Lesson Plan Template

Teacher Candidate: ______Jordyn Danforth______________________

Date: _2/10/14___

School : _Chateaugay Central School Subject: Science-Heat Energy Grade Level: __8th___

Unit/Lesson Title/Number: Heat Energy Lesson #3-Classifying and Defining Methods of Heat Transfer Context and Class Profile 8th Period- 6 IEPs, 22 students 9th Period- 4 IEPs, 19 students

Common Core Standards

Assessed: 4.1d Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways. 4.1e Energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on relative position 4.2a Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature. 4.2b Heat can be transferred through matter by the collisions of atoms and/or molecules (conduction) or through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection). 4.2d Most substances expand when heated and contract when cooled. Water is an exception, expanding when changing to ice.

Interdisciplinary Connections

Part of Physical Science

21st Century Skills Lesson Objectives

Label : (Blooms Taxonomy)

1. Students will be able to relate the different methods of heat transfer to something in their lives. 2. Students will be able to differentiate between the three different types of heat transfer.

Acceptable Evidence
*Could be collected for accountability and/or auditing purposes.

1a. Homework 1b. Worksheets 2a. Homework 2b. Worksheets 3b. Questions

Procedure Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities Label: Bell Ringer Also may be called: set induction, anticipatory set, introduction/review,

As the students enter the room, the teacher will have the students take out their homework. The teacher will go around and make sure that each student has the homework done. Credit will be given to those who have completed it. The class as a whole will discuss the answers to the homework. Students who did not do the homework, or who answered incorrectly, should be correcting their answers directly in the book.

Do Now, Write Now, Silent Starter Label: Transitions Label: visual, auditory, and kinesthetic Accommodations for learning modalities Label: Checks for Understanding: directions, procedures/routines, and/or content (formative) Label: Evidence of Cognitive Student Engagement (CSE) Label: Closure

The teacher will ask if there are any further questions about the homework. Worksheets will be handed out and the teacher will ask the students to work quietly in pairs. The noise level should be kept to a minimum or the students will be told to work alone. As the students are working, the teacher will circulate and give varying levels of support to students who need it. When the majority of the students have completed the worksheet, the teacher will lead the class in a discussion about the questions. The teacher will have questions prepared to ask students in order to assess their understanding of the material. These questions will be asked to various students and fair sticks will be used if necessary. If time remains, the students will watch a short BrainPop video (http://www.brainpop.com/science/energy/heat/ )

Assessment/ Evaluation
Label formative or summative, describe purpose, and provide grading/feedback method.

1. Worksheets (formative)-the students worksheets will be collected at the end of the class period and feedback will be given. 2. Questions (formative)-the questions that the teacher asks will be directly related to the objectives for the lessons on heat energy and will help the teacher determine how prepared the students are for the quiz the next day.

Technology
Describe type and purpose. Include a back-up plan.

SMARTBoard

Academic Language required for the lesson

Students understanding of convection, conduction, and radiation will be increased by demonstrations.

Accommodations, Student Supports, and/or Interactions with Co-Teachers and/or Support

Staff Resources/ Materials Time Required Digital copy of the workbook, worksheets, fair sticks, questions

1 class period, 38 minutes

Field Template
Lesson Objective (s): 1. Students will be able to relate the different methods of heat transfer to something in their lives. 2. Students will be able to differentiate between the three different types of heat transfer. 1) Homework review 2) Worksheets/worksheet review 3) Questions 4)Brainpop 8th Period- 6 IEPs, 22 students 9th Period- 4 IEPs, 19 students Digital copy of the workbook, worksheets, fair sticks, questions

Comments:
Back-up plan(s), areas that might cause confusion or misconceptions, anchor activities, etc.

Agenda for Board:

Student/Class Profile: Materials: Procedure:

Include: cognitive engagement & formative assessment (s)

Include possible adjustments if warranted by formative assessment Include key transitions

Include grouping if any Key academic language Homework and/or Announcements

As the students enter the room, the teacher will have the students take out their homework. The teacher will go around and make sure that each student has the homework done. Credit will be given to those who have completed it. The class as a whole will discuss the answers to the homework. Students who did not do the homework, or who answered incorrectly, should be correcting their answers directly in the book. The teacher will ask if there are any further questions about the homework. Worksheets will be handed out and the teacher will ask the students to work quietly in pairs. The noise level should be kept to a minimum or the students will be told to work alone. As the students are working, the teacher will circulate and give varying levels of support to students who need it. When the majority of the students have completed the worksheet, the teacher will lead the class in a discussion about the questions. The teacher will have questions prepared to ask students in order to assess their understanding of the material. These questions will be asked to various students and fair sticks will be used if necessary. If time remains, the students will watch a short BrainPop video (http://www.brainpop.com/science/energy/heat/ )

Begin by: 1:40, 2:41

The students will have a quiz tomorrow.