ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Megan Dykstra Date:

Grade Level: 4th Subject/ Topic: Science/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 can we observe changes associated with the transfer of heat energy?
How is heat produced?
Brief Context: The students are exploring another way to produce heat energy.
Prerequisite Knowledge/Skills:
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. Experiment with a battery, a light bulb and two 1. Observe the students’ answers in class discussions.
wires to try to produce heat energy. 2. Observe the students while they are
2. Demonstrate how adding energy can increase experimenting with the materials.
temperature.
3. Describe how heat is produced through rubbing,
burning, and electricity.
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:
For each partner group:
A D-cell battery
2 wires
Battery holder
Mini light bulb

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.
-I paired my students with partners that would allow them to work successfully.

-I gave clear instructional guidelines for procedures and behaviors before letting my students explore with the materials
on their own.

-I walked around and observed to makes sure some of my students were participating with their partner.

-I gave my students the opportunity to work hands on to experiment with the concept and then I brought the class
together to discuss what they had observed. I also wrote the objective on the board so that they could see it visually.

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.]
Providing a positive group-working environment builds a positive relationship between the students.
Being available and walking around for students to ask me questions.
Be encouraging during class discussions.
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)
Identify at least 2 ways you will gain whole group attention:
By saying, “clap twice if you can hear my voice.”
Ringing the bell at the front of the classroom.
Clap in a pattern that the students respond to.
Strategies you intend to use to redirect individual students:
Using the flip a card on the students’ desks
Calling out a student’s name
Having a student repeat something that another student said

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

The students have to ask to use the bathroom or get a drink.
They are expected to work with their group to complete the activity – a few may need to be reminded.
Students cannot sharpen their pencil while I am talking.
Students need to raise their hand and be called on in order to talk.

PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the learning.
-I used the tables to divide the class into groups and I also used the tables as the place where the students did the
experiment.
-I distributed the materials with the help of a student so that the class wouldn’t be crowded when the students went to
get the materials.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]

Ask the students to recall what two ways we produced heat in the last lesson?
-Rubbing
-Burning
Tell them that we are going to find out a third way to produce heat today.
-Ask them to guess how we might do that.

Development: [It may help to number your steps with corresponding times.]
Pass out the supplies to each partner group (battery, battery holder, wires, and light bulb.)
-Partners are the two people who sit next to each other at the tables.
-Tell the students not to touch the supplies.

Give the students time to explore the supplies with their partner. – Walk around and observe their thinking.
-See if they can figure out how to light the light bulb on their own.
After 5-10 min
-Give each group a hint depending on their progress and lead them to the answer if they have not already
figured it out.
When every group has been able to light their light bulb, have them touch the lit light bulb.
-Ask them what it feels like (warm/hot).

Discuss what we just figured out/what else produced heat?

-Electricity.
Demonstrate again to the class how the wires and battery are put together to cause the bulb to light up.

Discuss the energy chain of this experiment as a class.

 -Electrical energy  heat and light energy

Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
Now that the class has discovered three ways to produce heat, have them review those three ways.

Put three blanks on the board and write “Things that produce heat energy.”
-Have the students raise their hands and fill in the three blanks
-Rubbing/Burning/Electricity.
-Rubbing = hands rubbing together
-Burning = candle and water
-Electricity = battery and light bulb
Discuss how those three different types of energy all transferred to heat energy. And make and observation that two out
of the three things did not just produce heat energy but also light energy.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.

REFLECTION AFTER TEACHING THE LESSON: