ED 345 Calvin College Teacher Intern Observation Template

Teacher Intern: Megan Dykstra Date: 10/29/2018

Grade Level: 4th grade Subject/ Topic: Energy transfer
Approx. time spent planning this lesson: *The template will expand as text is added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: What is Energy?
Brief Context: Introduction lesson to the heat energy unit.
Prerequisite Knowledge/Skills: Most of the students have an idea of energy based on their life experiences
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. Write down their preconceived ideas about 1. Reading over the chart paper.
energy. 2. Listening to their discussion question answers.
2. Use the idea of money to learn more about 3. Observing their thumbs up/thumbs down answers
energy. to the class quiz.
3. Define characteristics of energy

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.

Instructional Resources:
Types of energy poster
Large chart paper
Markers

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.

-Stating my expectations with the paper clip

-Do not break it on purpose.

-I would make sure a few of my students were not in the same group for the chart paper activity.

-Having open-ended questions on the chart paper so that students can write to their level of understanding.

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

-One of my students would need to be monitored by me to make sure that he was facing the front of the classroom.

* Supervisor’s Comments:

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.]
-Having the students work closely together to write on their chart paper and read their classmates’ answers are ways to
build relationships between students.
-By giving the students interactive activities that they learn from and enjoy is building my relationship with them.

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

Identify at least 2 ways you will gain whole group attention:
“Clap twice if you can hear my voice.” – Student respond with two claps
Talk in a quiet voice so they have to pay attention to what I said
Strategies you intend to use to redirect individual students:
Have the student move away from the distraction
Simply call out their name
Have them flip a card for disruptive behavior

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

Listening during a lesson.
Bathroom/drinks – ask
Raise hands when they want to talk.
Be respectful to your classmates when you are walking around for the interactive activity.

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the learning.
I set the chart paper on three tables farthest from each other so that they students had space to gather around them.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
Set out three big chart paper and write: Energy!
-What do you think you know?
-What puzzles you?
-How can you explore energy?

After the students are done say, “These are all great ideas and I will look at them more closely after class, but I just want
to read a few of the ideas.”

What are some things you think of when you hear the term energy?

Development: [It may help to number your steps with corresponding times.]
Money like energy? – Does anyone have an idea about how money can be like energy? (Use Money like Energy sheet).
-Use a dollar bill and then transfer it into 4 quarters.
-If I give you two quarters – I have less money and you have more, but the money didn’t disappear it just
transferred to someone else.
-You can transfer money from one person to another, or one store to another but the amount of money does
not change.
-It is a made up idea – We decided that green paper and metal disks with numbers on them are worth
something. Energy is also not a thing it is a made up idea. So therefore it does not have weight.

Pin up definition of Energy on the science board.

Talk about types of energy. With energy poster: Mechanical, electrical, light, thermal, sound.
M – Mechanical - movement
 E – electrical – shocks, lightening and electricity
L – Light – travels in waves
T – Thermal - heat
S – sound

Energy is constantly being transferred from one type of energy to another.

-We are going to see an example of the transfer of energy and I want you to see if you can figure out what types we are
using.

Give the students each a paper clip. Demonstrate bending it into a heart (V) shape and have them do the same.
-Tell them to touch the curve of the v onto the skin above their upper lip.
-Now tell them to bend the paper clip back and forth fast 10 times. (Don’t break the paperclip) and immediately
touch it on the same part of your upper lip.
How was it different before and after?
-Cold before bending it and warm after.
-Can anyone give an explanation to why the paper clip heated up? What type of energy was being used?
-The movement energy turned into heat energy.

-Pin energy transfer definition on the science board

-Did we see the energy in this activity?

-Did the energy weigh anything? Did it have weight?
-Did it transfer from one type to another?

Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
True and False “Quiz” together as a class. Thumbs up = true. Thumbs down = false.
- Energy has weight – F
- Energy can be transferred from one object to another – T
- Energy is a thing – F
- When a candle burns, energy is used up – F
- There are different types or kinds of energy – T

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.
I dress professionally.
I demonstrated a positive relationship with my students, and my mentor teacher.
I collaborated professionally with my mentor teacher.
I spent an appropriate amount of time planning for this lesson, and was prepared to teach the lesson to my students.
REFLECTION AFTER TEACHING THE LESSON: