ED 345 Calvin College Lesson Planning Form

Teacher:
Marissa Ritter
Theme: HeatPopcorn

Date: 23 November 2015

Subject/ Topic/

I. Objectives
What is the main focus of this lesson?
To introduce the concept of heat to students and to assess what students already know about heat
How does this lesson tie in to a unit plan? (If applicable.)
This is the second lesson in a unit all about heat. This lesson will look at how an air popper pops popcorn
by using heat. Concepts that will be covered includes the movement of heat and heat sources.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
Students will be able to
Show the transfer of heat from source to air to popcorn
Explain how heat moves away from its source
Name one artificial source of heat
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

Formative
Summative N/A
Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Physical object of popcorn popper
Popcorn worksheet for drawing or writing
flow of heat

Options for Language/Symbols

Written worksheet with options for writing
and drawing
Options for Comprehension
Discussion with language
Physical demonstration of heat flow from
heater to popcorn
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Large group discussions
Interaction

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Discussion on popcorn
Use of actual air popper and
making of popcorn

Options for Expression

Large group discussion
Option for writing or drawing
pictures
Options for Executive Function

Options for Sustaining Effort &

Persistence

Popcorn worksheet
Air popper
Popcorn kernels

Options for Self Regulation

III. The Plan

Tim
Parts
Motivatio
n
(Opening/
Introducti
on/
Engagem
ent)

Developm
ent

Closure

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Teacher
Students
Gather students at the story corner,
having them sit in a circle with a pencil Students will most likely respond with a
microwave. Some might say on the stove
Provide each student with a clipboard
top
and the How Does Popcorn Pop paper,
If students have seen an air popper before,
which they can set aside for now
they can explain a little bit about what it is
Ask students how we make popcorn
and how it works
Ask them if they knew that you can

Students
respond: they all use heat!
make popcorn another way?
Show students the air popper. Ask for
students to explain what it, is if they
know.
Ask them what all of the ways to make
popcorn have in common
Tell students that we are going to figure
out how an air popper uses heat to
pop popcorn!
Show students a metal plate and tell
them that there is a similar metal piece
inside the popcorn popper
When you turn on an air popper, this
metal piece gets very hot
Students watch and think about the air
Add kernels to the popper and turn it
popper popping the popcorn
on. Ask them to watch and think about
how the heat gets to the popcorn to
pop it
Once popcorn has popped, turn the air
popper off.
Ask students where the heat came from Students respond that it started in that
and where it went
metal piece in the popper and ended up in
the popcorn.
Have them draw the source of heat in
the first box on their paper and the end Students draw the metal plate in the first
point on the last box of their paper
box and the popcorn in the last box
Tell them that before the popcorn was
heat, the heat moved away from the
metal plate and to one more place.
Ask students what the middle box might Students guess about the middle box.
(Correct answer: air)
be
Students draw or write air in the middle Students draw or write air in the middle
box
box

Students
write away in the bottom blank of
Before students may turn in their
the
paper
papers, ask them what word we could
fill in the bottom blank of the popcorn
paper

Your reflection on the lesson including ideas for improvement for next time: