ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Megan Dykstra Date: 11/13/2018

Grade Level: 4th grade Subject/ Topic: Science/Energy
Approx. time spent planning this lesson: *The template will expand as text is added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: What happens to the temperature when a hot substance and a cold substance are
combined?
Brief Context: Explaining what happens when energy transfers.
Prerequisite Knowledge/Skills: The characteristics of energy.
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Observe changes that occur when energy is transferred 1. Students’ responses in class discussions
due to a difference in temperature of objects. 2. Reading the students’ written responses in their
workbooks.
3. Looking at the students’ grafts.
Standards Addressed in Lesson: (Include full standard.)
4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light,
heat, and electric currents.

Instructional Resources:
3 student pages for each student
2 thermometers for each group
2 graduated measuring cups for each group
2 plastic pitchers
Hot tap water
Ice

Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
-Thinking through which groups would work better for this activity – table groups.

-Being very specific about the steps for the activity and the procedures that come with the activity.

-For one of my students I allowed him to complete one simple task for the group so that he would participate.

-I specifically asked certain students specific questions in the class discussions so that they would participate and think
about the concepts.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in which you plan to build or
strengthen relationships and community: student-student & teacher - student.]
Providing a positive group-working environment builds a positive relationship between the students.
Being available and walking around for students to ask me questions.
Be encouraging during class discussions.

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)

Identify at least 2 ways you will gain whole group attention:
By saying, “clap twice if you can hear my voice.”
Ringing the bell at the front of the classroom.
Clap in a pattern that the students respond to.
Strategies you intend to use to redirect individual students:
Using the flip a card on the students’ desks
Calling out a student’s name
Having a student repeat something that another student said

CONTENT MANAGEMENT: Note procedures/routines that are expected or embedded.

The students have to ask to use the bathroom or get a drink.
They are expected to work with their group to complete the activity – a few may need to be reminded.
Students cannot sharpen their pencil while I am talking.
Students need to raise their hand and be called on in order to talk.

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the learning.
-I used the tables to divide the class into groups and I also used the tables as the place where the students did the
experiment.
-I distributed the materials with the help of a student so that the class wouldn’t be crowded when the students went to
get the materials.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
Read this scenario to the class: write on the projector.
-Sally preferred her water with ice. She liked to drink it icy cold. Sally stated that the cold from the ice
transferred to the water. Making it colder.

Development: [It may help to number your steps with corresponding times.]

Discuss Sally’s ideas about how her water gets colder by adding ice. Ask students if they agree or disagree with Sally’s
explanation of how her water gets colder.

Write on the board….

How does adding ice to a drink make the drink colder?

-Have the students talk with their table groups about this question.
-Have each group tell their idea to the class.
-Write the ideas on the board.
Ask:
-What do you think about what _____ said?
-Do you agree or disagree? Why?
-What do we already know about heat energy and heat transfer?
-Etc.
Ask the students if they have any ideas about how we could see if their thinking was correct?
-Get some ideas from the students
We are going to do an investigation to see what happens when ice is added to a drink.

Does anyone know what a graph is?

We are going to be using this graph (show the students work page graph on the projector.)
-Talk through what numbers to put on the bottom line (x-axis) and the top like (y-axis).
 -Explain that they will be filling out the graph on this page when they are done collecting the data.
-Review what data means.
-Do an example of some data points on the graph so they know what to do when they fill out their graph.

-Inform students that they will be working with hot water but it is not hot enough to burn, so they do not have to worry.

Have the students clear off their desks.

-Talk through all of the steps in the student workbook pages.

-Record the temperature of the thermometers before they are placed in the cups.
-Take the temperature of the hot water not in a cup and then take the temperature of the ice not in the cup.
-Put the ice and the hot water together and take the temperature every two minutes.
Have the students do the experiments with their table groups.
-Walk around and observe them and help when needed. – Make sure they are recording their data.

Check their data before they can go to their graphs.

-Talk about what number they should count by for their temperature axis to fit all of the temperatures.

Have them complete their graphs as a group.

-Go around and ask if they can draw any conclusions from their graphs?

Have a class discussion about what they observed.

Ask the class why the water ended up warmer than the original ice if the ice was the thing that was making the water
cold.
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)

Through questioning have the students come up with the conclusion that: Hotter objects become cooler by the transfer
of energy from the hotter to the colder object.
-The warm water gave its heat energy to the ice. Therefore the water had less heat energy and was not as warm
anymore
Have students explain the concept to the class in their own words.

Thumbs up if you think you could explain the concept to someone in your family when you get home

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.
I dress professionally
I have a positive/professional relationship with my students.
I prepared for this lesson.
I have a positive/professional relationship with my mentor teacher.
REFLECTION AFTER TEACHING THE LESSON: