Let's argue like scientists and learn about heat energy too. This project will introduce students to an instructional model designed to allow students to assess the validity or acceptability of several competing explanations for a discrepant event and begin wondering about heat energy
My school, a Pre K - 8th grade school, is one of the highest poverty schools in my school district.
I teach science to fifth and sixth graders. My students participate in a variety of student-centered hands-on activities. Too many of my students are at risk of performing below grade level across subject areas. I am committed to closing the achievement gap for my students. To accomplish this, I offer students an enriched learning environment by integrating science into other subject areas and pushing students to use higher order thinking skills when engaging in scientific inquiry.
My Project
I am requesting funds to purchase 10 ice melting blocks. I will not only use these blocks to demonstrate the concept of thermal conductivity, but I will also use the blocks as a discrepant event. Students will examine the blocks. The blocks look similar but one is made of aluminum and one is made of plastic. The aluminum block, however, feels cold to the touch, while the plastic block feels slightly warm; this is because the aluminum block is a better conductor of thermal energy than the plastic block. Students will discover that when ice is placed on the aluminum block it melts within two minutes, while the ice cube on the plastic block seems to remain unchanged. After observing this discrepant event, I will engage students in related activities that promote and support student engagement in scientific argumentation.
This project is important because it will give my students an opportunity to learn how to evaluate alternative explanations from data, identify and judge the relevance or sufficiency of evidence, and support or challenge the validity of an explanation
in an argument.
I recognize the urgency of implementing strategies that help students investigate and argue like scientists. When I involve my students in a rigorous science curriculum it helps them achieve across disciplines.
More than three‑quarters of students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Ms. James and reviewed by the DonorsChoose team.