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# Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Date

November 18th.

Subject/Gra
de Level

Time
Duratio
n

40 min.

Unit

Teacher

K. Galbraith

## OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

2-9: Students will recognize the effects of heating and cooling, and identify methods
for heating and cooling.
-students will understand that temperature is measured in degrees Celsius

LEARNING OBJECTIVES
Students will:
1. Students will understand that a thermometer scale has increments.
2. Students will understand that scales can change, so you have to determine what the scale is
counting by.
3. Students will be able to find a given temperature on a scale by pointing to it, and colouring a
work sheet in.

ASSESSMENTS
Observations:

Key Questions:

Products/Performan
ces:

## Who is comfortable with the scale of the thermometer,

Who is participating/who is not.
Who is struggling with the concept of finding temperature AFTER steps
have been taught and practiced.
What is the scale?
Tell me what the scale is made up of.
What is the first thing our eyes find when we read the
temperature?
What do you think this thermometer is counting by?

## Observational formative assessment.

Colouring in theremometers.
Finding temperatures of printed thermometers.

## MATERIALS AND EQUIPMENT

Hand outs- Fill in the blank.
Colour in.

PROCEDURE
Prior to lesson

Attention Grabber

## Have printed thermometers- both fill in the blank, and colour in

(change the temperatures)
Introduction
What is todays temperature?- look up the temperaturecompare it to the temperature last week and find the
difference- the same structure as Lorraine did last week.
-Where does our eye go first? the zero.
-Are the temperatures warmer or colder below zero, above
zero?
-What do we do next?- Find out what the scale is counting by.

Time
5-8

## Lesson Plan Template ED 3501 (Version C)

Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Organizer/Agenda
Transition to Body
Learning Activity
#1

## Lets find out.

-We can also count by 5s. So we can count by 5s up until____
so what do we count by once we get there?
If we had 10 degrees could we count by 5s? If we had 24
degrees could we count by 5s part of the way? If it was 4
degrees could we count by 5s? What about -12?
- Do they understand that a scale counts by certain
increments?
- Do they know that below zero is minus, above zero is
warmer.

## Ask everyone to find a partner. If you dont have a partner, ask

if you can join someone or a group.
Body
Finding temperatures with a partner.
Review for temperatures- Think pair share.
Have students partnered and work on the hand out together.
They will need 4 different colours of pencil crayon to properly
finish the worksheet.
They will also be given a thermometer to find the temperatures
on (laminated ones).
Work sheets will be given to find three temperatures- This will
thermometers.

Teacher Notes:
Assessments/
Differentiation

## This will assess how well students know their significant

temperatures, what numbers are below and above zero.

Learning Activity
#2

## Fill in the thermometers using their collected information from

the water bowl activity.
-With the increments changed on their thermometers, they will
then correctly colour in their thermometers- Using steps.
-Find 0C
-What are the increments, What is the scale counting by?
-What can you count by to get to your temperature? Can you
count by ___ the whole way, or do you have to also count by
another number too?

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation

15 min,

10-15 min.

## Students will work independently.

-Have thermometer on the smartboard or draw one.
-Work through the steps together before they work on their
own.
This will be used as a sponge activity if time permits.
Have students start a fill in the blank for temperatures using
the same steps that we are covering throughout the lesson.
Use as an exit slip.
-

## Looking for who understands how to read a scale.

Who needs more help understanding?
Closure

Consolidation of
Learning:
Feedback From
Students:

Time

Time
5 min.

## One a scale from 1-5, Can I read the temperature on a

thermometer? 1- I cannot 5-No Problem!

## Lesson Plan Template ED 3501 (Version C)

Feedback To
Students
Transition To Next
Lesson

Sponge
Activity/Activities

## We will be building thermometers with the grade 5s tomorrow!

So you will have a grade 5 partner tomorrow, What do we do in
grade two when we welcome other people into our classroom?
What do you think Mrs Robbins and I want to see from you?
If needed- students can work ahead on the printed thermometers,
They could also work on Pysanka.

lesson