ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Megan Dykstra Date: 11/06/2018

Grade Level: 4th grade Subject/ Topic: Science/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 trace energy back to the sun?
Brief Context: We are learning about heat energy and how energy is transferred from one type to another.
Prerequisite Knowledge/Skills: What energy is. The types of energy. That energy transfers from one type to another.
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. Review how heat is produced through rubbing, 1. Collecting their review “tickets” about how heat is
burning, and electricity. produced.
2. Be able to trace their activities back to energy 2. Observing as they create their energy chain.
from the sun.

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.
CCSS.ELA-LITERACY.RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what
happened and why, based on specific information in the text.

Instructional Resources:
Review tickets
Energy Makes Things Happen by Kimberly Brubaker Bradley

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.

Stand closely to Cole and his partner while they are working on the energy chains.
-Ask Cole if he would rather work alone.
Make sure Landon is sitting next to me and not facing his peers while I am reading.

Make sure Alexis and Emily are not sitting too far to the back.

Talk about energy relating to sports to grab the interest of Landon and Levi. (and other boys.)

Let the students chair their ideas with the class.

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 with partners.
Having the class come up with an energy chain on their own.
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
Speaking in a quiet voice while I read.

Strategies you intend to use to redirect individual students:

Call out a student’s name.
Having them move away from the distraction
Flip a card

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.
Having them sit at the rug while I read so they are not distracted by things on their desk.
Have them work with a person at their tables so they are not moving around the room.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
-Yesterday we talked about two different ways that heat energy is produced.
-I am going to give you a quick review paper to see how we did with our focus for yesterday.
Pass out a half sheet of paper with three blanks that asks: What three things produce heat energy?
-Rubbing – Burning – Electricity.
-Have the students silently complete the “quiz”
Development: [It may help to number your steps with corresponding times.]

-Read the book – Energy Makes Things Happen.

-Have a discussion about
-How the sun is the most important source of energy on earth.
-Energy is not created nor destroyed but is transferred to a different form of energy.
-Have the students turn and talk about evidence of energy that they have observed since this morning.

Have the students go back to their tables.

As a class: Use one of the student’s pieces of evidence and write it on the overhead. Then as a class: Trace that energy
back to the sun.

Show the energy chair from the sun to a person running.

-Sun  grass  cow  milk  person  running  heat energy.
-Talk about what types of energy is being used here?
Have the students work with a partner and make their own energy chain starting with the sun.

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

Write, “What three things produce energy?” on the board with three blanks. Call on students to either come up to the
board and fill in the blanks or just share the answer.
Where does most of our energy on earth come from/start?
- The sun
Thumbs up if you think energy can be transferred from one type to another, and one object to another?

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.
REFLECTION AFTER TEACHING THE LESSON: