Lesson Plan

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1. Lesson Plan Information 1. Lesson Plan Information
Subject/Course: Language Name: Emma Fenton
Grade Level: Grade 1 Date: March 3 2012 Time: TBA
Topic: Talking about Temperature! Length of Period: 1 Hour (approx)
2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
Science and Technology Curriculum: Understanding earth and space systems--
2.3 investigate the changes in the amount of heat from the sun that occur throughout the day and the various
seasons (e.g., use their prior experience of the suns warmth, and measure, record, and compare outdoor
temperatures at different times of day and in different months of the year)
3.4 Describe and compare the four seasons (e.g., in terms of amount of daylight, type of precipitation, temperature)
Learning Skills (Where applicable):
From the Growing Success Document:
-Responsibility
-Self-regulation
-Initiative
-Collaboration (participation in activity)
3. Content
What do I want the learners to know and/or be able to do?
-Identify the difference between hot and cold temperatures both on the (visual) thermometer and as (digital)
numbers
-Identify what makes the temperature hot! (The sun!)
-Be able to differentiate temperatures based on different seasons
Today learners will:
-Identify what an extremely cold temperature would be on the thermometer, what would it look like as a number? (a
negative sign in front of it)
-Play a game where they will demonstrate their knowledge of hot/cold temperatures
-Talk about the suns influence on temperature and what seasons are what temperatures!
-Complete a worksheet to demonstrate knowledge of seasonal temperatures
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
The assessment will come from a checklist--assessing their participation in the game/discussion
5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
-Knowledge of what the four seasons are (fall, winter, summer, spring)
-Negative and positive temperatures on a thermometer (in order to move on to the effect of the sun on temperature)
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners? (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)
-For visual learners, the thermometer will be a visual aid as well as I will have the numeric temperatures written on
cards so they will be able to see the visual
-For kinesthetic learners, the game allows students to move while they demonstrate their understanding of hotter/
colder temperatures--this will also help students who struggle to focus
-Print outs of seasons will help visual learners as well.
6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior
knowledge, activities, procedures, compelling problem)
Introduce the lesson by saying So I hear youve been talking about temperature! Can anyone tell me what
temperature is? (Jog their memory on the subject) This will also give an idea of their basic knowledge.
- Ask them about the temperature outside today--is it hot, cold, in the middle? (COLD!!)
After I have read the story, I will ask some questions to get the students thinking about what kind of weather
was in the story, and what type of temperature they think it was. *prompt them if it is necessary!
How would we show this type of temperature on the thermometer? Would it have minus in front of it? (Yes)
What would you say is the opposite of this weather? Hot weather? Maybe on a Beach?
So how would we show this hot temperature on the thermometer? Would it have a minus in front of it? (No)
-Write a couple temperatures on the chart paper-- Example: 24C and -15C and have them guess as to whether
they are cold or warm.
From here, begin the game!
Tell them that we are going to do an activity but it requires VERY good listening skills!
The game consists of showing them a variety of temperatures which they will show if its cold or hot or in the
middle
They will show this by:
- Standing up if they think its hot
- Sitting down if they think its cold
- Crouching if they think its in the middle (A little more complicated, assess whether theyre ready for it)
Flip through the different temperatures and give it a whirl!
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
- After they have played this game with the temperatures, tell them well come back to this game, but first were
going to talk about something new!
- As we said before, today it is very cold, other than the air, is there anything that can tell us that the
temperature will be cold? *May have to prompt them, well is there a nice warm rain outside, or is the sun
shining? (No, theres SNOW on the ground!)
- Exactly, and what SEASON does snow come in? (Winter)
- So are you saying that the winter is cold?
- If so, what temperature most happens in the summer? (Hot)
- And what about fall and spring? (In the middle!)
- So, WHY do you think that is? *Prompt them here, theyll probably need it* --What exists in the summer that
makes it hot? Is it warmer in the shade or in the sun? Is it warmer in the day or in the night? So......?
- So the summer has warmer temperatures than the winter because the sun is out more often because the sun
is SUPER hot and thats what creates the heat in our world!
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning
experiences together for/with the students? How will I check for understanding?
- Proceed to continue the game with pictures of the seasons (the students will stand or sit depending on what
season I show)
- I can mix in the numeric temperatures and the visual seasons as well if they are ready to decipher between
the two
- *Make sure to go slowly and ask the students to justify their reasoning for different answers**
B. Learning Environment
-Carpet for story/discussion
-Desks for worksheet
C. Resources/Materials
-Chart paper
-Markers
-Book
-Print outs of temperatures, seasons


7. My Reflections on the Lesson
What do I need to do to become more effective as a teacher in supporting student learning?
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded
practice, and gradual release of responsibility.)
-The students would have demonstrated their learning throughout the game(s) and I will be checking on a list for
understanding!
CONCLUSION: How will I conclude the lesson?
-So just checking for remembering:
What does warmer weather look like? What makes weather warmer? (SUN!)
Hopefully warmer weather will come for us soon!