ED 345 Calvin College Teacher Intern Formal Observation Report

Teacher Intern: Jared Swanson Date: 3/16/2018 Observation #3

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

DOMAIN 1: PLANNING & PREPARATION

Main Focus: Temperature, heat transfers, investigating mass comparing to final temperature
Brief Context: Students learned last class about temperature being the average kinetic energy and
heat being the transfer of that energy. This class students will explore how that works by using two
differently sized ice cubes and comparing their affect on the temperature change on two bowls of
water. This should get them to understand that the more mass (more molecules) are added the
greater the change of temperature (average kinetic energy).
Prerequisite Knowledge/Skills: Energy transfers, temperature, heat
Objectives:

Students will be able to determine the relationships among energy transferred, type of matter, mass,
and change in the average kinetic energy of particles as measured by the temperature of a sample.

Students will be able to support the claim that when the kinetic energy of an object changes, energy
is transferred to or from the object.

MS-PS3-4 Plan an investigation to determine the relationships among the energy transferred, the
type of matter, the mass, and the change in the average kinetic energy of the particles as measured
by the temperature of the sample.

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, investigation activity

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: investigation packet, bowls, water, ice cubes, thermometers, video

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
Information will be given
through a lab investigation,
demonstrations, notetaking
sheets, and discussions
Options for action/interaction
Students will be interacting with
each other and with the
teacher. There will also be
times for individual work.
Options for recruiting
interest
Students will explore thermal
energy through a lab
experiment.

Teacher will also show a video

Options for
Language/Symbols
Information will be given
through video, demonstrations,
orally, and through the
investigation activity.
Options for Comprehension
explaining how thermometers
work.
Options for Expression Options for Sustaining Effort
& Persistence
Students will be writing, talking,
and answering questions.
Sometimes they will be writing
in their notebooks or in the
investigation packet. Other
times, there will be chances for
students to answer questions
and discuss with classmates.
Options for Executive Options for Self-Regulation
Function
Students will be working in
groups on a lab activity. They
will be required to stay on task
to finish the activity. Students
should encourage group
members to be working on the
assigned activity.

* 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: Asking thought-provoking questions,
waiting until everyone is silent and paying attention before continuing or giving further instructions.
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 on the assignment in groups.

*Supervisor’s Comments:

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON

Students will begin class by answering a bell work questions. This question is, “Think about a
thermometer. How do you think a thermometer is able to measure temperature? Remember what
temperature is.”

After students are finished the teacher will introduce the investigation activity for the day.

This will be an investigation activity to compare energy transferred, type of matter, mass, and change
in kinetic energy as measured by temperature.

Students will begin this activity at the beginning of class. Group will get two bowls of water, two ice
cubes of different masses, and two thermometers.

Students will receive an investigation worksheet. The investigation question for this activity is, “Will
we see a bigger change in the kinetic energy of the molecules in the cup with the bigger ice cube or
the cup with the smaller ice cube? Will the kinetic energy increase or decrease?

Before this activity, teacher will review how to read a thermometer and whether to use Fahrenheit or
Celsius.

Students will compare final water temperature after different masses of ice melted in the same
volume of water – same initial temperature

They will set up the experiment will two bowls of water and by placing a different ice cube in each of
the bowls. They will label the bowls, “large ice cube” and “small ice cube”, and place a thermometer
in each.

Students will record the initial temperature of each bowl before the ice cube is added.

They will now place the ice cube in the water and leave the bowls in the middle of their tables.

Students will spend 20 minutes away from their bowls, leaving them in the middle of their tables. In
the meantime, we will watch a video about heat and temperature.

The teacher will pause the video to review concepts and have students predict what they think is
correct.

Do you think the book, or the battery is hotter? Why?

Will the cake and the tin be the same temperature or different? Why?

After the video is over, students will return to their bowls and analyze what happened.
After the video, the teacher will go back to the bell work question, “how do thermometers measure
temperature.” Students will share with their table mates what they said and then the teacher will
explain what is happening.

“As the molecules in the object being measured bump into the thermometer, they are transferring
some of that kinetic energy into the thermometer. Now the molecule inside the liquid in the
thermometer move faster, which means they heat up (gain kinetic energy). When a liquid increases
in temperature, it expands and the only place the liquid can go if it expands is up. So, the liquid in the
thermometer will rise as the molecules are gaining kinetic energy from the object being measured.
The greater the temperature, the higher that liquid will rise.”

Students will go back to the bowls in the middle of their tables, the ice should be melted now but
something should have changed.

They will observe the thermometers and record the final temperature of the water.

The students will now compare and record the initial temperature of the water to the final temperature
of the water and compare that to mass of the ice.

Does the mass of the ice affect the final temperature of the water?

What does that mean about the kinetic energy in each of the waters?

Is there a difference between the initial water temperature and the final water temperature? Why?
What kind of energy is being transferred?

Students will now analyze their data and answer a few questions.

Once students are finished with their analysis, they can turn it into the assignment box.

If there is time at the end of class, teacher will review how thermometers measure temperature and
show a video to demonstrate this.

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

engagement, assessment in instruction, flexibility & responsiveness)

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your
efforts as a professional.

*Supervisor’s Comments:
Confidence/Teacher Presence:
Enthusiasm/ Energy Conveyed:
Pace & Flow:
Professional Appearance:
*Supervisor’s Summary Comments:

FUTURE FOCUS:

INTERN REFLECTION – POST OBSERVATION