ED 345 Calvin College Lesson Planning Form

Teacher:
Jenny DeNooyer
heat do to molecules?

Date:

11/19 Subject/ Topic/ Theme: Heat Energy What does

I. Objectives
What is the main focus of this lesson?
This lesson explores the way heat affects the speed at which molecules move.
How does this lesson tie in to a unit plan? (If applicable.)
This is lesson 4/5 of the heat energy unit.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
-Students will be able to describe heats effect on the speed of the movement of particles.
-SWBAT demonstrate the movement of molecules at different temperatures by acting out the movement
of the particles.
-SWBAT describe how heat affects molecules vs. how the cold affects them.
II. Before you start
Prerequisite knowledge
and skills.

--Information discussed in lessons 1-3 regarding heat, heat sources, our

need for heat in everyday life, and the movement of heat away from its
source.

-Class discussion
-Filling out heat flowchart/web

Assessment
(formative and
summative)

Universal Design for Learning Networks/Domains (see UDL Guidelines)

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
- Food coloring experiment
-Class discussion
-Moving matter game

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
- Food coloring experiment
-Class discussion
-Moving matter game

Options for Language/Symbols

-Class discussion
-Moving matter game
-Filing flowchart

Options for Expression

-Class discussion
-Moving matter game

Options for Sustaining Effort &

Persistence
-Changing activities
-Moving matter game

Options for Comprehension

- Food coloring experiment
-Moving matter game
-Class discussion
-Filing flowchart

Options for Executive Function

-Class discussion
-Moving matter game
-Filing flowchart

Options for Self Regulation

-Moving matter game
-Filing flowchart

RECOGNITION
Multiple Means of Representation
Options for Perception
- Food coloring experiment
-Class discussion
-Moving matter game
-Filing flowchart

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

-Cup of cold water

-Cup of hot water
-food coloring
-Mystery Matter cards

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)
Developm
ent

-Students will be seated on the floor near the science table during the
experiment and at their desks for the writing portion of this lesson.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
-Review the previous lessons and discuss how today we are hoping to answer the
final question: What does heat do to molecules?
-Begin by getting predictions from the students What do they think will happen to
molecules of matter when they are heated? Will they speed up or slow down? Write
predictions on board so student dont forget.
-We are going to do an experiment to find out!
-Place cup with hot water and cup with cold water on the table.
-Tell students you are going to drip food coloring in to each cup. Food coloring is a
liquid made of molecules just like the water in the glasses. The liquids are going to
mix as the color spreads out. Which do we think will spread and mix quicker based
on our prediction? Are the molecules moving faster in the cold water or the warm
water?
-Drop 3 drops of food coloring in each cup and observe how the coloring spreads in
the different glasses.
-The coloring should spread quicker in the hot glass of water.
-Why do we think that happened? Was our prediction right?
-The heat excites the molecules and makes them move quicker, this is why the food
coloring spread quicker in the hot water.
Other examples:
-Warm up to exercise -> muscles move better when they are warmer.
-ice cream when cold, stays packed in a tight ball, when it melts it gets excited
and the ice cream melts and drips away because the molecules are more spread out
and its easier for them to move.
What would these molecules look like if we could see them?
-Mystery Matter game: students identify type of matter

and whether it is hot or

cold based on their peers demonstrations (groups get cards telling them how to
position themselves and act, peers have to guess if they were a solid/liquid/gas
and if they were hot/cold.
-Divide into 3 groups of six students. Each group receives an envelope telling them
which type of matter they are and the way their molecules move.
-Groups get up in front of class and act out what is written on their card, peers must
guess what they are based on their placement and actions.
-Record observations on board: Group A, Group B, and Group C.
-Discuss each group and how we know what type of matter they were and whether
they were hot or cold.

Closure

Record findings on flowchart:

-Heat makes molecules move quickly
-Food coloring spreads quicker through hot water than cold water
-Cold molecules move slowly
Discuss how students answered all of our scientific questions! Tomorrow we will get
to show off all that we know about heat energy!

Your reflection on the lesson including ideas for improvement for next time: