KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

Teacher Candidate: Lillie Geiger Date: 3/1/17

Cooperating Teacher: Kelly Owens Coop. Initials

Group Size: 18 Allotted Time 30 min Grade Level Kindergarten

Subject or Topic: Weather: Lesson 9: Measuring water temperatures

STANDARD: Pennsylvania State Standards:

3.3.K.A5: Record daily weather conditions using simple charts and graphs identify seasonal
changes in the environment. Distinguish between types of precipitation.

3.3.1.A5: Become familiar with weather instruments. Collect, describe, and record basic
information about weather over time.

I. Performance Objectives (Learning Outcomes)

A. Students will be able to read and record data from a thermometer.

II. Instructional Materials

A. Key term cards
B. Big yellow shoelace thermometer
C. Real thermometers
D. red crayons
E. graphing water temperature journal sheet
F. water placemats
G. cups-3 per group
H. Cold water bucket
I. Warm water bucket
J. How-to experiment story

III. Content
Thermometer- Tool that tells us the temperature.
o Count by tens on large lines. Each little line is two more.
o Jump to the tens, then count by twos.
Recording temperature- use degrees Fahrenheit.
o Draw the line and color everything under it.
Fahrenheit- scale we measure temperature on.
Degrees- shown by the little circle after the number.

IV. Implementation
A. Introduction
Lead a guided discussion to remind students about the tools we have learned
about this far in our weather unit. (senses, wind flags, anemometers,
thermometers)
o What do these tools give us? (data) Students can talk to their elbow
partners.
o What can we do with that data? (Make predictions)
Read the vocabulary cards
Count by 10s and 2s to warm up for reading the thermometer.
Practice reading the large model shoelace thermometer.
Move our bodies up and down as the temperature increases and decreases.
Recap thermometer lessons to remind students of past learning.

A. Development
Share the measuring water temperature experiment with the students.
Explain safety rules and procedures, reiterating that if they misuse materials,
theyre done.
Talk through experiment steps with a how-to story.
i. I know how to safely do the water temperature experiment.
ii. First get the cups
iii. Then, fill your cup with either hot, cold, or mixed water
iv. Walk it back to you seat with two hands
1. Be careful! Dont spill it!
v. Put the thermometer in the cup
vi. Work with your team to read the thermometers for the different
temperatures of water.
vii. Record the temperature for each cup on its placemat.
Instruct students through experiment. Make sure all groups have at least
recorded the temp on their placemat prior to leaving for special.
Circulate around the room to scaffold instruction and help with experiment.
Check student thermometer reading.

B. Closure
Open journals to graphing water temperature page.
Display on document camera.
Model to students how to first draw the line on the thermometer with pencil,
get it checked, and then color everything below the line with red crayon.
Do cold water first, then move on to hot water, followed by mixed water.
Circulate the room to monitor student understanding and scaffold instruction
with appropriate teaching points.
Instruct students to show the temperatures on their shoelace thermometers if
they finish the graphing.
 Display weather brain break

D. Accommodations / Differentiation
(DH) autistic- May use Mrs. Owens think space when necessary.
(BB) - developmentally delayed - dictate writing responses for the teacher
to write down.
(ZS)- requires the use of tactile objects- May use a chair band and fidgets.
Sits in the front during whole group carpet instruction.

E. Assessment/Evaluation plan
Formative
o The measuring water temperature graph and teacher observation
will be used to assess the level of individual student mastery of
reading and recording data from a thermometer.
Summative
o A unit test will be used to assess the level of individual student
mastery of the weather concepts.

V. Reflective Response

a. How could my explicit instructions about the experiment been more clear and
meaningful to the students.
i. While implementing this lesson, I tried to clearly explain student
responsibilities using the peanut butter and jelly partner system. This
was very effective for the most part, and allowed me to minimize the
amount of decision making that went into the experiment so the
kindergarten students could focus more specifically on the lessons
content. During my instruction, at one point when I told the students to
put a thermometer in the cup of mixed water, I neglected to tell peanut
butter or jelly to do so. After following my peanut butter and jelly
partners for much of the lesson, it was clear that I should have used it
for even the smallest instruction to minimize any arguing between
partner. To adjust for this, I had a group of arguing partners perform a
special experiment where they watched to see if their thermometers
changed to the same temperature. They were then engaged by
watching the measurement change in the mixed water.