College of Education Lesson Plan Template

Teacher Candidate: Teddi Steadman 2/26/14 at 1 : !" School: #oodfield Elementar$ School Science/)rd 'rade Date and Time of Lesson: Su%&ect/'rade Le(el:

Description of Lesson: Students *ill test spoons made of *ood+ metal+ and plastic to see *hich one heats the fastest, and dra* conclusions a%out the conduction of heat as it mo(es from the hot *ater to the spoonsLesson Title or Essential .uestion that guides the lesson: #hich spoon *ill get hot the fastest/ Curriculum Standards !ddressed:
0ational Standard1s2: List the number and write the standard; i.e., IRA/NCTE, NCSS, NCTM, MENC, NAFME (Optional depending on major/course)

SC Curriculum Standard1s2: )34: The student *ill demonstrate an understanding of the changes in matter that are caused %$ heat-

SC !cademic 4ndicator1s2: 2: )34-): E5plain ho* heat mo(es easil$ from one o%&ect to another through direct contact in some materials 1called conductors2 and not so easil$ through other materials 1called insulators2-

6ther:

EEDA Standard(s SSCA E!ement(s

(harassment, intimidation, bullying, or appropriate behaviors)

"thers as needed #$r interdis%i&!inar' (%r$ss(%urri%u!ar !ess$ns

Lesson 6%&ecti(e1s2:
)hen *i+en materia!s t$ test, students wi!! be ab!e t$ identi#' the materia!s as either insu!at$rs $r %$ndu%t$rs. Revised 1.20.1

!ssessment1s2 of the 6%&ecti(es:

At the be*innin* $# the e,&eriment, I wi!! &re assess the students usin* the %$ntent tau*ht the da' be#$re $n insu!at$rs and %$ndu%t$rs. Sin%e this

materia! is new, I e,&e%t students t$ at !east remember $ne &$int ab$ut %$ndu%t$rs and insu!at$rs #r$m the da' be#$re. This &re assessment wi!! be d$ne thr$u*h a %!ass dis%ussi$n. Durin* the !ess$n, I wi!! assess students b' a s%$rin* rubri%. The s%$rin* rubri% wi!! assess the student $n &!annin* and %$ndu%tin* an in+esti*ati$n, $bser+in* and re%$rdin* %han*es, in#errin* simi!arities and di##eren%e between the materia!s, and sharin* the resu!ts e##e%ti+e!' with the %!ass. Students wi!! re%ei+e between a -er$ and three in the #$ur %ate*$ries. I wi!! assess the students at the end $# the e,&eriment a%%$rdin* t$ their resu!ts. Students wi!! be re.uired t$ share their resu!ts e##e%ti+e!' with the %!ass. A!! members $# ea%h *r$u& wi!! re%ei+e the same &$st assessment s%$re.

"aterials/7esources:
s&$$n.

/$t water, !ar*e b$w!, meta! s&$$n, &!asti% s&$$n, and w$$den

Prere8uisites 1Prior 9no*ledge2: 0e#$re be*innin* this e,&eriment, students ha+e

!earned #r$m the da' be#$re that heat tra+e!s easi!' #r$m $ne $b1e%t t$ an$ther thr$u*h dire%t %$nta%t in s$me materia!s (%$ndu%t$rs and n$t s$ easi!' thr$u*h $thers (insu!at$rs . Students a!read' 2n$w #r$m the 3$wer3$int s!ide sh$wn in %!ass the da' be#$re that meta!s are *$$d %$ndu%t$rs and w$$d is *enera!!' n$t a *$$d %$ndu%t$r, there#$re re#erred t$ as an insu!at$r.

Procedures:
4. S&!it the students int$ *r$u&s $# #$ur. Remind students that e+er'$ne in the *r$u& is res&$nsib!e #$r re%$rdin* the in#$rmati$n int$ their s%ien%e 1$urna!s5 6. Intr$du%ti$n/En*a*e7 As2 students h$w the' thin2 heat ener*' m$+es. (ACCE3T ALL ANS)ERS/REC"RD ANS)ERS "N )/ITE0"ARD 8. Dis%uss with the students h$w hand!es $# meta! &ans *et h$t when the' are in h$t !i.uids. )hat ha+e manu#a%tures used t$ insu!ate the h$t hand!es9 (/a+e students thin2 ba%2 t$ the meta! r$astin* t$$! with the w$$d hand!e

4- :a(e the students feel each o%&ect 1the metal spoon+ the *ooden spoon+ and the plastic spoon2 7an; them from coolest to hottest according to ho* the$ feel- !t this time3 ha(e students turn to the ne5t %lan; page in their science note%oo;- T4TLE T:E P!'E: :E!T E0E7'7< "6=ES- >nderneath the title ran; the items from hottest to coolest- !fter ran;ing the o%&ects independentl$+ discuss *ith $our group *hich item $ou thin; *ill get the hottest- This *ill %e $our groups prediction- This needs to %e recorded into each student?s &ournal- P7ED4CT460: @4 thin; that the AAAAAAAAspoon *ill *arm up the fastestB- !fter students ha(e ran;ed the o%&ects and discussed *ith their group
Revised 1.20.1

