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SCED 5352 Physical Science – Forces and Energy

Module 3: Original Learning Cycle #1

Submit by 11:59 p.m. Sunday of Week 3.

Name, grade level, Cort Fraser, High


Date: 11/26/10
and subject taught: School/Chemistry

Overview: Original Learning Cycle


Now you will use what you have learned to outline the stages of another new science learning
cycle following the 5E model: Engage, Explore, Explain, Elaborate, and Evaluate. You will share
your outline with your online colleagues, and receive and provide feedback.

If you are taking this course during a regular school term, you will implement a portion of the
learning cycle in your classroom and write reflective comments about its use.

Objectives
• Implement strategies that increase meaningful science learning for students.
• Connect concepts vertically to create a continuum of learning.

©2009 University of Texas at Arlington Page 1 of 6


SCED 5352 Physical Science – Forces and Energy

Rubric
Use this rubric to guide your work on your Assignment.

Tasks Target Acceptable Unacceptable

Engage Includes specific Includes Activities are not


details about description of described in
activities that activities that sufficient detail or
actively engage engage students activities do not
students and and require them engage and/or
require them to to explore require
explore and (3 points) exploration.
hypothesize (0-1 point)
(5 points)

Explore Includes specific Includes Activity does not


details about an description of engage students
activity that will activity that will and does not
actively engage engage students provide them with
students and and lead them to the information
lead them to discover they need to
discover something about connect to a
something about a physical concept.
a physical science concept (0-1 point)
science concept (3 points)
(5 points)

Explain Includes specific Includes Activities are not


details about description of described in
activities that activities that sufficient detail or
help students present concepts activities do not
articulate or and examples or include active
explain the applications with student
concepts some active participation
themselves and student (0-1 point)
elaborate on participation
examples and (3 points)
applications
(5 points)

Elaborate Includes specific Includes Activity does not


details about description of encourage
activities that activities that students to think
will stretch the will encourage more deeply about
thinking of students to think a science concept.
students toward more in depth (0-1 point)
the mastery of about a science
the science concept
concept (3 points)
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SCED 5352 Physical Science – Forces and Energy

(5 points)

Evaluate Clear evaluation Sketchy Missing or


of student evaluation of inappropriate
knowledge and student evaluation of
skills knowledge and student knowledge
(5 points) skills and skills
(3 points) (0-1 point)

©2009 University of Texas at Arlington Page 3 of 6


SCED 5352 Physical Science – Forces and Energy

Instructions

Use the section titles below to outline your learning cycle according to the 5E instructional
model.

Concept/Title of Unit

Thermochemistry: Lab

California State Standard:


Chemical Thermodynamics
7. Energy is exchanged or transformed in all chemical reactions and physical changes of
matter. As a basis for understanding this concept:
a. Students know how to describe temperature and heat flow in terms of the motion
of molecules (or atoms).
b. Students know chemical processes can either release (exothermic) or absorb
(endothermic) thermal energy.
c. Students know energy is released when a material condenses or freezes and is
absorbed when a material evaporates or melts.
d. Students know how to solve problems involving heat flow and temperature
changes, using known values of specific heat and latent heat of phase change.

Engage

Materials:
Candles
Ice Cubes
Matches

Procedure:
1. The students are asked to create a table and make observations on:
A candle not lit
An ice cube sitting on a desk
A lit candle

2. The students are then asked to go back and write down as many observations about
the area around each item..

Explore

Materials:
Candle
Matches
Ring Stand
Chimney Can

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SCED 5352 Physical Science – Forces and Energy

Heating Can
Glass Rod
Water
Analytical Balance
Thermometer

Procedure:
1. Weigh candle.
2. Weigh Heating can.
3. Students place about 100 ml water in can.
4. Students light candle and place under can containing water.
5. Measure initial temperature of water.
6. After the water temperature rises 3 degrees blow out candle.
7. Weigh candle after it cools.

Perform calculations on worksheet.

Explain

Materials:
Textbook
Access to internet

Procedure:
1. Students refer to the textbook to define Thermodynamics.
2. Students write down and define other vocabulary words that would help them explain
thermodynamics.
3. Students can refer to the internet for more detailed explanations on thermodynamics.

Elaborate

Materials:
Ammonium Chloride
Water
Glass Beaker
Thermometer

Procedure:
1. Weigh the beaker.
2. Place 100 ml of water in beaker.
3. Weigh beaker and water.
4. Take the temperature of water.
5. Mix 53.5 grams of ammonium chloride into water.
6. When completely dissolved take the temperature of solution.

Perform calculations on worksheet.

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SCED 5352 Physical Science – Forces and Energy

Evaluate

Materials:
Worksheets
Observations - Engage
Calculations - Explore
Calculations - Elaborate
Vocabulary words with definitions - Explain

Lab Report

Procedure:
1. Students will do each step of the Lab and use different worksheets for each part.
2. Students will have definitions of each term describing thermochemistry.
3. Students will have a final lab report that contains all of the worksheets and vocabulary.

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