Developmental Lesson Plan

Teacher Candidate:

Miss Amber and Miss Ali

Group Size:

Allotted Time

16

Subject or Topic:

60 minutes

Temperature Change

Date:
Grade Level

9/26/16
1st

Common Core/PA Standard(s):

3.2.1.A4 Observe and describe what happens when substances are heated or cooled.
Distinguish between changes that are reversible (melting, freezing) and not reversible (ex.
Baking a cake).
Learning Targets/Objectives:
The students will observe and describe what happens when substances are heated by
describing the difference of a substance before and after heating.
Assessment Approaches:
1. Asking for examples of heat sources.
2. Asking students how you could add more
heat to something.
3. Ask students to hold up a card: red, yellow,
or green.
4. Think, pair, share
5. Exit tickets.

Evidence:
1. Asking for examples of heat sources
students will raise their hand and share
some of the places they have seen heat
coming from in daily life
2. Asking students how you could add more
heat to something students will raise
their hands and share with the class some
ways they think heat can be added to
something
3. Ask students to hold up a card: red,
yellow, or green the student will hold up
a red card to show they do not understand
the content, a yellow card to show that
they understand the content partially, and
a green card to indicate they understand
the content fully
4. Think, pair, share With a partner,
students will discuss times they might
have seen something being heated up and
what it looked like before and after it was
heated
5. Exit tickets students will draw what the
ice cube looks like before and after it is
melted. On the same piece of paper they
will answer what happens to the
temperature when heat is added to
something? and where can heat come
from? This will be handed in at the end
of the lesson.

Assessment Scale:
Students will complete an exit ticket that describes the difference of the substance before
and after heating.
Ice cube before it melted solid ice cube (1pt)
Ice cube after it is heated a puddle of water (1pt)
What happens to the temperature when heat is added to something? it gets
higher/goes up (1pt)
Where can heat come from? sun, microwave, oven, stove, lights, hot water, fire, etc.
(1pt)
1/4 = poor
2/4 = below average
3/4 = average
4/4 = above average
Subject Matter/Content:
Prerequisites:

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
Remediation Plan (if applicable)

Personal Reflection Questions

Did the lesson take the time allotted?

What improvements could be made for next time?
What went well during the lesson?
What needed more explaining?

Additional reflection/thoughts

Checklist
Student
s

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16

How
heat
could be
added

Examples
of heat
sources

Red
card

Yellow
card

Green
card

Think,
Pair,
Share

Where does heat come from?

Exit Ticket
Name:
_________________________
1.

Ice cube before it is melted

Draw an ice cube before it is melted and

after it is melted.

Ice cube after it is heated

2. What happens to the temperature when heat is added to something?

3. Where can heat come from?

Exit Ticket

Name: _________________________

1. Draw an ice cube before it is melted and after it is melted.

Ice cube before it is melted

Ice cube after it is heated

2. What happens to the temperature when heat is added to something?

3. Where can heat come from?

Inquiry Sheet

Name: _______________________

1. How did you melt your ice cube?

2. How long did it take you to melt your ice cube?

3. Which way was the most effective way to melt the ice cubes?

Why?

Inquiry Sheet

Name: _______________________

1. How did you melt your ice cube?

2. How long did it take you to melt your ice cube?

3. Which way was the most effective way to melt the ice cubes?

Why?