**3.3 The third part of the lesson (Three hours)**

The goal of the first hour of this third part of the lesson was to have the students not only predict how the water in the test tube would heat up, but to also understand that the water gradually heats up starting at a location above where the heat is applied. Figure 8 and Figure 9 show worksheets in this lesson by Student A and Student B.

While considering the concrete times and temperatures involved in the heating of the test tube's water, Student A was able to represent predictions using easy-to-understand diagrams and sentences. He thought that the water would heat up more slowly than metal. Student B seemed to represent temperature differences using colour classification, but since there was no explanation, he did not sufficiently represent his prediction of how heating would occur. Figure 9 shows that Student A used a stopwatch to measure the time elapsed during the heating of the water in the test tube and represented the changing colour of the thermal tape in a concrete fashion. He also observed and recorded in detail how the water changed in the test tube. Student B used descriptions of changes in temperature that did not match descriptions of changes in the thermal tape's colour, and he did not sufficiently represent experimental results.

Meeting the Needs of Twice-Exceptional Children in the Science Classroom 163

not break. When predicting how the water in the test tube would heat up, Student A took advantage of his experiences learning about how metal heated up to concretely predict how long it would take for the water to heat up, and he also predicted the temperatures that would be reached. During the experiment, when the water overflowed out of the test tube, Student A quickly obtained a rag and continued observations. During observation, in addition to recording thermal tape temperature changes along with the elapsed time, Student A also carefully observed and recorded the boiling state of the water inside the test tube. Since Student A was able to closely observe changes during the experiment, he was

The goal of the second hour of this part was to have students predict how water in a beaker will heat up and consider and discuss methods for effectively investigating convection and heating in the water. In the predictions using a beaker to investigate how water heats up, when the flames of an alcohol lamp were applied to one side, many of the children predicted that the heating would spread in a round pattern, as with the metal plates.

Student A Student B

Student A considered time and temperature while investigating how the water in the beaker heated up and used colour classification and arrows to clearly represent concrete predictions with diagrams and sentences. Although Student B seemed to represent temperature differences using colour classification, since there was no explanation, Student

When writing a prediction regarding how the water would heat up, Student A thought that the heat would be conducted in a round, circular shape, as was the case with the change of temperature on the metal plate. Student A made predictions that took time and temperature

able to successfully present his acquired knowledge and skill.

Worksheets of Student A and Student B are shown in Figure 10.

Fig. 10. Worksheets (for prediction) by Student A and Student B

B did not sufficiently represent his prediction of how heating would occur.

Fig. 8. Worksheets (for prediction) by Student A and Student B

Fig. 9. Worksheets (for results) by Student A and Student B

When the students gathered around the experiment desk to verify the experimental methods during this lesson, Student A once again stood right next to the teacher and presented a variety of impressions and thoughts, evidence of a high level of motivation. After this, Student A voiced concerns about the test tube breaking, clarifications were made regarding the resistance of glass to heat, and the students were told that the test tubes would

Student A Student B

Student A Student B

When the students gathered around the experiment desk to verify the experimental methods during this lesson, Student A once again stood right next to the teacher and presented a variety of impressions and thoughts, evidence of a high level of motivation. After this, Student A voiced concerns about the test tube breaking, clarifications were made regarding the resistance of glass to heat, and the students were told that the test tubes would

Fig. 8. Worksheets (for prediction) by Student A and Student B

Fig. 9. Worksheets (for results) by Student A and Student B

not break. When predicting how the water in the test tube would heat up, Student A took advantage of his experiences learning about how metal heated up to concretely predict how long it would take for the water to heat up, and he also predicted the temperatures that would be reached. During the experiment, when the water overflowed out of the test tube, Student A quickly obtained a rag and continued observations. During observation, in addition to recording thermal tape temperature changes along with the elapsed time, Student A also carefully observed and recorded the boiling state of the water inside the test tube. Since Student A was able to closely observe changes during the experiment, he was able to successfully present his acquired knowledge and skill.

The goal of the second hour of this part was to have students predict how water in a beaker will heat up and consider and discuss methods for effectively investigating convection and heating in the water. In the predictions using a beaker to investigate how water heats up, when the flames of an alcohol lamp were applied to one side, many of the children predicted that the heating would spread in a round pattern, as with the metal plates. Worksheets of Student A and Student B are shown in Figure 10.

