edTPA Indirect Instruction Lesson Plan Template

Cold As Ice
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Central Focus/Big Idea: Heat energy and how it moves around.
Subject of this lesson: Heat transfer
Grade Level: 3rd
NC Essential Standard(s): 3.P.3 Recognize how energy can be transferred from one
object to another.
Clarifying Objective: 3.P.3.2 Recognize that energy can be transferred from a warmer
object to a cooler one by contact or at a distance and the cooler object gets warmer.
Next Generation Science Standard(s):
4Make observations to provide evidence that energy can be transferred
PS3-2. from place to place by sound, light, heat, and electric currents.
21 Century Skills: Using the 21 Century Skills Map-Science available on Moodle,
choose the two or three skills that apply to your lesson. Explain why you chose these.
Collaboration: Because they are working in groups and have to be able to work
together to get all the data correctly.
Communication: They have to know when to ask questions and how to
communicate effectively to get the experiment done.
Academic Language Demand

Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose this one.
st

st

Analyze

Argue

Categorize

Compare/contrast

Describe

Interpret

Predict

Question

Retell

Summarize

Explain

I choose describe because they are having to tell you what is happening to the popsicle.
Scientific Vocabulary: What are the key scientific terms that your students will learn
through this lesson?
Instructional Objective:
At the end of the experiment, students will be able to recognize how heat is transferred
from a warmer area to a cooler one. Students will track their findings in their science
journals. Each student must have completed table and a conclusion of the experiment.
Prior Knowledge (student): How to read a thermometer, basic knowledge of the states
of matter.
Content Knowledge (teacher): Matter is made up of molecules and where there are
molecules, there is heat. If the molecules are moving really fast then the matter will be
have a higher temperature and hotter matter. The slower the molecules, the lower the
temperature (colder matter).
Accommodations for special needs (individual and/or small group): Students will be
in groups of four so each group member will work together to help each other.

Materials and Technology requirements: students science notebooks, 1 freezer pop

for every group, 2 thermometers per group, 1 Styrofoam cup per group
Bill Nye the Science Guy On Heat (Full Clip). Retrieved from:
https://www.youtube.com/watch?v=f1eAOygDP5s. Video.
Total Estimated Time: 1 hour long lesson block.
Source of lesson: Web site, textbook, colleague?
Safety considerations: Students must handle the thermometers with care so as not to
break them
Content and Strategies (Procedure)
In your procedure, be sure to include all of the following 5 Es. Your procedure
should be detailed enough for a colleague to follow. If you will be relying on
technology (e.g., a YouTube video), describe your back up plan thoroughly.
Imagine your most novice colleague needing to teach from your plan. Dont just
answer the questions. Additionally, I expect you to include possible questions
you could ask for each section. This needs to include higher-order questions.
Engage: Students will write the question in their science notebook:
*Where does the coldness from the popsicle go as it melts?*
What have you been learning about this week? (Friction) What does more friction
create? (heat)
Heat is a form of energy and it is in all things. Just because something is cold, does
NOT mean that there is no heat. Heat even exists in this:
Show students a freezy pop. What is this, class?
Is it in a solid or liquid state?
What can you do to change its state?
Explore: Students will be grouped into threes (fours?). All students will be recording
the data, but the groups will designate a main data recorder. This student will share their
findings towards the end of the lesson.
The other students will be the temperature checkers. Each group receives a cup, freezy
pop, and 2 thermometers. One thermometer will be on the side of the inside of the cup
and the other will in the freezy pop that is resting on the other side away from the
thermometer. Remind students to make a note of what the temperature is on both
thermometers at the beginning.
Students will begin collecting data after every minute for 5 min. Teacher and students
will discuss their findings after the last minute has passed.
Explanation:
How did the properties of the freezer pop change?
(the freezer pops changed from a solid to a liquid.)
What caused the freezer pops to change state?
(Heat energy in the air was warmer than in the popsicle. This heat was added to the
freezer pop.)

Was there a change in the temperature of the air in the cup?

(There should be. The air in the cup is losing heat from the the cold popsicle.)
Why did the temperature change occur?
(as the popsicle slowly melted,
What role did energy have in this experience?
Did all groups have the same results? Why or why not?
Elaborate:
Show Bill Nye video on heat,
https://www.youtube.com/watch?v=f1eAOygDP5s
So in conclusion all things have heat because all things have molecules.
Evaluate: Students must have a completed table with a conclusion in their notebooks.
The temperature of each minute should be on the table along with an observation.
Students must also write a conclusion explaining their findings at the end of the lesson.
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
The students all provided accurate data during the experiment. The table is full of
accurate temperatures. Students have an appropriate conclusion and a hypothesis.
Reflection on lesson:
What did the students find out in the experience? Were there any surprises?
The students learned about heat transfer and that heat is actually in everything. The fact
How did the students in each group work together? Were there any problems?
The students all take turns having a different job for experiments: participant, facilitator, director,
technician, and materials manager. The students designate these jobs by themselves. The
biggest problem was keeping time with a stopwatch. Some of the students misunderstood
directions and tried to time 2 and 3 minutes instead of only 1 minute.
Was the activity open-ended enough, or did each group do more or less the same thing?
Each group was doing was doing the same thing but their results were a bit different.
How did the students extend the investigation?
There wasnt much time for an extension other that an extra video on heat.
How did the students connect this experience to their daily lives?
I used popsicles which is something that every child knows. They know that left out of the
freezer, the solid popsicle will turn into a liquid.
How did I accommodate students with learning and physical differences?
The last science block is mostly lower level learners. Instead of the groups using their own
stopwatch, I had timer on the SMARTBoard that would count down the minute for them. That
made for a smooth lesson.
Did I use technology effectively?
Yes, the SMARTBoard was used and I showed the Bill Nye video.
Overall, what do I think the students got out of the experience?

I think the students got a pretty good understanding . The teacher asked them what they
learned the next day and they could all say what heat transfer was .
What do I remember most about this science activity?
How excited they got to work with popsciles.. Also, they really were enjoying themselves when
they were taking the temperatures and recording the data.
Would I do it again? How would I plan differently the next time?
Yes, I would definitely do it again but I would demonstrate the whole procedure next time. I knew
I had an hour to teach the lesson but I was unsure as to how long it would take with third
graders.