Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Hot and Cold Safety Rules

Date

November 13, 2014

Subject/Gra
de Level

Grade 2, Science

Time
Duratio
n

30 minutes

Unit

Topic D, Hot and Cold Temperatures

Teacher

Chris Hiscott

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

2-9 Recognize the effects of heating and cooling, and identify methods for heating and
cooling.
Identify safe practices for handling hot and cold materials and for avoiding
potential dangers from heat sources.

LEARNING OBJECTIVES
Students will:
1. Identify safe ways to handle hot materials
2. Identify ways to handle cold materials

ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:

Ensure students are providing accurate safety rules

Ensure all students are engaged in safety discussion
What can we do to make sure we are safe around heat sources
Discussion with students
handout

LEARNING RESOURCES CONSULTED

http://www.brainpopjr.com/science/energy/heat/

MATERIALS AND EQUIPMENT

Images of hot and cold items
Sentence line with purpose of lesson
Paper with hot and cold sorting sections

PROCEDURE
Prior to lesson

Attention Grabber
Assessment of
Prior Knowledge

Expectations for
Learning and
Behaviour

Make copies of the images of hot and cold items,

Make copies of the sorting sections
Write out the purpose of the lesson (Safety rules for hot and cold
items)
Bring students to the carpet
Load video
Introduction
Time
Play Brain Pop Jr. Heat video
5 min
Ask: Has anyone seen their parents take something out of the
oven? What do they wear when thy take something out of the
oven? (oven mitts)
What are you supposed to wear on your skin when you go
outside in the sun? (sunscreen).
During the winter, should we be licking icicles or frozen poles?
(no because our tongue might get stuck)
2 min
Dress warm in the snow and cold
Eat ice cream slow so you dont freeze your mouth
Keep fire in fire places or fire pits, dont touch the fire
Have a lid on coffee and be very careful
Drink lots of water in the sun/heat
Use kitchen tools to grab food off the bbq
Dont stay in the hot tub too long.
Ask students how they think they should behave while cutting
1 min
out images.
Ask: What is the purpose of our scissors? (need to cut out

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

images) dont want to see small pieces of paper on the floor.
Advance
Organizer/Agenda
Transition to Body

Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation

Today we are going to cut out hot and cold items and glue them
onto the sorting paper. Once these items are glued on, I want
you to write a rule to stay safe around that item.
Move students to their desks
Body
Students are required to cut out the two pictures they were
given (one hot and one cold) then they need to write a safety
rule about each item.
If students finish quickly they may colour the pictures.
If students finish colouring too quickly then provide them with a
new item to write a rule for.
Ask students to provide some examples of hot and cold items
and how they can be safe around these items. Ask multiple
students to answer.
Check their handouts to make sure they have written an
appropriate rule for each item.
(time providing) Have students sit back on the carpet and have
them share their rules for each item with the class. Have
students add multiple rules for each item if they can.
Write these rules out for the students to see.
By having the students share you will be able to see if they
understand or not.
Make sure to ask if they quieter students would like to share.
For the students who dont want to answer, pay special
attention to their sheets of paper that they wrote on.

1 min
Time
15 min
20 min (if
needed)

(during
activity)
5 min 0
min (if
needed)
(part of
activity)

Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:

Closure
Learning activity 2 if time provides

Time
1 min (if
needed)

Transition To Next
Lesson

If there isnt enough time, end the activity with a few minutes
left so students can share some rules before the end of class.
Ask students to give an open hand for understanding and a
close hand if they dont understand the safety rules.
Now that you know the safety rules, I expect that these rules
are being followed whenever we use hot or cold items.
Comment on behavior.
Next class we will be writing out more rules for items that you
can find around the school and at home.

Sponge
Activity/Activities

If we manage to go through this really fast then students will have work in
their science folders that they can work on.

Reflections from the

lesson

Overall I think the lesson went fairly smoothly, especially since it was my first
lesson to these students. Student behavior was better than it usually was. I think
this may have been because this was the first lesson I taught. However I did use
a few techniques to help keep the students calm and engaged. I had a calm
voice which kept the students calm. I made sure that I gave instructions one at a
time because I know how hard it is to remember a series of steps, especially

Feedback From
Students:
Feedback To
Students

Adapted from a template created by Dr. K. Roscoe

1 min

Lesson Plan Template ED 3501 (Version C)

when you are in grade 2. When students were ready to move on, I instructed the
class on the next step. There were a few times where students gave silly
answers. To deal with that, I accepted their answer as a possibility but asked
them to dig a little deeper, or think of something relevant. The example that
happened in class was that when I asked for a safety rule about the sun, one
student said dont dive into the sun. I told him, yes, that isnt something you
would want to do, but it isnt really possible. What could do at home to be safe
around the sun? He answered about how to be safe around hot chocolate but it
was at least a valid answer.
There were a few things that I would change about the lesson. I think I would
want to explain what a rule is before I started. I just told the students to make a
rule about being safe. A few didnt quite understand. I did provide a lot of
examples of rules but they were all verbal. I should have wrote an example of a
rule on the board before they started the activity so the weaker students would
have a reference when they have trouble. Another thing I could have worked on
was my energy. I felt like I was excited about the lesson but it turns out, what I
was feeling didnt show up on my face or in my actions. I need to really focus
on getting really excited and providing energy to the class. If Im excited then
they will be excited. One way to do this is to do a demonstration of how to be
safe in a situation. Get the students to feel like they are involved in a dangerous
situation but they have to figure out how to be safe. However, all in all, I am
happy with how this first lesson turned out.

Adapted from a template created by Dr. K. Roscoe