Claflin University School of Education

EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Arthea D. Simmons PART I: PLANNING Heat and Changes in Matter Title of Lesson
Is this lesson original idea? If not, from what source did I borrow this lesson?

Date: March 11, 2013

Source Subject Area (s)

This lesson was originally the idea of my mentor teacher. However, I made some revisions. Science 3rd

Grade Level 3- 4.3: Explain how heat moves easily from one object to another through direct contact in some materials (called conductors) and not so easily through other materials (called insulators).
Describe the lessons activities and content.

Curriculum Standards

Description and Background Information

In this lesson, my anticipatory set will include a science experiment where I will place a metal spoon (conductor), plastic spoon (insulator), plastic straw (insulator), aluminum straw (conductor), and a wooden pencil (insulator) into a boiling cup of water. I will then allow students to predict what will happen. Students will write their predictions on a chart where they will eventually complete a portion that will serve as their assessment at the end of the lesson. However, after predictions are made, I will separate students into groups where they will get the opportunity to feel each material as I take them out of the boiling water. My pre-assessment will come from allowing them to make predictions about what they think will happen during the experiment and why. For teacher modeling and demonstration, I will conduct an interactive Power Point presentation on heat and the changes of matter. This support document also specifies that conductors and insulator are the main content that students need to know, so I will also include this content within the presentation. This will also serve as my instruction. After instruction, I will pair students and they will randomly choose an object from a zip lock bag full of items that are conductors and

insulators. These students will discuss whether or not their object is an insulator or conductor. They will also present their object to the class, tell if their object is an insulator or conductor, and they will also tell why. This will also serve as my guided practice. For review, I will use popsicle sticks to randomly choose students to ask various questions for my guided practice activity. Next, students will be assessed as they complete the entire chart that was given at the beginning of the lesson. The portion of the chart where students will have to tell whether a particular object is an insulator or conductor will be graded for independent practice. We will then end the lesson with closure by engaging in a grand conversation about the heat and changes in matter. Lesson Objectives
What will students be able to do at the conclusion of this lesson?

The students will be able to explain how heat moves easily from one object to another through direct contact in some materials (called conductors) and not so easily through other materials (called insulators).
How will I vary these objectives for students who do not understand the material? How will I vary these objectives for students who have already mastered the concept?

Varying Objectives for Individuals Needs

I will vary objectives by only covering small portions of the objective each day. Ex. The student will be able to explain how heat moves easily from one object to another through direct contact in some materials (called conductors). Then I will cover another small portion of the objective on the following day. Ex. The student will be able to explain how heat may not so easily move through some materials (called insulators).
Why is it important for the students to learn this content?

Statement of Purpose

The purpose of this lesson is to help students realize that heat is very important to all that happens in our universe and it appears in many forms and is responsible for sustaining life on our planet.
What materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need? What will the students need? What other resources are needed?

Materials and Resources

microwave, large durable cup, water, napkins, metal spoon, plastic spoon, plastic straw, aluminum straw, wooden pencil, and smart board.
What will you do to motivate the students and get their attention? What is the hook that will serve as a focus for the lessons activities?

Anticipatory Set

My anticipatory set would be to conduct a science experiment to capture the attention of my students while getting them to think and make predictions. Part II: IMPLEMENTATION
How will I find out what students already know about this topic?

Pre-assessment

I will find out what my students already know by asking

them to make predictions about what they think will happen during the experiment and why.
What will I do to show students what is expected?

Teacher Modeling or Demonstration

I will conduct modeling throughout the science experiment and I will conduct demonstration and instruction by using a power point to aid in teaching the lesson.
What will we do together as they learn how to succeed at the new task?

Guided Practice

For guided practice, students will pair up and complete a small presentation on the object that they randomly chose out of the zip lock bag. Students will tell the name of their object, tell whether it is an insulator or conductor, and tell why their object is an insulator or conductor. These students will conduct these presentation will my guidance and with the help of their partner.
What questions will you ask to determine if students understand so far? What techniques or strategies will be used to determine if students understand so far?

Checking for Understanding

To check for understanding, I will ask my students questions about the lesson and randomly choose their names from a cup of popsicle sticks to answer the questions. 1.) What is the definition of a conductor? 2.) What is the definition of an insulator? 3.) What is an example of a conductor? 4.) What is an example of an insulator? 5.) What is a good example of a conductor? 6.) What is a good example of an insulator?
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

For independent practice, students will complete a What do you feel, classification sheet. Students will also make their predictions on this sheet at the beginning of the lesson.
How will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson?

Closure

I will conclude the lesson by reinforcing and asking questions. 1.) What is the definition of a conductor? 2.) What is the definition of an insulator? 3.) What is an example of a conductor? 4.) What is an example of an insulator? 5.) What is a good example of a conductor? 6.) What is a good example of an insulator?
What will students do to demonstrate what they have learned?

Assessment (attach to lesson plan) Extension Activities

Students will complete an assessment to show what they have learned. (Assessment attached)
What can students do at home or in the classroom to apply the knowledge or skills? How could you use your colleagues or community agencies to improve student performance?

Prepare materials for the Ice Cube Melting Contest.

(Some students may have done this before in an earlier module. If so, asked them to apply what they know now to melt the ice even quicker.) Ice cube melting contest. Provide each pair of students with an ice cube in a zip lock bag. Have them remove as much air as possible from the bag and seal it tightly. When they are done, they are to put the bag in the center of the table and not touch it. Tell them that when you say, Go, they will have 5 minutes to do what they can to melt the ice cube. They cannot open the bag. Stress that although they can move around the room, they are to follow normal rules of good behavior for the classroom. Remind them that when you say, Stop they must put their bags down right away. Say Go give them 5 minutes (you can count down each minute for dramatic effect) and Stop at the end. When they are done, they should put their bags on the table and not touch them anymore. Have each pair measure the amount of the water (not the ice) from the bag by using the graduated cylinder. Put the class results on a chart similar to the one below. You can identify the groups by using first names, a team name or just a team number. Discuss their data. Who melted the ice the most? How do they know? Further discussion, ask: What did you do to melt the ice? Where did the heat come from to melt the ice? (Answers will vary depending on the techniques used. They could mention their hands, a radiator, the sun, etc.) Where did the heat go as the ice melted? (The heat went into the ice and that warmed it up and melted it.) Were the techniques they used insulating or conducting? (Conducting, as they wanted to conduct heat into the ice.) Was the plastic bag an insulator or a conductor? (A conductor as it transferred heat well.) Would they get the same results if you had placed the ice cube in a bag made of thick Styrofoam? (No since the Styrofoam would have kept the heat away from the ice cube.) Ask them to get together with they partner to design (draw or describe in their notebooks) the ultimate ice cube preserver something that would keep the ice cube from melting for a long time. (They should show some understanding of using some material that will keep heat away from the ice cube.) Point out that they are keeping the heat away form the cube. You could conduct one or more of this ice cube preserver activity if you have the time.

How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content?

Technology

Technology will be used to assist students with learning by using the SMARTBoard to show a power point

presentation. Pictures and examples of conductors and insulators will also be shown using the smart board. This will help to enhance delivery and comprehension by allowing students to visually see examples of conductors and insulators.
How will you connect this lesson with other content areas across the curriculum?

Connection Across the Curriculum

I will connect this lesson with math by having students help measure the amount of water in the cup before placing objects inside. I will also connect this lesson with physical education as we talk about heat energy. I will relate this energy to the energy that people need to exercise and stay healthy.

PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom management. Describe the strengths of student engagement.

Strengths

The strength of my lesson would be student engagement. Students were excited about the experiment and they were eager to learn more about conductors and insulators.
Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement.

Weaknesses

Although the noise level was expected to be high during this lesson, I can say that this would probably be a weakness. Sometimes noise is good, but I may need to manage the noise level a little better the next time.
What would you change when teaching this lesson again?

Suggestions for Improvement

If I was to teach this lesson again, I would probably pair my students up and allow them to do research on various objects that are insulators and conductors. This will not only enhance knowledge, but this will also give them insight on how to conduct research.
Revised 1-2012
THE CLAFLIN IMPERATIVE PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

What do you see and feel?

Name ________________________ Date _______________

Material Wooden Pencil

Prediction

What do you feel?

Conductor or Insulator

Metal Spoon Plastic Straw

Aluminum Straw

Plastic Spoon