Developmental Lesson Plan

Teacher Candidate:

Miss Amber and Miss Ali

Group Size:

Allotted Time

16

Subject or Topic:

60 minutes

Temperature Change

Date:
Grade Level

10/19/16
1st

Common Core/PA Standard(s):
3.2.1.A4 – Observe and describe what happens when substances are heated or cooled.
Distinguish between changes that are reversible (melting, freezing) and not reversible (ex.
Baking a cake).
Learning Targets/Objectives:
The students will distinguish between changes that are reversible by completing a
Plickers activity that demonstrates knowledge about reversible changes.
Assessment Approaches:
1. Asking if students have future knowledge.
2. Students will move from one side of the
room to the other.
3. Pair, share
4. Ask students to move their body: sitting on
the floor, remained seated in their chair, or
standing.
5. Plickers

Evidence:
1. Asking if students have future knowledge
– students will raise their hand and share
with the class if they have any future
knowledge on what ‘reversible’ means.
2. Students will move from one side of the
room to the other – as students are asked
if melting or cooling something is
reversible, melting an ice cube for
example, they will move to the side of the
room that is determined as the ‘reversible’
side or to the other side of the room that
means that it is not.
3. Pair, share – pictures of reversible
processes will be shown on the board and
students will pair-share about how they
think they can reverse the process that is
shown on the board.
4. Ask students to move their body: sitting
on the floor, remained seated in their
chair, or standing – the student will move
their body to sit on the floor if they do not
understand the content, remain in their
chair if they are a little confused about the
content, and stand up from their seat if
they understand the content completely.
5. Plickers – students will answer four
questions using a piece of paper they will
hold up. They will answer “which process
can be reversed?,” “How do you reverse
something that was heated?,” “Which
process cannot be reversed?,” and “How
do you reverse something that was
cooled?” The papers all look different so
no one is able to cheat and the teacher will
check answers using their device..

Assessment Scale:
Students will complete the Plickers activity by answering the 4 questions about reversible
processes.
 Which process can be reversed? – melting chocolate (1pt)
 How do you reverse something that was heated? – cool it down/decrease temperature
(1pt)
 Which process cannot be reversed? – baking a cake (1pt)
 How do you reverse something that was cooled? – heat it up/increase temperature (1pt)


1/4 = poor
2/4 = below average
3/4 = average

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
Remediation Plan (if applicable)

Personal Reflection Questions



Did the lesson take the time allotted?
What improvements could be made for next time?
What went well during the lesson?
What needed more explaining?

Additional reflection/thoughts

Checklist
Student
s
1
2

Reversibl
e side of
room

Irreversib
le side of
room

Sitting
on the
floor

Sitting in
seat

Standing

PairShare

3
4
5
6
7
8
9
10
11
12
13
14
15
16