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Developmental Lesson Plan
Developmental Lesson Plan
Developmental Lesson Plan
Teacher Candidate:
Group Size:
Allotted Time
16
Subject or Topic:
60 minutes
Temperature Change
Date:
Grade Level
10/19/16
1st
Evidence:
1. Asking if students have future knowledge
students will raise their hand and share
with the class if they have any future
knowledge on what reversible means.
2. Students will move from one side of the
room to the other as students are asked
if melting or cooling something is
reversible, melting an ice cube for
example, they will move to the side of the
room that is determined as the reversible
side or to the other side of the room that
means that it is not.
3. Pair, share pictures of reversible
processes will be shown on the board and
students will pair-share about how they
think they can reverse the process that is
shown on the board.
4. Ask students to move their body: sitting
on the floor, remained seated in their
chair, or standing the student will move
their body to sit on the floor if they do not
understand the content, remain in their
chair if they are a little confused about the
content, and stand up from their seat if
they understand the content completely.
5. Plickers students will answer four
questions using a piece of paper they will
hold up. They will answer which process
can be reversed?, How do you reverse
something that was heated?, Which
process cannot be reversed?, and How
do you reverse something that was
cooled? The papers all look different so
no one is able to cheat and the teacher will
check answers using their device..
Assessment Scale:
Students will complete the Plickers activity by answering the 4 questions about reversible
processes.
Which process can be reversed? melting chocolate (1pt)
How do you reverse something that was heated? cool it down/decrease temperature
(1pt)
Which process cannot be reversed? baking a cake (1pt)
How do you reverse something that was cooled? heat it up/increase temperature (1pt)
1/4 = poor
2/4 = below average
3/4 = average
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
Remediation Plan (if applicable)
Additional reflection/thoughts
Checklist
Student
s
1
2
Reversibl
e side of
room
Irreversib
le side of
room
Sitting
on the
floor
Sitting in
seat
Standing
PairShare
3
4
5
6
7
8
9
10
11
12
13
14
15
16