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Copy of Weighing Air 2
Transcript of Copy of Weighing Air 2
Examples Of Pre-assessment Strategies:
2.KWL charts and other graphic organizers
3. Exit slips
4..Parking Lot (post its of questions) After watching the video, the teacher will be able to question the students to address misconceptions the students might have about air in general as well as their prior experiences with other activities.
Since some misconceptions arise from the misuse of vocabulary (Fisher, Frey & Lapp, 2012), it would be important at this point to explain to students that air has mass. When we use the term weight we are referring to the fact that weight is actually a measurement of the force of gravity pulling down on the object. Teachers need to know what students understand and what their misconceptions are in order to further their learning. "Continuous learning is about validating and extending ones' background knowledge" (Fisher, Frey & Lapp, 2012).
Learning is influenced by the experiences you bring to the situation as well as by the information presented by the teacher (Fisher, Frey & Lapp, 2012).
Educator questions should be of a caliber that requires students to evaluate, analyze and apply so that background information and learning are positive and enhanced. Questions are helpful to increasing learning when they require students to reflect upon prior learning. Also, prompting to refer to prior readings, questions and investigations can help students retrieve data from previous lessons. The knowledge gained from this investigation could easily be transferred to other physical science lessons and investigations pertaining to force and motion. Understanding that everything has mass even if you can't see it visibly is a foundational understanding that will be used to build on as students move forward in their school career. Mass? Weight? Density? Volume? Students enter school with a vast amount of knowledge of the natural world. Many of these students are cultured in their thinking and utilize various reasoning skills. Educators need to conduct an inquiry to check for prior knowledge of students (Fisher, Frey & Lapp, 2012). This demonstration will show our students that since air has mass, it can be weighed. References:
Fisher, D., Frey, N., & Lapp, D. (2012). Building and activating students'
background knowledge: It's what they already know that counts. Middle
School Journal, 43(3), 22-31.
How things fly:is air really there?. (2012). Retrieved from http://howthingsfly.si.edu/sites/default/files/attachment/IsAirReallyThere.pdf
Operation Physics American Institute of Physics, 1998. Children’s Misconceptions about Science. Retrieved from http:// amasci.com/miscon /opphys.html
Weighing the invisible. (2010, November 13). Retrieved from http://www.youtube.com ("Weighing the invisible," 2010) ("How things fly:is," 2012) Since air is invisible we easily forget that it is all around us. When we blow air in a balloon, we can feel the air pushing on the balloon.
When you attached the empty balloons to the meter stick, it showed the balloons weighed the same and the meter stick stayed balanced. When you put air in one balloon, it tipped the scale to one side.
The only thing you added was air, so the air must have increased the weight of the balloon. The expected outcome of this demonstration activity would be for students to learn: ("How things fly:is," 2012) Group 6 Prior
Knowledge Student Misconceptions About Air
-Gases are not matter because most are invisible.
-Gases do not have mass.
-Air and oxygen are the same gas.
-Materials can only exhibit properties of one state of matter. CLARIFICATION Operation Physics American Institute of Physics, 1998) Teacher Reflection and Action
to Bridge Student Misconceptions Integration of Science Schema Across the Curriculum Demonstration Outcomes Young Students are Divergent Thinkers