Lesson Plan for

Implementing NETS•S
Template with guiding questions
Teacher(s)
Name Emily Mallory

Position Teacher

School/District Coffee Middle School/ Coffee County Board of Education

Grade
Level(s) 8th grade

Content Area Physical Science

Timeline 5 class sessions, 60 minutes each

Standards
● What do you want students to know and be able to do?
● What knowledge, skills, and strategies do you expect students to gain?
● Are there connections to other curriculum areas and subject area benchmarks?
● Please put a summary of the standards you will be addressing rather than abbreviations and
numbers that indicate which standards were addressed.

S8P2. Obtain, evaluate, and communicate information about the law of conservation
of energy to develop arguments that energy can transform from one form to another
within a system.
d. Plan and carry out investigations on the effects of heat transfer on molecular
motion as it relates to the collision of atoms (conduction), through space
Content Standards (radiation), or in currents in a liquid or a gas (convection).
1. Facilitate and Inspire Student Learning and Creativity
d. promote student reflection using collaborative tools to reveal and clarify
students' conceptual understanding and thinking, planning, and creative
processes.

2. Design and Develop Digital-Age Learning Experiences and Assessments

a. design or adapt relevant learning experiences that incorporate digital
tools and resources to promote student learning and creativity
d. provide students with multiple and varied formative and summative
NETS*S assessments aligned with content and technology standards and use
Standards: resulting data to inform learning and teaching

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Overview (a short summary of the lesson or unit including assignment or expected or possible products)

In this lesson, students will be exploring the different ways heat is transferred. The essential question for this
lesson is, “How is heat transferred through matter?” Students will be navigating through a series of modules/
tasks to complete related to the topic. To begin, students will work through Module 1 which includes three mini
lessons covering conduction, convection, and radiation. The mini lessons are on NearPod presentations that the
teacher will upload to the Google classroom work section under Module 1. As students go through each lesson,
they will complete a guided note sheet to use in the future, if needed. By the end of module 1, students will learn
that heat is a form of energy called thermal energy, the methods of heat transfer, examples of conduction,
convection, and radiation, and will complete a short, formative assessment at the end of each section of the
module. After students have completed the first module, they will move on to Module 2 where students will create
a padlet which neatly summarizes what the students learned in Module 1. The students should create 3 main
headings titled, Conduction, Convection, and Radiation. The students should add information under each heading
such as the definition, pictures and videos on the topic, examples, and more. Students should film a short clip of
an example of each method of heat transfer and include that under each heading. For example, a student may
record themselves boiling a pot of water and explain the ways heat is being transferred during the process. Lastly,
for Module 3, students will be demonstrating their knowledge of the content by completing either a podcast or
mind map. In their final assignments, students will have a set of guiding questions to answer. Students will either
link or upload their module 3 assignment to a class padlet where students can view each other’s work. The
students should choose at least 2 peers to respond to by either creating an audio, video, or written response.

Essential Questions

● What essential question or learning are you addressing?

● What would students care or want to know about the topic?
● What are some questions to get students thinking about the topic or generate interest about the topic?
● What background or prior knowledge will you expect students to bring to this topic and build on?

Remember, essential questions are meant to guide the lesson by provoking inquiry. They should not be answered
with a simple “yes” or “no” and should have many acceptable answers.

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 ● What essential question or learning are you addressing?
o How is heat transferred through matter?
● What would students care or want to know about the topic?
o Students will explore how heat is transferred from one object to another.
● What are some questions to get students thinking about the topic or generate interest about the topic?
o How is thermal energy transferred from one object to another?
o How does temperature and pressure impact thermal energy?
o What are some examples of items that make good conductors? What about good insulators?
● What background or prior knowledge will you expect students to bring to this topic and build on?

o The teacher will ask students a series of random questions to activate their curiosities and
background knowledge on this topic such as:

▪ Why does a cup of ice melt after being outside?

▪ How can an air balloon be lifted up by a flame and go towards the sky?

▪ How does a sheet of cookies bake on a car dashboard during the day?

● ReadWords article related to this question.

o This is a great starter activity idea.

Assessment

● What will students do or produce to illustrate their learning?

● What can students do to generate new knowledge?
● How will you assess how students are progressing (formative assessment)?
● How will you assess what they produce or do? How will you differentiate products?

You must attach copies of your assessment and/or rubrics. Include these in your presentation as well.

● What will students do or produce to illustrate their learning?

o Module 1- is all about introducing the topic of this lesson to the students. In this module, students
will go through a series of 3 NearPod presentations. At the end of each presentation, students
will take a short quiz to assess their knowledge and understanding of each method of heat
transfer.
o Module 2- In this module, students will be creating a design using Padlet to organize and
breakdown their learning of the methods of Heat Transfer. Students will be graded based on if
they have included the following for each method:
▪ Conduction:
● definition (10 points)
● at least 5 pictures (10 points, 2 points each)
● sentence from book (10 points)
● examples in daily life (3 points)
▪ Convection:
● definition (10 points)
● at least 5 pictures (10 points, 2 points each)
● sentence from book (10 points)
● examples in daily life (3 points)
▪ Radiation
● definition (10 points)
● at least 5 pictures (10 points, 2 points each)
● sentence from book (10 points)
● examples in daily life (3 points)

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 o Module 3- In this module, students
● What can students do to generate new knowledge?
o To generate new knowledge, students can take a pre and post test over the content in this
lesson. The teacher may use the data from the student’s results to compare growth.
▪ Pre and Post Test- Heat Transfer (Conduction, Convection, and Radiation):
● https://quizizz.com/join/quiz/5e234659e65a1f001bbb3876/start?studentShare=tr
ue
● Students can journal their learning experiences before, during, and after each
module to document growth throughout the process.
● How will you assess how students are progressing (formative assessment)?
o Module 1- students will go through a series of 3 nearpod lessons and at the end of each lesson,
students will answer a short quiz assessing their knowledge of the material.
▪ Conduction:
https://nearpod.com/t/science/6th/heat-transfer-conduction-68-L85928135?oc=lesson-libr
ary&utm_source=link
● Quiz link (post NearPod activity): Conduction Quiz (from NearPod activity)

▪ Convection-
https://nearpod.com/t/science/6th/heat-transfer-convection-68-L102790618?oc=lesson-li
brary&utm_source=link
● Quiz link (post NearPod activity): Convection Quiz (from NearPod activity)
▪ Radiation-
https://nearpod.com/t/science/6th/heat-transfer-radiation-68-L94691815?oc=lesson-librar
y&utm_source=link
● Quiz link (post NearPod activity): Radiation Quiz (from NearPod activity)
o Module 2- at the end of this module, students will link their padlet creations in a class
spreadsheet and complete an Exit Ticket activity (formative assessment).
▪ The teacher should go over each Padlet and provide students with feedback or guidance
on any corrections or additions they should make.
▪ The teacher should go through each Exit Ticket response and assess whether the
student has a clear understanding of each method of Heat Transfer.
● The student should be able to easily summarize and list examples of conduction,
convection, and radiation. The students should explain how energy is transferred
in each process. Students should also be able to list at least one example of how
the methods of heat transfer occur simultaneously (ex: boiling water in a pot on a
hot stove).
o Module 3- In this module, students will be creating and producing an informational audio, video,
or visual aid that summarizes and explains the different ways heat is transferred through matter
(summative assessment).
● How will you assess what they produce or do? How will you differentiate products?

● Module 1- students will be assessed based off of their quiz results after each presentation.
o Module 2- students will be assessed on their Padlet creations. The teacher will use a rubric to
ensure students have included each requirement for this activity.

▪ On Padlet, students are offered a variety of different ways to organize and display their
information. This offers students a choice in the process and students are able to freely
design their Padlets how they choose.

o Module 3- students will be assessed on their final presentations on the topic of Heat Transfer.
The teacher will use a rubric to ensure students have included each requirement for this project.

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 ▪ Students will have a menu/ choice board of options they can choose from to create their
final projects/ presentations over the topic of Heat Transfer.

Resources

● How does technology support student learning?

● What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials,
templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact
with the content?
● What opportunities did you have to collaborate with your students to discover and use new digital
resources to meet their learning goals? (Note: This meets part of ISTE standard 4.2)
● What previous technology skills should students have to complete this project?

● How does technology support student learning?

o In this lesson, technology is used to support student learning and understanding in a multitude
of ways. During module 1, technology allows students to explore different websites, resources,
and interactive activities at their own pace. Throughout modules 2 and 3, students are using
technology to display and piece together their understanding of the information they are learning
and present it to others. It also allows students to share and collaborate simultaneously, while
also having a voice and choice in their decisions on their creations.
● What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials,
templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact
with the content?
o In this lesson, several digital tools and resources are used to support the content materials and
student work. Listed below are the digital resources and tools used within this lesson:
▪ Module 1:
● NearPod- Key highlights of using NearPod-
o Personalized provision and differentiation
o Interactive student resources and activities, such as worksheets and
click and drag features, within the individual lessons
o Formative assessments with live feedback
o Self-assessment
o Modeling
o Open-ended tasks
o Setting homework
● Google Classroom- all in one place for teaching and learning
▪ Module 2:
● Padlet- free platform which allows learners a place to share ideas, materials,
audio and video
● Quizizz - offers multiple tools to make a quick formative assessments, assign
homework, and have other interactions with students
▪ Module 3:
● Canva- allows users to design beautiful and creative presentations that is easy
for everyone to use
● Anchor by Spotify- a free platform which allows users to create and distribute
podcasts with ease
● Screencastify- a simple video platform for creating visual communication
● What opportunities did you have to collaborate with your students to discover and use new digital
resources to meet their learning goals? (Note: This meets part of ISTE standard 4.2)
o In this lesson, students were working at their own, self-guided pace throughout the first module.
The first module took about 2 and a half days for the students to complete all 3 NearPod
presentations. During that time, students would occasionally ask for further explanations on
some misconceptions or ask for further guidance on the expectations of some of the activities

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 throughout the presentations. I was able to assist them one-on-one. In the second module,
students created padlet projects and linked each project into an online excel sheet where they
could view other student’s work. Students were able to collaborate with each other during this
module by providing feedback and commenting on each other’s posts.
● What previous technology skills should students have to complete this project?

Instructional Plan and Preparation

● What student needs, interests, and prior learning provide a foundation for this lesson?
● How can you find out if students have this foundation?
● What difficulties might students have?

● What student needs, interests, and prior learning provide a foundation for this lesson?
o Prior to this lesson, students should learn the Law of Conservation of Energy which states that
energy cannot be created nor destroyed; it can only transform from one form to another. Students
should naturally wonder how we get energy from food or from the outlets in the wall to our
devices. Energy is a fascinating topic of discussion. Providing concrete examples will help
students build a strong foundation for this lesson.
● How can you find out if students have this foundation?
o Prior to this lesson, it’s important to discuss the concept of energy and have students study the
Law of Conservation of Energy. To assess understanding of this foundation, students should take
a mini quiz over Energy or successfully complete a series of tasks related to this topic before
moving on to the methods of heat/ energy transfer.
● What difficulties might students have?

o The concept of the transfer of energy may be difficult for students to understand at first. It may be
helpful to show energy transfer videos (found on YouTube) to help with understanding. It also
would be helpful to show students energy webs that show how energy is converted (ex. chemical
energy stored in a battery turning into light energy in a flashlight).

Management-- Describe the classroom management strategies will you use to manage your students and the
use of digital tools and resources.

● How and where will your students work? (Small groups, whole group, individuals, classroom, lab, etc.)
● What strategies will you use to achieve equitable access to the Internet while completing this lesson?
● Describe what technical issues might arise during the Internet lesson.
● Explain how you worked with students to resolve or trouble-shoot them? (This meets part of ISTE
standard 4.2.)
● Please note: Trouble-shooting should occur prior to implementing the lesson as well as throughout the
process. Be sure to indicate how you prepared for problems and work through the issues that occurred as
you implemented and even after the lesson was completed.

● How and where will your students work? (Small groups, whole group, individuals, classroom, lab, etc.)
o In this lesson, students can work in small groups or individually. It is not recommended to do this
as a whole group. In order for students to work at a self-guided pace, students should be
assigned a partner, work independently, or with 2-3 other students. Groups larger than 4 students
are not recommended for this lesson.
● What strategies will you use to achieve equitable access to the Internet while completing this lesson?
o Students should have one chromebook each and the teacher should post the content into
modules on Google classroom or the learning platform of their school. Students will not be
required to do much for homework (aside from recording on a phone or tablet at home for their
final project (optional)). Therefore, students will have equitable access to the internet while
completing this lesson because it will be conducted at school.

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 ● Describe what technical issues might arise during the Internet lesson.
o Possible wifi shortages may occur during the lesson. If this happens, the teacher should have
printouts of the presentations/ quizzes readily available.
● Explain how you worked with students to resolve or trouble-shoot them? (This meets part of ISTE
standard 4.2.)
o During this lesson, students had trouble accessing their work from the previous day on NearPod.
The teacher had to go into the instructor dashboard on NearPod and find where each student left
off and advise that student to continue where they left off. The work from their previous session
automatically updates to the teacher’s status, but is unavailable for the student to view after they
end a session. The teacher will need to make plans to have access to student progress during
the module 1 activities.
o In module 2, students had trouble sharing the links to their Padlets. The teacher should go
through how they should link their padlets on the interactive board prior to the students starting
on their Padlets. It may be helpful to give them a quick tutorial showing them how to build a basic
Padlet, also. There are tutorials on YouTube or the teacher can show them so that they can ask
questions throughout, if needed.
o In module 3, students should complete a project/ presentation over the methods of heat transfer.
In this module, students will be selecting the platform in which they choose to present the
material. During this activity, the teacher should be readily available and should be
knowledgeable on each of the options to provide guidance. Additionally, the teacher should post
tutorial videos under the module that students can view and refer back to when building their
presentations. It may be helpful to send some students in the hall or to the media center because
during recordings, it may get loud and confusing in the classroom when everyone is working on
something different. The teacher should have several back-up plans to suggest in case the
student is having trouble working on a certain platform.

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson.

● How will your learning environment support these activities? What is your role? What are the students'
roles in the lesson?
● How can you ensure higher order thinking at the analysis, evaluation, or creativity levels of
Bloom’s Taxonomy?
● How can the technology support your teaching?
● What authentic, relevant, and meaningful learning activities and tasks will your students complete?
● How will they build knowledge and skills?
● How will students use digital tools and resources to communicate and collaborate with each other and
others?
● How will you facilitate the collaboration?

The lessons in these learning activities, in each module, have been designed to help students achieve higher
order thinking. The overall purpose was to teach the learner autonomy by becoming the guides of their learning
as they work through material independently, at a self-guided pace. The teacher is there to provide guidance as
more of a facilitator in the learning environment. Students are becoming experts in this activity by putting the
activities into their hands. Students have various options at which they are able to process and deliver their
learning. While designing these learning activities, the use of the Padagogy Wheel, by Allan Carrington, was
significantly used to ensure students were reaching those upper levels of Bloom’s Taxonomy. In this lesson
students are required to remember and understand information, apply their learning, evaluate their progress, and
create and analyze projects. The modules build on themselves by providing students with a strong understanding
of the content first, applying and creating their understanding in module two, and evaluating and analyzing their
knowledge through activities such as creating advertisements, podcasts, and videocasting presentations in
module three. Throughout each module, student learning is assessed through various methods of analysis such
as quick formative assessments to check for understanding. Technology is used in this lesson to provide students

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with a variety of options to process and display the information they learn. The activities are designed to be
authentic and relevant to students because students are getting to provide peer reviews, work at a self-guided
pace, participate in creating and building a design that displays their learning, and students are able to choose to
do a podcast, newspaper article, or video presentation. Collaboration and feedback is available throughout each
module to allow students to learn from others and voice their opinions in a supportive way via peer response or
chat boards (available in each of the NearPod presentations). The teacher facilitates collaboration by providing
students a place to respond to each other digitally. The teacher should create and post a spreadsheet for
students to access each other’s padlets and respond to their postings. Additionally, the teacher should encourage
class discussions at the beginning or at the end of each class/ work session. The teacher should ask for updates
in learning, ask questions regarding conduction, convection, and radiation, and ask students how the
presentations are going and provide students an opportunity to ask questions that may be beneficial for the entire
group.

Differentiation

● How will you differentiate content and process to accommodate various learning styles and abilities?
● How will you help students learn independently and with others?
● How will you provide extensions and opportunities for enrichment?
● What assistive technologies will you need to provide?)

Throughout this lesson, the process of learning and the options for producing products of learning are
differentiated to accommodate and meet the needs of various learning styles. Module 1 is set up to support
learners working through the material at a self-guided pace while either selecting to work with a partner or
independently. As students enter module 2, they have the options of which padlet creation they would like to
design to display their learning. During module 2, students provide feedback and comment on each other’s posts
which helps build a sense of community and collaboration in a technology rich environment. In module 3,
students are provided several relevant options to present the information they learned in this lesson by creating
podcasts, articles, graphic posters, video presentations, etc…
Students were provided with enrichment opportunities when the teacher posted an extension tab under the
modules for students to go through if they had extra time or wanted to learn about the topic further. In this posting
the teacher provided students with a variety of items such as videos, interactive worksheets (using Kami), and
articles found online (different reading levels were also provided).
It is important to provide assistive technology to students who may require additional support. For example,
students may need the information in the NearPod presentations read out loud to them. Headphones should be
utilized along with applications such as speechify or @Voice Aloud Reader (TTS).

Reflection
● Will there be a closing event?
● Will students be asked to reflect upon their work?
● Will students be asked to provide feedback on the assignment itself?

Also answer the following questions:

● How will you know if the students found the lesson meaningful and worth completing?
● In what ways do you think this lesson will be effective?
● Why do you think this?
● What problems do you anticipate and why?
● How would you design and/or teach this lesson differently if you had more time?

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In this lesson, the closing event is considered to be the final presentations students complete in Module 3 to
display their learning in this activity. In their presentations, students are required to answer a series of questions
which includes them to reflect upon their work.
Although students were not required to provide feedback on the lesson itself, verbal confirmations were found as
several students explained to the teacher how much they liked making podcasts or doing a video (they love
recording themselves). The lesson is effective because the presentations were all very different, but the
information was included and the scores from their post quiz displayed they understood the content compared to
the pre-quiz results.
In the future, I would not change much about this lesson. However, I want to suggest to my school to purchase a
school-wide subscription to NearPod so that my students and I can access all of the features. I found it somewhat
hindering when students were going through the NearPod presentations and kept having to ask where they
stopped/ where to start off each day when students were working in module one. Also, it may be helpful to have
students complete a ‘status’ update each day to help the teacher with facilitating the activities each day. It is
important to keep students on task and give them deadlines so that the modules do not drag on too long. A
timeline would be helpful with the pacing of these learning activities.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
In closing, I really liked piecing this activity together and utilizing the tools and resources I have learned in this
course to produce a really fun and engaging lesson plan. I found that the students were much more engaged and
on task when they worked at a self-guided pace. I would highly advise teachers who do this lesson in the future to
do lots of planning for this activity up front. They should go ahead and create the postings for each module and
print out any resources should there be any internet issues. Overall, this was a great learning experience for me
and my students. I loved implementing the new tools I have learned to use in this course in my classroom. It has
been a great experience!

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