Megan Rust

Teaching Date: Tuesday, March 20th, 2018

Indiana Wesleyan University
Elementary Education Lesson Plan Template
Science
2007 ACEI Standards

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will distinguish a suitable environment for an animal according to given characteristics.
B. Objectives
1. Students will accurately read thermometers and record temperature on given thermometer.
2. Students will determine the appropriate environment for an animal to live in and defend their choice using
evidence from the data collected during their investigation.
C. Standard(s): Professional Society/State/District
a. 3.M.2: Choose and use appropriate units and tools to estimate and measure length, weight, and
temperature. Estimate and measure length to a quarter-inch, weight in pounds, and temperature
in degrees Celsius and Fahrenheit.
b. SEPS.6 Constructing explanations (for science) and designing solutions (for
engineering): Scientists and engineers use their results from the investigation in constructing
descriptions and explanations, citing the interpretation of data, connecting the investigation to
how the natural and designed world(s) work. They construct or design logical coherent
explanations or solutions of phenomena that incorporate their understanding of science and/or
engineering or a model that represents it and are consistent with the available evidence.
II. Materials
a. Time: 45 minutes
b. Materials:
i. Notes sheet and labels
ii. Habitats
iii. Paper Thermometers
III. Anticipatory Set
 “If you were an animal which animal would you want to be?
o Why?
o What is unique about that animals?
o What type of habitat does that animal live in?
o Would you want to live in that type of environment or would you prefer to be a different animal so
that you could live somewhere warmer or colder?
IV. Purpose Statement: Today we are going to look for signs and clues to guide us as we try to find a habit for an
animal to live in.

PLAN FOR INSTRUCTION

Use major concepts, principles, theories, and research to construct learning opportunities that support students’ development,
acquisition of knowledge, and motivation.
(ACEI 1.0)
V. Adaptation to Diverse Students-- Demonstrate your understanding of the development and approaches to
learning unique to the students in this class as you describe the specific instructional opportunities provided in
this lesson.
 Students will be working in small groups, which will be a support to students who are not as strong in reading or
who are unfamiliar with some of the terminology.
 Students will be given pre-written notes to allow students more time for critical thinking since they do not have
to write out the information.
(ACEI 3.2)

VI. Lesson Presentation (Input/Output)

 Mini Lesson: How to Read a Thermometer
o Video: The Thermometer Song (song for kids about temperature)
https://www.youtube.com/watch?v=Vk6rP_4wpvk
o “A thermometer is a tool for measuring just like a ruler, as you are watching this video, pay attention
to what a thermometer is used to measure.”

1
Megan Rust
Teaching Date: Tuesday, March 20th, 2018
o Play video
 What is a thermometer used to measure?
 What do you know about measuring with a thermometer based on the video?
 Has anyone ever seen a different type of thermometer than the one showed in the video?
o “Now we are going to learn how to read a thermometer together.”
 Show students basic thermometer without
 “What do you notice about this thermometer?”
 “Why are their different numbers on the left side of the thermometer than those
on the right?”
o Guide toward Celsius and Fahrenheit degrees
 “Which type of temperature measure do we usually use in the United States –
Celsius or Fahrenheit?"
 Show students 50-degree Fahrenheit thermometer
 “What temperature does this thermometer show in Fahrenheit? What
temperature does it show in Celsius?”
 “Would this temperature be comfortable to swim in? Would you need a winter
coat?”
 Show students 82-degree Fahrenheit thermometer
 “What temperature does this thermometer show in Fahrenheit? What
temperature does it show in Celsius?”
 “Would this temperature be comfortable to swim in? Would you need a winter
coat?”
o “Great now that you have learned how to read our tool of measurement, I can tell you why you need
to be able to read a thermometer for our activity today.”
 Activity: Find the animals habitat:
o “This morning I received an alarming call from the Indianapolis Zoo’s Zookeeper. He told me that some
of the animals in the zoo look like they are feeling homesick. The Zookeeper, is a very kind man, and he
said that he wants to take the animals to their homes for a few weeks so that they can see their old
friends and tell them about their amazing life at the zoo. Then he will bring the animals back to the zoo
so that the people who come visit the zoo can see the animals. The Zookeeper is an intelligent man
who has given me lots of information about the animals, but this morning when he woke up, he
realized that he never learned how to read a thermometer. That is why the Zookeeper called me. He
heard about Ms. Deavers class and how smart all of the students are. He said, “Those are just the 3rd
graders I need to help me find out where my animals came from.”
o Show slide with animals on it
 “This are the animals that the Zookeeper would like us to help find their home”:
 Meerkat
 African Plated Lizard
 Blue-Throated Macaw
 Amur Tiger
 Red Panda
 Cheetah
 Grant’s Zebra
 African Elephant
 Ostrich
 Warthog
 “For this activity you may work independently or with a partner who is interested in finding
the habit of the same animals as you. Let’s find out which animal you would like to find the
home for.”
 Ask “Who would like to find the home for (insert each of the different animals)?”
o Do this for each animals
o Not all animals will be assigned – it depends on the interests of the
students
 Help students get into pairs.
 “Before I give you information on your animal, what temperature would you hypothesize, or
guess, the habit will be for you animal? Record the temperature by filling out the
thermometer I’ve given to you.”

2
Megan Rust
Teaching Date: Tuesday, March 20th, 2018
 Now I am going to give you some information on your animal. You will read the information
and look for six key things: average size of the animals, key physical characteristics, type of
habitat, the food the animal eats, the country(s) the animal lives in, and the temperature of
the habitat. You are going to take “notes” on the six things by placing stickers on the sticker
chart. You will use this research to help you in stage two of our project.”
 “I’ll show you what I mean by taking notes using stickers. I will use the (select
animal that was not selected by students to research).”
o Read about the animal and model to the students one to two pieces of
information you find and how you will label that on your chart.
o Questions: “Alright, does anyone have a question? Give me a thumbs-up if you know which animal you
chose. Give me a thumbs-up if you know what 6 pieces of information you are looking for about the
animal. Give me a thumbs-up if you think I should stop talking and let you start learning about the
Zookeeper’s animals. Alright, let’s get started them.”
o Allow students to work for about 5 minutes collecting data about the animals
 Stage 2
o “Alright I need everybody’s eyes on me! Many of our groups are beginning to finish their research and
are ready to move on to stage 2. If you look around the room, you will see that there are several
different habitats posted. You are going to take your research and see if you can find the habit that
your animal belongs in. Do you think that all you will have to look at is the temperature of the habitat
to find where your animal is from? No, you will need to look at all 6 of the factors to make sure the
habit is actually your animals home. When you find your animals home, stand beside the habitat to let
me know that you have found the habitat you were looking for.”
 I do have a few rules during this time: 1. You may not run, it is not a race; 2. Stay with your
partner because you are supposed to be solving this problem together; 3. You may talk at a
level 1, but please do not shout when you find the correct habitat because your peers may
still be searching for theirs.
 When all groups have arrived at their habitat and ask, “What animal are you looking for a home for?” have
students uncover the name of the habitat and check to see if their animal is from that habitat – one group at a
time.
o Students should defend why they chose the habit using evidence from their research.
(ACEI 2.2)
(ACEI 3.3)

VII. Check for understanding. How do you know students have learned? What strategies will you implement if all
students have not met lesson outcomes? Employ one or more strategies to determine student learning.

 Students will demonstration understanding through recording notes on their notes sheet.
 Students will demonstration understanding of the animal and their ability to read a thermometer by selecting a habit
for the animal and defending their choice.
 The teacher will guide the students toward understand as it needed throughout the lesson.

VIII. Review learning outcomes / Closure

 Let’s see what your favorite part of this lesson was. Give me a thumbs-up if it was:
o Learning how to use a thermometer
o Learning about an animal
o Finding your animal’s habitat

3
Megan Rust
Teaching Date: Tuesday, March 20th, 2018
PLAN FOR ASSESSMENT
Develop a plan for assessing the degree to which your students have mastered the learning outcomes from this lesson. Your
plan should include formal and informal assessment strategies to evaluate and strengthen instruction that will promote
continuous intellectual, social, emotional, and physical development of each student.
(ACEI 4.0)
 Assess student understanding through note taking, asking questions, and their decision on which habitat their animal
belongs to

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Did the students recognize a thermometer as a tool for measurement and realize why it is important for them to
know how to use it correctly?
8. Was the grouping appropriate? – Should students have worked: independently, in groups of 3 or 4, predetermined
groups?
9. Did the “sticker notes” a support or a challenge for the students? If they did not work well, what could be done
instead?

4
Megan Rust
Teaching Date: Tuesday, March 20th, 2018

5
Megan Rust
Teaching Date: Tuesday, March 20th, 2018

Notes From The Reading