Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Thermometer Review and How to read a

thermometer.

Date

November 4th

Subject/Gra
de Level

Science Grade 2

Time
Duratio
n

1 hour 10 minutes.

Unit

Hot and Cold

Teacher

Kelsey Galbraith

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

2-9 Students will Recognize the effects of heating and cooling, and identify methods
for heating and cooling.
Students will:
1. Describe temperature in relative terms, using expressions such as hotter
than and colder than
2. Measure Temperature in degrees Celsius
4. Identify safe practices for handling hot and cold materials and for
avoiding potential dangers from heat sources.

LEARNING OBJECTIVES
Students will:
1. Review and know what a thermometer is- naming its components and why we use them.
2. Review and know what the common temperatures are and why they are significant.
3. Will predict and understand how their senses can feel the temperature of the water, and how
certain temperatures and physical bodies of materials (ice) will change depending on its
environment (warmer temperature)
4. Will understand how to read a thermometer.

ASSESSMENTS
Observations:

Observe students ability to participate and follow along. Do they

understand the review of a thermometer? Can they accurately name the
parts of a thermometer and do they understand there are significant
temperatures.
Observe students predictions and observations about using their own
senses to understand temperature. Can they properly use a
thermometer? Can they properly fill out the hand out?

Key Questions:

What is a thermometer?
What is hotter than, colder than?
What do we write or say about a temperature, do we say it is 15
points outside?
What is significant about this temperature?
What do you predict about the temperatures of the water in the
bowls labelled luke-warm, hot- water, cold- water? Will warm
burn you? Will it freeze you?
In Canada, how do we measure temperature? In degrees Celsius.

Products/Performan
ces:

Interactive thermometer on the smart board: Can they move the

thermometer to the correct temperature given the information?
Observations and predictions for the bowls of water.
Handout for filling in the thermometers for their bowls of water.
Exit slip- fill in the blank.

LEARNING RESOURCES CONSULTED

Alberta program of studies Science grade 2
Edmonton Public School System Resources.
Smart Exchange.
Adapted from a template created by Dr. K. Roscoe

MATERIALS AND EQUIPMENT

Smart board.
18 bowls for groups of three to work
with three bowls filled with Luke warm,
cold, and hot water.

Lesson Plan Template ED 3501 (Version C)

6 Thermometers
17 handouts for measuring
temperature.
17 handouts for waterbowl activity.

PROCEDURE
Prior to lesson

Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Learning Activity
#1

Have
Have
Have
Have

smart board lesson uploaded.

handouts printed.
materials for experiment.
stations and groups planned out.
Introduction

Have images from Traviss* travel trips for hot and cold on the
smart board. Compare which image is of a hotter place or a
colder place and compare.

Time
5min.
5 min.

Using the hotter than, colder than vocabulary.

Students will review the words they already know about
temperature.
The class will work at the same pace and work together.
The students will be seated in their desks, following along,
listening and reading together.
Review of temperatue
Learn how to read a thermometer with the smart board app.
Move into groups.
Have Mrs. Robbins and Mrs. White help with managing the class
with water bowls.
Measure the temperature of warmer, colder, and hot water.
Body
Review Component:

Time

KQs
What is a Thermometer?
What do we write or say about a temperature, do we say
it is 15 points outside?
As a class students will be in their desks and using the
random- draw-popsicle- name -stick strategy we will:
-Name the parts of the thermometer: the stem, the bulb, the
scale, the alcohol by working through the worksheet together
- reading the review questions and answering the questions
together.
I will be writing the words on the board as we go.

15 min.

Students will review the words they already know about

thermometers.
The class will work at the same pace and work together.
The students will be seated in their desks, following along,
listening and reading together.
Teacher Notes:
Assessments/
Differentiation

-Observe how comfortable the students are with the

vocabulary.
-Observe how comfortable the students are when filling in the
hand out- using popsicle name sticks to call upon students.
-By working as a class with the hand out, this will be good
review for students who understand the material, and to
provide another chance for those who are still learning the

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Learning Activity
#2

material.
Smart board Thermometer reading.
KQs
In Canada, do we look at Celsius or Ferenheight?
As a class, with the information we had just reviewed students
will learn how to read a thermometer.
-Why do we have a scale with numbers on the side of the
thermometer?
-What does the alcohol in the thermometer do when it gets
warmer? When it gets colder?
-So if I move the thermometer to here? (Chose a position for
the alcohol) What temperature does it say it is? (Pick a
student with a hand up.)
-What if I move it to here? (Pick a student with a hand up.)
-Can someone give me a temperature to show?(Pick a
student with a hand up.)

15 min.

Student Inclusion and Activity:

-Who wants to show me where 0 degrees is? What is the
significance of this temperature? Water freezes.
-What wants to show me where 30 degrees is? What is the
significance of this?
-Who wants to show me where 37 degrees is? What is the
significance of this temperature?
-What about -20? Significance, a cold winter day where we
would still go outside but bundled up really tight.
-What about -30 degree? Significance, a very cold winter daywe would stay inside because its too cold to go outside.
Teacher Notes:
Assessments/
Differentiation

-Observe how students understand the material by

participation.
-Provide many opportunities for each student to demonstrate
their understanding for reading a thermometer by moving it on
the smart board.

5 min.

Transition to activity 3:
While teaching lessons 1 and 2 have Mrs. White filling
bowls of water.
Explain that we will be in groups.
Choose the groups with popsicle-name-sticks. Have students
stay in their desks, listening to who their partners are before
any movement happens.
Before the whole class moves, I will have the students
whose desks will be stations to move their desks together to
maintain management in the classroom.
I will orally let students know where they are going, and ask
them to go there before asking the next group to move there.
Each station will have three bowls of water and three
thermometers.
Each student will have a thermometer worksheet to fill in.
Behavior Expectations:
-Discuss safety while around the hotter bowls of water. Why do
we need to be careful around the hot water?
-Using thermometers review. Which end goes into the water?
-When we work together how do we treat the people we are
working with?
Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

-Because we are moving around the classroom and its
exciting, I really need you to have your best listening ears on
which means you are not talking. If youre talking how do I
know youre listening?
-When you get to your station, do not touch any of the
materials; we will be working as a class. I need you to put your
scientist hats on- did you know scientists work together often.
So we all need to work together quietly and respectfully, just
like grown up scientists.
I need you to wait for my instruction.
If we have a question what do we do?
If we have a comment what do we do?
If I am talking what do we do?
If some else is talking what do we do?
Learning Activity
#3

Water bowl activity.

KQs
What do you predict about the temperatures of the
water in the bowls labeled luke-warm, hot- water,
cold- water? Will warm burn you? Will it freeze you?
Is warm hotter than cold? Is warm colder than cold?
As a class, the students will be asked to observe and predict
the temperatures of the water.
-Can you see a difference in the water of each bowl?
-If you touched the water in the cold bowl, do you think it
would freeze you? What do you think it would feel like? Allow
them to feel the water.
When do you think you would use a water with this
temperature?
-If you touched the water in the hot bowl, do you think it would
burn you? What do you think it would feel like?- Allow them to
feel the bowl it is in. Why would you use this temperature of
water?
-If you touched the water in the luke-warm bowl, would it burn
you? What do you think it would feel like? Allow them to feel
the water. What would you use this temperature of water for?

20 min.
8 min
cleanup.

-Ask the students to use the thermometers to measure the

temperature of the water in each bowl. Ask them to color in
their thermometer on their hand out to what their thermometer
says.
-Now we are going to measure the temperature of the water in
each bowl. You all have a thermometer, so work together on
each bowl and help each other read what the temperature it
says. Remember, what side of the scale are we looking at?
(Celsius) Why do we look at Celsius? What end do we put in the
water? (The bulb end)
Teacher Notes:
Assessments/
Differentiation

Observation of students ability to follow instructions.

Formative hand out assessment.
Keep students on track with Lock and Step method of teaching.

Consolidation of
Learning:

Closure
Exit slip: Students fill in the blank for
blank is hotter than blank, and blank is colder than blank

Adapted from a template created by Dr. K. Roscoe

Time
3 min.

Lesson Plan Template ED 3501 (Version C)

Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Sponge
Activity/Activities

Comment on their behavior and their work. Thank them for

being great students.
Next time we will talk about how temperatures of one material
can change the temperature from another material. I will give
you a hint: We will be using ice!
Help clean up their station first- empty water bowls wipe up any water
mess.
They can continue to work on their family tradition pictures from social
class.

Reflections from the

lesson

Adapted from a template created by Dr. K. Roscoe