Tuesday, November 23rd

Teacher’s Name: Mackenzie Wood                                                                                

Grade: Grade 2 Science              
Length of Class: 80 minutes
Topic: Hotter/Colder           
                                                                                            
Resources:
 Practice Google Slide
o https://docs.google.com/presentation/d/1U5iYXOOQXJvXBBo9Ru_9PtDVO7
m4_pwW/edit?
usp=sharing&ouid=118292560616465346644&rtpof=true&sd=true
 Temperature hunt worksheet 
 Thermometers
 SMART Board 
 Laptop
 Hot/cold water tank
 
 
Curricular Outcomes:
2–9 Recognize the effects of heating and cooling, and identify methods for heating and
cooling.
 Measure temperature in degrees Celsius (°C)
 Describe temperature in relative terms, using expressions, such as hotter than, colder
than
 
SMART Objectives:
 
At the end of the lesson, students will be able to
1) Use relative terms to describe temperatures
2)   Identify temperature on a thermometer
3) Document the temperatures of different areas around the school
Time allowed Activities Assessment

Prep work Make 23 copies of the worksheet they will use  Formative
assessment
throughout 
Review 20 Review of what we learned last class
minutes
Draw a number line on the board that has no numbers on
it but 0°C. Ask the students what number comes after
one and write it on the next tick on the line. Continue
asking them to count up until the number line gets to 5.
Then introduce that there are also negative numbers that
are actually smaller than zero (just like counting
backwards). Below zero, write -1°C. ask the students
what comes after 1 (2). But tell them that when it comes
before zero on the number line they have to draw a
negative or minus symbol in front (explain what this
means. Count backwards with them until the line
reaches -5°C.
Also review
- °C meaning 
- Increase in heat = increase of liquid 
- Decrease of heat = decrease in liquid 
- Thermometers have positive and negative
numbers on them. Negative numbers mean that
they are below or under the zero. If the higher
the number as we climb above zero means that it
gets hotter, that means the bigger the number is
below zero is colder.
Tell the students we are going to do some practice
reading the thermometer together. Pull up the
presentation linked above and walk them through the
slides.

Practice presentation notes

- We know three is a bigger # than one, so we
know that 3 is hotter than one 
- -1 is not going to be as cold as ##-3 because it is
further away from zero. 
- It is the same as a number line, but going
vertically or up/down

Introduce that we are going to be doing a very fun

Transition:
activity where we go around the school and find out
what the temperatures of different places are. Hand out
worksheets to them. The students must make
Lesson: 40 hypotheses. Explain to them what this means, and use
minutes the document camera to work through their hypotheses
with them. After they have made their predictions,
review how the students should be behaving in the halls.

The students will leave their sheets at their desks and

line up. You will first go to the communal kitchen with
them and place one thermometer in the freezer, and one
in the fridge. Then, go to the staff room and fill one mug
with boiling water. Have the students read what
temperature the hot water is. Then go outside and have
the students read how cold it is. Once you are back
inside, go to the communal kitchen again and take the
thermometers out and have the students read them.
Lastly, once you are back in the classroom, have the
students record these numbers in the second column on
the worksheet. Once they are done they must glue it in
their visual journals.

After the students have finished all activities, they can

get their snack.

Spot for notes and reflection on success of lesson: