College of Education Lesson Plan Template

Teacher Candidate: Teddi Steadman Date and Time of Lesson: 2-27-14 at 1 : !" School: #oodfield Elementar$ School (rade Su%&ect'(rade Le)el: Science'*rd

Description of Lesson: Students +ill follo+ up from the information introduced on

Tuesda$ and #ednesda$ %$ illustrating or e,emplif$ing conductors and insulators-

Lesson Title or Essential .uestion that guides the lesson: Conductors and /nsulators Curriculum Standards !ddressed:
0ational Standard1s2: SC Curriculum Standard1s2:2: *-4: The student +ill demonstrate an understanding of the changes in matter that are caused %$ heat-

SC !cademic /ndicator1s2: *-4-*: E,plain ho+ heat mo)es easil$ from one o%&ect to another through direct contact in some materials 1called conductors2 and not so easil$ through other materials 1called insulators23ther:

EEDA Standard(s) SSCA Element(s) (harassment, intimidation, bullying, or appropriate behaviors) Others as needed for interdisciplinary (cross-curricular) lessons

Lesson 3%&ecti)e1s2:
At the end of this lesson students will be able to explain that heat either moves easily in some materials called conductors or not so easily in other materials called insulator by illustratin or exemplifyin the two!

!ssessment1s2 of the 3%&ecti)es:

" will assess students by ivin them a #ui$ with a picture of a fryin pan! Students will be as%ed to label the fryin pan and answer why the en ineer created the fryin pan the way he did! &his post assessment will be used to show rowth from the two prior lessons tau ht on &uesday and 'ednesday!

Revised 1.20.14

"aterials'4esources:

(ui$) Science noteboo%) votive candle) paperclip) and fryin pan!

Prere5uisites 1Prior 6no+ledge2: Students should 7no+ from the t+o prior lessons the differences %et+een conductors and insulators as +ell as materials that can %e identified as either a conductor or an insulator-

Procedures: 1-!t the %eginning of the lesson students +ill %e as7ed to ha)e their science note%oo7s on their des7 and a pencil to +rite +ith2- 8esterda$ at the %eginning of the lesson9 students +rote +hat the$ learned from the science e,periment on 2'2:'149 at the end of $esterda$s lesson students +rote an$ ne+ information the$ learned- ;efore %eginning toda$<s lesson9 / +ill go o)er the students note cards as a class- #e +ill tal7 a%out common misconceptions as +ell as things that students didn<t go in to as much detail +ith*- !fter re)ie+ing the note-cards9 / +ill do a simple e,periment +ith a paper clip and a )oti)e candle- Students +ill see that the paper clip has to come in to =direct contact> +ith the heat for the heat to mo)e through the paper clip9 ma7ing the paper clip hot- This e,periment +ill clear up one of the main mista7es found on the note-cards4- !fter the e,periment9 students +ill complete a T chart in their science note%oo7s- /n the T chart students +ill +rite conductors and insulators at the top- ?nderneath each column students +ill +rite e,ample materials of each:- !fter completing the T chart9 / +ill sho+ students a fr$ing pan- The fr$ing pan +ill ha)e a metal center 1+here the coo7ing is ta7en place2 and a plastic handle- / +ill ha)e students 5uietl$ o%ser)e the fr$ing pan- #hile students are o%ser)ing9 / +ill as7 students to thin7 )er$ deepl$ +h$ the engineer +ho created this fr$ing pan constructed it the$ +a$ he did- 1D3 03T !LL3# @34 CL!SS D/SC?SS/30 ;EC!?SE TA/S /S TAE ST?DE0TS P3ST !SSESS"E0T2 B- #hile students are o%ser)ing the fr$ing pan9 / +ill pass around the assessment7- 3n the assessment9 students +ill %e as7ed to la%el the parts on the fr$ing pan9 and at the %ottom ans+er +h$ the engineer created the pan the +a$ he didC- 3nce students are finished ta7ing the 5uiD9 +e +ill anal$De a 5uestion out of the P!SS +or7%oo7- =#hat happens during conductionE> !cti)it$ !nal$sis:
"dentify at least two activities you plan to use in this lesson and explain why you are plannin these specific activities! "n your explanation include the followin prompts* Students were able to view the experiment with the votive candle and paperclip! +y havin students view the paperclip bein placed into the flame (source of heat) they will

Revised 1.20.14

be able to ma%e the connection with the ,direct contact- part of the definition of conductor! Students have had trouble ma%in the connection with this part of the definition! Students were also able to see a fryin pan where conductor and insulators were deeply thou ht of when constructed by the en ineer! +y havin students observe a real world connection to conductors and insulators they will be able to see why it is important for scientist to have these two different types of materials! Students learn best when en a ed in the content! Students will be actively en a ed when participatin in the drama and class discussion! .o technolo y was needed because students were up and movin durin the drama and the discussion was student led!

Differentiation'!ccommodations'"odifications'/ncreases in 4igor
I will read out the directions on the post assessment for the !"# students.

4eferences:
Dr! /ardner South Carolina Science 0AC& 0ractice 'or%boo%

Revised 1.20.14