Alignment:

Standard 3: Elementary teachers have a broad knowledge and understanding of the major concepts in science.

Indicator 2: Teachers have knowledge of basic physical science concepts including:

• Systems of measurements, analysis, and interpretation of data
• Structure and properties of matter
• Factors affecting chemical reactions
• Forces of motion
• Electromagnetism
• Waves and optics (light, heat, and sound)
• Sources, forms, conservation of energy

Students practice measuring and interpreting temperatures in Celsius using thermometers. Students will be analyzing the temperatures that they are reading to understand the transfer of heat as a form of energy conservation.

Standard 7: Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.

Indicator 3: Teachers promote new learning by using students’ prior knowledge, misconceptions, and interests when designing lessons.

I have met this objective by including questions to ask students throughout the lesson. Questions relate to students' prior knowledge, and hit on misconceptions and interests throughout the lesson.

Indicator 5: Teachers assist students in developing multiple learning strategies to address discipline specific content, critical thinking, and problem solving skills.

While students are at their centers, they are practicing hands on learning techniques. Then they are to record their findings, transferring their learning into their own words. Students will be drawing what they see, making predictions, and analyzing results, all of which are appropriate strategies for learning science and thinking critically about their learning. I have allowed time for class discussion connecting the lesson to other areas of their lives, and allowing for students to problem solve with the information at hand.

Indicator 7: Teachers develop and use a variety of formal and alternative assessment strategies as an integral part of instruction and learning appropriate for assessing individual, peer, team, and collaborative skills.

Throughout this lesson, I have included various assessment techniques. I will be informally assessing students throughout the lesson by asking questions on various levels of Bloom's Taxonomy. This will help me know when I need to spend more time on a topic or move on to new connections. Also, students will be keeping a data sheet of information that they are learning about. This data sheet will become part of their final assessment. For a final, formative assessment, I have designed a paper for the students to write. The class will write an explanation of heat equilibrium, using conduction and convection vocabularies and concepts in their letter. The letter should be to someone who has never heard of these terms, and has no idea what heat equilibrium is. This assignment will check to see if students can transpose their learning from the data sheet, into their own words, using the new vocabularies and concepts.

Standard 10: Teachers provide active inquiry experiences in the teaching of science by using various questioning skills and developing science processing skills (predicting, classifying, measuring, inferring, interpreting, analyzing, and synthesizing).

This lesson has students uses each of the science process skills throughout the lesson. Students will be predicting results of energy transfer, classifying heat transfers between conduction and convection processes, measuring temperatures of water and objects, inferring conclusions from collected data, interpreting their temperatures to recognize heat transfer, analyzing their data to discover heat equilibrium and synthesizing the conclusions to make connections to real world events of heat transfer. Within this lesson I have included questions at various levels of Bloom's Taxonomy to encourage students to think critically about each of these process skills.

Standard 15: Elementary teachers encourage under represented groups to engage in the schooling process, especially math and science.

Indicator 1: Teachers use a variety of strategies to encourage under represented groups to engage in the schooling process, especially math and science. They:

• Utilize community resources
• Give personal attention and encouragement to under represented groups of students
• Use relevant and real-world applications that interest a diverse population
• Encourage under represented groups to assume leadership roles.

Students in this lesson plan are all encouraged to make predictions and discover scientific knowledge through active participation in a serious of small experiments. Students who achieve at lower levels will experience higher success with this directed discovery method than they would have if they were simply reading this information from a text book. Students will actively create their knowledge, rather than reading and memorizing vocabularies and laws of science. This will help students who struggle with science to play an active role in their learning, therefore scaffolding them to success.