Rachel Verbois and Melanie Villanueva 2005 Science Cohort.

Lesson Study: Generating and Evaluating Evidence-Based Arguments

Rachel Verbois andMelanie Villanueva

2005 Science Cohort

Our Lesson Study FocusHow can students use evidence to

distinguish between heat and temperature and to articulate these concepts?

Lesson Study GoalsStudents will understand that heat is a form

of energy that comes from the motion of groups of molecules.

Students will know that transfer of energy causes changes in matter.

Students will be able to construct scientific conclusions based on analysis of experimental evidence.

Our Rationale

Energy transfer is one of the key concepts in a study of chemistry. Heat and temperature are an integral part of this study - and being able to articulate the difference between them is very difficult for students and adults

In choosing this topic during the summer meeting in 2005, we wanted to be intentional about addressing the distinction between heat and temperature through the use of experimental evidence and scientific (evidence-based) conclusions.

Our Rationale

Through the influence of various KSTF-sponsored meetings, we have integrated elements of Living by Chemistry, formative assessment probes, and writing skills into our lesson study.

Our Rationale

Warm-Up Activity: Physical Science Probe Please choose a partner to work with and read

the probe question

One person will answer the question from the viewpoint of experienced scientist

One person will answer the question from the viewpoint of a 15-year-old high school student

Take 5 minutes to write your answer from the viewpoint you chose

Boiling Time and Temperature Probe Ernesto is heating a pure liquid on a

stove. He records the temperature a minute after the liquid starts to boil. After 20 minutes of boiling, he records the temperature again. When Ernesto compares the first temperature with the second, what do you think he will find. Circle your prediction.

A. The boiling temperature did not changeB. The boiling temperature decreasedC. The boiling temperature increasedExplain your prediction.

Warm-Up Activity: Physical Science Probe

Discuss the following with your partner:What is one similarity that you find your

pieces of writing?What is one difference that you find in

your pieces of writing?Is there anything else you would expect

to read in a student response?

Silent Debate: The beginningVideo Clip

Silent DebateLast year, students participated in a silent, written debate

Today, you are going to analyze a typed script of their debate!

From the classroom…

Silent Debate - Topic“Are heat and temperature the

same?”

1. Read and annotate the silent debate from last year.

2. Choose 3 passages that you feel are important pieces of evidence

3. Write a written response to each of the passages you chose.

From the classroom…

Acquisition of Evidence: Lab ActivityThink about the warm up activity you just

worked on. Imagine you placed a pot of tap water on the stove and measured the temperature. The temperature was 23oC. You turn on the stove and heat the water for 20 minutes. You record the temperature of the water every minute.

Predict: What would your graph look like?

Heating Curve of Water

-20

0

20

40

60

80

100

120

0 2 4 6 8 10 12 14 16 18 20

Time (minutes)

Tem

pera

ture

(°C

)

“boiling point”or boiling

temperature

“melting point”or melting

temperature

Lab Activity: Record every minute for 20 minutes – high heat

Temperature Time Phase

(cont.)

0oC 0 minutes solid (Example)

LAB: The Heat is On Explore Learning!

Student Interactions During LabMar Vista High School – Imperial Beach, CA

Heating Curve of Water

-20

0

20

40

60

80

100

120

0 2 4 6 8 10 12 14 16 18 20

Time (minutes)

Tem

pera

ture

(°C

)

“boiling point”or boiling

temperature

“melting point”or melting

temperature

Graphic Result of Lab

Claim, Evidence, Reasoning Formatfor writing scientific conclusionsClaimEvidenceReasoning

- It’s only a phase lab paper (complete)

- Summary (on back of silent debate)

Claim: “I used to think_________ but now I know that__________”

Evidence: “The evidence from today’s lab is…”

Reasoning: “On a molecular level, an explanation for this is…”

Turn in on your way out:

From the classroom…

Lesson Study Conclusions…Students come into understandings about heat and

temperature through their real-world experiences and thus develop a variety of misconceptions.

These misconceptions need to be addressed specifically in order to be changed.

Evidence for a particular viewpoint can be misleading.

Student analysis of common misconceptions is a powerful method of overturning ideas.

Students can use evidence gathered from laboratory experiments to formulate arguments about the nature of heat and temperature.