ED 345 Calvin College Lesson Planning Form

Teacher:
Marissa Ritter
Theme: HeatTravels

Date: 1 December 2015

Subject/ Topic/

I. Objectives
What is the main focus of this lesson?
The main focus of this lesson is how heat travels away from its source.
How does this lesson tie in to a unit plan? (If applicable.)
This is the fourth lesson in a unit all about heat. This lesson will look at how heat travels.
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
Demonstrate the scientific concept of heat traveling through illustrations (S.RS.02.11)
Explain how heat travels away from a heat source.
Show how heat travels away from its source through images.
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

Basic understanding of what heat and heat sources are

Formative Review of melting ice cubes in previous lesson and discussion
on how we melted ice cubes, pre-assessment from lesson 1

Summative Nearpod presentation on iPads

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

RECOGNITION
Multiple Means of Representation
Options for Perception
Images on the screen
Physical items
Options for Language/Symbols
Images of items

Options for Comprehension

Recollection of physical demonstration of
heat transfer from previous lesson
Model of heat transfer using physical
objects and pointing out the path
Drawings of the heat transfer using an
arrow to track the path of the heat

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Small group iPad activity
Pair and share
Pointing out the path of the heat
to an ice cube
Options for Expression
Drawing on iPad
Discussion in large and small
group
Pair and share
Large group discussions
Small group discussions
Options for Executive Function

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Reference back to hands on
activity from previous lesson
iPad activity
Options for Sustaining Effort &
Persistence

Options for Self Regulation

Timer for each heat drawing
picture

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

Gloves
Candle
Hair dryer
Timer
iPads
Computer
Projector
Nearpod Heat presentation
(https://app.nearpod.com/#/?
pin=D495A47234088981AE8F8C666A0743B5-1)
Ben
Aletta
Jaxon
Kyler

Addie
Bennett
Mason
Helena

Groups
Mixed ability groups from the
III. The Plan
Tim
Parts
Motivatio
n
(Opening/
Introducti
on/
Engagem
ent)

Developm
ent

Elizabeth
Faith
Zach
Trey
Alahni

Grady
Lily
Abdriel
Abby
Levi

previous day.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Teacher
Students
Ask students to think about what we
Students reply that we melted ice cubes
did yesterday. Why did we do it? What
with various items to see if we could melt
were we trying to figure out?
them with a heat source
Ask students, Do we have any other
Students suggest any other questions they
questions about what we did
have.
yesterday?
Lets think about how we did what we
did yesterday! How did we make ice
melt?
Hold up an ice cube and a hair dryer

 Ask, How did we make the ice melt

Students respond that the heat from the
with this hair dryer? What happened
hair dryer caused the ice to melt
with the heat?
Student should point to the hair dryer,
Ask a student to show the path of how
then to the air, and then to the ice cube
the heat moved
Student should point to the fire to the air
Repeat question holding up a candle
(or glass) to the glass to the ice cube
Pull up the Nearpod presentation on the
projector
Explain that they we are going to work
together in small groups to figure out
how heat moves from its source
Show the example picture and draw the
arrows with the help of the class
Show students how to Submit their
Students take turns drawing arrows on
picture
each presentation picture to show that
Split students into groups of four
heat moves away from its source
Ask that each student have a turn
drawing the arrows in the images on
the iPad
Allow students 1 minute or less to
Selected students share with the class how
complete their drawing and submit it to
the heat traveled from source
you, using the timer so that they can
see it.
Wait for each group to submit their
picture
Once each group has submit a picture,
share one correct picture with the
class to show them how the heat
moves
Demonstrate how to explain how the
heat moves (i.e. the heat moves from
the hot chocolate to the mug to your
hands)
Move onto the next picture
Repeat until all slides are finished
Before recess, students must pair and
Students say that there are natural and
Closure
share about two sources of heat we
artificial sources of heat. Heat is important
talked about the day before and one
because we need it to make food, stay
reason why heat is important.
warm, etc.
Your reflection on the lesson including ideas for improvement for next time: