Outcomes From Alberta Program of Studies: Tanner Bexson - Grade 2 Science

Tanner Bexson Grade 2 Science
Lesson
Title/Focus
Changing things!
Date
12/13/2014
Subject/Grade
Level
Grade 2 Science
Time
Duration
40 minutes
Unit
Hot and Cold Temperature
Teacher
Mr Bexson
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:
2-9: Recognize the effects of heating and cooling, and identify methods for heating and cooling.
2.3: Describe how heating and cooling materials can often change them; e.g., melting and
freezing, cooking, burning.
2.11: Describe ways in which temperature changes affect us in our daily lives.
2.4: Identify safe practices for handling hot and cold materials and for avoiding potential
dangers from heat sources.
LEARNING OBJECTIVES
Students will:
1. Compare and contrast the different ways in which temperature change can manipulate different things. SLO 2.3
2. Identify what happened to the material (i.e. Did it melt? Did it freeze? Did it change color? Did we cook it?) SLO
2.3
3. Identify somewhere in their own lives temperature change affects them. SLO 2.11
4. Apply their knowledge in a safe and secure manner. SLO 2.4
ASSESSMENTS
Observations:
Key Questions:
Products/Performances:
What are the students able to decide happened to specific objects after they are
subject to temperature change. Are they making the right conclusions? (LO 1,2)
Can the students come up with creative ways temperature affects them? Are their
ideas at least relevant such as: My fireplace warms up our house, instead of: Some
days I wake up and feel cold. (LO 3)
Ensure students are always being safe and calm when handling anything today (LO 4)
What is it that causes temperature change? How can we see the effects of it
every day? ( LO 1,2,3,4 )
The students will hand in their predictions/results for me to formatively assess.
I will be looking for thoughtful predictions and succinct discussion of the results
(as far as it goes for grade 2). EX: I think it will turn green but it turned blue
instead, is perfectly valid. (LO 1,2,3,4)
LEARNING RESOURCES CONSULTED

Alberta Ed Program of Studies
http://www.stevespanglerscience.com/
http://chem.lapeer.org/Chem2Docs/CobaltChlorideEq.html
MATERIALS AND EQUIPMENT
3.0 grams of cobalt dichloride hexahydrate

12.0ml of Hydrochloric acid at 5 M.
Test tubes, beakers and flasks (2 each)
Hot plate to heat water
Ice and water
Paper towel
First aid kit in case of emergency
Prediction/result sheet
Hard boiled and regular eggs (3 of each?)
Water bottles (x4) and tornado tubes (x2)
Blue and yellow food colouring
SMARTboard
Sheet with 3 sections of Predictions/results
PROCEDURE
Introduction
Attention Grabber
Color change cobalt chloride demonstration (do this after your assessment
of prior knowledge). This demonstration is typically done at higher levels
Time
(min)
3
Assessment of Prior
Knowledge
Expectations for Learning

and Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity #1
Assessments/ Differentiation:
to show the effects of chemical equilibrium, but it is also a wonderful way

to show how temperature change affects certain chemicals. Mix all the
chemicals (first two listed in materials) together then place one half in one
test tube, the other half in another. Get the students to make a prediction
about what is going to happen on a piece of paper. Then place one tube in a
hot water bath and the other tube in ice water. The cold tube will change to
pinkish red and the hot tube will turn to blue. Invert them and show them
again how it works.
Informal assessment: Discussion:
How does temperature affect you?
What kind of effects have you seen before?
What happens when you cook eggs?
What happens when you light your fireplace in the winter?
What happens when ice is left outside of the freezer?
(Notice, the questions start broad and get narrower to ensure the
students are challenged at first)
We are working with acidic chemicals (only I will handle any dangerous
chemicals or hot objects!) and hot/cold material today, both of which can
be dangerous. I need all students to keep your hands off of material that is
not yours to avoid injury and keep you all safe. Please be attentive, be as
silent as possible and watch closely as we do some really cool things with
temperature change. If you have a question please raise your hand.
There are 3 activities we will be doing today. In groups of 4 you will rotate
between each activity.
Eggs and Temperature
Two Water Bottles and Temperature
SMARTboard Matching
Closure
Split up into 2 groups of 6 and I will assign each group to an activity. One
group goes with me, the other with the TA.
Body
Eggs and Temperature
Have a hard-boiled egg and a regular egg
Get the students to shake the eggs close to their ears CAREFULLY!!!
o KQ: What is the difference? Why is there a difference?
o The students should be able to tell one egg makes a little
noise and the other one doesnt
Have them make a prediction as to what happened to the one that
doesnt make any sound on their paper.
Have them record the result once they find out what happened
o To reveal it, smash open the eggs and show that one was
hard boiled.
Key Questions: Informal assessment: Ask if the students can hear the
difference? Are they making inferences as to what the difference could be?
(LO 1&2)
Observations: If any students are having trouble hearing it, shake it for
them instead. Assure them that sometimes it is hard to hear it. Plan ahead
here and make sure you have easily audible eggs and conversely, wellboiled ones as well.
Two Water Bottles and Temperature
Run the demonstration
o With a hot water bottle (full of hot water) and a cold one,
have one food colored Blue and one food colored Yellow
o Connect the bottles with the tornado tube. Once with the
hot bottle on top, once with it on bottom.
0.5
0.5
Time
(min)
Assessments/ Differentiation
Again, have the students make predictions on what is going to

happen. Will one bottle change color? Will nothing happen? Why?
The bottle with the hot water on the bottom will turn green. The
other demonstration will have nothing happen. Why? (the reason
is, hot water will rise and therefore mix the colors)
Students will then write the results down: KQ: What happened and
why?
Key Questions: Informal assessment: Can the students understand that
one bottle changes color and one does not? Are they making the connection
between this and temperature change? Can they relate this to why heat
rises in other situations? (LO 1,2,3)
SMARTboard Matching
On the SMARTboard, have the students match certain objects with
either cold or hot
There isnt much to this one. Ensure the students can all reach the
objects on the SMARTboard,
Have objects like a cooked egg, an ice cube, a stove etc.
Have the objects spin when they correctly place them.
Observations: Peer assessment. Through collaboration, the students must
help each other and successfully place the right objects in the right place.
Are they able to resolve conflicts? (LO 1 & 2)
3
Observations: If there are conflicts that do arise, make sure you account
for them. The students need to be able to provide rationale for why they
give the answer they do when it does not match with others.
Closure
Assessment of Learning:
Feedback From Students:
Feedback To Students
Transition To Next Lesson
Reflections from the
lesson
Lesson
Title/Focus
Product: Hand in the sheet with the predictions and results. Formatively
assess this and provide feedback in the form of comments and deep
questions. To the extent of a grade two class anyway.
Just ask. Did you guys enjoy the demonstrations? Did you enjoy making
predictions? Did some of the results shock you? Do you want more of this
kind of stuff?
You guys were great, you were safe and you respected the equipment and
my demonstrations. I look forward to reading your predictions and results
and seeing the insight you guys have provided.
In the next lesson we will be learning about thermometers and insulators.
Time
(min)
1
2
1
0
TBD
Exact science Thermometers & insulators
Date
12/13/2014

Subject/Grade
Level
Grade 2 Science
Time
Duration
40 minutes
Unit
Hot and Cold Temperatures
Teacher
Mr. Bexson

General
Learning
Outcomes:
Specific
Learning
Outcomes:
2.1: Describe temperature in relative terms, using expressions such as hotter than, colder than.
2.2: Measure temperature in degrees Celsius (C)
2.8: Describe the role of insulation in keeping things hot or cold, and identify places where
some form of insulation is used; e.g, clothing, refrigerator, coolers, homes.
LEARNING OBJECTIVES
Students will:
5. Describe temperature in terms of hotter or colder. SLO 2.1
6. Successfully use a thermometer in C. SLO 2.2
7. Identify good insulators. SLO 2.8
ASSESSMENTS
Observations:
Key Questions:
Can the students successfully measure temperature to an appropriate degree? I.e.

within a degree of the actual temperature. (LO 5 and 6)
o During the brainstorm: Can anyone come up with something original?
Do individualized work for a while here to ensure the students can
successfully identify an insulator. (LO 7)
During the project plan: Use stickers to ensure the student has gotten the idea of
the project plan. This is to say, walk around and informally assess each idea. (LO
7)
What kind of insulator works the best? What evidence supports this? ( LO 7)
Insulation project plan. What do you think you are going to build? ( LO 7 )


Thermometers in C. x18
Different kinds of insulators (wool, aluminum,
Styrofoam, etc)
Balloons
Candle
Lighter
Water & ice ( a lot; some for each student (18))
36 cups
Hot plate
Beakers (2)
Stickers
Prediction/results sheets (18)
Performance task from NASA
PROCEDURE
Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and Behaviour
Introduction
Balloon pop demonstration Pop a balloon with a candle (get them to
cover their ears). Fill one with water, show that it wont pop.
Get them to, as always, make their predictions as to what is going
to happen. Then write down the results. (This will act as a pseudoassessment of prior knowledge).
Key Questions: Do they know any mechanics behind why the balloon
initially popped or why? Can any of them tell me why it is not popping the
second time with respect to insulators? (LO 7)
Students will:
o Respect the demonstration material
Time (min)
1.5
1
0.5

Advance
Organizer/Agenda
Transition to Body
o Respect the speaker by being attentive and silent

