USF Elementary Education Lesson Plan Template (S 2014) Name: Haleigh Dykes__________

Grade Level Being Taught: 2nd Subject/Content: Science Group Size: 16 Date of Lesson: 1/31/2018

Lesson Content
What Standards (national or state) SC.2.E.7.2 – Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the
relate to this lesson? water, land, and air.
(You should include ALL applicable
standards. Rarely do teachers use just
one: they’d never get through them all.)

Essential Understanding How does the Sun warm the water, land, and air?
(What is the big idea or essential question
that you want students to come away Student’s “I Can” Statement: I can investigate by observing and measuring, that the Sun’s energy directly and
with? In other words, what, aside from indirectly warms the water, land, and air.
the standard and our objective, will
students understand when they finish
this lesson?)
Objectives- What are you teaching? Given an open container of water, students will be able to investigate how the Sun’s energy changed the
(Student-centered: What will students temperature of the water.
know and be able to do after this lesson?
Include the ABCD’s of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense, A:
the student B: will be able to re-write the
sentence in future tense D: with no errors
in tense or tense contradiction (i.e., I will
see her yesterday.)."
Note: Degree of mastery does not need
to be a percentage.)

Rationale  I am teaching this lesson because it aligns with where the county curriculum says we should be at this
Address the following questions: moment in time.
 Why are you teaching this  This lesson fits in with rest of the plans for the week because we have been learning about the Sun’s
objective? energy in science the last few days.
 Where does this lesson fit within a  I am teaching it this way so that the students get a hands-on experience.
larger plan?
 Why are you teaching it this way?
 Why is it important for students to
learn this concept?
 USF Elementary Education Lesson Plan Template (S 2014) Name: Haleigh Dykes__________
Grade Level Being Taught: 2nd Subject/Content: Science Group Size: 16 Date of Lesson: 1/31/2018

Evaluation Plan- How will you know I will know students have mastered my objectives by listening to their answers to HOT questions as well as
students have mastered your other discussion questions as well as collecting their data collection sheet as an exit ticket.
objectives?

Address the following:

 What formative evidence will you
use to document student learning
during this lesson?
 What summative evidence will you
collect, either during this lesson or in
upcoming lessons?
What Content Knowledge is The teacher must know what the Sun’s energy is, what the sun is, and how to explain these to the students.
necessary for a teacher to teach this
material?
What background knowledge is Students will need to have background knowledge of the Sun’s energy that they will have learned Monday and
necessary for a student to Tuesday from the virtual lesson and other lessons regarding this topic.
successfully meet these objectives?

 How will you ensure students’ have

this previous knowledge?
 Who are your learners?
 What do you know about them?
 What do you know about their
readiness for this content?
What misconceptions might students Student’s may believe that items in the shade will not warm up if not in direct sunlight.
have about this content?

Lesson Implementation
Teaching Methods Direct instruction
(What teaching method(s) will you use HOT questions
during this lesson? Examples include Partner talk
guided release, 5 Es, direct instruction, Hands on activities
lecture, demonstration, partner word,
etc.)
 USF Elementary Education Lesson Plan Template (S 2014) Name: Haleigh Dykes__________
Grade Level Being Taught: 2nd Subject/Content: Science Group Size: 16 Date of Lesson: 1/31/2018

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever plan
(What exactly do you plan to do in responsible is appropriate for the content taught in this lesson. For example, in science, you
teaching this lesson? Be thorough. Act as (Teacher or would detail the 5 Es here (Engage/Encountering the Idea; Exploring the Idea;
if you needed a substitute to carry out Students)? Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
the lesson for you.)
8:30a Teacher Before the students arrive to school, I will be preparing the two containers of water
Where applicable, be sure to address the and placing them in the designated spots.
following: 11:25a Teacher Teacher will transition students from whatever they are currently working on to the
 What Higher Order Thinking (H.O.T.) carpet.
questions will you ask? 11:26a Both Students will be asked a few engaging questions to get them talking about sun and
 How will materials be distributed? how it warms you.
 Who will work together in groups  When you are cold, what kinds of things or activities help you to stay warm?
and how will you determine the  What helps you to stay warm when you are indoors? Outdoors?
grouping?  Is it usually warmer during the day or night? Why?
 How will students transition between After students have a general idea of how the sun warms things, further HOT
activities? 11:28a Both
questions will be asked.
 What will you as the teacher do?
 What is the sun? Where is it? (To keep answers simple: The sun is a giant star that is
 What will the students do?
about 4.5 billion years old. It is also the largest object in the solar system.)
 What student data will be collected
 What kinds of things does the sun do? (Answers will vary. Among other things, the
during each phase?
sun provides the earth and its inhabitants the light and heat they need to grow and
 What are other adults in the room
survive.)
doing? How are they supporting
 What kinds of things does the sun allow you to do every day? (Answers will vary.)
students’ learning? 11:33a Both
 What model of co-teaching are you Students will be given their Warmth Chart and given explicit instructions on what to
using? do with the chart as well as explicit instructions on what the students will be doing in
order to collect that data.
11:35a Both Ask students the following questions while still in the classroom:
 How warm or cold does it feel in the classroom? In the shade? In the sun?
 Why do you think it is (cold/cool/warm/hot)?
 Is the heat of the sun helping to warm this area? Why or why not?
11:38a Students Students will be directed to circle the temperature on their warmth chart that they
feel depicts the temperature of the classroom.
11:39a Both Next, students will be taken outside to the shaded area and the sunny area where
they will repeat this process.
11:47a Both While still in the sunny area, ask questions similar to these:
 How many of you thought the classroom was the warmest?
 How many of you thought the shade was the coolest?
 How many of you thought being in the sun was the warmest?
 USF Elementary Education Lesson Plan Template (S 2014) Name: Haleigh Dykes__________
Grade Level Being Taught: 2nd Subject/Content: Science Group Size: 16 Date of Lesson: 1/31/2018

