Lesson plan -phET simulation

Name: Tashi Tobgay - 06150254

Subject: science

Class: 5

Chapter: State of matter

Activity: Simulation

Objectives: 

By the end of the lesson, each child will be able to:

• design a phase changing of three states of matters correctly using PhET interactive simulations.
• measure the pressure of different phases.
• compare the movement of molecules  in different states of matters.
• explain the properties of three states of matters.

Resources required:

Solid, liquid, gas, container, Heating and cooling instrument, and pressure meter.

Information input

Introduce three states of matters briefly with examples. Let the students practice the activity for a while to be familiar with it.

Instructions: (20 minutes)

1. Read the chapter and understand the content.

2. use a google search engine and type in “phET stimulations” in the search textbook or use the link: http://phet.colorado.edu/en/simulation/legacy/circuit -construction-kit-ac

3.      Click on “All sims –PhET simulations

4.      Select “circuit Construct Kit (AC + DC)

5.       Click the “play” button /Download button and wait for few seconds (time to download the application)

6.      Click on downloaded files on the left bottom corner

7.      Click on the “button to run the application (need to wait for a few seconds to load the application.

8.      Use resources like container, heating, and cooling instrument, solid, liquid, gas, pressure meter and check the properties of different matters in the simulation board.

9.      Switch on “heat”, observe the properties and measure the pressure of the different states of the matters using pressure meter.

10.  Switch on “cool”, observe the properties and measure the pressure of the different states of the matters using pressure meter.

11.  Switch on “neutral”, observe the properties and measure the pressure of the different states of the matters using pressure meter.

12.  Adjust the pressure and observe the properties.

13.   Record the reading in the worksheet 1.0.  You need to download the task sheet from the virtual learning environment (vle) file named as “task sheet for state of matters”.

Follow up activity

Display your work on the computer screen and let others observe in the form of a gallery walk.

Assessment procedures:

Use the following checklists during the lesson

Assessment procedure

Go through the worksheet 1.1

Use the following checklists during the lesson

Sl.no	Put tick mark for YES and cross for NO Indicate: YES for 5 points and NO for 0 points
		List structure of atomic movement correctly ü  Yes X     no	Can adjust pressure based on the instruction ü  Yes           X     no	Can measure the pressure ü  Yes         X     no	Total Points (15)
1
2
3
4
5

Worksheet 1.1

States of Matter	Structure of molecules (Neutral)	Structure of molecules (On heating)	Structure of molecules (on cooling)	Pressure
Solid
Liquid
Gas

Self -reflection on the co -constructive tool

                                         Google Docs

The use of collaborative technology in an educational context increases students' engagement with course content enriches the learning process and enhances active participation through content creation. During the session, we were introduced to what is a co-constructive tool and what are its benefits. From various examples/ tools, we used Google docs as a collaborative tool and it was quite an interesting tool to be used. Google Docs is a free, web-based word processing, presentations and spreadsheets program. Unlike desktop software, Google Docs lets people create web-based documents, presentations and spreadsheets that anyone in the group can update from his/her own computer, even at the same time. Instead of emailing around files and having to deal with the confusion and extra work involved in managing different file versions and manually aggregating input from others, anyone in the group can edit the document online from anywhere.

Using Google Docs have benefited me in various terms. We were able to provide each other valuable feedbacks in a timely manner. When I used Google Docs I was able to read and comment almost as soon as my friends shared their work with me. Using Google Docs to leave comments, I found myself giving friends more supplements and feedbacks than I usually do when they write on paper and share it to me. This provides everyone with more individualized instruction and gives us valuable formative information that will help us in future.

I honestly never heard of Google Docs for until now and after using it I am stunned to see it actually help us learn and save our time. In the beginning, I had troubles using it because I was not used to it but after using for three-four times, it saved my time and it also made my assignment look good in a complete and sufficed manner. I was able to write a lesson plan (pic on right) using Google Docs and share it with my mates. When I wrote even a sentence in a paper, I had to think twice whether it made sense or not but upon using Google Docs, my peers corrected my mistakes. Also, I was able to comment and suggest on my peer's contribution. 

 

I think using this tool will result in higher quality writing and lead to being able to provide peer feedback in the same manner by every person who uses it. It also makes group assignments a time-consuming task, and in many cases, group work and collaboration does not occur in an optimal way. Instead of waiting on a due date, assessors will be able to stay on top of reading and commenting on the peers’ and students’ work. And, since our docs are all stored safely in Google's servers, we don't have to worry about losing data from a hard drive crash or a nasty virus. 

Google Docs helps us to improve group assignments, allowing us to interact and collaborate online, thus enhancing our learning experience. I believe this powerful online application can be an excellent resource to overcome everyone’s isolation and engage everyone in online knowledge construction.

Many collaborative web second-generation tools (Google Docs, Wiki, etc.) have entered language classrooms and have been redefining the dynamics in interactions among members of the class. These tools are designed to be highly interactive and collaborative as they provide multiple writers with the virtual space to contribute to an evolving text. Web-based writing tools, such as Google Docs, extend classroom interactions to out-of-class, where college students, who often have difficulties meeting face-to-face, work on their collaborative writing projects with ease and efficiency.

Communicative Tool Questions and Answers

Communicative tools Question and Answer are as follows:


1) Explain the Concept of "Communication tool” in your understanding from today presentation?
The concept of "Communication tool"  are multiple ways to message, including direct messaging, private chat, group chat, threaded discussions, open forums, and team- or group-based messaging. Communication tools help to convert, exchange your feeling and share your thought and build collaboratively amongst society. Moreover, Communicative tools are an application which enables easy communication between the teacher and students. For examples: Facebook, messenger, Wechat, SMS, Email, Gmail and Skype.


2) How can we integrate communicative tools in our lessons?

We can integrate communicative tools in our lesson by creating online forums such as Edomo, Blogger,  social networking sites such as journal or diary that is on the internet, Twitter and Friendster. Moreover on the online chats. We can conduct class through the use of  Edomo, video conferencing, blogger, and online chats. These communicative tools help both teachers and students to involve, share their information without any loophole. In these communicative tools, they can provide correct and true information. Moreover, they can comment, add, give suggestions, and both can provide feedback. For example: For our class 4PCD,  we have created a social network group through the use of Wechat. Where we can communicate varieties of information. It also provides opportunities to share their personal views as well as make judgements and provide comment, suggestion and feedback. We can get varieties of information from using this communicative tool such as 'Wechat'.

3) What are the complex skills developed by the students during the knowledge construction process?

The complex skills developed by the students during the knowledge construction process are mainly on skills such as critical thinking, analysing, Evaluating, creativity and imaginative skill, and problem - solving skills. With the help of communicative tools, both teachers and students will get more platform to explore and discover varieties of information. They can build their own skills such as problem - solving and so on with sharing of information through the uses of the communicative tool. Moreover, they can develop thinking capacity through the analysing the information shared and they get more exploration through communicating with many peoples. They can develop communication skills by interacting on the different messages and information shared around the world.  

   4) what are the different strategies can be employed in integrating communicative tools?

The different strategies we can employ in integrating communicative tools such as conducting online conference or creating a discussion forum on the VLE, Creating facebook, messenger, with the help of using Edomo, Gmail or Email account to share information between the teachers and students to exchange the messages correctly.