Anda di halaman 1dari 10

UH COE Lesson Plan Template (Inquiry Lesson)

Note: Suggestions for each section are provided in blue text. Delete all blue text and replace it with your own.

Name of Teacher Candidate Krystal Kennedy

Lesson Overview
Grade Level Kindergarten
Estimated Time Needed One 45 minute block
In this lesson, students will use their senses to explore heat energy. They
will be able to describe which senses are used to observe heat energy.
Lesson Description
They will use pictures and words to describe what objects are sources of
heat.
SCI.K.(6) Force, motion, and energy. The student knows that energy, force,
and motion are related and are a part of their everyday life. The student is
expected to:
(A) use the senses to explore different forms of energy such as light,
thermal, and sound
Content Area Standards
(2) Scientific investigation and reasoning. The student develops abilities to
ask questions and seek answers in classroom and outdoor investigations.
The student is expected to:
(D) record and organize data and observations using pictures,
numbers, and words
Technology Standards N/A
Students will be able to:
1. use the senses to explore thermal/heat energy.
2. describe which senses are used to observe heat energy.
Objectives
3. record and organize data and observations using pictures and
words.
4. list objects that are sources of heat.

Resources/Materials/Tools
energy, heat, sense, touch, feel, source, heater, melt, observe, transfer,
Terms/Vocabulary
thermometer, insulation
Document camera - This will be used by the teacher to model how students
should color, cut, and paste their pictures of heat sources to their science
journal.
Technology Resources Smart board - This will be used by the teacher to model how students
should draw a source of heat on the next page in their science journal. The
teacher will explain that if the students have extra time, they may label their
picture and draw another heat source.
- Color-changing heat-sensitive putty in a plastic bag (1 per student) -
Used for students to explore how their body is a source of heat and
the heat from their hand is transferred to the putty.
- Anchor chart paper - Used for students to visualize sources of heat
Other Resources - Non-Fiction Book: Temperature: Heating Up and Cooling Down by
Darlene Stille - Used for a read aloud and for students to correct
misconceptions on the anchor chart paper
- Paper strip of “I can” statement (1 per student) - Used for students
to review their objective
UH COE Lesson Plan Template (Inquiry Lesson)
- Heat source pictures for students to color , cut, and paste into their
science journal - Used for students to visualize sources of heat
- Scissors, Glue, Pencils, and Crayons - Used for students to color,
cut, and paste the heat source pictures into their science journal

Lesson Procedures
A step-by-step description of the
scope and sequence of lesson
activities, with estimated time on task
noted in parentheses for each step.
In other words, completely describe
Describe how each stage of Cite specifically what
the flow of the lesson-the content to
the lesson will be managed, resources for this activity
be presented, and the strategies to
including role of teacher and will be used, and describe
This template is built on the be used. Include actual words you
learners (who is doing what in detail how they will be
will use and questions you will ask
traditional “Madeline students. Consider items such as:
at each point), location (e.g., used.
Hunter” lesson structure. classroom, computer lab, Note who will be using the
parts of the lesson that might be
outside), and any special tool and in what ways. Note
difficult, and how you will know
considerations, such as for any safety considerations
whether you can go on; how to
differentiated instruction. needed.
ensure that students completely
understand directions before
releasing them to work
independently; and what students
will do if they finish their work early.
1. The teacher will say, “I
want to see if you
guys can help me. My
hands are feeling a
little cold and I want to
know how I can make
them warmer. What The teacher will have
ideas do you guys students sit quietly
have?” on the carpet in front
2. Then, the teacher will of an anchor chart.
call on students to The teacher will be
share their accessing students’ An anchor chart
Engage
suggestions. prior knowledge by paper will be used to
(Engage student thinking,
3. If a student suggests asking questions. display student
access prior knowledge)
rubbing my hands Students will be thinking of what they
together, then the raising their hands to believe is a source of
teacher will say, “Let’s answer the heat.
all rub our hands questions. The
together. What do you teacher will be
feel?” recording students’
4. Then, the teacher will thoughts on an
call on students to anchor chart.
share what they feel.
5. Then the teacher will
say, “Today we are
going to be talking
about heat energy.
Everyone look over
UH COE Lesson Plan Template (Inquiry Lesson)
here, it’s our objective
for today and it is the
purpose of our lesson.
It says “I can use and
describe which senses
are used to explore
heat energy. I know I
have it when I can list
sources of heat.”
6. Then, the teacher will
ask, “Where does heat
come from?” The
teacher will allow
students some think
time to brainstorm
their ideas.
7. The teacher will
record students’
thoughts on the
anchor chart titled
“Heat comes from…”
8. The teacher will
record students’
thoughts on the
anchor chart (even if
the answers are not
correct, the teacher
will still write them on
the anchor chart and
address these
misconceptions during
the Explain).
9. Then, the teacher will
ask students to think
about their 5 senses.
“Now, let’s think about
our five senses. What
are our 5 senses?”
10. The teacher will ask
“Which of our senses
do we use to sense
heat? How do you
know?” (11:25-11:35)
1. After their discussion, The students will be
The students will be
the teacher will say, seated at their desks
Explore using color-changing
“We are going to be holding putty and
(Collaborative and hands- heat sensitive putty at
working with a special discussing with their
on) their seats to explore
kind of putty. I will give group what they notice
heat energy.
each of you some in a about the putty. The
UH COE Lesson Plan Template (Inquiry Lesson)
plastic bag. When you teacher will be walking
get it, put it on your around and listening to
desk and sit with your students’
head down.” conversations,
2. The teacher will pass informally assessing,
out the bags of putty. and eliciting student
3. The teacher will have thinking by asking
students sit back at questions such as
their desks with their “What do you notice
putty. about your putty? Why
4. The teacher will then do you think it changed
explain the colors?”
consequences for not
following the rules.
“Remember to not get
any of the putty on the
floor and make sure
that when you are
holding the putty, you
must hold it over your
table. If I see that you
are being silly with it
or making a mess, I
will take it away and
you will move your clip
down.”
5. The teacher will model
for students the
expectations while
giving the directions
and students will
follow steps with the
teacher.
6. “You will first look at
your putty. So
everyone should be
doing this with me.
Then, we will open our
plastic bag, take the
putty out, hold it with
your hands for a few
seconds, then look at
your putty again.
Then, I want you to
quietly talk to your
group about what you
notice about the
putty.”
7. The teacher will say, “I
UH COE Lesson Plan Template (Inquiry Lesson)
will give you two
minutes to hold your
putty and quietly talk
to your group about
what you notice about
it.”
8. The teacher will say,
“When the timer goes
off, this is what I want
you to do. You will put
the putty back into
your plastic bag, close
the bag, put it in the
middle of your table,
and put your head
down.” The teacher
will model these steps
for the students. “So
what are we supposed
to do when the timer
goes off?”
9. Then, the teacher will
set the timer for two
minutes.
10. The teacher will be
walking around
listening to the
conversations of the
students, informally
assessing, and
eliciting student
thinking. (11:35-11:45)
1. The teacher will call The students will be
The teacher will be
students by the sitting quietly on the
reading the nonfiction
quietest table to come carpet facing the
book Temperature:
to the carpet and face teacher chair. The
Heating Up and
the teacher chair. teacher will be asking
Cooling Down by
2. Then, the teacher will students questions
Explain Darlene Stille to
pick up the plastic about what they notice
(student and teacher correct students’
bags of putty and put about the putty. The
discourse, teacher misconceptions about
them aside. students will be raising
modeling, vocabulary which objects are
3. The teacher will ask their hands to share
instruction, clarify sources of heat. The
the students “What did what they noticed. The
misconceptions) teacher will make
you notice about the teacher will read the
revisions on the
putty?” nonfiction book
anchor chart for
4. The teacher will likely Temperature: Heating
sources of heat to
get the response that Up and Cooling Down
correct students’
the putty changed by Darlene Stille. The
misconceptions.
colors, so the teacher teacher will review the
UH COE Lesson Plan Template (Inquiry Lesson)
will ask “Why do you anchor chart that was
think the putty created earlier and
changed colors?” make revisions if
5. The teacher will allow needed or add new
students to share their things.
ideas.
6. After sharing ideas,
the teacher will say,
“Those are some good
ideas. We’re going to
talk about them more
in a little bit, but right
now I’m going to read
a little bit of a
nonfiction book to you
and it’s called
Temperature: Heating
Up and Cooling Down
by Darlene Stille.
7. The teacher will read
part of the book to the
students.
8. After reading, the
teacher will say, “Let’s
look at our anchor
chart again that we
made earlier to see if
we need to add or
change something.”
9. The teacher will say,
“In the book, we
learned that some
things give off heat
and some keep that
heat in. When
something gives off
heat, that means that
heat is coming from it
or we can say that it is
a source of heat.
‘Source’ means
‘comes from’.”
10. The teacher will say,
“Let’s think about our
putty. So one thing
that we noticed was
that our putty changed
colors. This is
because the putty was
UH COE Lesson Plan Template (Inquiry Lesson)
having heat energy
transferred to it. The
heat was coming from
our skin on our hands
and being transferred
to the putty. So our
skin is a source of
heat too. We can also
use our skin to sense
or feel heat.” (11:45-
11:55)
1. The teacher will say,
“Now I’m going to call
you by table group to
pick up two pieces of
paper from the bean
table and sit back at
your seats. This is
what they look like.”
2. The teacher will call
on table groups to pick
up papers from the
The students will return
bean table.
to their seats from the
3. The teacher will say,
carpet. The students
“Take out your
will be listening to the
science journal, open The students will be
directions. They will
up to the next empty coloring, cutting, and
follow along with the
page, and put your pasting pictures of
steps. The students will
Elaborate head down, so I know heat sources into
write ‘A source of heat
(Extend or apply the that you’re ready.” their science journals.
is’ at the top of their
learning to a new setting; 4. The teacher will ask The teacher will first
paper. Then, they will
active and collaborative) the light monitor to model these steps for
color, cut, and paste
turn off the lights and the students on the
the pictures of heat
will turn on the document
sources into their
document camera. camera/Smart board.
journal. At the bottom
5. The teacher will say,
of the paper, they will
“The first thing I’m
glue their ‘I can’
going to do is write ‘A
statement.
sors of heat is’ on the
top of my paper.”
6. “Let’s look at our
pictures. What is this a
picture of?” The
teacher will make sure
that students see that
it is a stove/oven,
toaster, campfire, and
iron. “How do you
know that a ____ is a
UH COE Lesson Plan Template (Inquiry Lesson)
source of heat?”
7. “Then, I’m going to
color my pictures of
heat sources. How
should I color my
pictures?”
8. “Then after I color all
my pictures, I’m going
to cut them and glue
them with one dot, not
a lot into my journal.”
9. “Then, I will glue my ‘I
can’ sentence strip at
the bottom of the
page. Let’s read our ‘I
can’ sentence
together. Finger point
with me on the Smart
board. I can use my
skin to sense heat.
Oh, this sounds a lot
like our objective for
today!” The teacher
will reference the
objectives.
10. “So what is the first
thing we do? Okay, I
will give you 8 minutes
to do this.”
11. Then the teacher will
set the timer for 8
minutes.
12. The teacher will walk
around and ask
questions to check for
understanding. (11:55-
12:05)
1. The teacher will say, The teacher will be
“Now I want you to standing by the
The students will be
draw a picture of a document camera to
drawing, coloring,
source of heat on the model how students
Evaluate and labeling their
next page of your should turn to the next
(Students demonstrate pictures in their
science notebook. If empty page in their
their understanding. How science journal. The
you are having trouble science notebooks to
will you know what they’ve teacher will be
thinking of something draw a picture of a
learned?) modeling these steps
to draw, then you can source of heat. The
at the document
look at our list that we students will be seated
camera.
made together for at their desks drawing,
some ideas.” coloring, and labeling
UH COE Lesson Plan Template (Inquiry Lesson)
2. Then the teacher will their pictures in their
say, “When you are science notebooks.
finished, raise your
hand so I can come
around and give you a
check. Then you can
color your picture and
label what it is a
picture of. Then, if you
have more time you
can draw another
source of heat.”
3. As the students are
working, the teacher
will be walking around,
informally assessing.
4. The teacher will set
the timer to 5 minutes.
5. The teacher will go
over the objective at
the end. The teacher
will say, “So what did
we learn today? What
sense do we use to
explore heat? What
are some sources of
heat? How do you
know that is a source
of heat?”
(12:05-12:15)

Plans for Differentiated Instruction/Accommodations


Special Education I could differentiate instruction by having the student receive assistance from the
Students special education teacher during activities.
English Language
N/A
Learners
Gifted and Talented N/A
I will pre-cut the heat sources for the students at blue table so that they will have
time to finish the activity of gluing their pictures into their science journals. I will
also sit with blue table more frequently than other tables, since they usually work
Other:
a little slower and might need reminders on directions. If students do not finish
on time, I will allow them to finish during center time. For my students that finish
faster, I will have them draw another source of heat energy.

Potential Challenges/Plan B
If the document camera/Smart board is not working, then I could draw my examples on chart paper and have my
students sit on the carpet. If the pace is too quick for students, then I can slow down to make sure that students
understand what to do before moving onto the next activity. If the students are unable to see that the putty
changed colors, then I can ask probing questions to get them to look closer at what properties of the putty
UH COE Lesson Plan Template (Inquiry Lesson)
changed.

Notes and Credits


http://www.bsisd.esc18.net/documents/Lesson%20Ideas/LESSONS%20&%20RESOURCES/SCIENCE/KIND
ERGARTEN/Science_Kindergarten_Unit_03_Exemplar_Lesson_03__Using_the_Senses_to_Explore_Heat.p
df