RU Teacher Education Lesson Plan Format

Candidate Name: Krista Cowan Date: January 29, 2017 Grade

Level: Kindergarten

Lesson Title/Topic: Evaporation Cools Air

Standards: K.1) The student will demonstrate an understanding of scientific

reasoning, logic, and the nature of science by planning and conducting
investigations in which: h) observation are recorded.
K.9) The student will investigate and understand that there are simple repeating
patterns in his/her daily life. Key concepts include: a) weather observations.

Specific Observable Objective(s): I can make and record a prediction.

I can explain why I made my prediction.
I can make an observation and record the results.

Essential Vocabulary: Prediction a guess

Observation looking to find out what happened
Thermometer a tool used to measure temperature
Temperature how hot or cold it is
Evaporation when water turns into gas and goes into the air

Assessment: I will assess the students using formative assessments during the
lesson by asking them to make, record, and explain their predictions and the results.

Student Considerations: For a student who gets distracted easily, I would sit with
and help him/her make and record the predictions and results.

Instructional Resources, Materials, and Technology:

Two thermometers
Cotton balls
Rubber band
Dropper
Water
Prediction worksheets

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (5 minutes)

To start my lesson, I will tell the students that we are going to do a weather
observation with thermometers and cotton balls. I will show the students the
thermometers (one with cotton and one without) and tell them that I am going
to put a few drops of water on the cotton and then place the thermometers
outside for 30 minutes to see which one will get colder.

The Middle: (5 minutes with 30-minute time lapse)

 After I explain the activity, I will have the students predict whether they think
the thermometer with the wet cotton will be warmer or colder than the
thermometer without cotton. I will then have them circle their predictions on
their worksheets, and I will place the thermometers outside. We will then
move on to another activity while we wait for 30 minutes to go by.

The End (a.k.a. Closing): (Specify time)

After 30 minutes, I will bring the thermometers in from outside and ask the
children which one is colder (the one with the cotton). The students will mark
the results on their papers. I will then explain to the students that the
thermometer with the wet cotton ended up being colder because heat is
removed during evaporation. To conclude this activity, I will tell the students
what we are going to be doing next and then move on to the next part of the
day.

Teacher Reflection on Practice (following the lesson):

1. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
The students were all able to make and record their predictions, explain their
predictions, and record and explain the results.

2. Based on the result of your assessment, what will you do tomorrow? Can you
go ahead as planned or will you need to reteach concepts from todays
lesson? (Explain how you will reteach and/or connect and feed forward.)
I can go ahead as planned because the students did not have trouble with this
activity. I will review what they learned in this lesson when we talk about
water and seasons.

3. If you have to teach this lesson again, what might you do the same and what
might you do differently?
If I were to teach this lesson again, I think I would like to have two more
thermometers in the classroom (one with a cotton ball and one without) to
show the difference between the effects of being inside and being out in the
wind.