Student Teaching Lesson Plan Template

(Indirect Instruction / Discovery Learning)

Subject: Science Central Focus: Third grade students will recognize the different ways heat is
transferred.

Essential Standards/Next Generation Science Date submitted: Date taught:

Standards: 3.P.3 Recognize how energy can be
2/29/20 3/12/20
transferred from one object to another.

Lesson Objective:

The students will use their Chromebooks to correctly answer all of the Kahoot questions independently by applying
what they have learned about heat transfers.

Materials/Technology: Safety considerations:

● Pencil ● I will have sorting cards already cut out.

● Hershey kisses ● I will have a plan in place for how students will
come up to the board.
● Wipes
● I will give clear instructions on how students will
● Projector/ smart board conduct the experiment.
● Worksheets

● Sorting cards

● Tape

Prerequisite knowledge and skills Global Awareness:

needed for teacher AND student:
The different types of heat transfers could be discussed around the topic of
Teacher: Knowledge on what heat is, climate change. We could discuss how each type of heat transfer affects the
ways heat energy is transferred atmosphere and can cause different weather patterns.
(radiation, conduction, convection),
examples of heat transfer, how to use
Smartboard/projector, how to
navigate technology/websites, and
what kinds of questions to elicit
student thinking.

Student: Knowledge on how heat is

used in our world and everyday life,

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty

how to use graphic organizers, how to
fill in guided notes, how to retell ideas
in their own words, what a sort is, and
how to collaborate in a group.

Student(s) & Student/Small Group: Differentiation:

Modifications/Accommodations: (TIP:
Accommodations for special needs are 1. Students will work with their 1. Auditory learners will
included and clearly explained for at least two table groups to complete receive information through
types of diversity: learning styles, physical group work tasks and share videos and orally.
handicaps, emotional handicaps, ESL, etc.)
ideas.
2. Kinesthetic learners will
1. ASD- Preferential seating, usually
2. Students will work have hands-on experiences
closer to the teacher.
independently for the sticky with concepts.
2. ASD- Receive visual and verbal note/ bubble map task and
to complete their 3. Visual learners will receive
prompts.
information with pictures
experiment observations.
3. Visually impaired: Receive and videos.
worksheets with larger print and 3. Students will work
4. Students who finish early
preferential seating, usually closer to independently to answer
Kahoot questions. can work on a worksheet for
the board.
extra practice.

21st Century Skills: Language Functions:

1. Creativity- Students will think Analyze Argue Categorize

creatively to form a hypothesis
Compare/Contrast Describe Explain
and predictions.
Interpret Predict Question
2. Collaboration-Students will
collaborate with table groups Retell Summarize
to complete a sorting activity.
Rationale: Students will have to retell key ideas from the video. They will
3. Communication- Students will also have to predict what will happen before conducting the experiment
communicate with table then describe what was happening during the experiment. Students will also
groups and the teacher to categorize examples of heat transfers into the three types and explain their
share their ideas. answers.

Language Demands:

● Content/Academic Vocab:

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty

 ● Radiation

● Convection

● Conduction

● Heat

● Energy

● Transfer

● Discourse script possibilities:

T: “What is an example of radiation?”

S1: “The sun warming the ocean.”

T: “Why is that an example of radiation?”

S1: “Because the sun rays are moving through space to heat the pond.”

T: “What is another example of radiation?”

S2: “Using a toaster to toast a bagel.”

T: “Why do you think that is radiation?”

S2: “Because the heat moves from the toaster to the bagel.”

T: “Do you need the toaster to toast the bagel?”

S2: “Yes”

T: “A toaster is an object and toast is an object. So which type of heat

transfers from one thing to another? Or from a warmer object to a cooler
one?”

T: “What is another example of radiation?”

S3: “My mom says I’m gonna get skin cancer from radiation.”

T: “Why did she say that? What were you doing?”

● Syntax:

o The bubble map is a way to organize different words that relate

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty

 to heat or heat energy.

o Using sortment cards is a way to organize different examples of

the three types of heat transfers.

o Fill in the blank notes is structures the phrases and dialogue

form the video into complete sentences for students to refer
back to about heat transfer.

Activity Description of Activities and Setting: Time

1. Engage: Bubble Map T: “When you think of heat or heat energy what comes 3-5 minutes
to mind?”

T: “I am giving each of you a sticky note and I want you

to answer that question by writing or drawing
something related to heat or heat energy on the note. I
have started a bubble map by writing ‘heat energy’ in
the center. You will be placing your sticky notes around
this. When you have finished writing or drawing on
your sticky note, raise your hand and I will send you to
the board to post it.”

When all sticky notes have been posted, share some

of them with class.

2. Explore: Heat Transfer Experiment
T: “Now that we have some ideas about heat energy, 10-12 minutes
we are going to do a little experiment using Hershey
kisses. When I pass them around do not touch them
until I have told you to do so. In the experiment you will
be holding 1 kiss in your palm with an open hand, and 1
kiss in your palm with your hand closed (model). You
will hold them like this for about 5 minutes. Right now,
you are each being given a worksheet and I want you to
write your name somewhere at the top. Then, you are
going to fill out just the very top part next to the word
“Hypothesis.” This will be your guess as to what will
happen to the Hershey kisses in your open hand and
closed hand.”

Ask a student to repeat the instructions

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty


3. Explain: What is heat energy? How does it
move?
Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty
5 ish minutes later….
T: “Now that the time is up look and see what
happened. You may eat the leftover chocolate and I am
walking around to hand each of you a wipe to clean
your hands. Were your results similar to what you
guessed on the worksheet? Write your results or what
happened on the next part of the worksheet.”
T: “Today we are going to be learning about heat and
how heat is transferred. Our bodies are a natural source
of heat, which is why the chocolate melted in our
hands. Heat transfers from a warmer object to a cooler
object, just like we observed with our body being the
warm object and the chocolate was cooler. Now, I want
you all to take a few minutes to write in the “what did I
learn?” and “what questions do I still have?” parts of
the worksheet. Share some of these things with your
table group.”
T: “You all had some great questions that might be 10-15 minutes
answered in this next part. Now we are going to learn
what heat is and the three ways it is transferred. We
are going to start by watching a video. While you are
watching, fill in the guided notes sheet I have handed to
you by filling in the blanks.”
http://studyjams.scholastic.com/studyjams/jams/scienc
e/energy-light-sound/heat.htm
T: Pause at 0:26 “Can someone read the sentence for
number 1 with the answer? 2?”
1:01 “What are the 3 ways heat is transferred?”
1:27 “What is radiation?”
“Can someone read the sentence with answers for 9
and 10? What example did the video provide for this?
1:41“What is the process for conduction?”
2:00“How is heat transferred in conduction? What was
 the example of this in the video?”

2:23“What object allows heat to pass through easily?

difficult?”

2:47“What is convection? What is the example from the

video?”

3:10 “What were the examples of radiation and

conduction with the water bottle example?”

T: “Did everyone fill in all of their blanks? Raise your

hand if you missed one.”

T: “What kind of heat transfer did you all do earlier with

the chocolate?”

S: “Conduction” T: “Why do you think that?”

S: “Because the heat transferred from one object to

another.” T: “Thumbs up if you agree?”

T: “Now we are going to look at some other examples

of radiation, conduction, and convection. I have the 3
words posted on the screen and I am handing each
group some cards with different examples on them. The
first thing I want you to do is talk with your group to try
and sort them at your desk for 3 minutes. When you
finish, raise your hand and I will send one person from
the group to tape them up under the correct heading.”

Once all have been taped up I will go over them and

ask students to put a thumbs up if they agree.

4. Elaborate/Extend: Radiation and Students will experiment with convection by observing 15 minutes
convection experiment. Heat Transfer Quick how warm and cold water react when they touch(warm
Check
rises and expands, cold contracts and sinks).

Students will also observe radiation using UV beads.

Students will answer questions on Kahoot! to apply
what they have learned.
https://create.kahoot.it/details/e5f7b59b-379c-4be5-
b603-32b6dfa51744

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty

 5. Evaluate (Assessment methods): Informal: Listening for students’ understanding during
whole class and small group discussions.

Formal: Students will correctly answer all of the Kahoot

questions.

Closure: To close the lesson, I would ask for students to share 2 minutes
what they learned. I would also have them write on a
scrap piece of paper what they liked about the lesson,
something they did not or would have changed, and a
question they might still have.

Reflection on lesson:

CT signature:____________________ Date: __________ US signature: ______________________ Date: ____________

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty