Energy - STEM Experiment
Teacher prepares a thinking routine (see - think - wonder) for students to record their noticing on Padlet. On a post it, students write down the new words in the video.
Teacher starts the provocation with a video about slopes, and how people slide on snow.
Teacher will then ask students to share their recording and mark down the key questions for the lesson.
Students will watch the video presented and jot down their noticing.
2 Direct Insturctions
Teacher build on the students questions and the new words they heard in the video to enrich the students' vocabulary bank.
In groups students research the words and come up with the definition. Each group will share the definition of the words they got.
picking up the words, relate them to the video, or even to your daily routine is a good way to expalin and share to other classmates.
3 Dependet Practise
In groups students will conduct an experiment to come up with answers to their wonders. they will be divided into 4 different groups. Each group will be provided with the following material.
- Books or Box,
- Small plastic car and Big Car
- Cardboard Ramp
- Sticky note
- Time Stopper
- Each group will get one of the following material ( Carpet, Floor, Wood, Laminated Cardboard).
Students are then have to find answers for the following questions:
- Determine the speed of the car travels with different slopes.
- What are the factors that are related to the speed of the object when it collides with a surface.
Use Microsoft OneNote to present your data. You may use ruler to measure the distance the car traveled.
Start with dividing the work load equally on the team member to reach for the best results.
4 Independent Practice
Model the different stages of your experiment by drawing it on SeeSaw. Insert the data students made in seesaw along with the drawings.
Students then are ask to write a report to present the findings, and post it on Seesaw. What is the difference between the small and the big car?
Students are then asked to look at the other group experiments, comment on the pictures and data.
Then each group present their finding and discuss the results.
Drawing the different stages of the experiment to explain your report with your sketches.
Add the distance the car traveled on the sketches.
what are your new wonders and how would you answer them. what happens if i added weight to the car, would that affect anything?
5 Wrap Up
Students will reflect on their learning process how did they model being scientist.
After that students will have their own individual Exist Sheet show they would note the important things they want to keep for further experiments.
#STEMchallange #innovativeLearning #creative #inquiry
Write down the things you want to work on your self and the things you want to keep and improve for later experiments.
Mention how you collaborated with your friends and what was your friends good quality that was remarkable.
Key Standards Supported
|4-PS3-1||Use evidence to construct an explanation relating the speed of an object to the energy of that object.|
|4-PS3-2||Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.|
|4-PS3-3||Ask questions and predict outcomes about the changes in energy that occur when objects collide.|
|4-PS3-4||Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.|