Reflection: Checks for Understanding Charles's Law - Section 2: Elicit


Our students come to us with all sorts of ideas about how the natural world works. Part of our job is to dig up these ideas and get kids talking about what they think before we have them explore phenomena through labs and investigations. 

In this video one of my students is sharing her thoughts about how pressure changes with altitude. Her ideas were shared by many in the class. This is an important part of the delivery of any lesson as it informs you how much time you may need to take with students to ensure they make meaning and correct their ideas. 

Another of my students had similar ideas so I had her come up and draw a visual of her thinking:

In this image she was explaining how she thought of the change in pressure like two triangles. Wow! This was really interesting for me to hear and important to know. 

I like to use thought experiments throughout my teaching to elicit student ideas, make connections to the natural world, summarize what they know, or tie together a unit. You could share the same thought experiment at the start and at the finish of a unit of study. Use the first to pre-assess and the last one to reflect on what they have come to understand. When using the same thought experiment at the end, I like to have students go back and reread their initial responses and reflect on how their thinking has changed. 

  Student misconceptions
  Checks for Understanding: Student Misconceptions
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Charles's Law

Unit 2: Effects of Heat Energy Transfers on Earth's Atmosphere
Lesson 2 of 14

Objective: SWBAT explain why the volume of a gas sample increases and the density decreases as the temperature increases.

Big Idea: Help your students connect what they know about the density of gases and heat transfer to understanding this gas law.

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20 teachers like this lesson
Science, Gas Laws, Air Pressure, thought experiment, demonstration
  50 minutes
screen shot 2014 11 14 at 11 44 15 am
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