ED 345 Calvin College Lesson Planning Form

Teacher:

Ms. Steiner

Date:

October 20, 2015

Subject/ Topic/ Theme:

Thermal Energy

I. Objectives
What is the main focus of this lesson?
Thermal Energy
How does this lesson tie in to a unit plan? (If applicable.)
Lesson 8 of a 9 lesson unit
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:
Reference proof that thermal energy is based on the total energy of the particles in an object.
Work cooperatively with groupmates
4-PS3-1 Use evidence to construct an explanation relating the speed of an object to the energy of that object.
4-PS3-3 Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and
effect relationships.
5.I.I.III.1 Use appropriate units to make precise and varied measurements.
5.I.I.III.3 Make predictions based on analyses of data, observations, and explanations.
5.II.I.II.3 Know that there are different forms of energy
II. Before you start
Prerequisite knowledge and skills
Assessment
(formative and summative)

Meaning of energy, knowledge that everything is made up of atoms

Formative:
Monitor discussions
Student responses after partner share
Monitor experiments
Observations/data/inferences in journal
Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION

STRATEGIC

AFFECTIVE

Multiple Means of Representation

Multiple Means of Expression (Action)

Multiple Means of Engagement

Options for Perception

Visual- written directions in journals
Aural- teacher & classmates speaking

Options for action/interaction

Options for recruiting interest

Options for Language/Symbols

Options for Expression

Think independently
Talk with a partner
Talk with table group
Share with whole class

Options for Sustaining Effort & Persistence

Options for Comprehension

Options for Executive Function

Options for Self Regulation

Groups/pairs work at their own pace
during the experiments. They have to use
their time wisely to finish the experiments
& the questions that guide them.

Materials-what materials (books,

handouts, etc) do you need for this
lesson and do you have them?

Hot, room temp, & cold water

Food coloring
Thermometers

Jars full of sand

Small, clear cups

Do you need to set up your

classroom in any special way for
this lesson? If so, describe it.
III. The Plan
Time
Parts

The description of (script for) the lesson, wherein you describe teacher activities and student
activities
Take out your energy journals but do not open them up yet. Pass out goggles.
I need you to think way back to when we talked about sound energy. Tell your shoulder partner what
those teeny tiny things that make up everything around us are called.
Yes, they are called atoms! Can anyone raise their hand and tell me something that they remember
about atoms?
We are going to continue talking about thermal energy today. I am going to pass out one cup of hot
water (A) and one cup of cold water (B) to each table. Then, I will come around with some food coloring.
I will put one drop in each cup of water. Before I pass out the cups of water, I need you to open your
science journals to page 18 and predict what will happen in our experiment.

15

Motivation
(Opening/
Introduction/
Engagement)

Pass out cups of water as students begin writing predictions.

Pause. When I see that every person in your group has finished writing a complete prediction, I will
come around with food coloring. I need you to put on your best science brains when you watch what
happens. Can anyone remind me how scientists think? (observe, predict, infer, etc.)
When I pass out food coloring, I need you to observe very carefully. That means that all pencils should
be down and all your attention should be focused on watching what happens.
Pass out food coloring when you see that groups are completing their predictions.
Pause. Pull sticks. What did your groups observe?
I will give you 5 minutes to quietly finish the questions on page 18.
I need everyone to turn to page 19 in their science journals. Once youve done that, I need pencils down
and eyes on me.
I am going to show you this super cool simulator that gives us a picture of what was happening in our
two cups of water. (http://phet.colorado.edu/en/simulation/states-of-matter-basics)
Start the particles moving at room temperature. Before I change anything, I would like you to use your
scientist brains to predict what will happen when I increase and decrease the temperature of the
particles. Once I see that everyone has a prediction written down, I will start our simulator!

40

Development

Play with the simulator. Increase and decrease the temperature. Change the substance. If kids are wellbehaved, ask what they would like to see happen. Guide the class through page 19 as you use the
simulator. Make sure that everyone is writing down observations as you go!
Give students a couple minutes to complete page 19, then go over the bold-faced questions as a class.
I need pencils down and all eyes on me while I explain our next experiment.
We are going to test what our simulator just told us. Does temperature really depend on the average
speed of the particles in a substance?
I am going to give each group a jar of sand and a thermometer. Very carefully, like true scientists, each
group needs to record the starting temperature of their sand. You can record that temperature on page

20, question 1. Ill give you 1 minute to take this measurement.

Next, we are going to shake our jars VERY hard for 5 minutes. (Demonstrate proper shaking form!) I will
set a timer for 5 minutes. If you get tired, pass along your jar to the next person in your group. You will
need to switch shakers at least once every minute! Your group will get better results the harder you
shake!!
Before we actually shake our jars, I need you to predict what will happen to the temperature of your
sand after your group shakes it for 5 minutes.
Once all groups have made their predictions, start the timer and the shaking. Encourage students to
keep shaking their hardest!!!
When 1 minute is left on the countdown clock, give students a heads up of what needs to happen when
time runs out I need you to QUICKLY open your jars and take your final temperatures for the best
results!
When the clock hits zero, help students read their thermometers, if necessary.
Ill give you 3 minutes to quietly discuss question 7 while I collect your materials.
What kind of results did your groups record? Ask each group.
Pull sticks. What did your group come up with for question 7?
5

Closure
Return to the main objective of the lesson: Temperature depends on the average energy of the
particles. How did our results from todays experiments prove this?