Fig. 10. Worksheets (for prediction) by Student A and Student B

Student A considered time and temperature while investigating how the water in the beaker heated up and used colour classification and arrows to clearly represent concrete predictions with diagrams and sentences. Although Student B seemed to represent temperature differences using colour classification, since there was no explanation, Student B did not sufficiently represent his prediction of how heating would occur.

When writing a prediction regarding how the water would heat up, Student A thought that the heat would be conducted in a round, circular shape, as was the case with the change of temperature on the metal plate. Student A made predictions that took time and temperature

Meeting the Needs of Twice-Exceptional Children in the Science Classroom 165

findings on the worksheet, and otherwise participated fully in the experiment. After about seven minutes after the start of the experiment, along with changes in the thermal tape and the water, Student A also observed that the tea leaves were moving, and verified that the water was starting to heat up at the bottom. During the experiment using the 3 L beaker, Student A considered ways of improving the experimental methods by matching the experimental instruments and predicting differences in heating speed and made enthusiastic observations such as "it will take twice as long." Student A realized that water takes longer to change temperature than metal, and summarized conclusions while making

The goal of this lesson was to have students predict how air will heat up in a room and to make them understand that air at the heated location will move upwards, causing convection cycles to repeat as the entire room warms up. In the experiment to investigate how air heats up, the entire science room was heated with a space heater, and the resulting changes in temperature were measured. Worksheets by Student A and Student B are shown in Figure 12.

Student A Student B

Student A considered time and temperature while investigating how the air in the classroom heated up and used colour classification and arrows to clearly represent concrete predictions with diagrams and sentences. Student B used colour classifications to represent how classroom air heated up. Since there was no concrete explanation, he did not sufficiently represent predictions of how air would heat up. After the experiments, Student A properly summarized the measurement results of his group and also recorded the results of other groups. Student B was able to record the results of his own group and other groups according to temperature measurement locations. He did not summarize temperature

While recording predictions, Student A used the reason "because air is a gas" to explain why the room heated up from the top. Student A based a prediction that air would heat up

Fig. 12. Worksheets (for prediction) by Student A and Student B

differentials in the recording of his own group's findings.

comparisons with the content of previous lessons.

**3.4 The fourth period of the lesson (One hour)** 

into consideration, and explained that all the water would be warm after about five minutes. When the students presented their predictions, Student A asked a friend predicting that "the entire amount will heat up after about 30 seconds" "why will it heat up after about 30 seconds?" Student A seemed to feel that explaining the reasons for his own thinking accurately and in detail would earn him praise from many friends in the class.

The goal of the third hour of this part was to have students cooperate within groups, investigate how water in a beaker heats up, and understand that water heats up through a repeated process of convection. During the experiment, by using multiple pieces of thermal tape affixed to a glass rod, the students successfully observed how the water heated up from the top. The students added substances such as sawdust, which allowed them to also observe how convection works. The demonstration experiment using a 3 L beaker made this a lesson that left a strong impression on the children. The use of a beaker of this size makes it possible to leisurely observe the state of convection, as there is a large amount of water involved. Worksheets by Student A and Student B are shown in Figure 11.

Fig. 11. Worksheets (for results) by Student A and Student B

Student A concretely recorded how the water in the beaker heated up, considering time and temperature and using colour classifications and arrows. Further, he recorded the movements of the tea leaves and the changing colours of the thermal tape. He indicated that it would take some time to heat up the water, perhaps in comparison with the experiment on the heating up of metal. Student B recorded how the water in the beaker heated up in concrete terms, considering temperature and using colour classifications and arrows. He did not record observations regarding how the substance added to the beaker moved.

Even after the experiment started, Student A touched around the beaker in order to verify the heating with his senses, continued observations while verifying elapsed time, recorded findings on the worksheet, and otherwise participated fully in the experiment. After about seven minutes after the start of the experiment, along with changes in the thermal tape and the water, Student A also observed that the tea leaves were moving, and verified that the water was starting to heat up at the bottom. During the experiment using the 3 L beaker, Student A considered ways of improving the experimental methods by matching the experimental instruments and predicting differences in heating speed and made enthusiastic observations such as "it will take twice as long." Student A realized that water takes longer to change temperature than metal, and summarized conclusions while making comparisons with the content of previous lessons.
