Teacher(s):

Madisen, Annmarie, Kristin

Class(es): Kindergarten:
Physical Science Lesson

Lesson Date(s):
October 28, 2016

Driving Question:
What makes fire burn?

Learning Objective:

NGSS Performance
Expectations:

Students will hypothesis,

predict, and make
observations about how the
flame of a candle will change
due to the amount of oxygen
within a given space.

K-2-ETS1-1 Ask questions,

make observations, and
gather information about a
situation people want to
change to define a simple
problem that can be solved
through the development of a
new or improved object or
tool
K-2-ET 1-3 Analyze data from
tests of two objects designed
to solve the same problem to
compare the strengths and
weaknesses of how each
performs.

Standard(s):
Science Content Standard 2: Through an
inquiry process students demonstrate
knowledge of properties, forms, changes and
interactions of physical and chemical
systems. Rationale matter exists in a variety
of forms. All physical interactions involve
changes in energy. Therefore, knowledge of
matter and energy is essential to interpreting,
explaining, predicting, and influencing change
in our world.
2.7 Observe, measure and manipulate forms
of energy: light and heat. By observing the
candles in the different sized glass jars, the
students are then able to determine how
much oxygen is being used and estimate how
long the flame will glow according to the size
of the jar?

Materials Needed:
- 20 tea candles
- 5 different sized glass jars
(make sure they're large enough to fit
over the tea candle)
- Matches
- Permanent marker
- Pen or pencil
- Paper
- Stopwatch
- Candle Burning packet

Engagement
Is there previous knowledge?
What questions will students ask themselves after the activity?
At each table, there will be different candles placed before them with the mason
jars alongside them. The teacher will direct the students by asking them to sit down
and observe the candles before them. By directing their attention to the front of the
classroom, the teacher will ask the students what they noticed. The teacher will then
write down comments on the whiteboard for all to see. On the front table, the teacher
will have placed four similar candles lined up in a straight line horizontally with different
sized mason jars behind them.The teacher will then explain what the procedure is and
will ask the students to predict what will happen once the mason jars are placed over
top the candles. The teacher will then ask, which candle will go out first? Why? The
teacher will then light the candles and placing the jar over it, the students will see if
their hypothesis(s) are true.
Engagement Why:
By showing the students the initial demonstration, the teacher is pre-assessing
what the students knowledge is of the material. Thus, if the students have a strong
understanding of the material prior to beginning the experiment then the teacher is able
to move forward with the lesson without having backtrack due to misunderstandings.
Exploration:
What big ideas will students walk away with at the end of this experiment? How does this
lesson connect with the lesson objective?
Is this activity student-centered?
The teacher will have students transition to each of the candle stations set up
throughout the classroom. Each student will be use their candle burning packet which
will be passed out by their teacher throughout each group. See appendix A. Each
group will contain 4-5 students and will be assigned a table. Here students receive an
explanation from the teacher as to the experiment they will be doing. By watch the
experiment the students will predict, observe, and circle the letter of the candle they
believe will burn out first, and then explaining why, students will fill out their packets.
Exploration Why:
By allowing the students to have hands on (with teacher supervision)
experience with the experiment, the students are able to gather their own thoughts and
ideas as to how fire interacts with oxygen. While the teacher presented a
demonstration to the entire class initially, by breaking down the class into groups of 4-5
students and each table. The students are better able to observe the experiment first
hand, as well as discuss what they are observing and predicting within a small group of
classmates.
Explanation:
Can students summarize their knowledge of the objective before this piece?
How will students and teachers both correct any misunderstandings or miscommunication?
How will students formatively assess their knowledge before moving to elaboration?
What is Fire:
Fire is defined as a process of burning or combustion - in which a chemical reactions occurs
between oxygen in air and some sort of fuel. The products from this chemical reaction is
completely different from the starting material. For example, if you have a log and start a fire
and then the log eventually turns to ashes. Once the log turns to ashes, it can no longer be

used as a form of fuel because the fire is unable to burn ashes as it did the log.

Explanation Why:

By showing the students the initial experiment, the teacher is then able to show
students how combustion occurs when the fire on the candle is light, and then is
covered by the jar. During their own experiment the students themselves will be able to
associate how the size of the jar affects the length in which the candle will burn.
Elaboration:
Does the project extend the student's current knowledge of the material?
Is the activity student-centered?
How will the teacher differentiate the content for student(s) who still dont fully understand
material?
Asking students, the teacher will create a discussion after the experiment is
completed. The teacher will ask the students where else they see fires in their lives.
Allowing them to research diverse fires, the students are allowed creativity and choice.
If the students cannot find something, the teacher can offer articles or issues for them.
The teacher can ask, knowing what you know now, how could you solve these diverse
fires across the country?. Differentiating for students who dont understand, aside from
providing them materials, the teacher could provide them videos on forest fires.
Elaboration Why:
Differentiated teaching must be available to students who struggle with
understanding the material. For instance, if a student has trouble reading or writing,
then the student will be able to draw a picture of what they have observed in the
experiment. The teacher can also provide different types of media context such as
videos or articles pertaining to how fire interacts with other materials (such as logs), in
the context of forest fires. This allows the student to gather their own thoughts and
ideas of how this concept works.

Evaluation:
How will students demonstrate mastery of the objective?
Can teacher extend evaluation beyond a multiple choice test? (open-ended, explanation, draw
diagrams and illustrations?)
Formatively: While the students are conducting the experiment and filling out
their packets, they will be hypothesizing, predicting, and making observations about the
candles before them. Once all experiment is complete, students and teacher will come
together as a class. On the whiteboard there will be a chart like the one below.

One student out of each group will go up and put a tally mark beside which candle went out
first. As a class looking at the data, students will see the (hopefully) consistent data. The
teacher will explain why fire burns with the chart.
Evaluation Why:
By having the class come back together and annotate the ideas of which candle
burned out first, the teacher is creating a collaboration of understanding among the
students as to how this particular scientific method works. The teacher is also
checking for understanding from all the students as she is having them discuss their
thoughts and findings from each of the groups.
Re-Teach:
What course of action will you take for students who did not master the objective?
For those who dont understand the objective, the teacher would sit the
student(s) down and review the experiment together. Instead of doing the experiment
again, the teacher would provide the student with real-world scenarios and
explanations of how oxygen makes fire occur (ex. forest fires)

Appendix A: (BELOW)

Candle Burning Lab

Name:

A
C

B
D
The Fire Triangle