teaching: The Role of “Experiments” in Conceptual Change: A Teaching-Experiment Study of Electric Circuits. Anaheim, CA.

4) Aufshnaiter, Stefan V. and Welzel, Mauela. (1997). Proceedings from the Annual Meeting of the American Educational Research Association: Learning Processes in the Field of Electricity: Results of a Cross Age Study. Chicago, IL.

5) Yang, Kun-Yuan and Heh, Jia-Sheng. (2007). The Impact of Internet Virtual Physics Laboratory Instruction on the Achievement in Physics, Science Process Skills and Computer Attitudes of 10th Grade Students. Journal Science Education Technology, 16, 451-461.

6) Winberg, T. Mikael and Berg, C. Anders R. (2007). Students’ Cognitive Focus During Chemistry Laboratory Exercise: Effects of a Computer-Simulated Prelab. Journal of Research in Science Teaching, 44(8), 1108-1133.

7) Reigeluth, Charles M. (1999). Instructional-Design Theories and Models: Volume II A New Paradigm of Instructional Theory. Mahwah, New Jersey: Lawrence Erlbaum Associates.

8) R.E. Mayer, Theories of Learning and Their Application to Technology in Technology Application in Education: A Learning View by Harold F. O'Neil, Jr & Ray S. Perez (EDS). 2003.