Lesson plan #4-Ice Cube Engineering Challenge
NGSS Standard:
MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
Content Objective:
You will work in a group to use what we have learned in class about heat transfer to design and test a prototype of a container that will prevent ice from melting in a desert.
Scoring Rubric
Demonstrates great understanding of thermal energy transfer by designing a device that prevents ice from melting in simulated desert-excellent
Demonstrates good understanding of thermal energy transfer by designing a device that slows ice from melting in a simulated desert-acceptable
Demonstrates poor understanding of thermal energy transfer by designing a device that ice almost fully melts in a simulated desert-poor
Demonstrates no understanding of thermal energy transfer by designing a device where ice fully melts when placed in simulated desert-unacceptable
Language Objective:
Language objective category: Language Skills and Functions
Speaking: The student will discuss with peers their ideas on how to design a heat resistant container.
Listening: The student will listen to their peer’s ideas in order to collaborate to successfully build a heat resistant container.
Writing: The student will document the engineering process in their science journal while developing and testing their prototype.
Differentiation:
Differentiation for Basic level ELL
-Provide student with a Nearpod presentation of the different types of heat transfer as well as whether the materials they are working with are a conductor of heat of an insulator from heat
-Working collaboratively with a group
-Monitor each step of the engineering practice and inform student of any corrections that may need to be made
-Hands on manipulatives provided by actually building the container and testing it in the simulated desert
-Have student working in group with strong peer model
Differentiation for Intermediate level ELL
-Have student working in group with strong peer model
-Working collaboratively with a group
-Monitor each step of the engineering practice and inform student of any corrections that may need to be made
-Hands on manipulatives provided by actually building the container and testing it in the simulated desert
Differentiation for Advanced level ELL
-Working collaboratively with a group
-Monitor each step of the engineering practice and inform student of any corrections that may need to be made
-Hands on manipulatives provided by actually building the container and testing it in the simulated desert
Reflection:
This assignment provides the EL student with the opportunity to spend a week discussing the academic content of heat transfer and engineering in a low stress atmosphere. In Making Content Comprehensible for English Learners The SIOP Model the authors state “participation in discussions with peers provides the language practice time that English learners need” (Echevarria, Voght, & Short, 2017, p.153). Also Echevarria, Voght, and Short suggest working in small groups makes the EL student feel more at ease and “allows ideas to flow more easily” (155). During the planning and building stages of this project the EL student will get to share their ideas with their collaborative partner and really work on their English speaking and listening skills. The EL student will also get to work in a hands on manner through the engineering process to demonstrate their content knowledge of heat transfer.
References
Echevarria, J., Voght, M, & Short, D.J. (2017). Making Content Comprehensible For English Learners The SIOP Model (5th ed.). Upper Saddle River, NJ: Pearson