An example of student centered learning in the classroom:
Bubbleology Lesson Plan
Grade Level: Sixth grade
Class Size: 20-25 students
Time: Approximately 45 minutes
Objectives:
After this lesson, the student will be able to demonstrate through discussion their expanded knowledge of current understandings of light and the color spectrum the scientific term interference and how it can be explored with bubble making.
Scientific Discipline Represented: Physical
Science Content Explored:
Bubbleology is an introduction to the process and substance of science. The students develop the following skills for continued study in science and for daily life:
Materials:
Materials for bubble solution
Material to use for bubble makers
Procedures:
Introduction:
Draw a KWL chart on the board. This is what the students know, want to know and will learn from the lesson. Ask the students to list under the "K" on the board what they already know about light, the spectrum of light, light waves, and color. Next, hand out the interference worksheets and have a volunteer read it aloud to the class. Draw a graph of two waves on the board (the crest of one wave touching the trough of another) to illustrate the term interference. Explain to the class that we will be working with bubbles and various bubble makers outside.
Body:
Let the students know that one of the things we will need to observe outside is inference. Before going out, have the students list on the "W" section of the chart what they are wondering and what they want to know. Explain the bubbles worksheet to the class. While they are outside, the students should be making inferences and observations on their bubbles worksheet. The worksheet contains areas to record observations about: size, shape, color, other, and which objects make small/large bubbles.
Conclusion:
After the students have recorded observations, go back inside. On the board under the "L" column, have the students answer the questions they listed under the "W" column. Also, have the students list their observations from their bubbles sheet under the "L" column. Ask the students to recall the different colors of bubbles. Have a volunteer explain how inference is responsible for the color of bubbles.