LEARNING-FOCUSED Lesson Plan Subject Area: Plan for the concept, topic, or skill – Not for the class period Name: Strickland/Paulinyce Unit: Energy/Heat - Dates: Topic: Predictable Heat Flow Standards: SC.7.P.11.1 Learning Goals for this Lesson Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Students will know: How to recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Students will do: Explain specific heat. Explain adding and removing heat from a system results in a chemical change. Lesson Essential Question: How does adding or removing heat from a system result in a temperature change or change of state? Activating Strategy: Students will work with an alternator to provide energy for different objects. Examples radio, light bulbs, etc. Key vocabulary to preview and vocabulary strategy: Specific Heat specific heat (calorie) - The specific heat is the amount of heat per unit mass required to raise the temperature by one degree Celsius. Heat heat - Energy that is transferred from an object at a higher temperature to an object with a lower temperature. Lesson Instruction © LEARNING-FOCUSED. All Rights Reserved. Learning Activity 1: Graphic Organizer: Students will take cornell notes on how adding or removing heat will change the composition of different substances. Cornell Notes, Frayer models,Notecards in their INB Assessment Prompt for LA 1: Students will work in collaborative pairs to evaluate examples of heat being added and/or removed resulting in changes to a substance. They will transfer their work to their INB Differentiation: Students will be given a carbon copy set of notes and will be allowed to orally present opposing viewpoints in their arguments. Learning Activity 2: Students will take cornell notes from a ppt on how these examples of energy are related to the conservation of energy. Assignment: Assessment Prompt for LA 2: Students will work in collaborative pairs to analyze relationships on how chemical and physical changes are affected by changes in heat being added or removed. Differentiation: Students will be given a partially set of Cornell notes. They will be working with a peer for assistance. Students will make lemonade form frozen concentrates. They will be given hot water, room temp water, and iced water and will observe how temperature affects the mixtures. They will complete a lab journal on how adding or removing heat can change different substances. Summarizing Strategy: Students will complete a ticket out the door in which they must explain how heat is used in the composition of different substances. (Building, dismantling, etc.) Student Modification/Accommodations 1. Seat student near teacher. 2. Stand near student when giving directions/presenting. 3. Provide visual aids/graphic organizers. 4. Ensure oral directions are understood. © LEARNING-FOCUSED. All Rights Reserved. 5. 6. 7. 8. © LEARNING-FOCUSED. All Rights Reserved. Allow extra time to complete tasks. Simplify complex written directions. Give test items orally. Provide peer assistance/study groups.