Transcript Insulators

• Objective: Break down yesterday’s performance tasks into chunks of
concepts and skills that have to be taught prior to completing the task.
• Turn the concepts and skills into objectives for use in science
refresh/lesson design day
• We will use electricity lesson as our model for the refresh day
• Inquiry as examples of how to build concept
• Steps ? What question would you ask? Exp., test, record, note rule
•
Performance tasks that hit all of the stem areas
They will look at tasks, determine objectives that would lezad them through
the skills
Crate their own lessons
Take one objective that would have something inquiry, direct…
Day 3
Mary Ramer
Kim Richter
Schedule
• 8:30-3:00
Breaks:
– Ten minute break each am and pm
– Forty-five minute lunch
Logistics
•
•
•
•
Sign in / out
Building and parking
Restrooms
Posters
– Resources
– Parking Lot
• Feedback form
Norms
•
•
•
•
•
•
Maintain active participation.
Remain open to different views.
Honor the timeframe.
Place phones, iPads, on top of the table
Limit use of electronic devices.
Hold each other to these norms.
Objective
Objective
Today we will:
• determine what concepts and skills your students will
need to know prior to completing the task
• determine which of those concepts and skills are new
learning
• create lessons for those ideas.
Prior Knowledge
What were the learning goals you
expect for your students when they
complete one of the performance
tasks you created yesterday?
As you read Marzano’s article, “The
Perils and Promises of Discovery
Learning”, identify the following by
drawing shapes and making notes in
the margins.
FYI: This reading strategy, text coding with
symbols, can be done with post-it notes if
they are reading something on which they
cannot write.
Determine what concepts and skills Mr.
Carpenter taught prior to starting this task.
A practitioner can take away two conclusions from these
disparate findings: First, unassisted discovery learning is perilous
to student learning; second, enhanced discovery learning can be
a useful instructional tool.
-Marzano
Objectives:
We will be able to identify materials that
will act as conductors or insulators of
electricity.
Prior Knowledge
closed circuit
This is a closed circuit because ____
and the electricity _______________.
Prior Knowledge
open circuit
This is an open circuit because ____
and the electricity _______________.
Concept: The Big Idea
Electricity likes to travel, but can only travel
through certain special materials.
Remember, our objective today is to be
able to identify materials that will act as
conductors or insulators of electricity.
Concept: The Big Idea
Conductors: Materials which
allow electricity to travel
_______
shine
and the light to ___________.
This mystery material must be a conductor because ____.
Concept: The Big Idea
If the material is a
conductor of electricity
the light will shine!
Why?
If the material is a conductor of
electricity the light will shine because
_____________________________.
the material allows electricity to
travel through it and back to the
battery to close the circuit.
Concept: The Big Idea
Insulators: Materials which
_______
stop the flow of electricity
and ______
block the light from
shining.
This mystery material must be an insulator because ____.
Concept: The Big Idea
If the material is an
insulator of electricity
the light will not
shine!
Why?
If the material is an insulator of electricity
the light will not shine because
______________________________.
the
material does not allow
electricity to travel through it so the
circuit stays open.
Concept: The Big Idea
Think-Pair-Share: How will you know if
a material is a conductor or an insulator
of electricity?
Why?
If the material is an
insulator of electricity
the light will not shine!
If the material is a
conductor of electricity
the light will shine!
Skill: Teacher Models
Explore the materials to find which will act as conductors or insulators
of electricity by following these
STEPS:
1. Select an item
2. Think
• What is it made from?
3. Make a prediction
• Will the material act as a conductor and allow the light to
shine?
• Will the material act as an insulator and stop the light from
shining?
4. Test
5. Record your finding
6. Think
• How is the new item similar to the other items in the
category?
How did I test an item to discover if it is a conductor or an insulator of electricity?
Conductors: Materials
allow electricity to
which _______
flow and the light to
shine
_____________.
Insulators: Materials
block the flow of
which _______
electricity and ______
stop the
light from shining.
1.
2.
1.
2.
