Content (CAEP R1.2): Demonstrate knowledge and ability to apply central concepts of content areas. Evidence: Subject: 4" grade science- Heat Transfer (Conduction, Convection, Radi ‘Standard: 4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. Learning Targets: 1) Students will understand the concepts of conduction, convection, and radiation and be able to put the definitions of each in their own words. 2) Students will apply what they learn about conduction, convection, and radiation to explain how popping popcorn demonstrates all three of these concepts. 3) Students will compare and contrast conduction, convection, and radiation by using a chart, citing examples from the popcorn demonstration. 4) Students will apply conduction, convection, and radiation to the real-world by labeling examples of heat transfer. ion) Narrative: In this lesson, students will learn through using technology. I have ensured they will do so by using a PowerPoint to present the content of the lesson to my students and by providing a video that will repeat and reinforce the content that I am teaching. Additionally, I have included a Quizlet that students can use to match vocabulary, read over flashcards, and play other content related games. Finally, I have included a free online game that can be played by students, Using a PowerPoint to present my information and providing a video for my students to watch requires students to learn the information because they will be actively listening to my PowerPoint and then reinforcing what I talk about in the video. Playing Quizlet games and the online game requires that students learn the information because they will not be able to successfully play and complete the tasks of the games without having learned the information.Differentiation: 1. To helpa student whe has difficulties with comprehension, processing, and recell, Twill have my entire class view a video about conduction, convection, and rediation. This will enforce the material I am teaching and will provide more examples and detail, thus aiding this type of student due to the use of repetition. By showing the video to the whole class, I am using Uriversal Design for Learning and will be able to reach all students, but especially a student with the beforementicned challenges. 2. To help a student who has difficulties with writing, written expression, ard logical reasoning, T will have a matching activity on Quizlet. The student will have ta match definitions to key terms frem the lesson. This eliminates the load of physically writing definitions on paper and lessens the load of having to recoll and write definitions in their own words. Tt also minimizes the stress of having te use logical reasoning and recall to compore and contrast the types of heat trarsfer, since the definitions ond compariscns are given rather than remembered from scratch. The following link is an example of a matching game the student could use (there are also flashcards ond other features) 3. To help a student who easily masters the lesson and/or who already knows much of the information, T will use games/apps and critical thinking questions that apply the mcterial to real-world situations and make the student dig deep. These will include some information that the student knows and some information thet the student does not know but can use reasoning to puzzle out or can make educated guesses/hypotheses to figure out. This will ive the student a balance of knowing they have done great {job of learning the material presented thus far ond stretching their mind to challenge them withROCHESTER UNIVERSITY Lesson Pian Template EDU 3224 Grade Level/Content Area | Teacher Candidate Name | Date Grade 4: science “Allyson Slone 11/30/2020 [Content Ares Standards UGTASC & InTASC 7 4-PS3-2 Make observations to provide evidence that energy can be wansferred from place to place by sound, list, heat, and clectric currents, Learning Outcomes InTASG t InTASG 7) 1. Students will understand the concepts of conduction, convection, and radiation and be able to put the definitions of each in their own words 2. Students will apply what they lear about conduction, convection, and radiation to explain how popping popcom demonstrates all three of these concepts. 3, Students will compare. and contrast conduction, convection, and radiation by using a chan, citing exam ‘popcom demonstration. 4, Students will apply coaduction, convection, and radiation to the real-world by labeling important Concepts for the Lesson (aTASC © BIASGT) 1. Students will understand what conduction, convection, and radiation are and that they ace the three ways heat transfers 2. Students will be able to differentiate between conduction, convection, and radiation when physically shown examples of each. 3. Students will be able to apply their newly learned information on conduction, convection, and radiation to real-life examples Higher Order Thinking Skills (Revised Bloom's) Remembesne: Suden vil abe recall what ey know about hee sales ofmater anna. dona Reflection: When I designed this lesson, I wanted my students to leern the content, but I wanted it to be more than a typical science lecture. T wanted my student to expand their thinking through warkirg together and comecting the content to their everyday lives. I wonted it to be fun! This epproach reflects what T learned about in Classroom Teaching and Management (CTM) because it uses a positive, engaging approach in which students have to cooperate and communicate effectively with ‘one another. If I hod to change something about this lesson, I would find a way to involve more movement. The students do. lot of watching in this lesson, even though it is exciting, T would need to explore more way to involve movement because getting the kids moving would help maximize learning, since it invelves multiple senses. One potential idea is to have the students perform the popcorn experiment themselves, but that might be too dangercus for this age. group. TF I could somehow find a way to have them portake and get moving, while keeping them safe, that would be optimal. I might also expand the lesson over multiple days and include content on how the sun heats the earth to further students’ understanding of conduction, convection, and radiation, ‘As for the technology and differentiation that I used, I feel as though I could do something better for students who have difficulty comprehending, processing, and recalling information, The Video does a geod jeb of reiterating the information I present to students, but i's honestly kind of boring, so my goal would be to find a way to still help these students, but ina more exciting and ‘engaging way.