Harnessing energy from transitions to solve a problem


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Institute for the Study of Knowledge Management in Education

UNIT TEMPLATE: Text-Based STEM Inquiry

This template provides an approach for creating a science investigation that includes reading-focused inquiry to build student science literacy skills. The template was created to support library media specialists and STEM teacher cohorts in year two of the School Librarians Advancing STEM Learning project, led by the Institute for the Study of Knowledge Management (ISKME) in partnership with Granite State University, New Hampshire, and funded by the Institute for Museum and Library Services (IMLS).


Part I: Unit Title:

Harnessing energy from transitions to solve a problem

Part II: Background on LMS, Literacy Coach, and Science Teacher relationship :

This lesson was created by Library Media Specialist (Katie Gadwah), Literacy Coach (Kelley Joseph), Chemistry teacher (Jill Zaffers), and Earth Science teacher (Kevin Munroe). Katie’s strengths were identified as resource identification and evaluation, information literacy, technology integration, and subject area research. Kelley’s strengths were identified as annotating text, academic vocabulary, asking questions, note taking, and organization of information. Jill and Kevin’s strengths were identified as science content knowledge, unit planning, competency standards, and breakdown of student learning objectives.  They requested to see Kelley model text dependent questioning, annotation, and engaging students with text. They requested to see Katie model independent student research. Katie and Kelley requested to see Kevin and Jill model science lab inquiry.

Part III: Unit Description:

This unit includes _5__ lessons that culminate in students applying their understanding of how energy transitions can be used to solve a problem through a visual and oral  presentation.

Using inquiry-focused reading, students will explore an anchor text and supporting resources to investigate the principles of transfer of energy with applications of the concept to solve real world problems.

The instructors will prepare a sample presentation and model for students the steps taken to go from a text to the final project. Students will learn annotations, two column notes, and citations, while learning about how chemistry is used to solve real world problems based on the instructor provided materials. The students will then apply those concepts to a different project assigned by the instructors and apply the same strategies to their own texts to demonstrate their application of learning to a different problem.

Over the course of the unit, students will explore a variety of resources to develop their knowledge of energy,  measurement of energy, and energy transfer. They will expand their ability to use informational text to support their inquiry and research, explore scientific literature, and develop questions to determine how the application of energy transfer principles can be applied to solve real world problems.

Part IV: Standards Addressed:

JSR Chemistry Course  Competency  3:  I  can  calculate  the  heat  and  energy  of  a  system  using  the  laws  of  thermodynamics to describe the essential role of energy and explain and predict the direction of  changes in matter.

Learning Target 3.1  I can use thermochemical equations to show that heat energy is released or  absorbed in physical and chemical reactions

Learning Target 3.2  I can distinguish between heat and temperature to solve problems involving  heat flow and temperature changes using calorimetry and q=mCpT

CCSS Science Literacy Standards:

Primary

CCSS.ELA-LITERACY.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Supporting

CCSS.ELA-LITERACY.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

CCSS.ELA-LITERACY.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.

Part V: Unit Essential Question

How can energy be captured, measured, and applied to solve a real world problem?

Part VI: Goals for Using Inquiry:

The goal for using inquiry in this unit is to have students be able to understand and apply, determine, and support with evidence, how a scientific principle is at work when examining novel solutions to real world problems. The science teacher, literacy coach, and library media specialist have collaborated to select an anchor text which is a discussion of using chemical reactions to solve a real world problem with energy. Supporting texts will expand on that knowledge and include visual representations of the principle and a real life solution using transfer of energy to solve a problem. Students will be supported in the choice of an evaluated text to determine the application of the concept to other situations. Students may also be asked to apply this learning by suggesting or designing a novel solution to a problem using this principle.

Part VII: Summative Assessment Description and Rubric

Students will demonstrate their mastery with a visual representation and oral presentation of a real world application of energy transfer, which is supported with evidence from evaluated resources. This visual representation will address the (1) scientific concept at work, (2) an overview of the product, and (3) a discussion of how it solves the problem based on this rubric. Students will be expected to be able to discuss and answer questions posed by peers and instructors in a gallery walk forum.

Part VIII: Prior Knowledge Needed

  • Students should have knowledge of text annotation strategies.
  • Students should have knowledge of text structure features specific to Science.
  • Students should have knowledge of how to locate and evaluate credible sources.
  • Students should have knowledge of EasyBib and creating citations using APA format.
  • Students should have knowledge of using Google Advanced Search to find “free to use and share” images.
  • Students should have knowledge of energy transfer as presented in class lab activity.
  • Students should have knowledge of appropriate lab safety and tools for measuring volume and mass.
  • Students should be able to perform mathematical calculations using variables.
  • Students should have knowledge of basic chemical principles and formulas.
  • Students should have knowledge of definitions and distinguish between temperature and heat.

P art IX: Student Learning Objectives

  • The students will define and distinguish between temperature and heat
  • The students will be able to interpret energy profile diagrams  and identify positive and negative enthalpy
  • The students will be able to use text to discern between the system and its surroundings in an accompanying graphic
  • The students will measure and calculate heat changes of physical and chemical reactions using calorimetry and q= mCT
  • The students will be able to identify and use the symbols in thermochemical equations to represent a physical or chemical change
  • The students will be able to apply the first law of thermodynamics by harnessing an  energy transfer to solve a real world problem after reading and annotating an article about this practice.
  • The students will be able to create a concise summary of a complex idea with a poster and gallery walk.
  • The students will be able to ethically use and document resources used in the project.

Part X: Text Set Description (used by the teacher and media specialist as they analyze the purpose and goal of each text they provide to the students)



Text Title & Hyperlink

Text Purpose
(indicate purpose and goal of each text)

Text-Dependent Questions (created by the teacher/librarian to help students analyze the text)

Accommodations for Diverse Learners

Zeer Pot

Refrigeration the African Way

This is our Anchor Text, designed to provide science content while provoking student engagement around the essential question.



Text complexity analysis of Anchor and Supporting Text

1. What issue did the author seek to address?

2. What is the author’s primary claim?

3. What specific evidence does the author provide that supports the primary claim?

4. Which piece of evidence in the article best supports the author’s primary claim? Explain.

1. Tier Two words will be chosen ahead of time and a definition will be added as footnotes to copies of the text.


2. Specific chunks will be chosen ahead to support students in breaking the reading down into manageable sections.

Video demonstration of Zeerpot


1. Does this video provide evidence that supports or contradicts information in the anchor text? How?

2. Which data is most effective at communicating the efficiency of the cooling ?


Zeer Pot Refrigeration

Text complexity analysis of Anchor and Supporting Text

1. Does this video provide evidence that supports or contradicts information in the anchor text? How?

2. Which data is most effective at communicating the efficiency of the cooling ?


Provide modeling and mini lessons on annotations and taking 2 column notes.


Part XI: Suggested Lesson Breakdown/Pacing

See our timeline here



Day


Student Learning Objectives

Aligned Student Learning Task and Suggested Timing


Formative Assessment

Important Accommodations

Day1
one (90 minute) block

























Day 2
one block


















Day 3
one block









Days 4-5
two blocks


















TSWBAT define and distinguish between temperature and heat
































TSWBAT students will be able to identify and use the symbols in thermochemical equations to represent a physical or chemical change


TSWBAT measure and calculate heat changes of physical and chemical reactions using calorimetry and q= mCT


TSWBAT apply the first law of thermodynamics by harnessing an  energy transfer to solve a real world problem after reading and annotating an article about this practice.














TSWBAT create a concise summary of a complex idea with a poster and gallery walk.


