Lesson plan

Session 2: Thermometer

Name of the school: Year Level: 1/2

Learning outcomes: Assessment:

• I can explain the main features of a thermometer
• I can explain the different between Celsius and Fahrenheit
• I can use a thermometer to determine the temperature
• I can read the temperature of a thermometer
• ensuring students are predicting the temperature prior to checking the actual.
Teaching approach chosen:
This unit of work will use the socio-scientific teaching approach. The
socio scientific approach refers to controversial social issues that have a
direct link to science (Sadler 2004). These issues are open-ended
problems that require research and debate, and will often have multiple
solutions (Sadler, 2011). This teaching approach has been chosen as it
allows students to explore socio-scientific and socially relevant issues
such as climate change, which impacts the weather, to help students to
become aware of current social issues, and provide them with an
opportunity to navigate and explore complex issues (Sadler, 2011). The
Throughout this lesson as a teaching team we will be assessing students through
their observations and records of a changing temperature. We will be observing the
students during this activity in pairs.
The teaching team will observe the student’s records over the course of the lesson,
Finally, at the end of the lesson, students will have the opportunity to write on the
classroom word wall. This allowing students to write something new they have
learnt during the lesson. This will be referred to as a way of assessing students,
allowing them to continue to refer back to the classroom word wall during future
lessons.
socio-scientific teaching approach enables students to voice their
opinions, discuss issues and explore all possible outcomes and solutions
as a community of learners (Simmonneaux, 2013). This unit will tackle the
effects of climate change on the weather and it will challenge students to
become aware of weather patterns, the effect of these patterns on
different parts of the world and how the weather impacts the
environment. This unit and teaching approach is in line with St Dominic’s
learning and teaching values as it incorporates their value of engagement,
curiosity and wonder as well as making cross curriculum connections (St
Dominic’s School, 2017). This unit will encourage students to become
more aware of their immediate locations weather patterns, support their
research in how climate change can impact all parts of the world, and
what they can do to impact this issue.
Specific and detailed activities
At the beginning of the lesson students will be using the teaching approach of a KWL chart on thermometers:
- What we know
- What we want to know
- What we have learnt
This teaching approach is commonly used prior or at the beginning of the lesson, giving the educator an idea of what the students know and understand about a
specific topic. It also allows the educator to find out points in a topic that students may need help with.

Once the educator has a clear understanding of the students’ knowledge on thermometers, a video will be presented to the class. The video briefly describes the
main elements of a thermometer; it also explains how to read one (https://www.youtube.com/watch?v=Vk6rP_4wpvk).

After the video has been shown to the class, the educator will pick out key terms and ask the students to explain what they believe they are:
- Thermometer
- Mercury
- Degrees

After these key terms have been discussed, ask students:

- What is a thermometer used for?
- Has anyone ever used a thermometer before? What for?
- Other than the glass thermometer with mercy inside, what other types of thermometers are there?
- Why do we measure in Celsius? (Australia uses Celsius to measure temperature as Celsius is preferred by most counties as it revolves around the states
of water: 0 degrees Celsius is the point when water freezes and 100 degrees Celsius is when it boils, whereas Fahrenheit is 32 and 212).
At the end of the discussion the educator will ask the following questions to ensure that the students understanding of thermometers has broadened:
- What is the liquid called in a thermometer that moves up and down?
- What do the lines on the sides of the thermometer mean?
- Do we read in Fahrenheit or Celsius?
- At what temperature is water known to boil?
- At what temperature is water known to freeze?

Pair Activity:
For this lesson students will be predicting and observing the temperature of water in 5 different conditions in pairs, allowing students to visually see how
temperature varies as a conducting a socio-scientific issue.

Materials:
- x15 beakers
- Water
- x15 thermometers
- x1 lamp
- Ice
Activity:
- The educator will inform the students that during the lesson the teaching team placed beakers filled with water in 5 different locations.
- Each beaker has been filled with water, with a thermometer placed inside.
- The 5 locations are: within the room temperature classroom, outside in shade, outside in sun, inside the classroom with ice water, inside the classroom
with room temperature water under a lamp.
- Prior to observing the temperature of each station, the students will predict the temperature of the 5 different water conditions in a drawn up table.
Remind students that 0 degrees Celsius is the point when water freezes and 100 degrees Celsius is when it boils.
- The teaching team in situated at each of the stations, helping the students to observe the temperatures. 5 pairs are at each stations at the one time. Each
station has 5 beakers making it easier for the students to observe.

- Once students are back in the classroom, ask 5 pairs to inform the class of their predicted temperature and their observed temperature (changing the
pairs for each situation).
- Why was the observed temperature different for each pair?
- Does that mean that we had an incorrect answer? Why not?
Extension Activity:
- Have students draw 5 thermometers’ in their books, on the page opposite their table.
- Have students mark the observed temperature of each of the conditions, colouring the mercury

To finish the lesson students will write on the classroom word wall something they learnt in the lesson, adding to the final type of assessment for the lesson.

Attachments:
Attachment one - Harry Kindergarten Music (2013). The Thermometer Song (song for kids about temperature). Retrieved from:
https://www.youtube.com/watch?v=Vk6rP_4wpvk
 Analysis of Student Learning

Throughout the four weeks of teaching Ms Lock’s year 1/2 class, the goal of the unit was to teach the students about the Socio-Scientific issues
about the topic ‘The Weather.’
The teaching method of Socio-Scientific Issues enables us to look at Science as community knowledge, as well as helping students to understand
how they can become active in helping society (Simonneaux, 2013). Commonly, Socio-Scientific Issues are opened ended problems that have
multiple solutions that can be found through investigation and experimentation (Wolfensberger, Piniel, Canella, & Kyburz-Graber, 2010).
Over the course of four weeks, we as pre-service teachers took it upon ourselves to enhance the knowledge of your children in the four topics
of; weather and forecasting, reading temperature through the use of thermometers, water cycles and wind.

During the sessions the students will show their understanding through recording their findings and observations in a table, as well as showing
their evidence through the use of our class word wall (appendix 1) and class discussion.

We ensured that we made the principles of St Dominic’s relevant and ongoing in our teaching. Which describes engagement as being central to
learning as well as developing curiosity and wonder.

Hendrix:
In session one our aim was to gain a general idea of the knowledge of what the students knew about weather. We first took the students, as a
class, on a ‘weather walk’ through the school, where we had the student observe, listen and feel the weather (appendix 2). We then asked the
students to create their own weather forecast (appendix 3), stating the four seasons and what they believed the weather for these seasons
would be.
I also asked Hendrix what types of clothing they would wear during the seasons and what types of foods/drinks they may consume. He first told
me a number of different clothing and food choices before deciding on his favourite ones and drawing them at the bottom of his paper. Overall
in this session, Hendrix had a deep understanding of the four seasons and what weather to expect.

Through session 2 our aim was to learn about the temperatures, more importantly how to read the temperature from a thermometer.
We first briefly explained why we read in Degrees Celsius, as well as the purpose of mercury and how it moves up the thermometer as it gets
hotter and moves down the thermometer as it gets colder.
The students were then given two tasks to complete. Task one they were asked to choose a temperature for each of the four seasons, they then
had to write the degrees of that season with the Degree Celsius symbols, before colouring the thermometer on the page, showing the mercury
(appendix 4). In the second task the students were asked to first estimate what they believed to be the hottest country on earth and the coldest
country on earth (appendix 5). After finishing his estimations Hendrix and I researched where the hottest and coldest countries were. He then
took the initiative to research what highest temperature was reached in those countries.

Session 3 was based around the water cycle. Our aim was for the students to understand the cycle and have a general understanding of what
happens in each stage.
The students watched a video (ICT) which explained this, we then conducted an experiment where the students observed the water cycle
happening.
By the end of the session Hendrix was able to draw a diagram of the water cycle (appendix 6), although unsure of the words: evaporation,
condensation and precipitation, Hendrix instead referred to these words as: steam, cloud and rain.

In the final session our aim was to understand the purpose of wind, we each individually made our own wind socks, which we then took outside
to measure if it was a high wind or low wind day (appendix 7).
Hendrix quickly caught on to the word ‘breeze’ – which he used when there was only a low amount of wind outside. By using the wind sock,
Hendrix learnt that the wind can change directions, how found it hard to predict where the wind would come from.

Over the course of the sessions we used a number of assessment tools in our working, Word Wall (appendix 1), written word, presentation of
work, class discussions and rubrics (appendix 8).
Overall, over the course of the 4 weeks, I noticed Hendrix began to use the new words he had learnt in his conversations – and even when
conducting the water cycle experiment asked if he was able to conduct this at home.

Appendix 1: Class word wall at the end of session 4

Appendix 2: Pair Weather Walk
Appendix 3: Weather forecast
Appendix 4: Thermometer
Appendix 5: Hottest vs Coldest
Appendix 6: water cycle
Appendix 7: Wind sock
Appendix 8: Overall rubric

Lesson 1- Assessment Criteria Table- written feedback

 I can communicate my findings in
written and verbal form.
I can label the days of the week,
write appropriate temperatures in
degrees Celsius and draw
appropriate pictures for weather
conditions and clothing.
I can record weather patterns using
a table for the 7 days of the week
using drawings, numbers and
words.
I can describe weather conditions
including temperature, wind
conditions and sky conditions
verbally and in written form.
I can compare weather patterns
using a table and weather forecast.
I can list the seasons and describe
the weather for each season.
Lesson 2 - Assessment Criteria Table- written feedback
Hendrix can effectively complete a Weather Forecast Chat. He
has complete understanding of the days of the week, however
is still learning to spell these, he also has understanding of the
weather temperature that can be reached in the season of
Autumn as he knows that it is just before Winter. Hendrix
however did not appropriately use the Degrees Celsius symbol
in his work.
Hendrix is able to complete a 7-day Weather Forecast with
the appropriate drawings. He however does not use the
Degrees Celsius symbols in his work.
Hendrix is able to describe and draw different weather
conditions in the season of Autumn.
Hendrix was able to explain what the weather would be for
each day of the week – stating when It was winding, cloudy,
sunny etc
Hendrix can confidently list and explain all four weather
seasons.
• I can explain the main features of a
thermometer
• I can read the temperature of a
thermometer
• I can explain the different between
Celsius and Fahrenheit
•
• I can use a thermometer to
determine the temperature
•
Lesson 3 - Assessment Criteria Table- written feedback
I can describe weather conditions
including temperature,
precipitation, wind conditions and
sky conditions.
I can understand the water cycle
and the effects this has on our
environment
I can understand the weather and
how it affects the resources we use
in our environment
Hendrix was able to identify the numbers on the side of a
thermometer as well as the positioning of Mercury.
Hendrix confidently explained the degrees in which the
Thermometer was displaying.
Hendrix was able to states that in Australia we use Celsius.
Hendrix was able to display this. However, some of his
temperatures were not realistic.
Hendrix was able to explain the weather conditions, however did
no use the terms: precipitation and condensation. He was able to
correctly use the word Evaporation.
Hendrix was able to correctly explain the water cycle.
Hendrix explained that “the more water in the Ocean the worse it
is for the world”.
Lesson 4 –
1. Displays no 2. Displays 3. Displays 4. Displays high-
knowledge minimal adequate quality
and/or knowledge knowledge knowledge
understanding and/or and/or and/or
understanding understanding understanding
I can No Understands Understands Understands
communicate understanding what wind is. what wind is and what wind is and
(write, draw or displayed Does not has a basic has a detailed
understanding of
speak about) understand of understanding of
how it is useful
what wind is and communicate (can respond to how and why it is
why it is useful how it is useful close-ended useful (can
for us respond to open-
questions; yes or
no) ended questions)
I can identify 0 words 1-2 words 3-5 words 5+ words
words associated recorded recorded recorded recorded
with wind
I understand how No Understands the Understands the Understands the
the use of wind understanding concept of wind concept of wind concept of wind
power is displayed power but not its power and has a power and has a
providing a benefits to the basic detailed
positive impact global warming understanding of understanding of
on the global crisis it benefits the how it benefits
warming crisis global warming the global
 crisis(can warming crisis
respond to close- (can respond to
ended questions; open-ended
yes or no) questions)
I can create a No Created a wind Created a wind Created a wind
wind sock and I understanding sock but has no sock and has a sock and has a
understand its and cannot understanding of basic detailed
use create/complete its use understanding of understanding of
wind sock how it works(can how it works and
respond to close- its use(can
ended questions; respond to open-
yes or no) ended questions)

Manveer:
During session one we found the general knowledge the student had on the topic ‘The Weather.’ We first took the students on a ‘weather walk’
throughout the school, asking them to observe what they saw as well as what they felt (appendix 2).
Once we finished our walk we asked the students:
- “What are the four seasons?”
 - “What clothes do you wear in these seasons?”
- “What temperature would the days get to during these seasons?”
We then asked the students to create their own weather forecast (appendix 3, stating the four seasons and what they believed the weather for
these seasons would be.
I also asked Manveer to draw the types of clothing he would wear during the seasons, as well as the types of food he might eat. I also got
Manveer to refer back to places he may have visited over the school holidays and what type of weather it was.

In session two we aimed to learn about the temperatures, more importantly how to read the temperature from a thermometer.
We first described to the students why we in Australia refer to weather in Degrees Celsius, the purpose of mercury and how it moves up the
thermometer as it gets hotter and moves down the thermometer as it gets colder.
The students were asked to choose a temperature for each of the four seasons, they then had to write the degrees of that seas on with the
Degree Celsius symbols, before colouring the thermometer on the page, showing the mercury (appendix 4). The students were also asked to first
estimate what they believed to be the hottest country on earth and the coldest country on earth (appendix 5). We then researched the hottest
and oldest countries.
Manveer referred back to places he had seen in movies for this tasked; he stated: “Japan can get very warm and the South and North Poles are
very cold because it snows all the time there”.

In session three we conducted a group experiment on the water cycle. The students got to observe the water cycles occurring before drawing
and writing what they had observed.
We had the students watch a video on the water cycle, this helped Manveer’s understanding of the water cycle through ICT, as there were
diagrams, pictures and words that he could relate to.
By the end of the session Manveer was able to draw a diagram of the water cycle (appendix 6), and even began to use the words: evaporation,
condensation and precipitation. However, when unsure used the words: steam, cloud and rain.

In the final session we aimed to teach the students about wind. We began by asking questions such as:
- “What shows us wind occurring?”
- “What does wind do?”
- “Can we see wind?”
After asking the final question, Manveer contributed to the questions stating: “we can feel wind, but cannot see it.”
We asked the students to make wind socks (appendix 7) as their final activity, allowing them time at the end to take them into the courtyard and
observe how they move with the wind.

Over the course of the sessions we used a number of assessment tools in our working, Word Wall (appendix 1), written word, presentation of
work, class discussions and rubrics (appendix 8).
During the four session, I began to observe Manveer relating back to what he had learned in the previous weeks. He enjoyed helping the other
students when they were unsure of what was being taught, and really got involved in the activities.
Appendix 1: Class word wall at the end of session 4
Appendix 2: Pair Weather Walk
Appendix 3: Weather Forecast
Appendix 4: Thermometer
Appendix 5: Hottest vs Coldest
Appendix 6: Water Cycle
Appendix 7: Wind Sock
Appendix 8: Overall rubric

Lesson 1- Assessment Criteria Table- written feedback

I can communicate my findings in Manveer can effectively complete a Weather Forecast Chat.
written and verbal form. He has complete understanding of the days of the week, and
I can label the days of the week, has an understanding of the weather temperature that can be
 write appropriate temperatures in
degrees Celsius and draw
appropriate pictures for weather
conditions and clothing.
I can record weather patterns using
a table for the 7 days of the week
using drawings, numbers and
words.
I can describe weather conditions
including temperature, wind
conditions and sky conditions
verbally and in written form.
I can compare weather patterns
using a table and weather forecast.
I can list the seasons and describe
the weather for each season.
Lesson 2 - Assessment Criteria Table- written feedback
• I can explain the main features of a
thermometer
• I can read the temperature of a
thermometer
reached in the season of Winter. He correctly used the Degree
Celsius symbol throughout this task.
Manveer is able to complete a 7-day Weather Forecast with
the appropriate drawings, as well as correctly using the
Degrees Celsius symbol.
Manveer is able to describe and draw different weather
conditions in the season of Winter.
Manveer was able to explain that it can get very cold in
Winter, however, there are some days where it can be warm.
Manveer can confidently list and explain all four weather
seasons.
Manveer was able to correctly identify the numbers on the
Thermometer, however did not have understanding of negative
numbers.
Manveer confidently identified and read the degrees in which the
Thermometer was displaying.
• I can explain the different between Manveer understood to use Celsius in his work.
Celsius and Fahrenheit
• I can use a thermometer to Manveer was able to display the use of a thermometer. However,
determine the temperature some of his temperatures chosen were not realistic.

Lesson 3 - Assessment Criteria Table- written feedback

I can describe weather conditions
including temperature,
precipitation, wind conditions and
sky conditions.
I can understand the water cycle
and the effects this has on our
environment
I can understand the weather and
how it affects the resources we use
in our environment
Manveer was able to explain the weather conditions, however did
no use the terms: precipitation and condensation, however instead
used the terms cloud and rain. He was able to correctly use the
word Evaporation.
Manveer was able to correctly explain and draw the water cycle.
Manveer had little understanding of this.

Lesson 4 – Rubric- 1 per child

 1. Displays no 2. Displays 3. Displays 4. Displays high-
knowledge minimal adequate quality
and/or knowledge knowledge knowledge
understanding and/or and/or and/or
understanding understanding understanding
I can No Understands Understands Understands
communicate understanding what wind is. what wind is and what wind is and
(write, draw or displayed Does not has a basic has a detailed
understanding of
speak about) understand of understanding of
how it is useful
what wind is and communicate how and why it is
(can respond to
why it is useful how it is useful close-ended useful (can
for us respond to open-
questions; yes or
no) ended questions)
I can identify 0 words 1-2 words 3-5 words 5+ words
words associated recorded recorded recorded recorded
with wind
I understand how No Understands the Understands the Understands the
the use of wind understanding concept of wind concept of wind concept of wind
power is displayed power but not its power and has a power and has a
providing a benefits to the basic detailed
positive impact global warming understanding of understanding of
on the global crisis it benefits the how it benefits
warming crisis global warming the global
crisis(can warming crisis
respond to close- (can respond to
 ended questions; open-ended
yes or no) questions)
I can create a No Created a wind Created a wind Created a wind
wind sock and I understanding sock but has no sock and has a sock and has a
understand its and cannot understanding of basic detailed
use create/complete its use understanding of understanding of
wind sock how it works(can how it works and
respond to close- its use(can
ended questions; respond to open-
yes or no) ended questions)

References:

Simonneaux, L. (2013). Troy D. Sadler (ed.): Socio - Scientific Issues in the Classroom: Teaching, Learning and Research. Science & Education,
22(3), 723-728.
Wolfensberger, B., Piniel, J., Canella, C., & Kyburz-Graber, R. (2010). The challenge of involvement in reflective teaching: Three case studies from
a teacher education project on conducting classroom discussions on socio-scientific issues. Teaching And Teacher Education, 26(3), 714-721.
http://dx.doi.org/10.1016/j.tate.2009.10.007