Name Salem Troxler

Class eled 3221

Date April 18, 2018
Indirect Instruction Lesson Plan Template

Toaster Radiation

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Central Focus/Big Idea:

The big idea would be understanding different heat transfers.
Subject of this lesson:
Science- radiation
Grade Level:
3rd grade
NC Essential Standard(s):
3.P.3.2 Recognize that energy can be transferred from a warmer object to a cooler one by contact or at a
distance and the cooler object gets warmer.
21st Century Skills:
Collaboration- the students are going to be working together through the first activity while they are doing
their experiment and making observations.
Critical thinking- the students are going to have to apply what they have learned about radiation to be able
to write a story about how radiation works.
Academic Language Demand
· Language Function
· Analyze- They are going to be making observations and analyzing what the sun feels like on their
skin and how the toaster heats the bread.
· Explain- Once they have done their experiments they will have to explain what radiation is when
they are writing about it and when they are answering questions throughout.

Analyze Argue Categorize Compare/contrast Describe Explain

Interpret Predict Question Retell Summarize

Scientific Vocabulary: What are the key scientific terms that your students will learn through this lesson?
Radiation, transfer, absorbing
Instructional Objective:
Students will be able to work independently write a story about radiation and illustrate it and work
together to make observations and conclusions about radiation in a toaster. Students will be expected to
earn 6 out of 7 on their writing and 2 out of 3 on their picture.

Prior Knowledge (student):

Students should know about the sun, what a toaster is, conduction, and convection.
Content Knowledge (teacher):
The teacher needs to know all three heat transfers, understand how radiation works in more than one way.
Teachers need to be able to understand radiation well enough to explain it in more than one way to
students that aren't understanding.

Accommodations for special needs:

If there are students that are in need of extra help I will be sure to put them in a group with students that
are able to do that, also I will help them with the toaster if need be.
Materials and Technology requirements:
Toaster (3), observation sheet(14), 14 extra sheets of paper, bread (10), pencils.
Total Estimated Time: How long do you expect your lesson will take?
About 35 minutes
Source of lesson: Web site, textbook, colleague…?
My CT and teacherpayteachers
Safety considerations: How will you make sure students are safe in your lesson?
I will make sure to make very clear rules when it comes to the toaster. They are only allowed to
push the button down, they are not allowed to touch the toaster or get the bread out I will get the
toast out. I will also be walking around while they are doing this to make sure nothing happens.

Content and Strategies (Procedure)

Engage:
I will start by having the students all come outside with me. We will all go stand under some shade for a
minute or so and then go stand in the sun for a minute then we will go back to the shade. I will have the
students pay close attention to how it feels on their clothes and skin when we do this. I will give them a
few minutes on their own to play around with the sun and shade. We will then go back inside.
*Could this be conduction or convection and how do you know?
*How can you get warm from the sun if nothing is actually touching you?
*Are there any other times that we can get warm without something touching us?
Explore:
To begin I will put the students in groups of 4 and they will all be given an observation sheet to work on
throughout our experiment. Each table will have two pieces of bread and a toaster at their table. They will
make observations about the toaster and the bread. Each student would write a question in the question
with their group and then write a hypothesis based on that question. I will want them to observe what the
bread is like before it goes in the toaster and what the toaster is like when it is off. They will have the
chance to turn the toaster on and make observations of what it looks like, they will put the bread and
make observations of what too. Once everyone has toasted the bread I will go around and take all of them
out of the toaster. Once all of the observations are done I will have the students fill out the conclusion part
of their sheet based on their hypothesis.
*How is the heat getting to the bread?
*What is the bread touching? Is that doing the heating?
Explanation:
Before I begin a class discussion on some questions I am going to have the student turn and talk with their
neighbor about the observations they made I will then go around and have some students share what their
observations were. I will also want the students to share their hypothesis and their conclusions. Once
everyone has shared what they observed through their experiment I will ask them a few questions.
*What was heating the bread? How is radiation different than the other heat transfers? What did you
notice about the wires inside the toaster? What are some other things that heat like this? Did you notice
anything about the toaster and the outside of the toaster? We would talk about the sun and how that is the
best example of radiation.
Elaborate:
Writing a story about radiation would be their final activity. The guidelines that I would give for their
story would be that they needed to use 3 things that they learned about through out activity about
radiation in their story. This story could be fiction or nonfiction but needed to be about radiation and what
radiation is. Based on our discussions, observations, and experiments they will need to write a short story
that explains what radiation is, how it works, and include three things they have learned about through
this lesson. Once they have written their little story about radiation I will want them to draw a picture of
what they wrote about and label where radiation is happening.
Evaluate:
The students will earn 2 points for explaining radiation in their writing, 2 points for explaining how it
works, 3 points for the three things they learned from the lesson in their story for a total of 9 points. They
will earn 1 point for drawing a picture and 2 for labeling where radiation is occurring for a total of 3
points. They will be able to earn a total of 10 points for this activity.
I will use the experiment sheet to observe their understanding of the experiment and how radiation works.
I will be paying attention to how the students answer the questions throughout the lesson. I will use their
writing and their picture to assess the students understanding of radiation and how it works.
Formative: My formative assessment will be throughout the lesson with the different questions I will ask
the students.
Summative: My summative assessment will be the writing and the picture that they drew about their
story.

Assessment Results of all objectives/skills: Out of the 14 students in the class 12 of them got 6 out of 7
points on their writing and 13 of them got 2 out of 3 points on their picture.