Lesson Plan Template ED 3501 Curriculum Overview Lesson

Lesson
Title/Focus

Teacher
:
Date:

Grade 2 Science Hot & Cold Temp. Experiment

Brandy Old
Nov. 18, 2105
9:04 9:33

LEARNING OBJECTIVES
GLO 2-1: Investigate, with guidance, the nature of things, demonstrating an
understanding of the procedures followed.
GLO 2-2: Recognize pattern and order in objects and events studied; and, with guidance,
record procedure and observations, using pictures and words; and make predictions and
generalizations, based on observations.
SLO Focus: identify one or more possible answers to questions asked by
themselves and others. Ideas may take the form of predictions and hypotheses.
SLO Explore and Investigate: manipulate materials and make observations that are
relevant to questions asked
SLO Explore and Investigate: carry out simple procedures identified by others
SLO Explore and Investigate: identify materials used and how they were used
SLO Reflect and Interpret: describe and explain results; explanations may reflect
an early stage of concept development.
SLO Reflect and Interpret: identify applications of what was learned.
SLO Reflect and Interpret: identify new questions that arise from the investigation.
GLO 2-9: Recognize the effects of heating and cooling, and identify methods for heating
and cooling.
SLO 2: Measure temperature in degrees Celsius.
Students will:
1. Hypothesize what will happen to hands when in the water.
2. Manipulate thermometers.
3. Demonstrate understanding of scientific method by following procedures.
4. Identify the purpose of thermometers.
5. Create new questions from what was learned.

ASSESSMENTS
Observations:

Key Questions:

Products/Performances:

Are students able to formulate a well-thought out

hypothesis?
Can students follow instructions and procedures?
Can students draw their own conclusions from the
experiment?
Are students able to ask informed questions about
temperature?
What is a prediction? What is a hypothesis?
What is a thermometer?
What does a thermometer do?
What do thermometers measure in?
How did your hands feel after being in hot and cold
water?
What happened when you put both your hands in
the lukewarm water?
Can you explain that in hotter than/colder than
term?
What do you think the temperature of each bowl is?
Why was your hypothesis wrong/right?
What is one thing about temperature that you are
curious about?
Products: hypothesis and new question about
temperature
Performance: experiment, use a thermometer
effectively

LEARNING RESOURCES CONSULTED

Adapted from a template created by Dr. K. Roscoe

MATERIALS AND EQUIPMENT

Lesson Plan Template ED 3501 Curriculum Overview Lesson

Alberta program of studies
Edmonton Public Schools hot and cold unit Grade 2

Hypothesis sheet (26 copies)

Thermometers (24)
18 large bowls
Cold water (for 6 bowls)
Ice (for 6 bowls)
Lukewarm water (for 6 bowls)
Hot tap water (for 6 bowls) *NOT OVER
40 C!*
Exit slips
6 big towels for under bowls
6 tea towels for hands
Large post-it (for rules)
Felt markers
Numbered stock cards for each
station.

PROCEDURE
Introduction
Attention Grabber
Transition to Body

Learning Activity #1

Assessments/ Differentiation

Learning Activity #2

Assessments/ Differentiation
Adapted from a template created by Dr. K. Roscoe

Wear lab coat. Its experiment day.

Create a rule chart for safe experiments as a class.
(What teacher does, what students do)
Body
*Prep for this needs to occur during recess* All bowls
and stations will be organized at back tables. Ice water
and lukewarm water will be ready.*
Instruct students on procedure of science experiment:
1. 3 bowls on the table for each group. One has
cold water, one has lukewarm water, and one
has hot water.
2. On hypothesis sheets on your desk you need to
write your name. and what you think the
temperature of each bowl is.
3. What is a prediction? What is a
hypothesis?
4. What do you think the temperature of each
bowl is?
5. What is a thermometer?
6. What does a thermometer do?
7. What do thermometers measure in?
Did students know how to write their hypotheses
in Celsius? Did they know what a hypothesis
was?
Number students using popsicle sticks for the 6 groups.
Allow them to go to stations. (numbered)
1. Demonstrate how to complete the first part of
the experiment.
2. Put up 30 second timer
3. Discuss how your hands felt in your group.
4. How did your hands feel after being in hot
and cold water?
5. Can you explain that in hotter than/colder
than term?
6. Ask 2 students to tell whole class
Could students relate how their hands felt in relative
terms of hot and cold?

Tim
e
1
min
5
min
Tim
e

3
min

7
min

Learning Activity #3

Assessments/ Differentiation

Assessment of Learning:
Transition To Next Lesson

Lesson Plan Template ED 3501 Curriculum Overview Lesson

1. Put your hands in the lukewarm water. How does
your hand that was in the cold water feel? The
hot water?
2. What happened when you put both your
hands in the lukewarm water?
3. Can you explain that in hotter than/colder
7
than term?
min
4. Dry hands.
5. Instruct how to use thermometer.
6. Now use a thermometer to measure the exact
temperature of the water.
7. Retrieve hypothesis sheet from desk.
Were students able to recognize their senses fooled
2
them. This is why we need a measuring tool for
min
temperature.
Closure/Cliffhanger
Tim
e
Were you hypotheses right? Fill out the bottom part of
3
your hypothesis sheet. What is one question you have
min
about temperature?
Clean up.
Hand in hypothesis sheets.
Reflections

What went well? What changes

would you make in your
planning? What have you
learned to improve upon future
instruction?

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 Curriculum Overview Lesson

Adapted from a template created by Dr. K. Roscoe