What’s the
Temperature?
Purpose Learning how to measure the temperature using a thermometer is included in the objectives for this unit, this particular lesson will be done on the 3rd day of instruction. This lesson focuses on having students measure temperature and measure to the nearest 10 degrees using a thermometer. This will be done by observing a thermometer, completing “The Weather Today” activity, and completing a “It’s a Fine Day for…” activity. VA SOL­ Math SOL 2.14 Measurement Focus: Money, Linear Measurement, Weight/Mass, and Volume 2.10
The student will a) count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less; and b) correctly use the cent symbol (¢), dollar symbol ($), and decimal point (.). 2.11
The student will estimate and measure a) length to the nearest centimeter and inch; b) weight/mass of objects in pounds/ounces and kilograms/grams, using a scale; and c) liquid volume in cups, pints, quarts, gallons, and liters. 2.12
The student will tell and write time to the nearest five minutes, using analog and digital clocks. 2.13
The student will a) determine past and future days of the week; and b) identify specific days and dates on a given calendar. 2.14
The student will read the temperature on a Celsius and/or Fahrenheit thermometer to the nearest 10 degrees. Science SOL 2.6 Weather: Interrelationships in Earth/Space systems. ­The student will investigate and understand basic types, changes, and patterns of weather. Key concepts include: a) Identification of common storms and other weather phenomena b) The uses and importance of measuring, recording, and interpreting weather data c) The uses and importance of tracking weather data over time Objective Given a thermometer, TSWBAT complete activities and read the temperature on the thermometer to the nearest 10 degrees with 80% accuracy. Procedure Introduction I will have the students come sit as a group at the carpet. I will ask the question: “What tools might we use to measure the weather?” Responses may include a rain gauge, barometer, thermometer, and ruler. I will explain that today we are going to be measuring temperatures, using thermometers. Development On the carpet still, I will pull out a thermometer. I will ask the class to start making observations about the thermometer. I will explain the two different scales— Celsius and Fahrenheit—and explain the scale markings that indicate counting by twos, and the recording of the 10s on the scale. Then I will show the students how to read the current temperature in Fahrenheit on the thermometer, using counting by tens and twos ​
(V). ​
I will call on student volunteers to read other Fahrenheit temperatures. I will explain that not all countries use Fahrenheit, just like not all countries use inches, so I will also model reading the current temperature in Celsius on the thermometer. Then I will call on student volunteers to read other Celsius temperatures. After our class discussion and observations, I will instruct the students to go back to their seat as we prepare to complete an activity. I will say this activity is called Give “the Temperatures Today.” The students will be given a sheet with this activity on it and a thermometer. Students will bring their sheets, thermometers, and pencils outside, find different locations on the playground that might have different temperatures (e.g., in the shade, under the slide, out on the blacktop, beside the wall of the school), sit down, and place the thermometer on the ground ​
(K). ​
After the thermometers have been on the ground for a few minutes, students will read and record the exact temperatures on the Temperatures Today sheets and also record the temperature to the nearest ten degrees. Students will also complete the other items on the sheet (e.g., 90° F means it might be a fine day to go swimming). . When the class is back inside I will select a few students to share their temperature readings, and record the temperatures on the board. Ask students to make a generalization about the weather outside today, based on the temperatures (e.g., “It is really hot,” or, “It seems like temperatures in the shade are cooler.”) ​
(A). After we share some of our findings, I will distribute copies of the “A Fine Day for _________” sheet, and explain that students will now read and record four different temperatures and then think of an activity that they might like to do outside on a day with each temperature. Students are to work with a partner on this activity and write their answers on a personal whiteboard. When all students are done or close to done we will review the answers as a class and discuss any problems or concerns. For advanced students: Have these students record their temperature findings outside exactly, by the nearest two degrees, and by the nearest ten degrees. For struggling students: Have students draw a line from the top of each thermometer reading to the temperature number. This will help them see where the thermometer reading lines up with the temperature number. Summary: Students will learn how to measure temperature in Fahrenheit and Celsius given a thermometer. Students will record temperatures in Fahrenheit in various locations by exact temperature number and to the nearest ten degrees. Students will complete an activity in partners after going outside to record temperatures. Materials ● Large thermometer for display ● Thermometers with Celsius and Fahrenheit scales for student use ● Temperatures Today sheet ● A Fine Day for ________ sheet ● Personal whiteboard ● Whiteboard marker Evaluation Part A I will assess students’ understanding of the use of a thermometer and correctly reading temperature through our introductory discussion and through practicing reading thermometer as a class on the display thermometer. I will also be able to see if students grasp recording temperature and recording to the nearest ten degrees when students share findings from the Temperatures Today activity. I will walk around and observe, answering any questions during the partner activity to make sure students are cooperating and understanding how to record temperature and as accurately as possible understand what that temperature would entail if it were the actual temperature outside. Evaluation Part B Did your lesson accommodate/address the needs of all your learners? What were the strengths of the lesson? What were the weaknesses? How would you change the lesson if you could teach it again? How did I manage the small groups/partners?