Beruflich Dokumente
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Crosscutting Concepts:
Cause and Effect: Mechanism and Explanation (National Academy of Sciences)
Comment [CY1]: Stability and change also fits well here
PRE-ASSESSMENT:
The students will reflect on what they know about how temperature can alter a substance. We will compile what they know onto the chalkboard. I am opting to keep this very generic at first, so that I am not taking away their ability to formulate a testable question.
Comment [CY2]: good plan; this is a conscious effort and you have made it explicit here
A student will be able to observe and communicate the changes in a known protein. A student will be able to support their findings with evidence from trials. A student will be able to communicate findings to other students.
ASSESSMENT:
Throughout the lesson, formative assessment will be conducted using observation of students. At the conclusion of the lesson, students will complete a poster displaying their work and conclusions. Entries in science journals will also be used as evidence for assessment.
Comment [CY4]: consider developing some basic rubrics for collecting information about each student; you will refine these over the years Comment [CY5]: plan a rubric for this as well, built around the criteria you set out for the poster
MATERIALS:
Teacher: Chalk board/Marker board/Smart board Writing utensils to accompany board Technology needed to accompany board If an interactive white board is not available, have a projector available, with any additional technology and cords needed.
Writing utensils For experiment: Electric frying pans (one per group or one pan with technology needed to project cooking) OR frying pan and portable electric burner Ground beef Raw eggs Oil Video cameras and digital cameras (allow students to replay experiment, rather than conducting additional tests, and to document changes) Dish washing area (dish soap, wash cloths and drying towels) Gloves Aprons Eye protection For Posters: Depending on student group needs, I could anticipate the following: o Poster paper o Computer and printer access o Markers, crayons or colored pencils o Printed photos from digital cameras o Tape or glue o Other materials, if available, as requested
o If, in the event, students arent coming up with questions, I have prepared a list of
guiding questions as a backup.
What science is happening in both videos? What change is happening? How are the videos the same? How are the videos different (other than eggs and beef)?
o In anticipation of this being the end of the first class period, have students list questions
that they have on index cards. Direct students to ask questions about what they could test, and variables they are thinking about.
Explore
o Based on students testable questions (temperature as a variable, starting with frozen product, addition of an acidic substance are possible examples), place them in groups. The number of groups will be dependent on the materials available. o Provide students with written expectations of the activity based on group specific wonderings. Because groups will have slightly different project questions, go over safety precautions as a group (this will cover food safety standards listed above). This is NOT a cooking demonstration, and students should not be consuming any of the materials. o Remind students that each group has a set amount of ingredients, so they should make observations during trials and document changes (video/digital camera). o o Answer any questions. Allow students to work on activity, documenting various stages of the process with still and video cameras.
Comment [CY11]: Instead: Record all questions. Along with students, decide which questions should be explored further, which can be answered easily, and which might not be answerable at all with the tools at hand Comment [CY10]: nice addition Comment [CY9]: this will require your greatest attention; important step
Explain o I anticipate this happening at the end of the second class period and into the third. o Using evidence, prior knowledge and wonderings, develop a theory as to what was
happening chemically as the samples were exposed to the heat (The meat/egg cooked is not what I am looking for).
o Students will be responsible for a poster that will help explain the process they
uncovered to their classmates.
Comment [CY12]: very important to provide resources that are accessible to them
Elaborate
o While the students are working, I will be introducing two specific websites that I will use to aid student understanding of the Maillard Reaction, and a visual of the proteins changing within an egg. http://www.sumanasinc.com/webcontent/animations/content/proteinstructure .html (Cain, 2006)
http://www.exploratorium.edu/cooking/meat/INT-what-makes-flavor.html (Exploratorium)
o My goal is to share this with each small group as they are ready for my explanation. If
multiple groups are ready at approximately the same time, we will switch to large group explanations for a moment.
Comment [CY13]: good planning for effective use of time
RESOURCES:
American Association for the Advancement of Science. (n.d.). Atlas of Science Learning, Volumes 1 and 2. *I didn't copy down all necessary parts for a proper citation.* Cain, e. a. (2006). Protein Structure. Retrieved September 24, 2011, from Sumanas, Inc.: http://www.sumanasinc.com/webcontent/animations/content/proteinstructure.html Exploratorium. (n.d.). Science of Meat. Retrieved September 24, 2011, from The Accidental Scientist: The Science of Cooking: http://www.exploratorium.edu/cooking/meat/INT-what-makes-flavor.html National Academy of Sciences. (n.d.). A Framework for K-12 Education: Practices, Crosscutting Concepts, and Core Ideas. Retrieved from National Academies Press: http://www.nap.edu/catalog.php?record_id=13165 Start Cooking. (2007, October 18). Browning Ground Beef. Retrieved September 24, 2011, from YouTube: http://www.youtube.com/watch?v=CTOpax6Je1Q Start Cooking. (2008, March 8). How to Fry an Egg. Retrieved September 24, 2011, from YouTube: http://www.youtube.com/watch?v=qPuk0-3YNYw Wisconsin Department of Public Instruction. (2009, October 9). Wisconsin Model Academic Standards for Science. Retrieved September 25, 2011, from Wisconsin Department of Public Instruction: http://dpi.wi.gov/standards/sciintro.html
Comment [CY15]: good list; continue looking for resources in Science Scope, Science for Children, and other published materials