KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT LESSON PLAN FORMAT

Teacher Candidate: Cooperating Teacher:

Ms. Steinmann

Date: Coop. Initials 2

Group Size: Whole Class (24) Allotted Time 60 minutes Grade Level

Subject or Topic:

Weather (Measurement)

Section

STANDARD: S3.D.2.1.3: Identify appropriate instruments to study and measure weather elements (i.e., thermometer [temperature]; wind vane [wind direction]; anemometer [wind speed]; rain gauge [precipitation]). I. Performance Objectives (Learning Outcomes): A. The students will describe a thermometer and how it measures the temperature of different things, by making a homemade one in the classroom and explaining why the liquid raises and falls in different temperatures.

II. Instructional Materials A. Computer with internet connection Brain pop link 1. http://www.brainpopjr.com/science/weather/temperature/ B. Guided notes C. Plastic bottles (enough for one per group) D. Rubbing Alcohol E. Water F. Food coloring (red) G. Straw H. Clay I. Clear big bowl that your bottle can fit in. Link 1. http://www.youtube.com/watch?v=qwHvXSJlp-s J. Materials that can be hot or cold for student to test with K. Measurement Closure PowerPoint L. Exit slips III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea) 1

A. Prerequisite skills Following directions 1. To keep self and others safe Good listening and speaking skills 1. Respect for others when they are talking The concept of hot and cold B. Key vocabulary Temperature -tells you how hot or cold something is Thermometer- measures temperature Fahrenheit- (degrees F) one of the common degree scales temperature is measured in Celsius-(degrees C) one of the common degree scales temperature is measured in Boils- gets hot and starts to bubble Freezes- water turns to a solid like an ice cube C. Big idea What is temperature? What is a thermometer and what does it do? What is Fahrenheit and Celsius? D. Content What is temperature? What a thermometer does? Knowing if the liquid goes up in the thermometer it is getting hotter and is expanding 1. If it is getting colder the liquid goes down.

IV. Implementation A. Introduction Review the ten day forecast and have the students answer the question of how they think the number (temperature) is figured out. As the teacher, still do not give them the answer but instead say I know who can help us, our friends Annie and Moby at Brain Pop can help us.

B. Development Pass out the guided notes for the Brain pop video and start the video. (Explain to the students that we will watch the video twice, go over the answers after the video if they missed something dont worry about it to much.) Play the video all the way through once and give the students a few minutes to write down all their thought before showing it again. Play it again, again giving the students time to write down their answers, after seeing it.

 Allow the students to talk it over with a partner to get the remaining answers they need. The teacher then asks if there are any questions that the students still have and answers those questions. When there are no more questions the teacher asks how the numbers are figured out and have some students answer. After answering the questions the student has ask them if anyone knows/caught what makes the liquid raise or lower. If there is no answer have them keep that in mind for when the complete the activity coming up. The teacher will guide the groups in the making of a homemade thermometer, Link 1. http://www.youtube.com/watch?v=qwHvXSJlp-s Once every group has their thermometer made the teacher explains that we are going to figure out why the liquid raises and lowers and that we want to test different things to figure out what makes the liquid move. Students will test different materials to see if the liquid in the homemade thermometer moves or not. They will record it on their inquiry sheet. (attached) 1. The inquiry sheet will be the assessment for this lesson After collecting the data the students will look for patterns in the data and try to come up with a conclusion to why they think the liquid is moving. Once every group has a conclusion they will present their findings to the class and there will be a class discussion. After the class discusses it and thinks they have they answer, the teacher can give the answer. 1. It moves because when the liquid in the thermometer gets hot is expands and rises up the straw, when it cools down it falls down the straw. After the answer has been given make sure the students have their name on the inquiry sheet and pass them in. 1. Again, this is the assessment for the lesson

C. Closure Have the students view the first four slides on the Measurement Closure PowerPoint, and fill out the exit slip, before leaving class. Tell the class that the topic of tomorrows lesson has to do with the pictures that are in the slideshow, the trick however is that they have to figure it out with only being able to see part of the picture. Remind the students that there are no wrong answers, and to turn them in to the teacher before they leave class.

D. Accommodations/Differentiation For any student having difficulties with the concept measurement of temperature I will have an after school review session and go back over the information about, and answer any questions that these students still have. If they are still having difficulty I will pair them with a student that really understands the information for a peer teacher. For Johnny, a visually impaired student in the class, I will allow him to mark on the bottle with different color markers to be able to tell if the water is moving up or down. I will also allow that group to use a different color food coloring if it helps Johnny see the movement.

E. Assessment/Evaluation Plan 1. Formativea. The inquiry sheet, checking to see the patterns the groups found 2. Summative a. No summative assessment for this lesson

V. Reflective Response A. Report of Students Performance in Terms of Stated Objectives (after lesson is taught) Remediation Plan B. Personal Reflection How can I improve this lesson? 1.

 Did the students learn more about measurement of temperature after this lesson? 1.

Should I have guided the student more during the inquiry to help them find the correct answer? 1.

VI. Resources A. Images (n.d.). In Google. Retrieved April 10, 2014, from https://www.google.com/search?q=extreme+weather+photos&client=firefoxa&hs=wCW&rls=org.mozilla:enUS:official&channel=fflb&tbm=isch&tbo=u&source=univ&sa=X&ei=gpRN U7uSEIqU0AGAxYG4Aw&ved=0CCcQsAQ&biw=14 B. Temperature (n.d.). In Brain Pop Jr.. Retrieved April 10, 2014, from http://www.brainpopjr.com/science/weather/temperature/ C. How to Make a Homemade Thermometer | Science Projects (n.d.). In YouTube. Retrieved April 10, 2014, from http://www.youtube.com/watch?v=qwHvXSJlp-s