Developmental Lesson Plan

Teacher Candidate: Amber Daub Date: February 27, 2018

Group Size: 19 Allotted Time 9:30-10 Grade Level 1st grade

Subject or Topic: Weather – Temperature

Common Core/PA Standard(s):

 3.2.1.B3 – Observe and record daily temperatures. Draw conclusions from daily
temperature records as related to heating and cooling.
 3.3.1. A5 – Become familiar with weather instruments.
Learning Targets/Objectives:
 Students will be able to complete a flip book by recalling information about
temperature and the differences between hot and cold.
 Students will be able to complete a worksheet by recognizing the difference in two
thermometers and selecting that one that goes along with an article of clothing.
Assessment Approaches: Evidence:
1. Asking students what they learned about 1. Asking students what they learned about
wind and air wind and air – students will raise their hands
2. Cold and Hot flip book and share with the class some of the facts that
3. Hot and Cold worksheet they learned about wind and air
4. Asking students what they learned about 2. Cold and Hot flip book – students will
temperature complete a flip book by pasting the correct
words under their category
3. Hot and Cold worksheet – students will
circle the thermometer that goes along with
the article of clothing they are looking at
4. Asking students what they learned about
temperature – students will raise their hands
and share with the class some of the facts that
they learned about temperature
Assessment Scale:
 Students will complete a flip book with items that go along with hot and items that go
along with cold.
o Matching six items with cold and six items with hot (12 points total)
o Cold – snow, ice cream, ice, snowman, popsicle, winter (1 point each, 6 points
total)
o Hot – fire, oven, sun, summer, desert, coffee ( 1 point each, 6 points total)
 Students will complete a worksheet that has them matching temperatures to articles of
clothing.
o Matching six items to their temperature (12 points total)
o Hat – cold (2 points)
o Gloves – cold (2 points)
 o Flip flops – hot (2 points)
o Shorts – hot (2 points)
o Swim suit – hot (2 points)
o Scarf – cold (2 points)r cycle (1 point)
 Scale for both the flip book and worksheet:
o 10/12 - 12/12 = above average
o 7/12 - 9/12 = average
o 4/12 - 6/12 = below average
o 1/12 - 3/12 = poor

Subject Matter/Content:
Prerequisites:
 How to write
 How to fold, cut, and glue
 How to follow directions
Key Vocabulary:
 Temperature – the measure of how hot or cold something is
 Thermometer – used to measure the temperature
 Degrees Fahrenheit
 Degrees Celsius
Content/Facts:
 Temperature is the measure of how hot or cold something is
 A thermometer is used to measure the temperature
 Some thermometers have a special liquid, like mercury or alcohol, that rises and falls
as it gets warmer or cooler
 The hotter the temperature, the higher the liquid climbs up the thermometer
 The lower the temperature, the lower the liquid goes down on the thermometer
 Use thermometer to measure the temperature outside and inside, and to check the
temperature of our bodies
 Temperature is measured in units called degrees
 There are different temperature scales
o Degrees Fahrenheit
o Degrees Celsius
 The symbol for degrees is a tiny circle at the top right corner of the number that is then
followed by an F or C, depending on which temperature scale is used
 Thermometers can be different from each other, so you need to look at them carefully
when using one
o Many thermometers show the temperature in both degrees Celsius and degrees
Fahrenheit
o Some thermometers have the numbers going up by ten, some you have to skip
count by twos
o To find the temperature, look at where the red liquid stops on the number line
 When measuring temperature, give the thermometer a minute to do its job
o After the special liquid stops moving for a bit, you can read the temperature
Introduction/Activating/Launch Strategies:
  Students will be told that we are going to review wind and air, talk about temperature
and how to use a thermometer, and that we are going to make a flip book before
completing a short worksheet.
 Teacher will play the BrainPop Jr. video about temperature.
Development/Teaching Approaches
 After the video is over, teacher will call students over to the black carpet
 Students will be asked to talk with their partners about what they saw in the video
before sharing with the class
o Allow time for students to talk to partners and sharing with the class
 After students share what they remember about the video, share with them some
information about temperature and thermometers and how they work
o Temperature is the measure of how hot or cold something is
o A thermometer is used to measure the temperature
o Some thermometers have a special liquid, like mercury or alcohol, that rises
and falls as it gets warmer or cooler
o The hotter the temperature, the higher the liquid climbs up the thermometer
o The lower the temperature, the lower the liquid goes down on the thermometer
o Use thermometer to measure the temperature outside and inside, and to check
the temperature of our bodies
o Temperature is measured in units called degrees
o There are different temperature scales
 Degrees Fahrenheit
 Degrees Celsius
o The symbol for degrees is a tiny circle at the top right corner of the number that
is then followed by an F or C, depending on which temperature scale is used
o Thermometers can be different from each other, so you need to look at them
carefully when using one
 Many thermometers show the temperature in both degrees Celsius and
degrees Fahrenheit
 Some thermometers have the numbers going up by ten, some you have
to skip count by twos
 To find the temperature, look at where the red liquid stops on the
number line
o When measuring temperature, give the thermometer a minute to do its job
 After the special liquid stops moving for a bit, you can read the
temperature
 Point out the anchor chart to students and share with them what is on it
o Share with students what each of the different colors mean
o Point out to students that it also tells us the temperature that water freezes at
 Call quiet students to go back to their seats, tell them they are working for drops
 Create Cold and Hot flip book
o Hand out paper that students are to cut out words and tell them to begin cutting
them out
o After students finish cutting out their words, pass out the page they will glue on
o Tell students there are a few things we need to do before they start gluing
words to match hot or cold
  First, tell students that they need to fold the paper on the long black line
 Next, tell students that they need to cut on the dotted line (and stop
when the dotted line stops)
 Then, tell students that they need to write their names on their flip book
 Last, tell students that they can glue in the words and color the pictures
(if they want to color them)
Closure/Summarizing Strategies:
 Pass out Hot or Cold worksheet have students complete
o Tell them to write their names on the top and then circle the temperature that
goes along with the articles of clothing
 After students complete the worksheet, ask what they learned about temperature and
give time for student responses
 Call students to line up for a bathroom break by teams after hearing what they learned
about temperature
Accommodations/Differentiation:
 Student A will work with his aide and his device to assist him in participating in class
discussions and in completing the worksheet and flip book.

Materials/Resources:
 BrainPop Jr. video
o https://jr.brainpop.com/math/measurement/temperature/
 Thermometers
 Anchor chart
 Cold and Hot Flip Book
o Whats the Temp? FREEBIE {identifying, comparing, and ordering
temperatures}. (n.d.). Retrieved February 25, 2018, from
https://www.teacherspayteachers.com/Product/Whats-the-Temp-FREEBIE-
identifying-comparing-and-ordering-temperatures-527461
 Hot or Cold Worksheet
o Matching temperatures to an article of clothing
o E. (2015, January 14). Temperature: Hot or Cold? Worksheet. Retrieved
February 25, 2018, from
https://www.education.com/worksheet/article/temperature-hot-or-cold/
 Pencils
 Crayons
 Glue
 Scissors
 Harcourt Science Textbook (Earth Science)
o Jones, R.M. (2002). Harcourt Science. Orlando: Harcourt School.
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts

Hot Cold Total

Student A
Student B
Student C
Student D
Student E
Student F
Student G
Student H
Student I
Student J
Student K
Student L
Student M
Student N
Student O
Student P
Student Q
Student R
Student S
 Hat Gloves Flip flops Shorts Swim Suit Scarf Total
Student A
Student B
Student C
Student D
Student E
Student F
Student G
Student H
Student I
Student J
Student K
Student L
Student M
Student N
Student O
Student P
Student Q
Student R
Student S