LESSON PLAN: Relating Temperature and Pressure of a Gas (Boyle’s Law) Candidate: Yeri Garcia
Subject(s):
Science/ Language Arts
Grade level(s): 8th Grade
Standard(s):
Structure of Matter – CONTENT 8. All objects experience a buoyant force when immersed in a fluid. As a basis for understanding this concept: know that ... •in solids the atoms are closely locked in position and can only vibrate. •in liquids the atoms and molecules are more loosely connected and can collide with and move past one another. •in gases the atoms and molecules are free to move independently, colliding frequently. INVESTIGATION AND EXPERIMENTATION – PROCESS 9. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: a. Plan and conduct a scientific investigation to test a hypothesis. b. Evaluate the accuracy and reproducibility of data. e. Construct appropriate graphs from data and develop quantitative statements about the relationships between variables. f. distinguish between linear and nonlinear relationships on a graph of data
LANGUAGE ARTS Writing Applications (Genres and Their Characteristics) Writing Strategies 1.0 Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus1.1 Create compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well-supported conclusion.1.2 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices. 2.0 Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0 Using the writing strategies of grade eight outlined in Writing Standard 1.0, students: 2.1 Write biographies, autobiographies, short stories, or narratives:
Date: 10/13/10 Single/MultiDay Lesson: Multi-Day: Lesson #2 of a 3 day Science Unit Plan
a. Relate a clear, coherent incident, event, or situation by using well-chosen details
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle): Students will understand the relationship between the volume and pressure of a gas. They will also construct volume/pressure graphs. II. LEARNING OUTOME (Objectives): Teacher version: All students will demonstrate an understanding of the relationship between the pressure and volume of a gas at a 90% level of proficiency as determined by the observation activity and writing that will serve as a post-test analysis. Students will engage in expository writing based on the standards selected. Students will create
a pressure/volume graph. Student version: Describe the relationship between the pressure and volume of a gas. Write on Schoology Discussion forum you learned during the lab. Create a graph using iPad with Numbers app that shows the relationship between the pressure and volume of a gas.
IV. INSTRUCTION
A.
ENGAGEMENT/EXPLORATION (Motivational Activity):
a. Engagement - Question(s): What is Boyle’s law? What happens to the volume of a gas when you increase/decrease pressure? b. Exploration Activity: (“Real and Material Objects”) – Testing pressure and volume 1. The day before, the teacher will instruct students to watch a 5-minute video on Boyle’s Law. The YouTube will be accessible through teachers Schoology class page. Students will also have to answer 6 questions through out the video to ensure student participation. 2. Day of lesson, teacher will ask students questions about the video and their knowledge of the material in order to activate prior knowledge on the subject. This will help guide instruction. 3. Each group of students will be given a syringe and a small piece of clay, they will also need to use their science text books. The clay will be placed on the nozzle of the syringe in order to stop any air from entering or leaving the syringe. Student will then place text books on top of the syringe one at a time and record the volume of the gas inside the syringe in cubic centimeters (cm³) after they place each book. The students will then use the data collected from the experiment to create a graph using Numbers app on iPad that illustrates the relationship between the volume and pressure of a gas. They will then be given a few minutes to reflect on their experiment and discuss their findings and explanations with their partners and group mates and post the graph on the classes Schoology page.
B. INSTRUCTIONAL SEQUENCE/EXPLANATION (Teaching Methodology with Student Activities): Step #1: (Process Questions) Teacher will:
a. Begin by asking three Process Questions 1. What materials did we use? 2. What did we do with the materials? 3. Why did we do the activity? What did we learn? Step #2: (Explain Outcomes/Standards) Teacher will: a. Explain that at the end of this lesson students should be familiar with the concept of Boyle’s law and how pressure will affect the volume of a gas. b. Explain that students should be able to apply their understanding of this law to make predictions about the behavior of the gases. Step #3: Teacher will: a. Divide students into groups of four b. Explain how to conduct the investigation. c. Ask a student from each group to gather the necessary supplies for his/her group d. Ask students to begin with their investigation e. Walk around the classroom as students conduct the investigation and prompt conversation and inquiry through discussions and prompting questions f. Provide assistance as necessary. Step #4: Teacher will: a. Help students process their understanding of the concepts that were explored. A whole class discussion will be conducted on Boyle’s law and how pressure and volume affect each other. b. Allow students to share what they learned with each other by conducting a Turn and Talk session.
C. APPLICATION ACTIVITY/EXTENSION (Practice and/or Reflection): During the Application/Extension Phase, students will apply what they have learned about density in the following exploration. a. Work with a partner to create a pressure/volume graph using the data that they have collected. D. MATERIALS & RESOURCES: For the Engagment/Exploration and Instructional Sequence/Explanation:
Each Group: 1 syringe 1 small piece of modeling clay 4 science text books Science journal for each student iPad with Numbers App For the Application Activity/Extension 1 data table created during exploration phase Science journal Pencil For the teacher: Gems Guide resource book V. ASSESSMENT STRATEGIES/EVALUATION (Methods for Obtaining Evidence of Learning): Formative Assessment:
Students will write a friendly letter describing what they learned during the lesson. This expository composition should explain the exploration activity by answering the four process questions (see above). This letter should include all parts of a friendly letter and be at least two paragraphs long. Students should demonstrate knowledge of covered science concepts. VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, PRACTICE):
Advanced Learners: The advanced learner will extend their knowledge of density through enrichment activities. These will include challenging critical thinking, problemfinding, and problemsolving activities. Intervention (students with IEPs): Students who have visual processing disorders will have preferential seating in the front of the classroom and displays on board will be in large print. Students with auditory processing disorders will be allowed to have directions repeated multiple times. Students will be allowed 50% more time to complete tasks. EL/English Learners: SDAIE instruction will be provided. Academic language specific to the task will be introduced through the use of a word wall. The presented assignments will be broken down into manageable learning segments—chunks. VII. HOMEWORK (APPROPRIATE):
Students will share their expository compositions with their parents and families and discuss with them what they learned about density. Students will write explanations for three “puzzling scenarios” assigned by the teacher. They will use their knowledge about density to come up with solutions.