 Were you surprised by any of your answers? Why?

11:50a Teacher After standing in the sun for a bit, ask the following questions:
 So, after standing in the sun for a few minutes, how do you feel now? Cooler?
Warmer?
 Do you think things like rocks, grass, leaves, water, or air are cooler or warmer in the
sun? In the shade? If they were taken indoors? Why or why not?
 If the sun warms people, do you think it warms all of these other things as well?
Students will walk to where the pan of water in the sun is.
11:53a Students
 Do you think the water in the pan is cold, cool, warm, or hot? Why?
 If I put this pan in the shade, do you think it would change the warmth of the water?
Why or why not? How about if I took it inside and put it on my desk?
11:55a Students Students will touch the warm water one-by-one (maybe two at a time depending on
time.)
 How does the water feel? Are you surprised by the warmth of the water? Why or
why not?
 Imagine that the pan was filled with leaves or soil or even air. How do you think that
would affect the warmth of those items? Why?
12:00p Both Ask students if they’re warmer/cooler than they were before coming outside and ask
them to explain.
12:05p Teacher Direct student attention to the pan of water in the classroom, ask them similar
questions.
12:05p Teacher As they’re cooling off, ask them questions about how they’re feeling temperature
wise.
12:07p Teacher Reinforce/explain how anything in the sun/shade will be warmer/cooler respectively.
12:10p Both Direct students to line up to switch classes for recess.
What will you do if… …a student struggles with the content?
 Extra support will be provided to clarify anything that is unclear through the use of activating
background knowledge or showing them a past exit ticket.

What will you do if… …a student masters the content quickly?

 They will be asked to use a thermometer to measure the different temperatures of the containers of
water.
 USF Elementary Education Lesson Plan Template (S 2014) Name: Haleigh Dykes__________
Grade Level Being Taught: 2nd Subject/Content: Science Group Size: 16 Date of Lesson: 1/31/2018

Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners  Because the students live in Florida this relates to their interests and backgrounds because we are the
Sunshine state and it’s warm and sunny most of the year.
If applicable, how does this lesson connect to/reflect the local community?
 Because the students live in Florida, this connects to the community in the sense that they will better
understand how things work when they’re out in the sun and feel hot.

How will you differentiate instruction for students who need additional challenge during this lesson
(enrichment)?
 Students that will have mastered the content will be permitted to use thermometers to measure the
actual temperature of the water and then share with the class their findings.

How will you differentiate instruction for students who need additional language support?
N/A

Accommodations (If needed) SS-

(What students need specific  Presentation:
accommodation? List individual students o Directions repeated and/or clarified
(initials), and then explain the o Verbal encouragement
accommodation(s) you will implement for  Setting:
these unique learners.) o Assignments or test administered in small group as needed
 Assistive Devices:
o FM System, repeated directions, preferential seating

CG-
 Presentation:
o Verbal encouragement
 Setting:
o Preferential seating

JW-
 Presentation:
o Oral presentation of directions, items, and answer choices as needed.
o Directions repeated and clarified.
 USF Elementary Education Lesson Plan Template (S 2014) Name: Haleigh Dykes__________
Grade Level Being Taught: 2nd Subject/Content: Science Group Size: 16 Date of Lesson: 1/31/2018

o Verbal encouragement
 Scheduling:
o Extended time as needed
 Setting:
o Small group assignments/assessments as needed

ND-
 Presentation:
o Oral presentation of directions, items, and answer choices
o Directions repeated and clarified
o Verbal encouragement
 Responding:
o Periodic check to be sure student is entering answer choices correctly
 Scheduling:
o Extended time within the same school day
 Setting:
o Assignments/Test administered in small group
o Increased opportunity for movement
o Reduced Stimuli
o Preferential seating
Materials  Two open containers
(What materials will you use? Why did  Water
you choose these materials? Include any  Pencil
resources you used. This can also include  Warmth chart
people!)  Thermometer
The Warmth of the Sun. (n.d.). Retrieved January 28, 2018, from http://sciencenetlinks.com/lessons/the-
warmth-of-the-sun/