USF Elementary Education Lesson Plan Template (S 2016)

Grade Level Being Taught: Subject/Content: Science Group Size:

2nd gr.
WC
What Standards (national
or state) relate to this
lesson?

Essential Understanding

Objectives- What are you

teaching?

Name: Michaela Rich

Date of Lesson: Jan. 27, 2016

Lesson Content
SC.2.E.7.1: Compare and describe changing patterns in nature that repeat themselves,
such as weather conditions including temperature and precipitation, day to day and
season to season.
SC.2.E.7.2: Investigate by observing and measuring, that the Sun's energy directly and
indirectly warms the water, land, and air.
Students will understand and be able to describe patterns in nature, how those patterns
change, and how they repeat.
Students will observe and understand that the sun directly warms a cup of soil, a cup of
water, and the air.
Students will be able to predict what will happen to a cup of soil, a cup of water, and the
air when left in the sun for one hour.
Students will be able to practice their measurement skills when reading a thermometer
and recording the temperature of the soil, water, and air in degrees (Fahrenheit).

Rationale

Evaluation Plan- How will

you know students have
mastered your objectives?
What Content Knowledge
is necessary for a teacher
to teach this material?
What background
knowledge is necessary for

Students will be able to practice their inquiry skills through prediction, measurement, and
observations.
I am teaching this lesson because students need to understand the basic inquiry skills
when it comes to science experiments. Students need to practice making predictions
because this skill is also used in reading. Students will be learning about different
patterns in nature, and this will be a hands on activity for them to observe and measure
such patterns. I am starting with predictions because it aligns with the constructivist
theory. Students make predictions based on their prior knowledge, so this will help me
understand what the students already know about nature patterns with temperature.
Students will have the chance to write down their predictions and share them with the
class. I will record their predictions on the board. Upon observing the experiment,
students will be required to record their observations onto a chart on a worksheet
provided, along with a couple assessment questions.
In order to teach this lesson, I must know that soil will heat up the quickest and have the
highest temperature, followed by water, and then the air. I
Students should know that the sun emits energy that heats the earth. They should be
able to know that their surface temperature would be hotter if they were standing in the

USF Elementary Education Lesson Plan Template (S 2016)

Grade Level Being Taught: Subject/Content: Science Group Size:
2nd gr.
WC

Name: Michaela Rich

Date of Lesson: Jan. 27, 2016

a student to successfully
meet these objectives?
What misconceptions
might students have about
this content?

sun for an hour versus standing in the shade for an hour.

Teaching Methods

5 Es

Students may think that water or air will be hotter than soil after being left in the sun for
an hour, but that is a part of making a prediction. Students may also read the
temperature in Celsius and think that the temperatures are much colder than they really
are.
Lesson Implementation

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?

Engage
Explore
Explain
Extend
Evaluate
Social Constructivism- turn and talk
Constructivist theory- letting students predict using their prior knowledge
Time
Who is
Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or
(Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

5-10
minutes

5 minutes

Engage/Explore:
Display an empty glass with water, and a glass with soil.
Ask students, How can I measure the temperature of these two
glasses?
Students should respond with thermometers
Place a thermometer in each glass.
Ask students, What do you think will happen to the temperature of
each glass if placed in direct sunlight? RECORD answers on the
board.
Review the directions on the Inquiry Flipchart:

USF Elementary Education Lesson Plan Template (S 2016)

Grade Level Being Taught: Subject/Content: Science Group Size:
2nd gr.
WC
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

5-10
minutes

5-10
minutes

5 minutes

Name: Michaela Rich

Date of Lesson: Jan. 27, 2016

1. Put one thermometer in the cup of water and one in the cup of
soil
2. Put the cups in a sunny spot. Lay the third thermometer next to
the cups. Wait about 1 hour.
3. Measure the temperature of the soil, water, and air. Record and
compare the temperatures, as well as compare the results to the
predictions on the board.
4. Compare observations with the class.
Q: What are you measuring in this activity?
A: Measuring the temperature of the air, water, and soil after time.
Q: Should the temperatures on all three thermometers be the same
before you begin the activity? Explain.
A: Yes, they need to be the same so I can compare what happens to
them after they are left in the sun.
Q: What do you think may cause the temperatures on the
thermometers to change?
A: Heat from the sun may change the temperature.
Q: Why do you have to compare the temperatures on all three
thermometers at the end of the activity?
A: I have to compare them to see if the air, water, and soil were
affected the same or differently by the suns heat.
Explain:
Go over the table in which students will be recording their data.
Once they record, tell them to make conclusions about the data
they have collected. Be specific. They should conclude that the sun
heats water, air, and soil differently.
Extend/Evaluate:
Q: How does the sun heat soil, air, and water differently? How do
you know?
A: Each had a different temperature. I know this because I measured
the temperatures on the thermometers.
Q: What other questions can you ask about the suns heat?

USF Elementary Education Lesson Plan Template (S 2016)

Grade Level Being Taught: Subject/Content: Science Group Size:
2nd gr.
WC

What will you do if

What will you do if

Meeting your students

needs as people and as
learners

Accommodations (If

Name: Michaela Rich

Date of Lesson: Jan. 27, 2016

A: Does the sun heat things more in the morning or in the

afternoon? Does the sun heat things differently in different seasons?
a student struggles with the content?
Pair them with a student who has a full understanding of how to predict, what steps we
will take, and how we will record the data.
a student masters the content quickly?
Ask that they help a student who may be struggling.
Have the student predict what would happen if the soil, water, and air were in the shade
instead of the sun
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Students have not learned that the sun heats objects, but have been able to observe it
on their own. Since students enjoy experiments and hands-on activities, this activity will
pertain to those interests.
If applicable, how does this lesson connect to/reflect the local community?
Students will be able to understand why a lot of parks and playgrounds offer ample
amounts of shade for children to play in.
Students will know why the rooms in their house that face the sun are warmer than the
rooms that face the shade.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will ask these students to predict what will happen if:
The cups are left in the sun for longer
The cups are left in the sun in the morning versus the afternoon
The cups are left in the shade
The cups had more water and soil in them and how that would change the outcome
I will also ask them if they predict the top will be warmer than the bottom of the cup, and
vice versa.
How will you differentiate instruction for students who need additional
language support?
Hands on activities will assist those who need language support, even though there are
no students in my class who need the support.
Diagrams on the worksheet.
Turn and talks throughout the lesson.
G.S.- This student needs constant redirection, so when I am instructing the class I will

USF Elementary Education Lesson Plan Template (S 2016)

Grade Level Being Taught: Subject/Content: Science Group Size:
2nd gr.
WC
needed)

Materials

Name: Michaela Rich

Date of Lesson: Jan. 27, 2016

walk around him so that he knows I am watching him and to make it easier for him to
focus.
N.M.- This student cannot pay attention to anything for more than 5 seconds, so I will pair
him with a well-behaved student that can motivate him to listen and keep up with the
writing portion of the assignment. If this is not effective, he will have time later in the day
to finish the writing portion.
1 cup of soil
1 cup of water
3 thermometers
21 worksheets