College of Education Lesson Plan Template

Teacher Candidate: Teddi Steadman Date and Time of Lesson: 2/25/14 at 1 : !" School: #oodfield Elementar$ School Science/)rd 'rade Su%&ect/'rade Le(el:

Description of Lesson: Toda$ * +ill introduce to students ho+ heat mo(es easil$ from one o%&ect to another through direct contact and not so easil$ through other o%&ects, * +ill introduce the lesson and ma-e an emphasis on the (oca%ular$ +ords, This lesson is one out of the three lessons * +ill teach on this indicator, Lesson Title or Essential .uestion that guides the lesson: /o+ does heat affect conductors and insulators0 Curriculum Standards !ddressed:

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

SC !cademic *ndicator1s2: )34,): E4plain 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,

Lesson 5%&ecti(e1s2:
At the end of this lesson, students will be able to explain that heat moves easily in some materials called conductors and not so easily in other materials called insulators, by differentiating between the two.

!ssessment1s2 of the 5%&ecti(es:

Before beginning the lesson, I will assess students on their prior knowledge of heat. The students have studied matter, and how matter is affected by heat. I will conduct this pre-assessment by handing each student a note-card. I will ask students to write anything they have learned thus far about heat on the front side of the note card. After students have finished writing, I will allow some students to share what they put on their note card. I will collect these at the end of the lesson. uring the lesson, I will assess

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students on their participation. I will do this by placing an ! next to any student not participating. uring the lesson students should be engaged in class discussion, participating in any activity asked of them, and taking notes in their science notebooks. After the lesson, I will ask students to explain to me on the back of their note card the difference in an insulator and conductor. "tudents may do this in any way they wish, as long as I can tell they understand the two.

"aterials/6esources:

"martBoard, computer, science #ournals, and pencils.

Prere7uisites 1Prior 8no+ledge2: The concept of heat mo(ing from one o%&ect to another is ne+ material for this grade le(el, Students do need to alread$ ha(e a general understanding that in most situations heat ma-es things +armer, Procedures:
$. At the beginning of the lesson I will hand out note cards to each student. To assess the students% prior knowledge, I will ask students what they already know about heat. I will give students &-' minutes to record this information on their note cards. "tudents will be asked to put their note card in the top corner of their desk when finished.

2, * +ill call on a fe+ students to discuss +hat the$ put on their note cards, *f students start no discussion9 * +ill pro%e the students %$ as-ing ho+ heat affects different t$pes of matter, 1solids9li7uids9gas2, ), To engage students in the ne+ topic9 * +ill place a fe+ materials on a desin front of the class for all students to see, 1Cotton9 #ood9 "etal Spoon9 'lass Cup2 * +ill as- students to turn to their ne4t clean page in their science note%oo- and title it *nsulators :S Conductors, * +ill +rite this on the +hite%oard for students to see the spelling, !fter +riting the title9 * +ill tell the students to space do+n and +rite ;Thermal Choice<, =nder thermal choice each student +ill ma-e a prediction on +hether each item is a conductor or an insulator, 4, !fter students ha(e made a prediction on each item9 +e +ill %egin the po+er point presentation, 5, 5n the third slide9 * +ill as- students to pretend the$ are at a campfire roasting hotdogs on a metal +ire, * +ill reall$ encourage students to use their imagination9 as * tal- them through our campfire e4ploration, 15-a$ students3 +e are going to all pretend +e are at a campfire roasting hotdogs>so * +ant !LL students to put do+n their pencils9 sit %ac-9 and pretend $ou are reall$ roasting a hotdog, #e didn?t ha(e time to go out and %u$ real roasting tools9 so +e decided to use a metal coat hanger %ecause that?s all +e could find inside, !s +e are roasting our hotdogs the end of the hanger slo+l$ +arms up9 as it ta-es in the heat from the fire, #hat do
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$ou all thin- +ill e(entuall$ happen if +e continue to sit here and hold the metal coat hanger0 it +ill %urn us@ 5=C/A *f $ou lea(e the hanger in the fire for too long9 the +hole hanger +ill %e too hot to touchA Can an$one tell me +h$ the$ thin- this ma$ happen0 @@6oasting food %$ a campfire +as used food %$ the Bati(e !mericans 1C=T>the Bati(e !mericans used +ooden stic-s to roast food2>later on people adapted the tool and %egan using metal rods +hich toda$ people +ould use a metal coat rod2, D, #e +ill flip to the fifth slide9 and go into more detail, E, The +ord C5BD=CT56 +ill appear on the si4th slide, * +ill e4plain to students the +ord9 connect it to campfire e4perience9 and ha(e students stand up and act as if heat is easil$ mo(ing through them, * +ill allo+ students to do this for ) seconds9 &ust to get up and mo(ing, 5nce students ha(e sat do+n9 * +ill as- students to loo- at the materials (ie+ed at the %eginning of the class and see if the$ should ma-e an$ changes, F, !s +e mo(e throughout the slide sho+9 the +ord *BS=L!T56 +ill appear, !fter gi(ing some e4amples of materials that are insulators9 +e +ill refer %ac- to the roasting tool e4ample, * +ill sho+ the students a picture of a modern roasting tool 1metal rod +ith a +ooden handle2, * +ill tell the students that the Bati(e !mericans used +ooden roasting tools, #ould the Bati(e !mericans roasting tool %e a conductor or an insulator0 Bo+9 * +ill as- students to ma-e an inference on +h$ the tool people use toda$ has a metal rod and a +ooden handle, * +ill gi(e students )35 minutes to +rite this do+n in their science note%oo-s, !fter+ards9 * +ill as- students to e4plain +h$ the tool is designed the +a$ it is0 G, !fter +e ha(e finished the po+er point9 * +ill as-ed students to close their note%oo-s9 and ha(e the %lan- side of their note card on their des-, 1 , 5n the %ac- of the note card9 * +ill as- students to e4plain the difference in a conductor and an insulator, Students ma$ e4plain this +ith a picture9 statement9 or some t$pe of model, Students +ill ha(e a choice as to ho+ the$ e4plain the difference in an insulator and a conductor, 11, !cti(it$ !nal$sis:
Identify at least two activities you plan to use in this lesson and explain why you are planning these specific activities. (aving student pretend to be at a campfire roasting food over a fire with a metal and wooden roasting tools, are both examples of how affects insulators and conductors. )roviding the examples of *ative American roasting tools and modern day tools are examples of the differences in conductors and insulators. The third grade students in this class learn best when actively engaged a lesson. Throughout the lesson, I provided many times for students to participate in class discussion, and I allowed students to use drama by acting out the campfire experience. uring this lesson, I used the "martBoard and computer to show the )ower)oint presentation.

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Differentiation/!ccommodations/"odifications/*ncreases in: Since a lot of the students in this third grade classroom lac- the schema needed to connect +hat the$ are learning to modern da$ times9 * made sure to include real +orld e4amples, * pro(ided the Po+erPoint for ES5L students9 so that the$ could see the spellings and definitions of each +ord, !ll of the students in this class learn %est +hen the$ are a%le to connect the meanings of +ords +ith real materials, * %rought in real materials for students to see the e4amples of conductors and insulators,

6eferences: +ite all references for materials,resources used in preparing the lesson.
+itations should be in A)A, -th edition format.

Revised 1.20.14