Indirect Lesson Plan
Aaron Kincaid
ELED 3221
10-26-12
Using Thermometers
Elementary Science
_____________________________________________________________________________
Big Idea: The knowledge and use of a thermometer.
Grade Level: 2nd Grade
Rationale: Students need the skills and knowledge necessary to use and interpret the data provided by a thermometer. Why are students learning this material? Students will need to know how to read temperature for use throughout their lives. Students will use this knowledge both in school and outside of school on a daily basis.
NC Essential Standard(s): 2.E.1.4 Recognize the tools that scientists use for observing, recording, and predicting weather changes from day to day and during the seasons.
National Science Education Content Standards Reference:
K-4 Content Standard B: (Simple instruments, such as magnifiers, thermometers, and rulers, provide more information than scientists obtain using only their senses.)
Instructional Objective: Students will understand that a thermometer is a tool scientists use to tell temperature. Students will also be able to use a thermometer to accurately read temperature in degrees Fahrenheit.
Prerequisite knowledge and skills: Students need to understand how to read a thermometer and understand the definitions of hot and cold. The teacher also needs to know how to read a thermometer.
Materials/Resources:
4 Thermometers
12 Cups (4 labeled “1”. 4 labeled “2”. 4 labeled “3”)
Worksheet #1
Worksheet #2
Source of your lesson:
http://www.ncpublicschools.org/docs/acre/standards/new-standards/social-studies/k-2.pdf
Estimated Time: 30 minutes
Accommodation for Special Needs/different learning styles: For the student in the class that is hearing impaired; the headset that allows he to hear the teacher speak will be used.
Safety considerations: Thermometers will be non glass thermometers that cannot cut students. The water used will not be scalding hot.
______________________________________________________________________________
Content and Strategies (Procedure)
Engage:
Begin the lesson by showing students images of a boiling pot of water on a stove, a building on fire, a desert and a volcano. Ask them what word comes to mind after seeing those pictures (hot).
Then show them an image of an iced drink, an iceberg and a freezer door opened up. Then ask them what comes to mind when they see those images. (cold)
The teacher will then ask the students how they would know if the objects were hot or cold.
If students suggest using your senses to tell if it is cold, bring up an image of people swimming in icy water.
Explore:
The teacher will then split the class into groups of 5 and hand out 3 cups of water
(numbered 1-3) to each group.
#1 warm cup
#2 cold cup
#3 room temperature cup
The teacher will then ask the class if they think any of the cups are cold, room temperature, or hot. During this time the teacher will walk around the room and solicit reasoning behind their answers. The idea during this time is to have students question their definitions between hot and cold. If the students tell you something is cold, the teacher should touch the water and tell them that it doesn’t feel cold to them. The teacher can also ask if anyone thinks differently, and encourage the students to discuss with each other what they think.
Explanation:
The teacher will then hand out work sheet #1 to students and instruct them to complete it individually. The worksheet instructs students to describe the temperature of cups 1-3 in their own words, and why they would describe it that way. After the worksheet has been completed, the teacher will ask the students to share with the class what their descriptions are, and finally what scientific instrument could they use to determine the temperature accurately. (thermometer)
If students have difficulty coming to the conclusion what they need to tell the temperature.
Ask questions such as:
What would a scientist use to tell how hot water is?
What does the weatherman use to tell how hot or cold it is outside?
Elaborate:
The teacher will then give each group a thermometer and hand out worksheet #2 to the students. The work sheet asks them to list the temperature of each cup (in degrees farenheit), to give one example of how a scientist could use a thermometer, and how you can use a thermometer at home. The teacher can share an example of how they think they can use a thermometer at home (when cooking food), and how a scientist could use a thermometer (to measure the temperature of lava).
Students will then be invited to share their findings with the class.
The teacher can ask the students in this phase if they still think the cups are hot or cold.
Evaluate:
Students are expected to score 3 out of 3 points.
1 Point: Collaborated with group members
0 Points: Did not collaborate with group members
1 Point: Completed worksheets
0 Points: Did not complete worksheets
1 Point: Participated in class discussion
0 points: Did not participate
Closure:
“Now we know how to tell for sure how hot or cold something is. If I am wearing shorts during the winter does it mean it is warm outside? What about long sleeves during the summer? Thermometers are an important tool for scientists to use and also an important tool for us to use at home.”
The teacher can ask finally if the class thinks it is hot or cold outside. After sharing their opinions, the class can walk outside and measure the temperature, or use a window thermometer.
Materials:
Worksheet 1:
Name:________________
Describe how Cup #1 feels (warm, cold, or in between)
Why?:
Describe how Cup #2 feels (warm, cold, or in between)
Why?
Describe how Cup #3 feels (warm, cold, or in between)
Why?
Worksheet 2:
Name: ________________
What is Cup #1’s temperature? _________
What is Cup #2’s temperature? _________
What is Cup #3’s temperature? _________
How could you use a thermometer at home?
What is one way a scientist could use a thermometer?
ELED 3221
10-26-12
Using Thermometers
Elementary Science
_____________________________________________________________________________
Big Idea: The knowledge and use of a thermometer.
Grade Level: 2nd Grade
Rationale: Students need the skills and knowledge necessary to use and interpret the data provided by a thermometer. Why are students learning this material? Students will need to know how to read temperature for use throughout their lives. Students will use this knowledge both in school and outside of school on a daily basis.
NC Essential Standard(s): 2.E.1.4 Recognize the tools that scientists use for observing, recording, and predicting weather changes from day to day and during the seasons.
National Science Education Content Standards Reference:
K-4 Content Standard B: (Simple instruments, such as magnifiers, thermometers, and rulers, provide more information than scientists obtain using only their senses.)
Instructional Objective: Students will understand that a thermometer is a tool scientists use to tell temperature. Students will also be able to use a thermometer to accurately read temperature in degrees Fahrenheit.
Prerequisite knowledge and skills: Students need to understand how to read a thermometer and understand the definitions of hot and cold. The teacher also needs to know how to read a thermometer.
Materials/Resources:
4 Thermometers
12 Cups (4 labeled “1”. 4 labeled “2”. 4 labeled “3”)
Worksheet #1
Worksheet #2
Source of your lesson:
http://www.ncpublicschools.org/docs/acre/standards/new-standards/social-studies/k-2.pdf
Estimated Time: 30 minutes
Accommodation for Special Needs/different learning styles: For the student in the class that is hearing impaired; the headset that allows he to hear the teacher speak will be used.
Safety considerations: Thermometers will be non glass thermometers that cannot cut students. The water used will not be scalding hot.
______________________________________________________________________________
Content and Strategies (Procedure)
Engage:
Begin the lesson by showing students images of a boiling pot of water on a stove, a building on fire, a desert and a volcano. Ask them what word comes to mind after seeing those pictures (hot).
Then show them an image of an iced drink, an iceberg and a freezer door opened up. Then ask them what comes to mind when they see those images. (cold)
The teacher will then ask the students how they would know if the objects were hot or cold.
If students suggest using your senses to tell if it is cold, bring up an image of people swimming in icy water.
Explore:
The teacher will then split the class into groups of 5 and hand out 3 cups of water
(numbered 1-3) to each group.
#1 warm cup
#2 cold cup
#3 room temperature cup
The teacher will then ask the class if they think any of the cups are cold, room temperature, or hot. During this time the teacher will walk around the room and solicit reasoning behind their answers. The idea during this time is to have students question their definitions between hot and cold. If the students tell you something is cold, the teacher should touch the water and tell them that it doesn’t feel cold to them. The teacher can also ask if anyone thinks differently, and encourage the students to discuss with each other what they think.
Explanation:
The teacher will then hand out work sheet #1 to students and instruct them to complete it individually. The worksheet instructs students to describe the temperature of cups 1-3 in their own words, and why they would describe it that way. After the worksheet has been completed, the teacher will ask the students to share with the class what their descriptions are, and finally what scientific instrument could they use to determine the temperature accurately. (thermometer)
If students have difficulty coming to the conclusion what they need to tell the temperature.
Ask questions such as:
What would a scientist use to tell how hot water is?
What does the weatherman use to tell how hot or cold it is outside?
Elaborate:
The teacher will then give each group a thermometer and hand out worksheet #2 to the students. The work sheet asks them to list the temperature of each cup (in degrees farenheit), to give one example of how a scientist could use a thermometer, and how you can use a thermometer at home. The teacher can share an example of how they think they can use a thermometer at home (when cooking food), and how a scientist could use a thermometer (to measure the temperature of lava).
Students will then be invited to share their findings with the class.
The teacher can ask the students in this phase if they still think the cups are hot or cold.
Evaluate:
Students are expected to score 3 out of 3 points.
1 Point: Collaborated with group members
0 Points: Did not collaborate with group members
1 Point: Completed worksheets
0 Points: Did not complete worksheets
1 Point: Participated in class discussion
0 points: Did not participate
Closure:
“Now we know how to tell for sure how hot or cold something is. If I am wearing shorts during the winter does it mean it is warm outside? What about long sleeves during the summer? Thermometers are an important tool for scientists to use and also an important tool for us to use at home.”
The teacher can ask finally if the class thinks it is hot or cold outside. After sharing their opinions, the class can walk outside and measure the temperature, or use a window thermometer.
Materials:
Worksheet 1:
Name:________________
Describe how Cup #1 feels (warm, cold, or in between)
Why?:
Describe how Cup #2 feels (warm, cold, or in between)
Why?
Describe how Cup #3 feels (warm, cold, or in between)
Why?
Worksheet 2:
Name: ________________
What is Cup #1’s temperature? _________
What is Cup #2’s temperature? _________
What is Cup #3’s temperature? _________
How could you use a thermometer at home?
What is one way a scientist could use a thermometer?