HOT AND COLD UNIT PLAN

Hot and Cold Grade Grade 2

Title of Unit
Level
Curriculum Science Time 4 Lessons (1 week)
Area(s) Frame

Developed by Shael Bourne

IDENTIFY DESIRED RESULTS

Programs of Study Foundations

What program foundations form the emphasis of the unit? What big ideas from the program of studies will you include?

Scientific Methods: Investigation of the physical world is enhanced through the use of scientific methods that
attempt to remove human biases and increase objectivity.
Students learn that materials are sometimes changed by heating or cooling and that by observing such
changes, they can infer how hot or cold an object is. They learn that thermometers provide a helpful way to
measure and describe the hotness or coldness of things—a more reliable way than provided by their own
senses. Students observe that temperatures can go up and down, including the temperature of their
surroundings and the temperatures of particular objects within it. They also learn about methods that are
used to control temperature in buildings and how insulation is used to keep things hot or cold.

Essential Question
What is the big, overarching question guiding your unit plan?

What methods and processes can be used in scientific investigation?

Students examine investigation and explain how it is influenced by purpose.

Unit Plan Outcomes

What are the program of studies general outcomes and specific competencies to be covered in your unit?
What will students understand, be able to do, be able to apply?

2–1 Investigate, with guidance, the nature of things, demonstrating an understanding of the procedures followed.
- ask questions that lead to exploration and investigation
2–2 Recognize pattern and order in objects and events studied; and, with guidance, record procedures and
observations, using pictures and words; and make predictions and generalizations, based on observations.
- describe what was observed, using captioned pictures and oral language
- describe and explain results
- identify new questions that arise from the investigation.
2–3 Construct, with guidance, an object that achieves a given purpose, using materials that are provided.
- identify the purpose of the object to be constructed
Adapted from Wiggins, Grant & J. McTighe (1998)
 - attempt, with guidance, a variety of strategies to complete tasks
- identify steps followed in constructing the object and in testing it to see if it works
- communicate results of construction activities, using oral language,

UNIT PLAN RESOURCES

What resources will you require? Will there be guest speakers/field trips to plan for?
Will you need particular resources/materials/technologies?

We will utilize indoor and outdoor thermometers, visual journals, various insulating materials (brought
from home), air-tight containers, ice cubes, Crisco, Ziplock bags.

UNIT PLAN SUMMATIVE ASSESSMENT

What will you accept as evidence that learning has occurred at the conclusion of this unit?

Students will be assessed based on the presentation

What is the summative performance assessment
for the unit?
What is the goal of your summative performance students to describe what they observed using
assessment as framed within the outcomes and
competencies? What do you hope to learn?
How will this assessment inform student
learning and your practice?
of their insulators where they will report on what
went well and what would they change, utilizing
proper language to explain the effects of their
experiment.
Students should be able to identify steps followed
in constructing the objects and communicate the
results of the construction activities. I want my
pictorial and verbal communication and reflect on
the purpose of the object they constructed as well
as identify areas upon which they could improve their
design through the identification of new questions
that arise from the investigation.
Based upon the student recorded responses and
documented presentations, I will be able to gauge
their understanding of the scientific method of
investigation. This form of assessment will require
the students to reflect on their learning journey and
identify areas that they can grow, also informing me
of their understandings.

Adapted from Wiggins, Grant & J. McTighe (1998)

LESSON PLAN SEQUENCE/OUTCOMES

For each lesson in the unit, consider the primary topic/activities, outcome and assessment. Does
each lesson build on the next?
Consider the following questions as you plan your sequence of lessons:
What events will help students engage with, explore, explain, elaborate on and evaluate the big idea in the
unit?
How will you help guide students to reflect, rethink and refine their work/ideas/understandings?
How will you help students to exhibit and self-evaluate their developing skills/knowledge/understandings?

How will you assess

What is the primary
Lesson # objective of this lesson in
your own words?
1. To understand how we read and Overview of how to read a
measure temperature using a
thermometer.
2. Use a thermometer to
understand how insulators
function.
3. Students can build an
understanding of what
materials act as good insulators own coolers where they utilized
4. Develop an understanding of
the various adaptations that
keep animals hot and cold.
What are the primary activities
in this lesson?
thermometer.
Reading resources utilized about
temperature and hot/cold.
Engage in a week long activity
reading and recording outdoor temp.
Mitten Experiment – students
measure the air temp outside of the
mitten, inside of the mitten and inside
the mitten with their hand inside to
discover how insulation works.
Design and construct a device to keep
an object cold – students made their
different materials to keep an ice cube
frozen. Students planned, built,
modified and presented their device to
communicate the process of building
and the overall effectiveness of their
insulator.
Reading of books – covering animal
adaptations for hot/cold followed by
discussion covering elephants’ and
polar bears’ different adaptations that
help them to maintain regulation.
Crisco experiment – students would
cover one hand in lard, they would
place the uncovered hand into a bowl
of icy water, then place their covered
hand into the icy water and record the
difference in temp.
whether learning has
occurred in each lesson?
How will you employ
formative assessment?
Students will offer verbal
feedback throughout class
discussion.
Students will record their
findings in their visual
journals and provide verbal
feedback through class/peer
discussions.
Students will record their
progress on worksheets and
present their findings to the
class outlining their materials,
the effectiveness of the
materials and some
adjustments that could be
improved.
Students will think-pair-share
throughout the readings,
discussing thoughts and
questions about the animal
readings.
Students will provide written
reports on their findings from
the crisco experiment and
share those findings with a
peer.

Adapted from Wiggins, Grant & J. McTighe (1998)

PRE-SERVICE TEACHER SELF-REFLECTION

● How do you feel your students experienced this unit?

● Were they able to make explicit and self-evaluate their growing understanding, skills and/or
knowledge?
● Were you able to make good use of formative assessment for/of/as learning? How did this
information impact your summative assessment?
● Were you successful in reaching all students? How do you know? How did you accommodate for
diverse learners and those requiring accommodations?
● Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and
knowledge?
● What went well and what needs refinement? What might you do differently next time?

Adapted from Wiggins, Grant & J. McTighe (1998)