ED 345 Calvin College Lesson Planning Form

Teacher:
Marissa Ritter
Topic/ Theme: Heat Review and Assessment

Date: 2/3/4/7/8 December 2015

Subject/

I. Objectives
What is the main focus of this lesson?
This lesson was broken into two parts of a series of days. The first part is a review for students and the
second part is the final heat assessment.
How does this lesson tie in to a unit plan? (If applicable.)
This is the last part of the unit on heat energy, which will test students knowledge and understanding of
heat energy.
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 be able to
(S.IA.02.12) Share ideas about science (heat) through purposeful conversation.
Identify sources of heat
Differentiate between natural and artificial sources of heat
Tell that heat moves away from a source
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

Basic understanding of what heat is

Summative iPad video of students answering final heat assessment

questions.
Universal Design for Learning Networks/Domains (see UDL Guidelines)
STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Large group conversations about
heat review paper
1-on-1 interaction during final
heat assessment video

RECOGNITION
Multiple Means of Representation
Options for Perception
Written review paper of heat
Written final assessment paper during
video assessment
Large group discussion of heat topics
Options for Language/Symbols
Written review paper of heat energy
Options for drawing different sources of
heat on final review paper

Options for Sustaining Effort &

Persistence

Options for Comprehension

Options for Self Regulation

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

Options for Expression

Large group discussion on heat
review
Video recording of verbal
response to heat assessment
Options for Executive Function
Student choice of when to
complete their final heat
assessment video
Student choice of whether or not
to see himself on the iPad video
during heat assessment
Heat review paper
Heat final paper
Document camera
iPad

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Use of technologyiPad

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/
Engagem
ent)

Developm
ent

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Teacher
Students
Gather students in the front of their
Students gather at their desks
classroom at their desks.
Students take out a pencil
Ask students to take out a pencil
Students pass out review paper
Ask the student helper of the day to
pass out the review paper
Explain to students that we are going to
complete our review paper on heat
since we are finished learning about
heat energy
Explain that this will help them on their
heat quiz, which wont be a written
quiz!
Briefly explain that students will be
recording their own personal heat
videos instead of writing down the
answers on paper
Students complete heat review worksheet

Complete review sheet with students as

a whole class using the document

camera.
Ask students to draw pictures for the
four sources of heat and include labels.
Remind students of our activity with the
ice cubes in the discussion about heat
sources
When students are finished with the
review sheet, ask them to write the
word SAVE in capital letters in a red
marker or colored pencil on the top of
their paper
Ask them to read over this paper a few
times at home so that they are
prepared for their heat unit video!
Part 2 (for individual student
videos)
Ask students who is ready to record

their heat unit video

Take student, heat final assessment
questions, rubric, and iPad out into the
hallway or small room around the
corner
Tell student that she has the choice to
watch herself on the iPad with the front
facing camera, or not watch herself
with the camera behind the iPad.
Explain to student that you are going to
press record and that you are going to
ask the student the heat energy
questions.
Show student the paper with the
questions on it and tell them that
everything you are going to ask is on
this paper if she wants to look at it
Record student responding to each
question. If student gets stuck on one,
feel free to move on to another
question and come back to that one.

Selected students share with the class how

the heat traveled from source
Students write SAVE at the top of their
papers

Student tells you which way she wants the

iPad camera facing

Students respond to heat questions on the

video

When the student is content with each

of her answers, thank the student for
Closure
her video recording!
Complete the rubric, giving the total
amount of answers correct on the
bottom of the page.
Your reflection on the lesson including ideas for improvement for next time: