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ED 345 Calvin College Lesson Planning Form

Teacher:
heat moves

Jenny DeNooyer

Date: 11/18 Subject/ Topic/ Theme: Heat Energy How

I. Objectives
What is the main focus of this lesson?
This lesson is a hands on activity in which students will explore working with several heat sources in
order to determine the direction heat energy flows (away from the heat source).
How does this lesson tie in to a unit plan? (If applicable.)
Lesson 3/5 in the heat energy unit.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
-Students will have hands on experience with several heat sources and their effect on an ice cube.
-SWBAT explain how heat energy moves away from its source, giving specific examples from the
experiment and other experiences they have had with heat.

II. Before you start


Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

-Information discussed in lesson 1 and 2 regarding heat, heat sources, and


our need for heat in everyday life.
-class discussion
-ice cube experiment participation and worksheet

Universal Design for Learning Networks/Domains (see UDL Guidelines)


RECOGNITION
Multiple Means of Representation

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
-Hands on experiment
-Class discussion
-Partner work

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
-Hands on experiment
-Partner work

Options for Perception


-Hands on experiment
-Class discussion
-Partner work
-Worksheet images and questions
Options for Language/Symbols
Options for Expression
Options for Sustaining Effort &
-Hands on experiment
-Class discussion
Persistence
-Class discussion
-Partner work
-Hands on experiment
-Partner work
-Worksheet images and questions -Changing activities
-Worksheet images and questions
Options for Comprehension
Options for Executive Function
Options for Self Regulation
-Hands on experiment
-Hands on experiment
-Class discussion
-Class discussion
-Partner work
-Partner work
-Partner work
-Experiements
-Worksheet images and questions
-Ice cube in a Ziploc baggy (one for every 2 students)
-science folders (each student has one)
Materials-what materials
-Hot water
(books, handouts, etc) do
-spoon
you need for this lesson
-hair dryer
and do you have them?
-Ice cube race worksheet
-stop watch

Do you need to set up


your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)
Developm
ent

Students will be moving all throughout the classroom during the ice cube
experiment.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
-Today we are going to try to answer our question: How does heat move? We are
going to explore this idea by completing two experiments.
-divide into pars for the great ice cube race:
PAIRS HERE

-Explain that each pair will receive and ice cube and it is their job to melt the ice
cube as quickly as possible without taking it out of the bag. The teacher will be
timing the students and when their ice cube is melted, they can come to the teacher
and she will record their time (minutes and seconds).
-Allow students to begin, time them throughout experiment.
-Tell them to remember what they did to melt the ice cube.
-When all ice cubes are melted, or after 10 minutes, call students back to their
desks.
-Pass out ice cube race worksheet and allow student to fill out. Ask them what
strategies worked well for them and what didnt seem to work.
-Why did these techniques work best? When they touched the ice cube, how did
their hands feel?
Was the heat moving towards or away from the ice cube?
-The heat was moving away from the source (our bodies, the sun, the hair dryer
etc.) to the ice cube. When we touch the ice cube, our hand is left feeling cold
because the heat from our hand is going into the cube.
-Another look at heats movement:
Allow students to feel the end of a spoon. How does it feel? (cold)
Predict: what do they think it will feel like after we put it in the hot water? Will is stay
cold? Will it get warm? Why do we think that?
Place the spoon in cup of hot water. After some time, how does the end of the spoon
feel? (warm/hot)
Why would this be the case? The heat moves away from the source, the water, and
moves through the end of the spoon, so the end of the spoon will now feel warm.
Share other examples of heat moving away from source:
-Roasting marshmallow fire heats marshmallow and melts it
-Boiling water stove heat moves up into the pot, warms water

Closure

Fill out flow chart with what we learned.


-Heat moves away from the source
-The more heat energy placed on an object, the quicker it will heat up/melt (think of
ice race) (give examples on sheet.
-Our bodies make heat (could be added to heat sources bubble.
Seat work: How does heat move worksheet, which way does heat move worksheet

Your reflection on the lesson including ideas for improvement for next time: