UH COE Lesson Plan Template (Differentiated Instruction)

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Name of Teacher Candidate Kristen Sartain
Lesson Overview
Grade Level 2nd Grade
Estimated Time Needed 45 minutes
This lesson is about heat energy. The topics that will be covered during this
Lesson Description lesson include; how applying heat to water will change its appearance,
sources of heat energy, and why heat energy is important to us.
2.6. Force, motion, and Energy. The student knows that forces cause
change and energy exists in many forms.
(a) The student is expected to: investigate the effects on objects by
Content Area Standards
increasing or decreasing amounts of light, heat, and sound energy
such as how the color of an object appears different light or how
heat melts butter.
K-2.5.Digital Citizenship. The student practices safe, responsible, legal and
ethical behavior while using digital tools and resources.
Technology Standards (a) The student is expected to: adhere to acceptable use policies
reflecting appropriate behavior in the digital environment

Objectives TSWBAT explain how increasing heat changes the appearance of an object

Resources/Materials/Tools
- Heat Energy
- Boiling
-Thermal Energy
Terms/Vocabulary - Increase
- Decrease
- Temperature

- Computer
Technology Resources - Document camera
- BrainPop Jr. Video
- Hot plate
- Pot of water
- Thermometer
- Manila Paper
- Markers
Other Resources - Heat Energy Flipbook Page
- Pens
- Heat Energy Sort
- Scissors
- Glue
- Interactive Science Notebook

Lesson Procedures
This template is built on the A step-by-step description of the Describe how each stage of Cite specifically what
traditional “Madeline scope and sequence of lesson the lesson will be managed, resources for this activity
UH COE Lesson Plan Template (Differentiated Instruction)
activities, with estimated time on task
noted in parentheses for each step.
In other words, completely describe
the flow of the lesson-the content to
be presented, and the strategies to including role of teacher and
will be used, and describe
be used. Include actual words you learners (who is doing what
in detail how they will be
will use and questions you will ask at each point), location
used.
students. Consider items such as: (e.g., classroom, computer
Hunter” lesson structure. parts of the lesson that might be lab, outside), and any
Note who will be using the
tool and in what ways. Note
difficult, and how you will know special considerations, such
any safety considerations
whether you can go on; how to as for differentiated
needed.
ensure that students completely instruction.
understand directions before
releasing them to work
independently; and what students
will do if they finish their work early.
Focus/Anticipatory Set The teacher will start by This will be done as a Teacher will be using:
(motivational hook) recapping what we have been whole group activity. - Hot Plate
learning in science, and - Pot
emphasizing Zoom rules. The teacher will be - Water
leading the discussion - Computer
The teacher will then tell a about what is - Document
story about boiling water to happening with the hot Camera
use to cook pasta. plate and the pot of
water, as well as
Next, the teacher will show a accessing prior
hot plate with a pot filled with knowledge.
water on her computer using
the document camera. The students will have
their cameras on,
Questions to ask the students: microphones turned off,
“What do you see?” paying attention to the
“What do you predict will screen and answering
happen if we turn on the hot the questions being
plate and heat up the water?” asked.

“Today we will be learning

about heat energy and how
when we apply heat to an
object it changes the
appearance of it.”
(3-5 mins)

*Transition to video*

Show the BrainPop Jr video

about Heat energy.
(5 mins)

(7-10 mins total)

Content-input After the video, the teacher will This will be done as a Teacher will be using:
UH COE Lesson Plan Template (Differentiated Instruction)
(Could include content show the student’s the water whole group activity. - Computer
outline, presentation, that will now be boiling. - Pot of water
questioning, modeling, The teacher will be - Hot Plate
examples) Examples of questions: leading the discussion - Thermometer
Modeling: Should include “What happened to the about where we can - BrainPop Jr
both Tier 1 (examples) and water?”, “What do we see find heat and why it is Video about
Tier 2 (think aloud) now?” important to us. Heat Energy

The teacher will take the The student’s will be

thermometer and repeat the expected to participate
video definition. Then use the in the discussion, while
thermometer to measure the following our classroom
temperature of the water. Zoom rules.

Explain that when water gets

hot enough, water changes to
a different phase.

“How did the appearance of

the water change because we
added heat?”,

Refer back to phase

changes(i.e, ice bag) from
previous week’s curriculum.

Transition to ask students

“Why is heat energy important
to us?”

Explain reasons why heat

energy is important to us
(Important emphasis on the
sun being the largest source of
heat).
- Helps to cook our food
- Warms us up in the
winter
- Helps to make plants
grow

Explain that heat is all around

us, by using the examples:
- In our homes
- Outside during the
summer
- Friction (make a
reminder of what was
said in the BrainPop
UH COE Lesson Plan Template (Differentiated Instruction)
video and
demonstrate how
students can create
friction with their
hands)

(10 mins)
The teacher and class will
then work together to create a
list of heat sources with a mini
anchor chart.

The teacher will say: “Now that

we know why heat energy is
The teacher will be
important, I want to know Teacher will be using:
working with the class
where it comes from?” Take - Document
to fill out the Heat
suggestions from students. Camera
flipbook page as well
Examples should look like: - Manila Paper
as create an anchor
- sun - Markers
chart for heat sources.
- lightning - Heat Energy
- friction Flipbook
Teacher Guided Groups The students will be
- microwave/ stove/ Page
Include Check for following along with the
oven - Pen
Understanding Questions teacher during the Heat
- blow dryer
flipbook page. During
- heaters in house Students will be
the anchor chart
- dryer using:
activity, they will not be - Heat Energy
- computer/TV
working on anything,
(3-5 mins) Flipbook
but will be providing Page
ideas for the anchor - Pen/ Pencil
(8-12 minutes total)
chart.
Check for understanding using
thumbs to signify if students
are feeling good, “meh”, or
bad about the information.

Workstations and/or The teacher will then have the Students will be Teacher will be using:
Independent Practice student get out their Heat working independently - Document
Energy sort worksheet from on the Heat Energy Camera
the same packet of science sort worksheet. When - Heat Energy
materials. The teacher will tell they are finished with sort
the students to watch as she the worksheet, they will worksheet
models how to cut out each glue the page in their - Scissors
item, decide which column it Interactive Science - Glue
should go in, and glue it to the Notebook. - Interactive
worksheet, and then glue it Science
into their Interactive Science *If student’s finish early Notebook
Notebook. The teacher will they may color their
UH COE Lesson Plan Template (Differentiated Instruction)
then give the students 10
minutes to work on this Students will be
independently. using:
pictures. - Heat Energy
*Students will have 5 extra sort
minutes if the majority have The teacher will be worksheet
not finished. providing assistance to - Scissors
those students who - Glue
*If they do not finish the have questions or need - Interactive
worksheet, they will be given help. Science
time later in the day to finish it. Notebook

(12-15 mins)
Plans for Leading a Discussion at the Closing of the Lesson/Period
Launch Frame

“We have been learning about heat energy today. Can anyone tell me one thing
they learned about heat energy today?”

Eliciting, Orienting Questions to ask During the Discussion

- “Why is heat important to us?”

Plan for Leading a 5-10
- “What happened to the water that we heated up earlier?”
minute Closing
- “What was the name of the phase change that happened?”
Discussion
- “What would happen if I added heat to butter?" (and other items; juice
box, air, etc.)

Conclusion Frame

“So this week, we started talking about heat and light energy,and we are going to
continue to learn about different types of energy when we learn about Sound
energy next week.”
Plans for Differentiated Instruction/Accommodations
- For the Heat Energy sort, special education students will only need to
complete 50% of the worksheet (have at least 5 items glued in the
Special Education correct places).
Students - Special Education students will also be able to verbally tell the teacher
where each item should be sorted.

For ELL students:

- I will make sure to speak slowly when giving directions and asking
English Language questions.
Learners - I will increase my wait time in order to let them think longer about a
question that I have asked.
- I will allow students to draw pictures instead of writing words.
- For gifted and talented students, I will have them create 1-2 more
Gifted and Talented examples of heat and non-heat energy sources to write and draw on
their Heat Energy source page.
Other:
UH COE Lesson Plan Template (Differentiated Instruction)
Assessment
- I will be using the same quiz that I use for the pre-assessment in order to track growth and see if
my lesson was effective in their learning. I will be revising it slightly to add questions that talk more
about the importance of heat and how heat affects an object.
Classroom Management Plan for the Lesson
- The teacher will utilize timers to control the pace of the lesson.
- The teacher will do a reminder of our Zoom classroom rules before the lesson, when students
seem to be getting off task and before transitioning to a new activity.
- When students are off-task and being disruptive, the teacher will stop instruction and address the
behavior.
- If a student or students persist in breaking a rule, they will have a Dojo point taken away or be
removed from the meeting.
Lesson Resources
- Worksheets came from Teachers Pay Teachers, Alisha Satterwhite:
https://www.teacherspayteachers.com/Product/Forms-of-Energy-Set-with-Heat-Light-and-Sound-Activities-
Grades-1-2-3-2131676
- BrainPop Jr. : https://jr.brainpop.com/science/energy/heat/