*hich item the$ thin; *ill *arm up the fastest+ 4 *ill go o(er the safet$ instructions for this la%C
:. SAFET; 4. N$ runnin* in the !ab 6. D$ n$t &!a' with an' $# the materia!s used in this e,&eriment. 8. D$ n$t &i%2 u& the b$w! $# h$t water. (I# '$u #ee! !i2e '$ur water is n$t h$t en$u*h, raise '$ur hand, and wait #$r the tea%her <. D$ n$t thr$w the s&$$ns =. >se '$ur inside +$i%es :. )$r2 t$*ether5

D- 0o* that *e ha(e re(ie*ed the safet$+ 4 *ill go o(er the procedures for the la%- 6nce *e are finished re(ie*ing the la% procedures+ "s- 7iser or m$self *ill come around and pour hot *ater into each groups %o*l- 6nce each group has recei(ed hot *ater+ one mem%er of the group *ill need to place all three spoons into the *ater- ! mem%er in each group *ill need to hold on to the handle of each spoon- !s a group determine *hich spoon handle *armed up the fastest- 7an; the o%&ects again according to ho* the$ feel from coolest to hottest- Chec; and see if the ran;ing *as the same as it *as %efore- Each group needs to come up *ith a *a$ to displa$ their data on chart paper+ so that the$ can share their findings *ith their classmates at the end of the e5periment- "a;e sure to include the follo*ing ans*ers in $our results: #hich spoon handle *armed up the fastest/ #h$ do $ou thin; so/+ #here did the heat to *arm up the handle come from/+ #as $our prediction correct/+ #hat are $ou *ondering no*/ 1"!9E S>7E T6 40CL>DE T:E #67DS C60D>CT67 !0D 40S>L!T67CC2 E- Fefore students %egin the e5periment+ 4 *ill pro(ide an e5ample of ho* 4 *ould record the date in m$ &ournal as *ell as on the chart paper at the end- Students are not re8uired to identicall$ cop$ m$ e5amples+ %ut the$ are re8uired to include the same informationG- During the e5periment+ 4 *ill *al; around and o%ser(e students- 4 *ill complete a scoring ru%ric on each student1 - !fter students ha(e finished the e5periment+ the$ *ill record their data on chart paper- 7emind students to include the follo*ing 8uestions mentioned at the %eginning of the e5periment11- !t the end of the e5periment+ each group *ill share their results- 4 *ill score each group according to their results and ho* the$ shared their results on chart paper12- 6nce each group has finished sharing+ *e *ill mo(e on to the drama acti(it$- #or;ing in the same groups+ students *ill come up *ith a *a$ to act out an insulator or conductor- 4 *ill assign an insulator or conductor to each group- Students *ill ha(e fi(e minutes to come up *ith a plan- #hile each group is presenting+ the other groups *ill tr$ and determine if the group is sho*ing an e5ample of an insulator or conductor!nal$sis:
Identi#' at !east tw$ a%ti+ities '$u &!an t$ use in this !ess$n and e,&!ain wh' '$u are &!annin* these s&e%i#i% a%ti+ities. In '$ur e,&!anati$n in%!ude the #$!!$win* &r$m&ts7 Students tested materia!s t$ identi#' whether $r n$t the materia!s were %$ndu%t$rs $r insu!at$rs b' e,&erimentin* with the materia!s hands $n. This a%ti+it' %!ear!' a!i*ned with m' $b1e%ti+e. Students a!s$ re%$rded their resu!ts based $n their #indin*s in the

Revised 1.20.1

e,&eriment whi%h a!s$ a!i*ned with the $b1e%ti+e be%ause were identi#' the materia!s as %$ndu%t$rs $r insu!at$rs. The students in this third *rade %!assr$$m !earn better when the' are ab!e t$ w$r2 hands $n and +isua!!' see the items instead $# 1ust hearin* ab$ut them. This !ess$n was a!! hands $n and students were ab!e t$ +isua!!' see the items bein* tested. N$ te%hn$!$*' was used in this !ess$n be%ause students were w$r2in* hands $n in the s%ien%e !ab.

Differentiation/!ccommodations/"odifications/4ncreases in 7igor
! have several "#O$ students in this class, so ! %ill ma&e sure to clearly identi'y each material used in this e(periment. ! %ill also ma&e sure to %rite the de'initions o' conductors and insulators on the %hite board prior to beginning the e(periment, so that the "#O$ students %ill have something to re'er to.

7eferences:
Dr. ?ardner Dr. /$rt$n 3h'si%a! S%ien%e de+e!$&ed and &ub!ished b' AIMS Edu%ati$n F$undati$n.

Revised 1.20.1