Allyson Gray

Active Learning Lesson Reflection:

I began my active learning lesson with a brain break, which I wrote about in one of my

previous brain break submissions. While transitioning into my lesson, which was being observed, I

noticed that my second-grade class would benefit from physical activity before moving on to the

next curriculum block. After a quick brain break, students were both better behaved and visibly

more excited and enthusiastic to learn. This goes to show how incorporating movement into lessons

and transitions can prevent many of the student behavior teachers struggle with during lesson.

I planned a science lesson that addressed the second-grade standard on temperature, which is

further broken down into many essential learning experiences (from my science methods course). I

started my lesson by presenting students with the focus question, “How does a meteorologist predict

the weather?” By listening to students’ ideas, I was able to collect data on what they already knew

about temperature. This allowed me to build on their prior knowledge throughout the lesson. I then

showed students a video of a child pretending to be a meteorologist. I used this video as my lesson

hook as well as a demonstration. I then pulled up a map that showed the temperature of the United

States in real time. I had two students pick states (one picked New York and the other picked South

Carolina) and pretend to be a meteorologist. I believe this helped students connect our lesson to the

real-world. Students saw how some people use temperature in their careers and how it can be

useful. If I were to do this lesson again or in my future classroom, I would change this strategy of

pretending to be a meteorologist from a lesson hook to a hook used throughout a unit. The students

loved this activity and many of them wanted to participate, however I did not have time for each

student to take on the role of a meteorologist. If I used this activity throughout a weather unit, I

could give every student the opportunity to take on this role.

Students needed to know how to record temperature using a thermometer. This was my

‘teaching’ part of the lesson as well as my demonstration of how to use this tool. I began my mini-
lesson by telling students about Fahrenheit and Celsius. I then presented two clear glass jars to my

students. One had hot water and the other had cold. We discussed what we thought might happen,

then I showed the students how the mercury in the thermometer moved up in hot water and moved

down in cold water. We recorded the temperatures using a thermometer as a class.

I then gave students individual thermometers and recording sheets (I included a picture of

the recording sheet I created). We went outside as a class and students were given freedom to

record the temperature wherever they wished on the recess field. Students continued to record the

temperature throughout the week, giving them continuous hands-on practice using thermometers

and self-monitoring their progress on their recording sheets throughout the week.

By engaging in students’ prior knowledge with my focus question, applying their knowledge

of temperature to real-world meteorologists, and giving students the opportunity to record their own

data throughout the week, my lesson hit all three principles of an active learning lesson (PEDU

PowerPoint slides). I also designed my lesson with the 5E learning cycle in mind. However, the 5E

learning cycle is presented differently in my science methods course. Starting my lesson with a

brain break and ending it with a hands-on activity engaged all the students, which in return

prevented behavior problems and enabled me to not only get through the whole lesson but receive

much praise from my teaching supervisor.

 Lesson Plan
Active Classroom
Teacher Name: Allyson Gray Grade Level: Second Grade Subject: Science

Standard:

This lesson covers the second-grade science standard: “Standard 2.E.2 The student will
demonstrate an understanding of the daily and seasonal weather patterns.”

This lesson covers the second-grade science Essential Learning Experience: “A thermometer can
be used to record temperature in degrees Fahrenheit or degrees Celsius.” (In my science methods
course we have to use a specific part of a science standard.)

Learning Objective:

By the end of this lesson, students will be able to explain how a thermometer is used and will be
able to read it.

By the end of this lesson, students will be able to correctly read a thermometer and use it find the
temperature outside. Students will record their data.

Organization: (draw a diagram of the set up you will be using, label T = teacher & S = student)
Classroom Outside

smartboard
Grass and Track
desks

desks

Stairs/concrete landing

I taught the lesson in the classroom and had the students go outside for the activity.
Lesson content:
I started my lesson by asking the focus question, “How does a meteorologist predict the
weather?” For my hook, I showed students a one-minute YouTube video of a kid meteorologist.
Two students then pretended to be a meteorologist and talk about the weather/temperature (I pulled
up a time-accurate interactive weather map). I then showed students a thermometer and explained
to them how meteorologists use them. Using cups of hot and cold water, I showed students how the
mercury in the thermometer reacts to different temperatures (they were intrigued by how fast the
thermometer reacts to temperature change). Then students were given individual thermometers and
went outside to measure the temperature. They recorded their data on a sheet I premade for them. I
included a picture of the sheet below.
Planning for Maximum Participation in Physical Activity (LET US PLAY):
L (no lines/no waiting): Each student has their own thermometer and recording sheet. No
student has to wait for materials or a place to make observations because we went outside.

E (no elimination): All students are engaged in the activity. No student sat out or was given
the choice to.

T (team size- small groups): Some students worked together when they were having a hard
time reading the thermometer. I allowed students to do so.

U (use active supervision- teacher walking around room, monitoring): My coaching teacher
and I stayed outside with the students to supervise them.

S (space, equipment and time needed): Each student needed their own thermometer (if I did
not have enough, I could have put them into pairs). Each student was given their own
observation sheet that they clipped onto their clipboard to take outside (they each have their
own clipboards in the classroom). Students used a pencil to record their data but, given
more time, I would allow students to use colored pencils to finish their pictures. Because we
went outside, students had lots of space and could spread out if they wanted to.

PLAY (physical activities involved): For my lesson hook, two students prevented to be a
meteorologist. In my own classroom, I would use this activity as an opening to my weather
unit. I would then allow two students to act as a meteorologist each day, allowing each
student to have a chance to participate.

While outside, students were running around taking the temperature in different places (in
the sun, in the shade).
Guided practice:
I do: I demonstrated how to read a thermometer and showed students how the mercury in a
thermometer moves due to temperature change (putting the thermometer in the hot and cold cups of
water).

We do: As a class, we practiced reading a thermometer together.

Independent Practice:
You Do: Students had their own thermometers and read them outside, recording their data and
observations.

Check for Understanding:

I closed the lesson with a class discussion. Students talked about their finding. I also have the
observation sheets to evaluate for understanding and am planning a formal assessment for next
Thursday.
Variations:
Some students found the temperature outside quickly. I asked those students to take the
temperature in different places outside and see if there was a difference (in the shade/sun). For
students that had a more difficult time, I allowed them to work with a partner.