LESSON PLAN TEMPLATE

Date Lesson Title Grade Level

Mar 2, 2020 Air (& Water) Density – Hot vs Cold Lab 5

Time in Lesson 1 period Subject Science - Weather Lesson # 3

Developed by
Stephanie Quinlan

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

1. Predict where, within a given indoor or outdoor environment, one is likely to find the warmest and coolest temperatures.

2. Describe patterns of air movement, in indoor and outdoor environments, that result when one area is warm and another area is cool.

Objective in student-friendly language Assessment Strategies

What will students understand/experience/appreciate as a result of this What will I accept as evidence of learning/development? Have I employed
lesson? formative assessment? Do I make use of prior assessments in this lesson?

By the end of this lesson students will…
 Have an understanding that hot air is less dense than cold air,
therefore it rises above cold air
 Be able to complete some sections in a lab report individually
(with support)
Class discussion – listening to students using the new vocabulary
appropriately
Observation – watching for students using the new skills while
completing the lab report sections

Exit cards – have students write a Kahoot (M/C) question based

on what they have learned about air density and/or climate and
weather so far

Lab reports – taken in for formative feedback

Personalization/Differentiation
Resources How will you attend to the needs of ALL learners in this lesson?
What materials/resources/technology will be required?
Adapted from Wiggins, Grant & J. McTighe (1998)
  SMART board  Have Enny working with Henry for this task so he could help
 Lab Report hypothesis, observation and conclusion left blank, translate some of what I was saying
everything else filled in)  Have all the students come up to touch the jars and feel the
 Lab materials temperature differences in the top and bottom jar to help aid
 Hot water (kettle) in their understanding of what happened during the
 Cold water (cooler) experiment.
 Red & blue food colouring  Kahoot questions are personalized – based on what they are
 2 glass jars interested in and have learned so far
 Index cards  Lab reports are scaffolded, and going forward they will fill out
 Aluminum tray more sections on their own with each report
 Glove or towel

LESSON PLAN SEQUENCE

Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

Begin lesson with CTV weather report. Then give a brief explanation of the scientific method steps that we will be using for our experiment
today. Also introduce the concept that the scientific method is a Western scientific perspective, and that there are other methods for research
and knowledge accumulation done by other cultures such as indigenous cultures.

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What is the TEACHER doing? What is your plan for the body of
the lesson? What steps are taken during the lesson?
Hand out the lab report (has problem, materials, and
procedure filled in for them). Explain the problem that
we will be looking at, and go through the materials we
will be using and procedure. Be sure to explain that we
are using water to simulate what happens in air. Then
have students write a hypothesis based on what they
What are the STUDENTS doing? How are they engaged while
Approx. time
you are teaching the lesson?
Students will be thinking about how the experiment is 10 min
going to work and what they believe will happen. They
will be writing their hypotheses on their lab reports and
discussing their ideas with their table groups.
Adapted from Wiggins, Grant & J. McTighe (1998)
already know.

Have students gather around the table and begin
experiment. Allow them to feel the cold jar before
pouring the hot water into the other jar. Perform the
experiment. Have students feel both jars and answer
questions they have.
Students will be gathered around the experiment table 10 min
and will be using their senses of touch and sight to gain a
deeper understanding of what is happening. They will be
thinking about what they are observing and why the
results turned out this way.

Have students return to their desks and record their Students will be drawing and writing an explanation of 10 min
observations. Be clear that they need to use pictures and what they saw
words to explain what they observed.

As a class, go over the conclusion section and explain
why they saw the hot water sit on top of the cold water
and not mix. Explain how density works with molecules
and energy. Write the answers for the conclusion section
on the whiteboard for students to add to their lab
reports.
Students will be thinking about how density of air and 15 min
water works when there are different temperatures.
They will be writing out the conclusion section of their
lab reports and handing them in.

Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

Collect lab reports to go over and provide formative feedback. Ask students about where they think the air in the room is hotter if
they know that hot air is less dense than cold air – leads into next lesson.

Adapted from Wiggins, Grant & J. McTighe (1998)

PRE-SERVICE TEACHER SELF-REFLECTION
In your self- reflection of your lesson, please consider the following questions:

1. What went well in your lesson? What were the strengths of the lesson?
2. What are the areas that need to be refined? What might you do differently next time?
3. What are your next steps to further develop/ refine this lesson? How will you continue to grow in your practice? What actions
will you take?

These are additional questions that can help guide your response to the three self– reflection questions.

 How do you feel your students experienced this lesson?

 How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
 How did you employ formative assessment for/of/as learning?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
 Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?

 I think the experiment went well overall – With one of my classes I totally botched it the first time because I used a laminated
sheet of paper instead of a cue card. It works much better with a cue card or playing card (with no holes). The students were
very engaged during the experiment and did great with coming up with hypotheses.
 I think for the explanation of density it would have been better to have the students act as the molecules so I could move
them around to show the different densities at different temperatures. I was struggling with how long the lesson was taking,
knowing that there are a lot of events and days off coming up to plan the rest of the unit around. I think in hindsight this
would have been valuable to do and I might come back to it in the future.
 I think it might help my ELL students to use google translate more often to communicate both ways as it is difficult to
understand their meaning on their lab reports, although they definitely tried and were very engaged in the experiment.
 I think I could have spent some time explaining what indigenous cultures do in place of our scientific method – although I am
glad I touched on this and took the time to validate other ways of knowing – I could still improve here.
 After assessing their lab reports I can see that many of them just need to add more detail but they are well on their way to
having great lab report writing skills.

Adapted from Wiggins, Grant & J. McTighe (1998)