GEMS project

5E Lesson Plan # 1

AUTHORS’ NAMES: Kathryn Mueller and Halie Marek

TITLE OF THE LESSON: Whose Theory is Right?! Age or Slope Experiment.

TECHNOLOGY LESSON: no

DATE OF LESSON: 23 October, 2008 (or 3^rd Monday in Unit)

LENGTH OF LESSON: Two class periods

NAME OF COURSE: 6^th Grade Earth Science

SOURCE OF THE LESSON: Great Explorations in Math and Science (GEMS) guide: River Cutters Teacher’s Guide, Session 6: River Experiments—Age or Slope? Pp. 59- 65.

TEKS ADDRESSED:

6.2(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;

CONCEPT STATEMENT:

This lesson provides students with the opportunity to carry out a controlled experiment to test two different hypotheses on why two rivers would be formed differently. They will first view photographs that capture the different valley formations of the river and brainstorm reasons why they might be so different using the knowledge they have gained from activities previously completed in the unit. After discussing the two main theories of river valley development, students will join their group in planning out their controlled experiment to test which hypothesis is more valid. Afterwards, students will reflect on their experiments, including positive and negative findings.

PERFORMANCE OBJECTIVES:

-Students will be able to plan, test and complete an experiment using materials provided.

-Students will be able to reflect upon their experiments, noting the positive and negative aspects of their experiments and why their findings may or may not be accurate.

RESOURCES:

-River Cutters GEMS guide

-Materials for experiments:

For the class:

2 pitchers of blue-colored water

1 bottle of blue food coloring

Paper towels

Bucket

For each team of 4-6 students:

1 river-cutting tub set-up as used in Session 1

1 sponge

1 piece of wood, 2” x 4” x 8”

1 aluminum pie pan

1 trowel or sturdy spoon

River features flags

For each student:

1 copy of the Two River Valleys handout (master on p. 65 of GEMS guide)

2 or more pieces of white paper

Pencil

Students’ portfolios

SAFETY CONSIDERATIONS:

Students will be working with diatomaceous earth should be handled carefully and not washed down sinks or inhaled in powder form. Although teacher should mix diatomaceous earth, students should be aware of the hazards. Water could easily spill onto floor or students’ clothing. Have students wear lab coats if possible, and keep paper towels handy.

SUPLEMENTARY MATERIALS, HANDOUTS:

Two River Valleys Handout (found on p. 65 on GEMS: River Cutters guide)

Engagement		Time: 15 min
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Place colored pictures of the Green River Valley and the Sacremento River Valley on overhead.	Do you notice anything different between these two river valleys?	One is steep; the other is broad and shallow. Misconceptions: might not notice the different developments and focus on color, size, or other features instead)
Pass out the Two River Valleys handouts.	Using what we’ve learned from our previous experiments, why might these two river valleys have developed so differently? Write a few sentences at the bottom of your handout explaining why you think they developed this way.	One is older than the other, one is situated at a greater incline than the other. Misconceptions: Other reasons for differing formations that do not pertain to lesson or class.

Exploration		Time: 30 min
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Read the two explanations given on p. 61 of GEMS guide.	How can you use your river model to test the two theories of age and slope as the reasons for the different formations of the river valleys?	Experiment by making the slope higher by putting more boards underneath it; let the river form for a longer amount of time. Misconceptions: Students might not understand the importance of controlled variables in experiments, and will need extra guidance.
Slope: Day 1-- Have students join their groups and have each group pair up with another group to test out the theories. Age: Day 2—Have students set up experiments at beginning of period and continue their investigations, this time exploring age/time.	How can we be sure that we are in a controlled environment? How might we use two river systems at once to test the theories? *Day 2* “	Run the experiments at the same time, with one tub being higher than the other. Misconceptions: Students do not make enough of a difference in slope to notice the change, or the rivers form at different rates “

Explanation		Time: 20 min
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Day 2-- Have groups explain what their experiments found about the different theories. On a board, write the different findings so students have easy access to the information found in different experiments.	Why could some groups have found different statistics from their experiments?	The experiments were not set-up correctly; there was no constant variable. Misconceptions: Students believe that different settings will produce different results, not understanding the nature of a controlled experiment.
As a class, probe students for how they can apply their experiment findings to decide on which theory works best.	What is the effect of age? What is the effect of slope for an old river?	Older rivers will probably show more meanders and larger deltas, the old shallow river will probably look more like the Sacremento River, with meanders.

Elaboration		Time: 15 min
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Provide instructions for what is expected to be included in students’ portfolios for this session.	What would happen if you let your river run for 2-3 hours, removing water from the “sea,” and adding water to the dripper as needed?	Valleys would probably get wider and more extreme. It would be closer to the real thing since rivers are thousands of years old. Misconceptions: Thinking the rivers would flood or stop changing.
Explain to students that in the next session, they will be coming up with their own questions they can experiment with their river systems.	What are some of the other questions we have about river formation?	Students begin thinking about the design of their own experiment.

Evaluation		Time: 10 min
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Ask students probing questions to assess understanding	Why is using models to conduct controlled experiments especially helpful in finding out how water shapes the land? How could we use models in other areas to help us form hypothesis and collect data?	Controlled experiments make it possible to compare and test different theories. Misconceptions: not understanding characteristics of a controlled experiment.
Evaluate portfolios for learning.