Lesson Plan for

Implementing NETS•S
Template with guiding questions
Teacher(s)
Name Adriana Lee

Position Teacher

School/District Cobb County

Grade Level(s) 3rd grade

Content Area Science and Social Studies

Timeline 2 weeks

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.
S3P1. Obtain, evaluate, and communicate information about the ways heat energy is
Content Standards transferred and measured. SS3E1 Define and give examples of the four types of

NETS*S Standards:

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

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 S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred
and measured. Use tools and everyday materials to design and construct a device/structure that will
increase/decrease the warming effects of sunlight on various materials.
Social Studies: SS3E1 Define and give examples of the four types of productive resources.
In the science portion of the lesson plan, students will explore the transfer and measurement of heat
energy. They will investigate various methods of heat transfer such as conduction, convection, and
radiation. Through hands-on activities, they will use tools and everyday materials to design and construct
devices or structures that either increase or decrease the warming effects of sunlight on different materials.
The final project will be to design solar cookers and insulating structures to regulate temperatures. In the
social studies portion of the lesson plan, students will learn about the four types of productive resources:
natural resources, human resources, capital resources, and entrepreneurship. They will define each type
and provide examples from real-world scenarios. They will also explore how these resources are utilized in
various economic activities. Through each phase of the unit there will be elements of technology for
students to use. In the beginning of the unit students will use Mind Meister to organize the important
vocabulary and its relevance to the standards. Students will be able to refer to this as the unit continues
(vocabulary words: heat, energy, transfer, sunlight, friction, burning, thermometer, measure). Students
will then research what solar ovens are and how they work. They will use Book Creator to organize their
research and plans for their project. Finally, students will use Pod Bean to record podcasts based upon
scripts they created about any information about this unit.

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.

Essential Questions being addressed:

-How can we effectively utilize heat energy and productive resources to create sustainable solutions?
Student interests:
-How everyday materials can be used to manipulate heat transfer, especially in relation to creating eco-friendly
solutions.
- They may also be interested in exploring the role of different types of resources in constructing structures and
addressing environmental challenges.
Questions to get students thinking:
- How can we use sunlight to cook food without electricity or gas?
- Why do some materials feel hotter or colder to the touch when exposed to sunlight?
- What materials are best for insulating a building to keep it cool in summer and warm in winter?
Background knowledge needed:
-Students should be familiar with the idea of natural, human, and capital resources from their previous social
studies lessons.
- Prior knowledge of renewable energy sources and their benefits

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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.

Student illustration of knowledge: Throughout this two-week unit, students will be responsible for a few
products to illustrate their learning.
First Product: The first product will be using Mind Meister to create a concept map of this unit’s
science vocabulary words. Student work will be assessed using a teacher created rubric.
Second Product: The second product is that students will create a video on Flipgrid based on their
research of solar ovens. They will also include their plans in creating their own solar oven. Student work will
be assessed using a teacher created rubric.
Third Product: The third product is that students will create scripts based on any area of choice
from the unit and make a podcast episode. Student work will be assessed using a teacher created rubric.
Formative Assessments: Students will be responsible for assessments formed and created by the third-grade
team (pre and posttest for the unit)
Depending on student need and accommodations students will be given varied requirements for each product
required. Many of my students have reduced work, simplified instructions, material presented on their
reading level and extended time. In these areas, students will receive these accommodations.

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?

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 Technology plays a very important role in this unit. Through research on their laptop’s students have
access to researching and finding connections about this unit’s vocabulary. Then students can make physical
connections using a mind mapping website, Mind Meister. This tool can help students that are visual create
concept maps that visually represent the relationships between different concepts. This is especially useful
for organizing complex information. They will be able to connect different academic areas such as science
and social studies and understand how they relate to each other. Because of my classroom makeup suing
visuals is imperative to meet the needs of my students. While creating these maps students will have the
required vocabulary handout with a small visual to help guide their work time. To support any technology
support needs the instructor will show how to troubleshoot and use the website by creating a sample concept
map. This will be imperative for students that lose focus and require assistance reading. Working with a
small group of students that hold the same IEP accommodations in this area will help lower confusion.
Hopefully students will use this website in other areas of learning beyond this unit.
Students will also be able to create multimedia presentations based on their learning. Using this type of
technology increases student engagement and interest in the material. It also boosts communication skills as
students must work in groups and make decisions through collaboration.

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?

To provide a foundation for this unit, we covered recycling, renewable and nonrenewable resources, and
sources of energy. Students were aware of these basic concepts and were able to build on their foundation in
the current unit. We can find out if students have this foundation by teacher observation, asking leading
questions, and having pre assessments on the information. Students may have difficulties taking in knowledge
in and applying knowledge through assessments. That is why having students creating products to show
understanding can be beneficial.

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.

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 Due to the subject area being covered student will primarily be working as individuals as information is being
covered during lessons. As they move into assignments it will vary as to grouping. For example, during the first
assignment/product students will work as individuals (Mind Meister). For the second product where students will
conduct research on solar ovens, students will work in their small groups to turn their research and plans into a
video on FlipGrid. For their final product in this unit students will create a solar oven and script for a Podcast
episode on Podbean.
Our district has afforded us the opportunity to have individual student laptops. Students will use these to complete
their work. Common technical difficulties that may arise are complications understanding the new programs. One
way to combat this issue is to make sure to offer a detailed example of how to use this and the requirements
before students work independently or in their small groups. For some students that struggle with multistep
directions I strategically pair them up with a partner that can help guide them or they work in small group with the
instructor.

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?

After extensive research I like to have the format of I do, we do, and you do. This gives me at least two or more
opportunities to work along with students and give examples of how to complete their work. My goal in this is by
the time students get to independency I will act as a facilitator and be able to check in with them as they
navigate the assignments. Allowing for flexibility in what students create can help meet them exactly where they
are. If students naturally need extension making sure to give them freedom to think outside of the box but still
checking off what is required in the rubric can be done. When it comes to students needing more basic
requirements of workload giving students ample time, and clear directions with visuals will lead to meaningful
activities that they can understand. Students will use digital tools to collaborate with each other and with other
students on the grade level. After work is complete students can present their hard work to their classmates, or
even partner classes that are in younger or older grades. Once these creates are saved, they can be shared
with the respective families as well. One way that I like to facilitate collaboration is by having students help
grade the project using the required rubric or the simplified version. This way they are familiar with the grading
process and can learn to offer constructive feedback.

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?)

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 Due to having the inclusion class I will make sure to accommodate the lesson as much as needed to effectively
meet their goals. One way I do this is by organized grouping. Some students are grouped together by academic
reading level and are worked with one on one or in a small group with an instructor. This cuts down on frustration,
idle time, and the probability of not producing a product. Some students can follow a detailed visual guide and find
success working independently, so making sure to have visuals and walk-through sessions may save time and lead
to less frustration. There are 2 students on my caseload that require extension, so giving them creative control and
allowing them to extend their selves can help meet their needs. For example, giving them time to check others or be
the expert leader for other groups can help them fortify their understanding and communication skills. Also allowing
them to create props, or other items for their videos that may not be required can help further extend them.

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?
At the end of the unit allow students to share their solar ovens and their book creator video. Students will be
given a rubric to check off for the purpose of reflection and understanding. To include a portion for feedback
students can provide feedback in their podcast episode in hopes to educate others about their experience.
Student work samples, and teacher observation will prove the effectiveness of the unit products, and teaching of
the instructor. Students will be engaged in the process of creating the products. I anticipate that students will
struggle with group work, as some work better individually. So having options for students to work in pairs may
cut down on some clashes of personality. If I had more time, I would design this unit to go with content that did
not occur simultaneously with testing. Due to our testing review being scheduled for our team by administration,
the amount of time left open for science is small which does not give students ample time to work on their
products.

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.
As we are on a strict schedule in preparation for the Milestones and we have students with specific needs due
to Individualized Education Plans it is important to make sure that you make this unit systematic. Use normal
systems to make sure students understand the expectations. This could be offering plenty of whole group,
small group, or one on one instructions. For my students that struggle with productivity, a visual rubric could
help keep them on track with understanding what is required in each assignment. Make sure students have
ample time to work and discuss as a group.

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