ECE/Eled Required Lesson Plan Format

Intern: Brad Summerville

Date: October 21, 2015
Lesson/Activity Title: Temperature and Thermometers
Standards Addressed: Grade 5 Colorado Academic Standard Science
Matter exists in different states such as solids, liquids, and gases
and can
change from one state to another by heating and cooling.
(SC09-GR.3-S.1-GLE.1)
a. Analyze and interpret observations about matter as it freezes,
melts, boils, and condenses.
b. Use evidence to develop scientific explanations about how
heating and cooling affects states of matter.
c. Identify states of any matter samples
________________________________________________________________________
Purpose: The purpose of this lesson is to familiarize students with temperature and the
proper way to record data from using a thermometer. It also allows them to work together
in their teams to record their data and then will display it in the correct manner. This fits
within the larger curriculum unit of Physical Science, as we will be moving into finding
and recording the temperatures at which certain substances (like water) change their state
of matter.
Learning Objective(s): Student will be able to accurately record the temperature of
three different samples of water and will be able to connect their current learning to
previous lessons. Students will also be able to record the information they gather in a
graphical format.
Your Goals for Learners: My goal for learners is to establish a love of learning and
collaboration. This is actualized through working in teams and working together to reach
their own conclusions about the science problems. I also want them to really immerse
themselves in their own learning and hopefully continue to invest themselves in the
subject matter that they care about.
Your Learning Principles: I believe that students learn best through doing rather than
observing. This is incorporated into my lesson by practicing the gradual release of
responsibility, and by allowing them to work to complete the activity.
Teacher Quality Standards for this Lesson: Teacher Quality Standard I: Teachers
demonstrate mastery of and pedagogical expertise in the content they teach. Element D:
Teachers demonstrate knowledge of the content, central concepts, tools of inquir,

appropriate evidence-based instructional practices and specialized character of the

disciplines being taught.
Setting: The lesson will be in the classroom, 310. The meeting area will be used initially
for our warm up discussion. The students will then transition to working in their groups.
Meeting area is centered around the Promethean projector and screen.
The students will be in groups of three or four.
There is a 29:2 student to teacher ratio.
Materials and preparation:
18 paper cups (2 cups per group)
Label one cup warm and one cup cold for each group
10 Thermometers
1 Pitcher of Cold water
1 Pitcher of Room Temperature Water
1 Cup of preheated water from the microwave (for modeling)
A flipchart detailing the lesson
29 copies of the Thermometer practice worksheet
Composition Notebooks for the students already separated into their Science groups
Introduction
Model the activity
Activity
Conclusion
Introduction:
Have students think about previous activities we have done in class with adding heat to
objects.
-Sometimes changes take place that we cant observe with our eyes
-A measuring instrument will help us detect things we cant observe with just our
senses
Think about the penny that we added heat to in our previous experiment.
-Did it look different after we heated it?
-If we had been able to touch it, would it have felt differently?
-Could you tell how hot or cold the penny was by touching it?
-What might help us find out how hot or cold something is?
Activity Procedure:
-On the next slide, introduce students to the term thermometer and ask them if they are
able to define it.
-Talk about what temperature is and then define it.
-Introduce to students the concept of Celsius vs Fahrenheit

-Inform students we will be using Celsius because theat is what is primarily used in
Science
-Avoid getting into the real difference of what separates the two different scales
-Introduce the activity by letting them know we will be focusing on taking temperature
measurements of water and reading thermometers
-Let them know we are preparing for future experiments where we will be using
thermometers.
-Have students look at the directions provided by them on the flipchart
-Model the activity
-Have students collect their notebooks and move into their groups
-Have students set up their data tables in their science notebooks with me
-Get out my own thermometer and the preheated cup of water
-Let the students know I will be showing them how to take measurements and
proper use of the thermometer with the Hot water
- Let the materials manager come up and collect the material for their science groups
-Place the instructions for the activity on the board and place the worksheets out by the
projector
-Once the groups are ready, Natalie and I will pour the cold and room temperature water
into the specified cups for each group
-Walk around the class and make sure the groups are on track with the activity
-Provide help where needed
-Once all groups are done with their assignment, have them clean up
-Meet in the meeting area and go over our observations/compare our results
-Make a graph with the class comparing our individual groups datas
-Have them make connections as to why all of the readings werent exactly the same
-Complete an exit ticket by writing their responses in their composition books
Differentiation:
Keep an eye on and check in with students that I know need extra attention. The groups
are also split by ability so that there are kids who need a little extra help with other kids
who would be able to provide it.
Assessment (Evidence of students meeting the Learning Objective):
After the assignment is completed, check over their composition notebooks to check their
understanding and ideas. The graph at the end is also an assessment to see if the students
were in the relative ballpark of the right temperatures. Walking around and checking in
with the groups will also help with finding out who needs extra attention. Fist to five for a
self-assessment with the learning objective at the end of the lesson.
Extensions:
For those students who finish early, there is a skill worksheet on thermometers that will
check their understanding and make sure they reinforce their learning