UICS COLLEGE OF EDUCATION

BA IN ELEMENTARY EDUCATIONEDTPA LESSON PLAN

TEMPLATE
LESSON 1
Teacher
Candidate:
Caitlyn Rutkowski Date Taught: 02/13/2014
Cooperating
Teacher:
Ms !oo"er #chool /
District:
$riel Co%%unity $cade%y/C&#
'rade: (ourth grade (ield
#uper"isor:
Dr &odsiadlik
)nit / #u*+ect: ,nergy
-esson Title /
(ocus:
.hat is energy/ .hat are the si0 types o1 energy/
I. Lesson Rationale !"#$%
Lea&nin' Goals an( Fo)*s !"at st*(ents +ill ,e a,le to (o%-
$1ter this lesson2 students will *e a*le to:
De1ine energy and e0plain o*+ects that contain energy
3denti1y and e0plain the types o1 energy
,0plain what kind o1 energy o*+ects are displaying and why
Co..on Co&e State Stan(a&(s-
CCSS.ELA/Lite&a)#.RI.0.1 Re1er to details and e0a%ples in a te0t when e0plaining what the te0t says
e0plicitly and when drawing in1erences 1ro% the te0t
CCSS.ELA/Lite&a)#.RI.0.1 ,0plain e"ents2 procedures2 ideas2 or concepts in a historical2 scienti1ic2 or
technical te0t2 including what happened and why2 *ased on speci1ic in1or%ation in the te0t
CCSS.ELA/Lite&a)#.SL.0.1 ,ngage e11ecti"ely in a range o1 colla*orati"e discussions 4one5on5one2 in
groups2 and teacher5led6 with di"erse partners on grade 4 topics and te0ts2 *uilding on others7 ideas and
e0pressing their own clearly
Targeted Academic Language Function (e.g. identifying main idea, recording multiple way to ol!e
pro"lem#-
Dis)*ss what energy %eans
De2ine and e34lain energy
I(enti2# the si0 %ain types o1 energy
Des)&i,e the di11erences *etween the types o1 energy
In2e& what o*+ects contain what energy using de%onstations
Targeted Academic Language $emand (%oca"ulary& e!ery day, general u"'ect pecific word, and
u"'ect pecific word meaning( Synta)& organi*ing word and p+rae into tructure& grap+, entence,
formulae#.
Ene&'#
5ineti) ene&'#
Potential ene&'#
1
T"e&.al ene&'#
Li'"t ene&'#
So*n( ene&'#
Ele)t&i)al ene&'#
II. Inst&*)tional St&ate'ies an( Lea&nin' Tas6s 7o+$%
Time Learning Acti!itie- .hat
learning acti"ities do you
ha"e planned 1or the
students/ Descri*e what
%ay transpire during the
sca11olding o1 the lesson
!ow will you 8hook9 the
students into the lesson/
!ow will you %odel2 and
pro"ide opportunities 1or
guided2 shared2 and
independent practice/
,uetion Poed: What questions
do you want to ask of the
students, and what do you
anticipate they will ask /raise as
their own questions and
answers?
1: %in
30 %in
Int&o(*)tion8E34lo&e- &rior to this
lesson2 students would ha"e learned
how ani%als and plants get their
energy 1ro% the 1ood they eat and
they will ha"e heard o1 the ter%
energy in general2 e"eryday use
;ecause this is how they ha"e *een
introduced to energy2 3 would like to
pose this <uestion to the students2
8.hat is energy/9 to *egin the
lesson $s 3 get answers 1ro% %y
students a*out their ideas2 3 will
write their ideas on the *oard 3 can
do this so students can see what
others are saying and can possi*ly
use those ideas to generate their own
ideas This will help %e gage how
%y students think o1 energy and how
3 can use their ideas to help guide
the% into the scienti1ic use o1 the
word energy
The purpose o1 this lesson is to allow
%y "er*al learners to e0press their
opinion o1 what energy is 3t also
allows %y auditory learners and
"isual learners to hear and see their
class%ate7s ideas o1 what energy is
and to possi*ly help those learners
generate their own ideas This
portion o1 the lesson will share
Int&o(*)tion8E34lo&e-
&ossi*le <uestions:
Does e"erything ha"e
energy/
Student Responses: 1!nly
li"in# thin#s ha"e ener#y$
%Some thin#s ne"er ha"e to
do anythin# so they don&t
need ener#y$ 'Thin#s only
#et ener#y if they eat$
Follo+ *4- So t*&nin' on a
li'"t isnt *sin' ene&'#$
3s energy needed to do
things/
Student Response: 1(es,
like run or walk$ %)o you
don&t need ener#y to do
e"erythin#$' * don&t know
what ener#y is e+actly$
Follo+ *4- !"en (o +e
tal6 a,o*t *sin' ene&'#$
Lets 2i'*&e o*t +"at
ene&'# a)t*all# is.
E34lain8 De2ine 8 P&esent-
&ossi*le <uestions:
2
1: %in
responsi*ility o1 keeping the
con"ersation going *etween the
teacher and the students 3 want to
use %y students7 ideas that 3 write
down as an in1or%al 1or%ati"e
assess%ent Their ideas will help %e
with the <uestioning 3 will use and it
will guide the way 3 will e0plain
energy 3 will also *e recording who
is discussing their ideas with their
class2 there1ore2 showing they are
a*le to participate in grand class
discussions
E34lain8De2ine8P&esent- $1ter %y
students gi"e %e their ideas 3 will
point out how the ideas %ay or %ay
not *e energy and what the de1inition
o1 energy is in scienti1ic ter%s 4the
a*ility to cause %otion or create
change6 3 will ask students to take
out their *ooks and open to page 3:3
so we can read a*out energy $1ter
discussing what energy is2 3 will gi"e
%y students a pre5%ade chart to
co%plete The chart will *e used to
record students7 thoughts on si0
di11erent de%onstrations 4My two
students with 3,&7s will not ha"e to
say what the de%onstration was2
their chart will *e partially 1illed in6
#tudents will look at e0a%ples o1
o*+ects that display each type o1
energy #tudents %ust tell %e what
the de%onstration was 4ie *ouncing
a *all62 what the o*+ect was like
*e1ore and a1ter2 i1 there was a
change2 and what is it2 or a %otion2
and what type o1 energy it is The last
colu%n will not *e 1illed in until we
discuss what the types o1 energy are
#tudents will *e a*le to discuss their
ideas with their ta*le %ates
This part o1 the lesson appeals to %y
interpersonal learners 3t also appeals
linguistic learners My interpersonal
learners are allowed to discuss
decisions with their ta*le%ates
.hat do you think cause
change %eans/
Student Response: 1To
make different$ %To cause
somethin# to not ,e the
same$
Follo+ *4- !"at (o #o*
.ean (i22e&ent$ Li6e
)"an'in' .# )lot"es +"at
(o I .a6e (i22e&ent$
.hat do you think cause
%otion %eans/
Student Response: 1To
mo"e$ %-ike a car on the
road is mo"in# or in
motion$
Follo+ *4- Roll #o*&
4en)il a&o*n(9 t"ats
.otion9 +"at "a44ene($
!ow did %y de%onstrations
change/
Student Response: 1The
li#ht turned on$ %The noise
went off$ 'The ,all
,ounced$. /epends on
ener#y
St&*)t*&e( P&a)ti)e8 In(e4en(ent
A44li)ation-
&ossi*le <uestions:
.hy that energy/
Student Response: 1*t
made sound so * chose
sound ener#y$ %*t caused
heat like thermal ener#y$
'*t made a li#ht like li#ht
ener#y$ .*t requires
electricity$
Follo+ *4- !"at i2 I *se(
)la44in' .# "an(s$
!o*l( #o* "a:e 6no+n
t"en sin)e it +asnt a noise
.a6in' o,;e)t$
.hat does the *ook say/
3
$llowing the% to talk out their ideas
My linguistic learners will *e a*le to
"er*ali=e their thoughts to their
peers2 allowing the% to talk out what
they are thinking
During this seg%ent 3 will *e
walking around talking notes on the
colla*orati"e process and %aking
%arks on what %y students were a*le
to discuss
St&*)t*&e( P&a)ti)e8 In(e4en(ent
A44li)ation- $1ter 1illing in the
chart2 3 will direct %y students to
page 3:4 o1 the *ook to discuss the
si0 types o1 energies and how they
work #tudents will 1ill in the 1inal
colu%n on what kind o1 energy 3
de%onstrated
This %ay *e con1using 1or the
students so 3 will %odel the 1irst one
37ll look at the idea o1 the 1lashlight
and think out loud a*out how the
de"ice ga"e o11 light so 3 will put in
light energy I (o%. $1ter this2 3 will
allow %y students to work with their
ta*les to decide what kind o1 energy
it is and why 1or the ne0t two
de%onstrations !e (o% 3 will *e
walking around during this ti%e
listening to ideas and pro*ing
students 1urther i1 needed 4non5
recorded 1or%ati"e assess%ent6 The
last three de%onstrations will *e
done indi"idually and 3 will ask
students to hand in their charts when
they are done Yo* (o% .alking
around while students are discussing
the two de%onstrations with ta*le
%ates2 will *e a way o1 1or%ati"ely
assessing %y students !owe"er2
instead o1 recording what they said 3
will try to push the% to answer the
<uestions
The chart will *e collecting to
1or%ati"ely assess their %astery o1
Student&s response will "ary
,ased on the types of
ener#y$ They will either
point out specific e+amples
or somethin# else that was
on pa#e '0.$
4
the content and their %astery o1
using the *ook to 1or% conclusions
a*out types o1 energy
This part will appeal to interpersonal2
intrapersonal2 and "isual learners
The interpersonal learners can talk
out ideas with their ta*le %ates
reaching a conclusion The
intrapersonal learners can internali=e
thoughts during independent practice
and %y "isual learners will *e seeing
pictures depicting each energy that
%ay help the% This also in"ol"es
in1erencing and co%paring using an
in1or%ational te0ts and
de%onstrations There1ore2 ha"ing
higher le"el thinking
III. Assess.ent 7o+ (o #o* 6no+$%
Formati!e Aement-
5 3n the *eginning o1 %y lesson2 3 will *e %aking o*ser"ations on what students are gi"ing %e ideas
on energy and where they see%ed to get these ideas 1ro% This will help %e notice students who at
least see% so%e sort o1 *ackground knowledge o1 energy2 e"en i1 it is not the scienti1ic de1inition
This will help %e see who %ay need %ore intense de1initions o1 energy when 3 will *e discussing
energy4 3n1or%al 1or%ati"e assess%ent6
5 The second part o1 %y lesson2 3 will *e recording <uestions and who asked the% This will either
tell %e who is looking 1or the depth o1 energy and who has not yet understood the concept yet The
students who ha"e not understood the %aterial will *e the ta*les 3 "isit 1irst during the walk around
4(or%al assess%ent with ru*ric6
5 My ne0t part o1 the lesson will the when 3 do a walk around to discuss the de%onstration and 3 will
*e taking notes on who doesn7t see% to understand the energies and who is not using the *ook 1or
assistance )sing the *ook is a good strategy to use when you are ha"e trou*le 1or%ing your own
conclusions and 3 want %y students to know that 43n1or%al assess%ent6
5 #tudents will *e assessed throughout their lesson using a ru*ric on their speaking2 listening2 and
colla*oration skills 43n1or%al assess%ent6
5 My last 1or%ati"e assess%ent will *e the chart ,"ery colu%n will *e looked at and co%%ented on
4(or%al assess%ent6
Summati!e Aement- >o su%%ati"e assess%ent
I<. Inst&*)tional Mate&ials9 Reso*&)es9 an( Te)"nolo'# !"at%
What materials will you need in order to teach this lesson?
What materials will students need?
.hite *oard
:
#cience *ook
Chart/&ens
(lashlight
Tennis *all
3ce cu*e in hot water
Music
,lectrical Circuit
UICS COLLEGE OF EDUCATION
BA IN ELEMENTARY EDUCATIONEDTPA LESSON PLAN
TEMPLATE
LESSON T!O
Teacher Candidate: Caitlyn Rutkowski Date Taught: 02/14/2014
Cooperating
Teacher:
Ms !oo"er #chool / District: $riel Co%%unity $cade%y/ C&#
'rade: (ourth 'rade (ield #uper"isor: Dr &odsiadlik
)nit / #u*+ect: ,nergy
-esson Title /
(ocus:
#ound ,nergy
I. Lesson Rationale !"#$%
Lea&nin' Goals an( Fo)*s !"at st*(ents +ill ,e a,le to (o%-
$s a result o1 this lesson2 students will *e a*le to:
,0plain how sound is caused *y "i*rations
Descri*e how sound tra"els in wa"es
Descri*e sound using the ter%s pitch2 "olu%e2 1re<uency2 and a%plitude
,0plain the cause o1 higher pitches and higher "olu%es
Co..on Co&e State Stan(a&(s-
CCSS.ELA/Lite&a)#.SL.0.1 ,ngage e11ecti"ely in a range o1 colla*orati"e discussions 4one5on5one2
in groups2 and teacher5led6 with di"erse partners on grade 4 topics and te0ts2 *uilding on others7
ideas and e0pressing their own clearly
CCSS.ELA/Lite&a)#.SL.0.= &araphrase portions o1 a te0t read aloud or in1or%ation presented in
di"erse %edia and 1or%ats2 including "isually2 <uantitati"ely2 and orally
CCSS.ELA/Lite&a)#.RI.0.0 Deter%ine the %eaning o1 general acade%ic and do%ain5speci1ic
words or phrases in a te0t rele"ant to a grade 4 topic or su*+ect area
Targeted Academic Language Function (e.g. identifying main idea, recording multiple way to ol!e
6
pro"lem#-
I(enti2# what sound and "i*rations ha"e to do with each other
Des)&i,e how sound tra"els
Relate sound to 1re<uency2 pitch2 "olu%e2 and a%plitude
Targeted Academic Language $emand (%oca"ulary& e!ery day, general u"'ect pecific word, and
u"'ect pecific word meaning( Synta)& organi*ing word and p+rae into tructure& grap+, entence,
formulae#.
!a:es
So*n(
!a:elen't"
F&e>*en)#
A.4lit*(e
Pit)"
<ol*.e
De)i,el
II. Inst&*)tional St&ate'ies an( Lea&nin' Tas6s 7o+$%
Time Learning Acti!itie- .hat
learning acti"ities do you
ha"e planned 1or the
students/ Descri*e what
%ay transpire during the
sca11olding o1 the lesson
!ow will you 8hook9 the
students into the lesson/
!ow will you %odel2 and
pro"ide opportunities 1or
guided2 shared2 and
independent practice/
,uetion Poed: What questions
do you want to ask of the
students, and what do you
anticipate they will ask /raise as
their own questions and
answers?
1: %in
Int&o(*)tion8 E34lo&e- &rior to this
lesson2 students will ha"e *een
presented with three identical *ottles
o1 water 1illed with di11erent a%ounts
o1 water #tudents will ha"e done a
%iniature la* where theyo *low into
the *ottles and record their
o*ser"ations Their o*ser"ations
should relate to the di11erent sounds
%ade co%pared to the di11erent
a%ounts o1 water in the *ottles
$1ter they record their o*ser"ations2
37d like to gi"e each ta*le a chance to
tell the class what they noticed a*out
this %iniature e0peri%ent 3n
*etween sharing2 37d like to point out
any si%ilarities *etween ta*les
o*ser"ations *ecause this will help
during %y presentation o1 the new
Int&o(*)tion8E34lo&e-
&ossi*le guiding <uestions:
.hat *ottle %ade the
highest noise/
Student Response: 1The
one with the most water
made the hi#hest noise$
%What do you mean the
hi#hest noise? -ike loudest?
'* didn&t notice a difference
Follo+ *4- B# "i'"est I
.ean "i'"9 li6e a "i'"
note. No+9 t"e ,ottles
.a(e (i22e&ent so*n(s so
+"at (i( #o* noti)e i2 #o*
(i(nt noti)e "i'"est$
$ny ideas why that *ottle
%ade that noise/
Student Response: 1 * think
it&s ,ecause of how hard *
,lew in it actually$ % * think
?
20 %in
20 %in
in1or%ation
This part o1 the lesson is "ery
student5dri"en The students ha"e to
co%e in and %ake
o*ser"ations/conclusion *ased on
their e0peri%ents2 thus creating
higher order thinking This part will
appeal to %y interpersonal learners
*ecause they are a*le to work with
their class%ates and talk out their
ideas with their class%ates 3 will
pro*e with guiding <uestions when
needed *ut 3 want the students to
understand the need to use one
another and colla*orate with each
other *ecause that is what real
scientists do
$s %y students share their ideas2 3
will *e writing down words/ideas
that keep arising a*out the sound as
it co%pares to the a%ount o1 water
This will *e an in1or%al 1or%ati"e
assess%ent
E34lain8De2ine8P&esent- $1ter
discussing the water *ottle
e0peri%ent with %y students2I (o% 3
will e0plain to the% that sound that
they were hearing is an energy that is
1or%ed *y "i*rations The "i*rations
%o"e 1aster with less air space
causing higher sound 3 want the% to
pick up on the 1act less air space and
higher sound are related *ecause we
will co%e *ack to it in the lesson
The purpose o1 the e0plore was to
get %y students to e0peri%ent with
sound *ecause 3 want the% to watch
a short "ideo on sound and do an
acti"ity ;e1ore we do this2 3 will
need to e0plain to %y students that
sound tra"els in wa"es and these
wa"es carry energy which is why it
is called sound energy !e (o%Then
3 will ha"e students the 1ollowing
words related to sound wa"es using
conte0t clues and their owns words:
1re<uency2 wa"elength2 pitch2
a%plitude2 and "olu%e These words
are in the students science *ooks2
there1ore2 3 will *e reading the
sentences with the words and asking
%y students to pick out de1initions
it had to do with how hi#h
the water was$
Follo+ *4- A""""? So
.o&e +ate& .eans less ai&9
t"at see.e( to a22e)t t"e
noise &i'"t$
.hat did you notice a*out
the %o"e%ent o1 the water
on top/ $nything/
Student Response: 1 *t
mo"ed$ % * didn&t notice it$
E34lain8De2ine8P&esent-
&ossi*le <uestions:
!ow did you know that was
the de1inition/
Student Response: 1 *t
follows the hi#hli#hted
word$ % *t said 1the word
is2$' *t was the spot in
readin# where you ,e#an
#ettin# louder and slower
.hat word told %e that was
the de1inition/
Student Response: 1 *t was
the word ,efore the
"oca,ulary word % *t was
the word after ' The word
was 1is ,ecause that is the
word that usually comes in
our ,ook$
Follo+ *4- G&eat? !e )an
*se o*& )onte3t )l*e 4oste&
in t"e ,a)6.
Think a*out how you could
relate these words or group
the%
8
: %in
using conte0t clues @nce we ha"e
gone o"er the "oca*ulary "er*ally as
a whole class2 3 will play a "ideo
a*out sound wa"es The "ideo is:
http://study+a%sscholasticco%
/study+a%s/+a%s/science/energy5
light5sound/soundht% $ "ideo on
sound energy
This part o1 the lesson will *e %ore
the teacher presenting in1or%ation
!owe"er2 the students will *e called
on to answer <uestions a*out
de1initions and conte0t clues This
part is to speci1ically pro"ide
students with words associated to
sound that will *e used in the
acti"ity
This part o1 the lesson %ainly
appeals to auditory and "isual
learners 3n1or%ation will *e
presented "er*ally and "isually
which will aid these di11erent
intelligences 3 will strictly *e
o*ser"ing students during this part o1
the lesson to %ake sure they are on
task *ecause it is i%portant to
understand this "oca*ulary 1or the
practice portion later
St&*)t*&e( P&a)ti)e- $1ter
watching the "ideo2 and answering
any <uestions to clari1y the ter%s2 3
will gi"e %y student a card sorting
acti"ity to do with their ta*les %ates
The students will learn that
1re<uency e11ects pitch2 that
a%plitude e11ects "olu%e2 and that
the a%ount o1 deci*els e11ects how
loud so%ething is (or this reason2
we will discuss the cause and e11ect
relationship as a class as we write
ideas in our note*ook #tudents
should *e a*le to connect ideas in the
"ideo to ideas in the *ook to help
clari1y 3 will *e checking students
o11 on sharing ideas during this
portion as a 1or%ati"e assess%ent
This part will also appeal to auditory
learners *ecause we will *e sharing
our ideas out "er*ally #tudents will
also *e working with their
ta*le%ates2 thus2 appealing to
interpersonal learners
St&*)t*&e( P&a)ti)e-
&ossi*le <uestions:
Did 1re<uency relate to
pitch or "olu%e/
Student Response: 1 3itch$
% 4olume$ ' 5ren&t they
the same thin#?
Follo+ *4- Pit)" is "o+
"i'" so.et"in' is an(
:ol*.e is "o+ lo*( it is.
B# 4it)" I .ean "o+
@s)&ee)"in'A so.et"in' is.
.hat a*out a%plitude/
Student Response: 1
4olume$ % 3itch$ '
Somethin# related to sound$
Follo+ *4- A.4lit*(e is
"o+ lo*( so.et"in' is.
Li6e +"at$
Did the "ideo show the
in1or%ation on a graph/ Do
you re%e%*er what
happened/
Students will ,e a,le to look
at their ,ook and see the
information as well$ They
will ,e a,le to conclude
a,out frequency and
amplitude$
.hich way was 1re<uency
and which way was
a%plitude/ 4a0is wise6
1) 6 or ( a+is % 7p/down
or side/side

A
This will allow students to %aster
content2 "oca*ulary2 and the
relationships o1 the "oca*ulary
words 3t will also aid is
colla*orati"ely working with one
another
In(e4en(ent 4&a)ti)e- $1ter
co%pleting the cause and e11ect
acti"ity2 students will *e asked to do
a short e0it slip without their cards in
1ront o1 the% They students will
ha"e to write and 1ill in the *lanks
1or two sentences The sentences will
read:
8The higher the BBBBBBBBBBB2
theBBBBBBBBBBB the pitch9
8The higher the BBBBBBBBBBBBB o1 a
wa"e2 the BBBBBBBBB the "olu%e9
This will *e collected and checked
This part o1 the lesson is to
1or%ati"ely assess the student7s
%astery o1 the content and how the
words used in the chapter are all used
to descri*e sounds This is will *e
collected and checked to keep track
3,& will only need to write the words
in a pre5written sentence
III. Assess.ent 7o+ (o #o* 6no+$%
Formati!e Aement-
My 1irst 1or%ati"e assess%ent 4in1or%al6 will take place during the e0ploration portion o1 this
lesson #tudents will *e gi"ing %e ideas *ased on the water *ottle e0peri%ent 3 will *e taking notes
on what key ideas/words keep co%ing up This will help %e e0plain sound in relation to
o*ser"ations
My ne0t 1or%ati"e assess%ent will *e in1or%al and will take place during the *ook work and "ideo
3 will *e o*ser"ing to see who is 1ollowing along *ecause understanding o1 the content is "ery
i%portant 1or the cause and e11ect acti"ity
My ne0t 1or%ati"e assess%ent 4in1or%al6 will *e how well students can de1ine co%ple0 do%ain5
speci1ic words using di11erent conte0t clues
10
3 will *e collecting all e0it slips at the end o1 class to see who was a*le to %aster the content that
was presented to the% on sound energy4 (or%al 1or%ati"e assess%ent with ru*ric6
Throughout the lesson2 3 will *e seeing i1 %y students are a*le to speak and listen with one another
in order to 1or% a colla*orati"e2 education en"iron%ent 4(or%al with ru*ric6
Summati!e Aement- >o su%%ati"e assess%ent 1or this lesson
I<. Inst&*)tional Mate&ials9 Reso*&)es9 an( Te)"nolo'# !"at%
What materials will you need in order to teach this lesson?
What materials will students need?
.hite *oard
&ro%ethean *oard
#cience *ooks
&ens
3nternet access
.ater *ottles 1illed with water
UICS COLLEGE OF EDUCATION
BA IN ELEMENTARY EDUCATIONEDTPA LESSON PLAN
TEMPLATE
LESSON T7REE
Teacher Candidate: Caitlyn Rutkowski Date Taught: 02/1?/2014
Cooperating
Teacher:
Ms !oo"er #chool / District: $riel Co%%unity $cade%y/ C&#
'rade: (ourth grade (ield #uper"isor: Dr &odsiadlik
)nit / #u*+ect: ,nergy
-esson Title /
(ocus:
!eat
I. Lesson Rationale !"#$%
Lea&nin' Goals an( Fo)*s !"at st*(ents +ill ,e a,le to (o%-
$1ter this lesson2 students will *e a*le to:
5 )nderstand the %o"e%ent o1 heat and *e a*le to e0plain it
5 De1ine conduction and *e a*le to gi"e an e0a%ple o1 a conductor
5 3n1er whether plastic or %etal is a *etter conductor
11
5 @*ser"e di11erent conductors and their strength
Co..on Co&e State Stan(a&(s-
CCSS.ELA/Lite&a)#.RI.0.1 ,0plain e"ents2 procedures2 ideas2 or concepts in a historical2
scienti1ic2 or technical te0t2 including what happened and why2 *ased on speci1ic
in1or%ation in the te0t
CCSS.ELA/Lite&a)#.RI.0.1 ,0plain e"ents2 procedures2 ideas2 or concepts in a historical2
scienti1ic2 or technical te0t2 including what happened and why2 *ased on speci1ic
in1or%ation in the te0t
CCSS.ELA/Lite&a)#.RI.0.1 ,0plain e"ents2 procedures2 ideas2 or concepts in a historical2
scienti1ic2 or technical te0t2 including what happened and why2 *ased on speci1ic
in1or%ation in the te0t
Targeted Academic Language Function (e.g. identifying main idea, recording multiple way to ol!e
pro"lem#-
I(enti2# the two conductors and which one you *elie"e to *e a *etter conductor
E34lain you hypothesis using do%ain speci1ic "oca*ulary
Anal#Be results
In2e& *ased on results
Targeted Academic Language $emand (%oca"ulary& e!ery day, general u"'ect pecific word, and
u"'ect pecific word meaning( Synta)& organi*ing word and p+rae into tructure& grap+, entence,
formulae#.
Con(*)to&
7eat
7eat t&ans2e&
Ene&'#
II. Inst&*)tional St&ate'ies an( Lea&nin' Tas6s 7o+$%
Time Learning Acti!itie- .hat
learning acti"ities do you
ha"e planned 1or the
students/ Descri*e what
%ay transpire during the
sca11olding o1 the lesson
!ow will you 8hook9 the
students into the lesson/
!ow will you %odel2 and
pro"ide opportunities 1or
guided2 shared2 and
independent practice/
,uetion Poed: What questions
do you want to ask of the
students, and what do you
anticipate they will ask /raise as
their own questions and
answers?
12
1: %in
10 %in
20 %in
E34lo&e8En'a'e- To *egin this
lesson/e0peri%ent2 3 will ask students
to tell %e what they o*ser"e when
they put a piece o1 ice in water !ow
does the te%perature o1 the water
change co%pared to the te%perature
o1 the ice/ This will get %y students
to state their o*ser"ations on how
water war%s or heats up the ice cu*e
3 will then ask why they think this
happens This is a per1ect lead up
into hot heat %o"es and is
trans1erred This portion o1 the lesson
will appeal to %y "er*al learners and
interpersonal learners *ecause they
will *e a*le to talk out their thoughts
and ideas They will *e a*le to talk
with and 1eed o11 o1 their peers ideas
This will also *e *ene1icial 1or %y
auditory *ecause they will *e a*le to
hear their peers ideas and learn o11 o1
the%
$sking the% to e0plain why the
te%perature changes2 ask %y
students to in1er and conclude a*out
heat %o"e%ent
P&esentation8Inst&*)tion- $1ter
discussing the way water and ice are
e11ected *y one another2 3 will
instruct %y students to turn to page
3?3 in their science te0t @n that
page2 we will read a*out the way
heat energy %o"es 1ro% hot to cold
There1ore2 the water is %o"ing it7s
heat to the ice cu*e and your head
and trans1erring it7s heat to the
pillow Then we will discuss
conduction2 and the de1inition o1
conduction/conductor @ur
la*/e0peri%ent will *e on conductors
and whether %etal or plastic is a
*etter conductor 3 will e0plain the
la* directions and ha"e %y student
open to the page with the la* and
E34lo&e8En'a'e-
&ossi*le guiding <uestions
Do you notice the water
getting cooler or the ice
getting cooler/
Student Response: 1 The
water #ets cooler and the
ice melts$ % The water #ets
cooler ,ut there is still solid
ice in there so * don&t
understand what you&re
#ettin# at$ ' * thou#ht the
outer temperature melted
the ice not the water$
Follo+ *4- !"en #o*&e
&eall# +a&. (o #o* +ant
to ,e )ol($ O& +"en #o*&
)ol( (o #o* +ant +a&.t"$
P&esentation8Inst&*)tion-
&ossi*le <uestions:
.here else ha"e you heard
conductor/ Does it relate to
this/
Student Response: 1 5
train conductor$ * don&t see
a relation? % *&"e heard of
people conductin# thin#s
,ut * ne"er knew what that
meant$
Follo+ *4- Con(*)tin'
so.et"in' li6e )on(*)tin'
4eo4le to 4la# inst&*.ents
.eans to o&'aniBe an(
)a&&# o*t. I (ont 6no+ i2
t"at &elates (o #o* see an#
&elations$
13
1: %in
read the directions
This part o1 %y lesson appeals to %y
auditory learners and "isual learners
My auditory learners are a*le to
listen to %y e0planation and their
class%ates co%%ents/<uestions and
will *e a*le to learn 1ro% it The
"isual learners can read and see how
conduction works in their *ooks
St&*)t*&e( P&a)ti)e- $1ter
thoroughly reading directions and
going o"er la* instructions2 the
students will conduct an e0peri%ent
on whether a plastic or sil"er spoon
is a *etter conductor This la* ask
students to stick *utter to a spoon
and to put the spoons in hot water
They %ust o*ser"e how long it takes
1or the *utter to %elt .hile the
e0peri%ent is happening they %ust
%ake o*ser"ations connecting to the
te0t 3 will ask the% <uestions that
they will need to use the te0t 1or as
well This is %eant to *e "ery
student5oriented with little
in1or%ation +ust gi"en to the students
1ro% %e 3 will ha"e pre5written
<uestions on the white *oard that
they will ha"e to answer a1ter the
e0peri%ent is o"er to connect what
they saw to ideas we read 3 will also
ask the% to analy=e what happened
and in1er why the conductor they
think is *etter conductor is actually
*etter
Think will appeal to %y kinesthetic
learners *ecause they will *e a*le to
do a hands5on e0peri%ent that allows
the% to see how conduction works
This will also appeal to interpersonal
learners *ecause the la* will *e
conducted with 1ellow ta*le%ates2
St&*)t*&e( P&a)ti)e-
&ossi*le <uestions:
.hy do you think the sil"er
spoon is getting hotter
<uicker/
Student Response: 1
8ecause it is metal$ %
8ecause it&s a #rey color
and heat is attracted to
dark$ ' 9ay,e the
placement of the spoon is
affectin# it$
Follo+ *4- T"in6 a,o*t it
,ein' .etal. !o*l( #o*
+ant to to*)" .etal a2te&
it )o.es a+a# 2&o. 2i&e$
!"#$
3s the heat %o"ing to the
spoon or is the cold %o"ing
away 1ro% the spoon/
Student Response: 1 :eat
is flowin# too$ % ;oolness
is mo"in# away from$
Follo+ *4- Loo6 at 4a'e
1C1 an( loo6 at t"e
(e2inition o2 )on(*)tion.
14
allowing students to discuss their
thinking
!igher order thinking <uestions will
*e put in the analysis <uestions
1ollowing the e0peri%ent
In(e4en(ent P&a)ti)e- $1ter
1inishing their la*2 students will need
to do 1our conclusion <uestions The
<uestions will not *e la* speci1ic2 *ut
rather heat/ther%al energy speci1ic 3
want %y students to *e a*le to
take knowledge they gained 1ro%
a speci1ic e0a%ple and *e a*le to
apply it to general <uestions This
will *e collected and graded
This will appeal to %y intrapersonal
learners *ecause they will *e a*le to
collect their thoughts to e0plain what
they think
III. Assess.ent 7o+ (o #o* 6no+$%
Formati!e Aement-
5 My 1irst 1or%ati"e assess%ent will *e in1or%al and will *e keeping ta*s/notes on who said
so%ething a*out the heat 1low and what they said This will help %e see who has noticed this heat
trans1er and who %ay need to *e introduced to it today
5 My ne0t 1or%ati"e assess%ent will *e 1or%al 3 will *e walking around %aking sure the students are
on track with their la* 3 will ask students a <uestion and record their answer 3 also want to record
their colla*oration
5 My 1inal 1or%ati"e assess%ent will *e 1or%al and will *e a grade/collected la* with analysis and
conclusion
Summati!e Aement- No ummati!e aement
I<. Inst&*)tional Mate&ials9 Reso*&)es9 an( Te)"nolo'# !"at%
What materials will you need in order to teach this lesson?
What materials will students need?
#cience *ooks
&ens
1:
>ote*ooks
.hite *oard
Metal spoons
&lastic spoons
!ot water
;utter
;eads
.hite *oard
16