ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Megan Dykstra Date: 11/02/2018

Grade Level: 4th grade Subject/ Topic: Rubbing/burning/heat energy
Approx. time spent planning this lesson: *The template will expand as text is added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: How is heat produced? How can we observe changes associated with the transfer
of heat energy?
Brief Context: Introduction to energy chains
Prerequisite Knowledge/Skills: Characteristics of energy.
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Demonstrate how adding energy can increase 1. Listening to the students’ answers in while class
temperature. discussions.
2. Describe how heat is produced through rubbing, 2. Observing them while they are talking to their
burning, and electricity. partners.
3. Describe the energy transfer chain from one 3. Looking over their workbooks.
object to the other.
Standards Addressed in Lesson: (Include full standard.)
4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light,
heat, and electric currents.
4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to
another.

Instructional Resources:
1 candle
1 burner stand
1 glass beaker
1 stopwatch
1 thermometer
1 oven mitt
Matches

Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
-For one of my students I would make sure he was fidgeting with only his fidget.

-I have a few students with ADD or ADHD, so I stated the instructions for the activity multiple times and demonstrated
the procedure.
-I also provided a few hands on activities for my students to be engaged.

-I picked the partners for the activity so that things would run smoothly.

-I monitored a few of my students to make sure they were involved in the activity.

-I made sure I was asking different types of questions to different students based on their higher order thinking abilities.

-A few of my students need to be monitored by me to make sure that they are facing the front of the classroom while I
am teaching.
DOMAIN 2: THE CLASSROOM ENVIRONMENT
COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in which you plan to build or
strengthen relationships and community: student-student & teacher - student.]
I put students with partners that would help the group be productive.
I planned a lesson that allowed students to feel as if they were an important part of the process.
I gave the students an opportunity to self assess at the end, which allows them to be honest with me and builds trust.

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)

Identify at least 2 ways you will gain whole group attention:
Ring the bell at the front of the classroom
Say, “Clap twice if you can hear my voice.”
Use a clapping pattern that the students respond to.
Strategies you intend to use to redirect individual students:
Call out their names while I am teaching.
Ask them to repeat something that another student said.
Use the flip a card procedure.

CONTENT MANAGEMENT: Note procedures/routines that are expected or embedded.

Listening during a lesson.
Bathroom/drinks – students must ask
Working well with a partner.
Students need to raise their hand and be called on by the teacher when they want to talk.

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the learning.
-I placed that candle activity in a spot where the entire class had a good view.
-I used their tables to help with grouping and used them to give the students space to do their individual/partner
activities.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
Ask the students to place the palms of their hands together and rub them back and forth as fast as they can.
-Ask what happens?
Development: [It may help to number your steps with corresponding times.]
Pair the students with partners.
Tell them to clasp their hands together for 15 seconds with the thermometer in between them and record it.
-Wait unit the thermometer is at room temperature and do it again. - Record
Now rub your hands together for 15 seconds and take the temperature inside your hands and record
-Wait unit thermometer is at room temp and do it again. - Record
Share data with the rest of the class.

Ask the students other ways that things can be heated.

Get out the beaker of water. Burner stand and Voltive candle set up.
-Set beaker of water on the burner stand and set the candle under the burner stand.

Have students predict what will happen when the candle is lit.
How will you be able to see if there is a heat transfer?
Place thermometer into the water and record the temperature on the board

Then light the candle.

While the candle is heating the water…

-Distribute curling fish on an index card.
-Tell the students to put the fish in their hands and observe what happens.
-Have them discuss what is happening to the fish and why.
-Explain the change in the fish using the term heat transfer and heat energy

Review the terms

-Friction
-Thermometer
-Temperature
-Celsius and Fahrenheit

Check the thermometer temperature in the water. – Write the temp on the board

Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)

Discuss what happened to the water, and how the candle was able to increase the temperature of the water.
-Go through the energy transfer that took place.
-Heat and light energy from the candle  heat energy in the air  heat energy to the beaker  heat
energy from the beaker to the water  heat energy from the water to the thermometer.
-Have a few of the students repeat that process.

Thumbs up if you learned how energy can increase temperature.

Thumbs up if you could tell me the energy chain of this process.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.
Professional dress.
Professional relationship with my students.
Professional collaboration with my mentor teacher.
I was prepared to teach this lesson.
REFLECTION AFTER TEACHING THE LESSON: