Stetson University Department of Education Daily Lesson Plan

Name: Jasmine Santiago Date: 1/22/20 Time: 25 mins Lesson #: 1

Big Idea/Topic: Energy Grade/ Subject: 4th Grade Science

CPALMS/ Resource link: https://www.cpalms.org/Public/PreviewStandard/Preview/1693
Lesson Structure: Whole Group
Standards: (CCSS/NGSSS)
SC.4.P.11.1
Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change
temperature.

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

Students will be able to…
 Review how heat is produced when two objects rub against each other
 Make inferences about observations made during conductivity investigations

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where
appropriate)
N/A
Key Vocabulary (academic/content-defined in kid friendly terms) Instructional
Materials/Resources/Technology
Thermal energy: heat energy that exists in matter (include hyperlinks to videos & websites)
Conduction: process of heat transferring from one object to another
Conductor: an object that allows heat to pass through easily https://www.flocabulary.com/unit/heat-
Insulator: an object that is difficult for heat to move through transfer/

http://coolcosmos.ipac.caltech.edu/image_
galleries/icecube.html

Oven mitt

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy http://www.enchantedlearning.com/graphic
http://www.edpsycinteractive.org/topics/cognition/bloom.html organizers/

Apply Exit Slip

Students will apply what they know about conduction to predict what
will happen to the ice cube when heat is transferred.

Illustrate
Students will illustrate examples of conduction.

Lesson Portions: Pacin ESOL Support

 How will you introduce the lesson, assess or activate g For each level EL at each instructional
prior knowledge, motivate students to learn? step. (Add additional rows with Tab)
 How will the lesson develop or proceed? What steps
will you follow? What are the students expected to
do?
 Highlight differentiated strategies.
 Underline higher order/high quality questions in
lesson.
Introduction/Building Background: (Link to Prior Knowledge) B:

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Stetson University Department of Education Daily Lesson Plan

Lately, we have been discussing the different forms of 2 min. I: Write thermal energy on the board. Draw
energy. We briefly got the chance to talk about heat energy examples students provided.
and how heat can transfer from one object to another. Can A:
anyone remind me of two examples of heat energy?

Instructional Steps: B:
Step 1: I: Draw a cup of tea with steam on the board.
Explain how thermal energy works. 5 min. Draw a thermometer on the board as a
Heat or thermal energy is energy that exists in matter. There reference with numbers.
A:
are small particles in matter and the faster those particles
move the warmer the object is.
Think about a warm cup of tea. Do you think the particles
are moving fast or slow?

Ask if students have ever eaten ice cream on a sunny day.

Talk about what happens to the ice cream and how that
represents heat moving from one place to another.

Heat can transfer from one place to another. This happens in

three different ways, but today we will only be talking about
one.
Step 2: I: Write science vocab words on the board.
Heat can be transferred through objects. Some objects move 3 min.
through heat easily while others do not. The objects that heat
moves through easily is called a conductor. Objects that do
not allow heat to move through easily is an insulator.

Insulators are objects like a glass or a jacket. Heat does not

move through it quickly.

Conductors like metal or water, allow heat to move through

easily.

Think about a cooler. Is it an insulator or a conductor?

Step 3: I: Demonstrate rubbing hands together.
Does anyone know any way heat can be transferred? 3 min.

Write conduction on the board. Conduction is the process of

heat transferring from one object to another with direct
contact.
For example, holding hands, rubbing hands, or warming
something up on the stove.

When you hold someone’s hand, do you ever notice your

hand feels warmer after a while?

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Stetson University Department of Education Daily Lesson Plan

Step 4: I: N/A
Have two student volunteers come up to the front. Have one 1 min.
student hold the ice cube with an open hand and the other
hold it with a closed hand for 3 minutes.
Step 5: I: Monitor discussion and ask student to repeat
While students are waiting for the time to pass. They will 3 min what their partner said.
think pair and share.
1) What do you think is happening to the ice cubes?
Will they look the same after 3 minutes?
2) Do you think heat is moving from one object to
another? Explain.

Step 6: I: Draw diagram if need be and provide

Reveal the ice cubes. 5-7 student with help create sentences for exit
Explain that heat transferred from our body (our hand) to the min. slip.
ice cube. They both were able to melt a little, but the closed
hand had more heat transferring to the ice cube which
caused it to melt more. The ice is considered a conductor. It
allows heat to move through it easily.
The direction the energy moved was from hot to cold.

Ask what our source of heat was.

(Hand to ice.)

Watch Flocabulary video as a quick review. (0:00-1:28)

Students return to their seats and will complete an exit slip.

Closures Pacin ESOL Support

g
Content: 2 min. B:
Okay, scholars! Today we learned all about heat I: N/A
transferring. We began to talk about radiation and how heat A:
can move through waves like how the sun does. We also got
to learn about conduction. Conduction is when heat is
transferred by direct contact or touch, just like the ice cube.

Procedural:
Let’s turn in your slips and clean up for fun Friday!

ESE Modifications CPLAMS Access Points ESE Accommodations

http://www.cpalms.org/Standards/AccesspointSearch.aspx (content, product, process, environment)
(identify access point, if needed)
Students may draw, bullet point, or write in
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Stetson University Department of Education Daily Lesson Plan

Independent: full sentences in their foldable. Students

will also get the choice to sit on the floor
Supported: or a front row desk.

Participatory:
Assessment of Student Learning: (congruent with instructional
objectives)

Objective 1: Verbal feedback

Objective 2: Exit Slip

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include
evidence.)
Based on the exit slips and questions I received from students, I need to reteach the direction of energy that heat
moves and review the difference between an insulator and a conductor. Most of the students were able to
communicate accurate responses, but some had completely guessed on their exit slips. So going back to ensure all
meet the objectives is necessary.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)
My lesson today went very well considering it was my first with a new class. When doing turn and talks, I was able
to ensure they were quick and to the point. I also think I did well when bringing them back quickly and efficiently.
Giving them a countdown that followed a consistent rhythm/time made sure students understood they needed to be
paying attention. I think I could have started my lesson off a little stronger and not as rigid.

Addressing Pre-PGP: INTEGRATED BLOCK ONLY

(Using the three Pre-PGP goals completed in EDUC 393, describe how you progressed, or not, toward improving
your practice within those Domains. Include a statement on how your efforts impacted, or not, students’ learning
experiences.) Complete this box after the 2nd social studies lesson, the 2nd math lesson, the 2nd reading lesson, and
one lesson within the science unit.
1.
2.
3.

Response to Feedback: INTEGRATED BLOCK ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you
will implement next steps going forward. Explain how these next steps will impact students’ learning experiences.)

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Stetson University Department of Education Daily Lesson Plan

Learning trajectory: Detail the learning trajectory associated with this standard. A learning trajectory consists
of set of instructional tasks, matched to each of the levels of thinking in the developmental progression. These tasks
are designed to help students learn the ideas and skills needed to achieve that level of thinking by grade level.
Include each standard for grade levels below & one above from CPALMS, the VCS curriculum maps, Next
Generation Science Standards, or another standard- based resource.

Before students enter the fourth grade, they should have met the objectives, or at least have gotten experience with
the following third grade standards:

SC.3.P.10.1 Identify some basic forms of energy such as light, heat, sound, electrical, and mechanical.
SC.3.P.10.2 Recognize that energy has the ability to cause motion or create change.
SC.3.P.11.1 Investigate, observe, and explain that things that give off light often also give off heat.

Rev. Spring 2019