TSWBAT ethically use and document resources used in the project


TSWBAT use text to discern between the system and its surroundings in an accompanying graphic


TSWBAT interpret energy profile diagrams  and identify positive and negative enthalpy

Introduce Essential Question


Students do a think-pair-share to investigate the essential question, “How can energy transfer be captured and  used to solve a real world problem?” .

Show Piktochart exemplar, introduce rubric and anchor text. Review vocabulary.


Model annotation and two column notes on anchor text.


Students read and annotated articles independently during class.





Students practiced calorimetry calculations and making energy profile diagrams. (homework)


Students will perform  lab stations and be assigned a related article (varying labs and article topics) which demonstrates using energy transfer to solve a problem.







Students will wrap up lab with discussion of how the lab relates to the assigned article and what problem could be solved through the chemical process.



Wrap up lab, then students will be introduced to Piktochart and review the rubric.




Students will begin project by answering rubric questions and creating a visual discussion of their topic with Piktochart. Final projects will be reviewed and suggestions made to emphasize student analysis.

















Students will share ideas in small groups and with the class.






















The (teacher/LMS/Coach) will monitor students as they read independently to observe the number and quality  of annotations made.




Lab activity will close by revisiting the essential question,  “How can energy be captured and used to solve a real world problem?” . Synthesis of lab and article.




































The (teacher/LMS/ Literacy coach) will monitor progress to see if certain areas of the assignment are confusing. The instructors will ask probing questions such as, “What is the problem the product was designed to solve?”, “What would be alternative solutions if this product were not available?”  and “In what other situations would this product be useful?” to guide students to think more deeply about their topic and to answer the questions fully.















The (teacher/LMS/Literacy coach) will provide the article ahead of time to students with high need.























Allow extra time

Provide examples for students to make connections to (for those with limited experiences)








































LMS will provide overview of Google Advanced Search features and proper citation.





Part XII: Attachment  of Student Work Examples

https://docs.google.com/presentation/d/10eD1H5G3oAv4cLHpBZbRpetfjbfheI8fxyyOoHl8p8w/edit?usp=sharing

Part XIII: Teacher and Librarian Reflection on the Implementation of the Lesson

Librarian Reflections: As with most things in education, time was a huge factor for us: time for planning, time for teaching, time for assessing student work. We set aside, and committed to, meeting for about an hour each week to plan. At first our focus was too broad but once we narrowed our subject, we came together nicely. I think we had to cut the scope of the project to realistically fit it into the time we had allotted. I felt we were a well balanced team, each respectful of the other’s expertise, and worked together well.

Ideally, we would have had more time built in for the students to ask and discuss more questions and do some independent research to find their answers. In the end, the unit progressed pretty quickly without that time built in for students to do deeper inquiry. One of the nice observations I made was how on track the student conversations were when working on their projects in the library. They asked good questions of each other and of me. Some of the questions were around determining better keywords for locating appropriate information and images, or on the details of formatting citations in APA format. Others were brainstorming between classmates about alternative and novel uses for their assigned topics. It was interesting to see how much trouble the students had trying to imagine a world without the products we were studying, like an instant ice pack.  I felt the projects were good but it was apparent that some of the learning was not as independently driven as we had hoped. We had also hoped to have time for a student survey on their perceptions of the value of the team teaching model.

Teacher Reflection:

As Katie Gadwah has mentioned, the time frame for putting the unit together was logistically difficult, but as the science teacher, the timeframe for students to really dig into the concepts was even more apparent. If I were to repeat this lesson (which I absolutely would if I were teaching chemistry this year) I would build in another double block class to allow students to better connect the lab work, and math with the content in the readings. I would also allow time for feedback on their final projects so they could address what they were missing. It would also be ideal to have an art teacher come in and guide the students through a lesson about what makes a good visual presentation. I will share this lesson with those teaching chemistry this year. The project includes many of the concepts taught throughout the year and makes a good culminating project.

School Librarians Advancing STEM Learning, Granite State University, Concord, NH, February 2016. Funding provided by IMLS.

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