Lesson 3 - Temperature and Heat

ED 345 Calvin College Teacher Intern Formal Observation Report
Teacher Intern: Jared Swanson Date: 3/15/2018 Observation #3

Mentor Teacher: Eunsub Cho Time of Observation: Approx. time spent
planning this lesson: 2hrs
Grade Level: 6/7th Subject/ Topic: Temperature and Heat
[*Sections denoted with * are for supervisor’s use only.]
DOMAIN 1: PLANNING & PREPARATION

Main Focus: Temperature (average kinetic energy) and heat
Brief Context: Students have been learning about energy and energy transfers. We will not be
moving into temperature and thermal energy. In this lesson, the students will learn what temperature
is (the average kinetic energy of an object) and what kinds of energy transfers happen in that system
(heat).
Prerequisite Knowledge/Skills: Students should understand different forms of energy and basic
energy transfers.
Objectives:
Students will be able to describe what temperature and heat are.
Students will be able to compare temperature and kinetic energy.
MS-PS3-5 Construct, use, and present arguments to support the claim that when the kinetic energy
of an object changes, energy is transferred to or from the object.
Assessment: Bell work, group worksheet

Worldview Integration: Students will understand the world around us is full of energy. Everything
has energy and God made the Earth that way. There is no way to create or destroy energy. It is
always being recycled and transferred.
Instructional Resources: Ball drop investigation activity, science notebooks, online temperature
model, group notetaking sheets
Universal Design for Learning Networks/Domains (see UDL Guidelines )

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of
Representation Engagement
Options for Perception Options for action/interaction Options for recruiting
interest
Information will be given Students will be interacting with
through demonstrations, each other and the teacher. Teacher will show students an
notetaking sheets, and There will also be times for online model for temperature
discussions. individual work. and kinetic energy.
Options for Options for Expression Options for Sustaining Effort
Language/Symbols & Persistence
Students will be writing, talking,
Information will be given and answering questions.
through pictures, Sometimes they will be writing
demonstrations, and orally. in their notebooks or a
notetaking sheet. Other times,
there will be chances for
students to answer questions
and discuss with classmates.
Options for Comprehension Options for Executive Options for Self-Regulation

Function
A notetaking sheet will be given
to the students. It is their
responsibility to make sure they
have that filled out because it
will be important when studying
for the test.
* Supervisor’s Comments:
DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building
The students will be having discussions with each other and the teacher. As students work on the
activities and notetaking sheet, the teacher will be assisting and guiding students as they ask
questions and work together. The teacher will encourage collaboration and problem solving.
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self regulation,

etc.)
Identify at least 2 ways you will gain whole group attention: Counting down, “timeout” sign, if
students are talking over the teacher or not on task, I will start giving pluses and minuses to students
who are either on task or off task.
Strategies you intend to use to redirect individual students Asking questions to refocus the
students on the activity at hand, give students a task, small activity, or role to keep them from being a
distraction to others.
PHYSICAL ENVIRONMENT: Students will be working in groups
*Supervisor’s Comments:
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON
Students will find their seats and wait for their ball drop investigation sheets to be passed back to
them. Their task for the morning is to finish this investigation activity with their groups. Most of them
just have to do the questions on the back and the claim and evidence portion.
For those that are done, the teacher will have them turn it in and start working on the lesson for today,
which will be described in the next paragraph.
When everyone is done, the teacher will have them turn the sheet into the assignment box.
Now, the students should get out their notebooks, and be prepared to write down the answer to a
question. The teacher will ask, “What is temperature?”, “What is heat?” Based on prior knowledge
and educated guessing the students should write down their best answer to these two questions.
They will spend a couple minutes writing down their ideas and then the whole class will share their
ideas. The teacher will call on a few students to share their answers. The teacher’s role in this
situation is to just listen to answers and probe creative thinking.
Now the teacher will ask, when have you used or experienced temperature before? Where?
Students will discuss the answer to this question as a class.
Now the teacher will explain that we will be exploring what temperature and heat are and then the
students will have a chance at the end of class to modify their answer to the initial questions.
Students will be given a worksheet that they will be filling out throughout the class period. The
teacher will guide them through the answers.
There will be an online temperature model projected on the board showing how the molecules in an
object interact when the temperature is increased and decreased. The teacher will say, “Everything
is made out of particles; those particles are moving. We are going to observe what the particles in
the air around us (room temperature) look like.
The teacher will put a certain number of molecules in the box and have it at room temperature
This is what the air around us looks like, draw a picture of the molecules in the middle box.
We are going to have three arrows to demonstrate kinetic energy (small arrow means low kinetic
energy, medium arrow means medium kinetic energy, large arrow means great kinetic energy.) What
kind of arrow should we put on these molecules (medium kinetic energy)
Now watch as I increase the temperature of this air, pretend that the thermostat broke again, but this
time it won’t stop heating up the room.
What happens to the molecules when I increase the temperature? They speed up! What does that
mean about their kinetic energy? What kind of arrow should we put for these molecules? (large
arrow)
Discuss amongst yourselves - “What do you think will happen when I decrease the temperature?”
Watch what happens when I remove the heat and decrease the temperature – pretend the thermostat
is broken like the other day. The molecules slow down! What does this mean about their kinetic
energy? What kind of arrow should we put for these molecules.
Now the way this thermometer up here works is it measures how fast these particles are moving.
The particles are bumping into the bottom of the thermometer and as the particles slow down, the
thermometer reads that as it is getting cooler.
As the particles speed up, they bump into the thermometer and it detects that as the object getting
warmer.
What is the relationship between the temperature and the movement of the particles?
Now think about energy transfers, where does the kinetic energy come from to heat up these
molecules and make them go faster – thermal energy
Where does the kinetic energy go when we cool down the molecules – to the surrounding area. This
is why there is condensation on a cold glass
“Now that we have seen a demonstration for what temperature is, we are going to demonstrate it as a
class. I would like everyone to spread out around the room and find a place to stand. You will act as
a molecule. When I increase the temperature, I want everyone to act like a molecule. What should
we be doing?” – students should be moving fast. Mention that students should only be walking when
doing this activity or they will sit down and not participate.
“Now I would like everyone to act like a molecule when I decrease the temperature” – students should
slow down.
Have all students sit back down and explain that they will now be modifying their definitions. “Now in
your notebooks, write down a new (or the same as before) answer for the question what is
temperature?”
After students spend a couple of minutes writing and then sharing the teacher will give them the
definition for temperature and heat.
Temperature is the measure of the average kinetic energy of particles in an object. How can you
change the temperature of an object?
Heat is the transfer of thermal energy from a warmer object to a cooler object. The warmer object will
cool down and the cooler object will warm up until they are the same temperature. When this
happens, heat stops transferring. Measured in joules.
After we have defined these two words, students will continue working on the worksheet to complete
with their groups. This worksheet summarizes the information that was learned today. The teacher
will be walking around helping students with the questions.
The final question asks students to find three things in the room and describe their temperature
(average kinetic energy). They should also draw a picture of the particles with the appropriate kinetic
energy arrows.
*Supervisor’s Comments: (Communication with students, questioning strategies, student

engagement, assessment in instruction, flexibility & responsiveness)
DOMAIN #4: PROFESSIONAL RESPONSIBILITIES
Participated in a PLC meeting with other science teachers.
*Supervisor’s Comments:
Confidence/Teacher Presence:
Enthusiasm/ Energy Conveyed:
Pace & Flow:
Professional Appearance:
*Supervisor’s Summary Comments:
FUTURE FOCUS:
INTERN REFLECTION – POST OBSERVATION

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ED 345 Calvin College Teacher Intern Formal Observation Report

Teacher Intern: Jared Swanson Date: 3/15/2018 Observation #3

DOMAIN 1: PLANNING & PREPARATION

Students will be able to describe what temperature and heat are.

Students will be able to compare temperature and kinetic energy.

Assessment: Bell work, group worksheet

Universal Design for Learning Networks/Domains (see UDL Guidelines )

Options for Comprehension Options for Executive Options for Self-Regulation

DOMAIN 2: THE CLASSROOM ENVIRONMENT

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self regulation,

PHYSICAL ENVIRONMENT: Students will be working in groups

*Supervisor’s Comments: (Communication with students, questioning strategies, student

*Supervisor’s Summary Comments:

INTERN REFLECTION – POST OBSERVATION

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