Today we will be:
o Measuring temperature
o Brainstorming insulators
o Planning for insulation projects for NASA
o Closure
Take out your thermometers
Body
As always, make a prediction about what is going to be coldest to hottest.
Measure the temperature of various things
- Ice water (should get significantly below 20 degrees)
- Room temperature water (should get close to 22 or 23 degrees)
- Insulated hot water (above 25 degrees)
I will have the only one, they can only come do this
measurement once they have shown me they have done all
the others
- Their hands (gripped) (should get above 23 degrees)
Record the results of all things
Observations: Students may have trouble using the thermometer, ensure
that during this time you are walking throughout the class and getting each
student to successfully use the thermometer. If any troubles arise, guide the
student through the measurement; ensure they can use that thermometer
properly. (LO 5&6)
Brainstorm good insulators
First define what a good insulator is => a good retainer of heat
but not a good releaser of it.
KQ: What are some insulators in your house?
In general?
Did we just see an insulator? (Activity 1)
Make sure they arent totally lost as this knowledge is necessary for the
next activity
0.5
0.5
Time (min)
10
Ask them what they think the best way for them to come up with ideas is:
Groups? Partners? As a class?
Observations: Informal assessment: Are the students coming up with

sufficient ideas for the following activity? Do I need to go over some more
examples of good insulators? Depending on what the decision was, assess
each group/pair/individual/class. (LO 7)
Insulation project plan
Individually, after giving them the performance task for NASA, get
them to come up with a way to insulate small bits of meteorite
being shipped to them. (refer to the performance task for further
information)
Product: Formative assessment
o Ideally, here I would get them to put their hands up if they are
done. Then, walk around with stickers and give their sheet a
sticker if they have come up with a good idea for insulating.
If any struggles arise, suggest new insulator ideas for the students. Ie: What
if you used wool and tape?
(LO 7)
Closure
Key Questions and Product: Take in their predictions and results sheets
for the first part of the lesson to formatively assess yourself afterwards.
Comment on good insight and planning and suggest (hand back next
class).
10
Time (min)
0.5

Did you guys enjoy using thermometers? Are you excited to build your
insulators?
You guys did great today. You came up with great ideas for NASA, and I am
positive they will all turn out next class.
Transition To Next
Lesson
Next class we are going to build your insulators.

lesson
TBD
Lesson
Title/Focus
Building Insulators
0.5
0.5
0.5
Date
12/13/2014

Subject/Grade
Level
Grade 2 Science
Time
Duration
40 Minutes
Unit
Hot and Cold Temperature
Teacher
Mr Bexson

General
Learning
Outcomes:
Specific
Learning
Outcomes:
2.10: Design and construct a device to keep something hot or cold.
LEARNING OBJECTIVES
Students will:
8. Be able to build an insulator. SLO 2.10
9. Be able to present their insulator and explain how they made it. SLO 2.10
ASSESSMENTS
Observations:
Key Questions:
Can the students do this themselves? Are the fine motor skills there to build this thing?
(LO 8)
Once the student believes they are finished, you must assess it first and either suggest
improvements or congratulate them (LO 8)
Summative assessment of the insulator based on the rubric provided in the
performance task. (LO 8 and 9)
What is the purpose of an insulator? How do we make one? (LO 8&9)
This one is simple: It is the finished insulator that the students will be creating
that you will assess summatively according to the rubric on the performance
task. ( LO 8 and 9 )


Insulation material for 18 students
o Wool
o Bits of rock to simulate the meteorite bits
o Aluminum foil
o Tape
o Bubble wrap
o Cotton
o Scissors
o Glue
o Rulers
o Styrofoam
Performance task rubric for each student
PROCEDURE
Introduction
Attention Grabber
Introduce the performance task that NASA has assigned them with.
Assessment of Prior
Not really needed here, but perhaps ask if any of them have any
Knowledge
experience building something before. If there are many, that is fine; if
there are none, this is also fine. The point of this activity is supposed to
generate those skills in these students.
Expectations for Learning Students must:
and Behavior
o Respect the materials given to them
o Ask for help if needed
o Work productively and individually to complete their insulator.
Advance
Today we will be:
Organizer/Agenda
o Building Insulators!
Transition to Body
Listen carefully as I demonstrate it myself.
Body
Model Behavior: This is how you can create an insulator
Time (min)
0.5
0.5
0.5
0.5
0.5
Time (min)
5