3.How did you test an item to discover if it is a conductor or an
3.
insulator
of
electricity?
4.
4.
5.
5.
6.
6.
7.
7.
8.
8.
Conductors are similar
because they are made of
metals
_______________.
Insulators are similar
because they are made of
non-metals .
______________
Relevance
Our homes are filled with items that use electricity. We
need to be aware of the materials that act as
conductors or insulators of electricity because:
1. We can choose appropriate items made from
materials that will stop electricity and protect
children – plastic outlet covers.
2. We will know to replace electric items that have
damaged insulation and exposed wires.
3. A reason of your own.
Reason number ____ is most relevant to me because
____________________________________.
Concept: The Big Idea
Electricity likes to travel, but can only travel
through certain special materials.
Remember, our objective today is to be
able to identify materials that will act as
conductors or insulators of electricity.
Closure
Conductors: Materials
allow electricity to
which _______
flow and the light to
_____________.
shine
Insulators: Materials
block the flow of
which _______
electricity and ______
stop the
light from shining.
1. fishing weight
1. wood
2. nail
2. glass
3. brad
3. cotton
4. paper clip
4. tile
5. steel wool
5. plastic
6. steel washer
6. paper
7. hair pin
7. cloth
8. metal ball
8. Cardboard
cotton
steel
steel
washer
wool
fishing
cardboard
paper
paper
plastic
tile
nail
clip
weight
All are Metal
metal
glass
cloth
ball
hair
pin
brad
wood
None are Metal
Closure: What is the difference between an
insulator and a conductor? Describe the
results of your test and what you discovered.
Please include these words:
circuit
material
path
electricity
non-metal
open circuit
insulator
conductor
battery
metal
closed circuit
Let’s see if we met the objective :
Did we identify materials that act as
conductors or insulators of electricity?
YES!
Concept = “The Big Idea”
Definition
Examples and
non-examples
Rule
Critical Attributes
TPS: Why is it important to include these components in
concept?
It is important to include these components in concept
because ______________.
Objectives:
We will be able to identify materials that
will act as conductors or insulators of
electricity.
What is the concept of this objective?
The concept of this objective is __________
because __________________________.
Concept: The Big Idea
Conductors: Materials which
_______
allow electricity to travel
shine
and the light to ___________.
This mystery material must be a conductor because ____.
Concept: The Big Idea
If the material is a
conductor of electricity
the light will shine!
Why?
If the material is a conductor of
electricity the light will shine because
_____________________________.
the material allows electricity to
travel through it and back to the
battery to close the circuit.
Closure:
Concept = “The Big Idea”
Definition
Examples and
non-examples
Rule
Critical Attributes
TPS: Using these components will increase student
mastery of the concept by ____________.
Difference Between Concept and Skill
•In the concept section of your lesson, you taught
your students what they were learning, what it
looks like, and what it means; however, they were
not ready to actually do anything with that
information yet….
•The skill describes how the students will interact
with the concept and the steps they will take to
demonstrate learning.


How to
do it

The verb within
the objective
How to apply
the concept
Skill

How students will interact
with the concept—steps.
CFU: Describe how the components of concept and skill are
distinct but connected in a well designed lesson.
Objectives:
We will be able to identify materials that
will act as conductors or insulators of
electricity.
What is the skill of this objective?
The skill of this objective is __________ because
______________________________.
Skill / Guided Practice
1. For each step, teacher models and unpacks his/her thinking. “I
do”
CFU
TPS: How did I ____?
2. Then, students complete the same step with teacher support.
“We do” CFU
TPS: How did you ___?
3. Repeat “I do/We do” with each step.
CFU
TPS: How did I/you ___?
4. Continue with “We do” for next examples/practices with
increasing student independence (gradual release).
CFU
TPS: How did you ___?
CFU: How will asking processing questions of the students help them work towards
proficiency with the skill?
Skill: Teacher Models
Explore the materials to find which will act as conductors or insulators
of electricity by following these
STEPS:
1. Select an item
2. Think
• What is it made from?
3. Make a prediction
• Will the material act as a conductor and allow the light to
shine?
• Will the material act as an insulator and stop the light from
shining?
4. Test
5. Record your finding
6. Think
• How is the new item similar to the other items in the
category?
How did I test an item to discover if it is a conductor or an insulator?
Conductors: Materials
allow electricity to
which _______
flow and the light to
shine
_____________.
Insulators: Materials
block the flow of
which _______
electricity and ______
stop the
light from shining.
1.
2.
1.
2.
How does this lesson provide the knowledge
students need “to
3.How did you test an item to discover if it is a conductor or an
prepare them for discovery learning3.[and] negotiate the nuances
insulator?
4.of the content ” as suggested
is imperative by Marzano in “The
4.
Perils and Promises of Discovery Learning?”
5.
6.
7.
8.
5.
6.
7.
8.
Conductors are similar
because they are made of
_______________.
Insulators are similar
because they are made of
______________ .
Activity: Concept/Skill Sort
1. In groups, sort lesson element cards into
concept and skill categories.
2. Be able to explain how you categorized the
elements of the lesson.
3. Be prepared to share to whole group.
G
R
A
S
P
Real-world Goal
Real-world Role
Real-world Audience
Real-world Situation
Real-world Products or
Performances
S
Standards
Taken from:
https://www.georgiastandards.org/Frameworks/GSO%20Framewo
rks/5%20Science%20Framework%20Electricity%20and%20Magneti
sm.pdf
Goal
Apply knowledge and understanding of electricity in a real world
scenario
Role
An 1800’s pioneer.
Audience
Peers
Situation
You are a pioneer in the late 1800s and live in a log cabin on the
plains. Electricity has now become available to the region. You have
read newspaper articles about an inventor named Edison and his new
appliances for the home. You will work in small groups to discuss the
pros and cons of this technology, and figure out how to safely modify
your log cabin to incorporate electricity.
Product
Your group will design and construct a log cabin (shoe box) including
the new technology of electricity (simple circuits). The group will
design a blueprint to scale including a diagram of electrical wiring.
Measurements must be accurate for the ordering of materials, such as
wire, bulbs, and batteries. Materials will be ordered using the correct
forms from the class supply clerk. Completed designs will
demonstrate the use of electric circuits to light the cabin safely
Standards and Criteria [Indicators]
Completed designs will demonstrate the use of electric circuits to light
the cabin safely
Unit One Organizer: Fifth Grade Electricity and Magnetism
9 Weeks
Concept
Know/Do
Language
Evidence
Static Electricity
Investigate electricity by
rubbing balloons on hair,
etc.
Static electricity, friction,
insulating materials
Hands on Inquiry
Science Journal
Electricity and Magnetism
Student will
compare/contrast electricity
and magnetism
Electricity, magnetism,
electric force, electric
current, electric circuit,
friction, poles, fields
Top Hat to compare/contrast
electricity and magnetism.
Hands on Inquiry
Science Journal
Electromagnets and bar
magnets
Construct an electromagnet
and compare it to an
ordinary bar magnet
Electromagnet, core, nail,
poles, field
Electromagnet construction
Science Journal
Electric Circuit
Design a simple electric
circuit
Circuit, resistor, switch,
electric force, power source
Simple circuit construction,
Blueprint
Science Journal
Conductors and Insulators
Students will identify what
makes a good conductor and
what makes a good
insulator.
Conductor, insulator
Hands on Inquiry
Science Journal
Concept
Know/Do
Language
Evidence
Conductors and
Insulators
Students will identify
what makes a good
conductor and what
makes a good
insulator.
Conductor, insulator
Hands on Inquiry
Science Journal
Application- Your Turn!
Write out your plan to develop student
mastery of the concepts and skills
needed for your Performance Task.
Closure:
Let’s Summarize
TPS: What is concept? What is skill? What
are the differences between concept and
skill?
Concept and skill are different because
concept ________________ while skill
________________________.