Quickly build an insulator yourself
Make it such that it does not take much time to do
Do 2 layers and explain that insulators get better as the
number of layers increases.
Use whatever materials you think are easier to use.
Observations: Perhaps some differentiation is needed here though, if
students are not able to understand what you are getting at. It is probably
necessary to do some individual guided practice with some students that
need that hands-on approach to learn how to do something. This can be
invigilated during the following activity.
Build Insulator
Get the students to finally build their insulated meteorite bits.
Allow students access to your materials (ensure they are
respecting the materials and are being benevolent as per the
quantities; this can be accounted for by the insulator plans they
submitted last class)
Ensure the students have all the materials and tools they need to
begin creating.
Remind the students that if they need assistance they need to raise
their hand and I will get to them once I am able.
Observations: Informal assessment: Walk around the room/answer
questions/give help or guided practice where needed. Some students may
have some trouble with fine motor skills and you will have to be there to
help them through these kinds of struggles. (LO 8)
Present Insulator
Students will present their insulator to the class
Students will explain how they created it.
Collect the insulators for you to summatively assess.
Performance: Formative assessment: Take notes during each
presentation on the rubric of the performance task for each student. Utilize
the should sandwich technique and give them a good comment about their
work/presenting, somewhere to improve and finally another good
comment about their work/presentation. (LO 9)
Closure
Product/performance: Summatively assess the students insulators
according to the rubric on the performance task. (LO 8 and 9)
Exit slip activity: Did you enjoy learning about hot/cold temperatures and
building your own insulator? Why?
I thought all the insulators were all well done and you guys were fantastic
at presenting them. You guys did a fantastic job of respecting everyone
and the material and it was a pleasure watching you guys create and build
something new.
Transition To Next Lesson Next class we will be moving on to another unit, (insert unit here).
o

lesson
20
11
0
Time (min)
0
0.5
0.5
0.5
TBD
Insulating Bits of Meteorite!
Teacher
Subject
Topic/Focus
Mr. Bexson
Science
Grade 2 Science: Hot and Cold
Temperatures
Performance Task
Overview
Materials
General Outcomes
Students will build an insulator to keep broken bits of meteorite hot. They will utilize a number of
materials (wool, aluminum, bubble wrap etc) which they have identified as good insulators in order
to construct a device to keep these bits of meteorite warm during transportation to NASA simulated
as 30 minutes.
Wool
Aluminum foil
Bubble wrap
Tape
Rulers
Learner Outcomes
Specific Outcomes
2-9: Recognize the effects

of heating and cooling, and
identify methods for
heating and cooling.
2.10: Design and construct a device to

keep something hot or cold.
Cotton balls
Glue
Styrofoam
Scissors
Assessment Criteria
Students provide evidence of their learning as they
Effectively constructed insulators
Explore and Investigate:

-
2-3: Construct, with

guidance, an object that
achieves a given purpose,
using materials that are
provided.
Identify materials used and how they

were used.
Identify steps followed in constructing
the object
Reflect and Interpret
-
Communicate results of construction

activities, using oral language, captioned
pictures and simple graphs
Describe the product and describe and
explain the processes by which it was
made
Verbal Identification
Verbal explanation
Student Task Description

Name: ___________________________
Date: ____________________________
Students We have received a message from NASA! There has been a meteor crash landing near
Nanton. The meteor was blown to bits but might contain clues to life on other planets. We need the bits
of meteorite to stay warm in order to study them more.
NASA has asked that our class build insulators to keep the bits of meteor hot while we transport the bits
to them.
Our job is to create insulators with the materials I have provided:
-
Wool
Styrofoam
Cotton
- Aluminum foil
- Tape
- Glue
- Scissors
- Bubble Wrap
You will:
-
First, acquire (calmly) the materials required for your insulator
Second, acquire a piece of the meteorite from me. Be careful, they are hot!
Third, build your insulator around the bit of meteorite.
Fourth, present your insulator to the class and explain what materials you used + how you built it.
Fifth, hand in your insulator to me.
10
Assessment Criteria
4
Excellent
Proficient
Adequate
Limited *
Insufficient /
Blank *
Effectively
Constructed
Insulator
Student built an
innovative
insulator that
keeps the meteor
bit hot for 30
minutes.
Student built an
effective insulator
that keeps the
meteor bit hot for
30 minutes.
Student built a
working insulator
that keeps the
meteor bit hot for
30 minutes.
Student built an
ineffective
insulator that
keeps the meteor
bit hot for 30
minutes.
No score is awarded
because there is
insufficient evidence
of student
performance based on
the requirements of
the assessment task.
Verbal
Identification
Student precisely
identified
insulation
material
Student mostly
identified
insulation
material
Student
moderately
identified
insulation
material
Student poorly
identified
insulation
material
No score is awarded
because there is
of student
the requirements of
Verbal Explanation
Student provided
an elegant
explanation of
steps included to
build the insulator
Student provided
a concise
explanation of
steps included to
build the insulator
Student provided
a cursory
explanation of
steps included to
build the insulator
Student provided
an ineffectual
explanation of
steps included to
build the insulator
No score is awarded
because there is
of student
the requirements of
Level
Criteria
* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve.
Comments:____________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Outcomes From Alberta Program of Studies: Tanner Bexson - Grade 2 Science

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Tanner Bexson Grade 2 Science

Hot and Cold Temperature