College of Education Lesson Plan Template

Teacher Candidate: Channa Griham !chool: "oodfields Elementar# Date and Time of Lesson: 2/26/201 !u$%ect/Grade Le&el: !cience/'rd

Description of Lesson: !tudents (ill e)plore (hat happens to (ater as it goes from
solid to li*uid +free,ing- and $ac. again/ !tudents (ill record their o$ser&ations and anal#,e (hat the# are noticing/

Lesson Title or Essential 0uestion that guides the lesson: Changing !tates of 1atter "hat happens (hen (e change a su$stance from a solid to a li*uid and $ac. to a solid again2 Curriculum !tandards 3ddressed:

!C Curriculum !tandard+s-: SC 3.3-4: The student will demonstrate an understanding of the changes in matter that are caused by heat.

!C 3cademic 4ndicator+s-: 3-4.2 Ex lain how water and other substances change from one state to another !including melting" free#ing" condensing" boiling" and e$a orating%.

Lesson 5$%ecti&e+s-:
Antecedent: &hen gi$en an ice cube Beha$ior: Students will obser$e Content: changes that occur o$er a time that include melting and free#ing Degree: with a degree of accuracy of '().

3ssessment+s- of the 5$%ecti&es:

*efore the lesson + will as, students what they belie$e it means for something to free#e. &e will hold a small discussion and + will record student-s answers. .uring the lesson" students will be answering basic /uestion that ertain to water changing from a solid to a li/uid by free#ing and melting. + will re$iew the /uestions for accuracy. 0fter" students will be as,ed to com lete an exit sli for the lesson ex laining to me what ha ens to an ice cube o$er time when not in a cold en$ironment and what term is used to describe this change of state.

Revised 1.20.14

1aterials/6esources:

Science noteboo,s" handout" cu s" ice cubes

Prere*uisites +Prior 7no(ledge-: Students will need to be able to identify a solid and a
li/uid. Students should understand that an ice cube is made of water and that it is in a fro#en state. Students need to understand that when ice is not in a cold en$ironment it tends to melt into a li/uid form. Students will also need to ,now how to ma,e redictions and how to ma,e ,nowledgeable obser$ations.

Procedures:
1. Today class we are going to learn how liquid can be changed into a solid. Does anyone remember the definition of a solid? Of a liquid? Today we are going to see water, which is a liquid that has been changed into a solid. . !ree"ing is when a liquid changes into a solid. The definition of free"e is to become a hard substance, such as ice, because of it being cold. #. $ere in front of me % ha&e some ordinary ice cubes that ha&e been fro"en o&ernight. Today with a grou' you are going to ha&e the chance to obser&e the ice cubes and you will record your obser&ations. (. )hen obser&ing the ice cubes, % want you to write down what you notice. )hat is in the cu'? Describe the ice. )hat does it loo* li*e? )hat does it feel li*e? )hat is the ice made of? $ow is ice made? +. ,tudents will ha&e the chance to hold the ice and will get the chance to handle the ice for a little while. -. After your grou' has obser&ed the ice and answered all of the questions % want you to draw an illustration of what the ice loo*s li*e when it is fro"en. After students ha&e had the chance to draw what they thin* it loo*s li*e, % will begin to e.'lain to the students what it means to melt. /. )hat do you thin* is going to ha''en if the ice sits out for a long 'eriod of time? )hy do you thin* this is going to ha''en? On the same 'age you com'leted your obser&ation, write what you thin* is going to ha''en. )hen you are finished draw a 'icture of what you thin* the ice cube would loo* li*e when it melts. 0. After students ha&e made their 'redictions, we will gi&e the ice cubes time to start melting. ,tudents will obser&e the water as it begins to melt 1this may run o&er to the ne.t day2. %f there are time constraints, students will begin obser&ations and we will finish this 'ortion the ne.t day at the beginning of the ne.t lesson. 3. ,ome questions that will be as*ed during the melting 'hase include4 )hat ha''ened to the cu' and why? )hat is in the cu'? $ow is it li*e the ice? $ow is it different from the ice? Describe the water. )hat does it loo* and feel li*e? %s there any way we can change this water bac* to ice? This would be an e.am'le of starting as a solid, then changing to a liquid and then bac* to a solid. This 'rocess is *nown as melting and free"ing. 15. % will then inform the students that we are going to refree"e the ice to use in our lesson the ne.t day. )e will 'lace the water in ice trays so that the students understand that it is the same water that we obser&ed melting. % will then refree"e the water into ice cubes for another lesson. 11. After we ha&e wra''ed u' our obser&ations, we will hold a small discussion on what water loo*s li*e whene&er it free"es and whene&er it melts. This will wra' u' our lesson for the day, but we will continue with 'art two the ne.t day. 1 . ,tudents will be com'leting an e.it sli' answering the following question4 )hat ha''ens to an ice cube o&er a 'eriod of time when it is not in a cold en&ironment Revised 1.20.14

and what is this 'rocess called? ,tudents will be e.'ected to answer this question before they are able to lea&e for related arts that day.

3cti&it# 3nal#sis:
1. 2ne of the acti$ities that + lan to com lete with my students is the obser$ation of the ice in a solid state. + want the students to be able to understand what it means to be solid and also what water loo,s li,e when it is in a solid state. *y doing this acti$ity it will hel my students who are ha$ing a hard time com rehending what it means for something to free#e. *y ha$ing these $isuals students will be able to see" touch and examine the ice to understand what it means to be a solid. .uring this acti$ity" students will be artici ating in coo erati$e learning. *y doing my ES3 students are the ones who are benefiting the most. Some students wor, better in grou s and need extra hel or guidance to com lete their assignments. .uring this lesson there will be no technology used. The reason for this omission is because this lesson is a hands-on ex loration and there is no need to use technology. 2. 0nother acti$ity that the students will be com leting with the students is the melting and refree#ing of the ice cube. + want the students to see the melting rocess in action so + am allowing them the chance to obser$e this ha ening during this lesson. Students will ha$e the chance to obser$e the ice cube change o$er a eriod of time. This will cater to my students who ha$e a hard time gras ing the conce t and it will hel them to see the melting rocess as it occurs. This will also hel my ,inesthetic learners because they will be able to touch and feel the ice cube after it has melted. .uring this lesson there will be no technology used. The reason for this omission is because this lesson is a hands-on ex loration and there is no need to use technology.

Differentiation/3ccommodations/1odifications/4ncreases in 6igor
&hen com leting this lesson" there are many accommodations + am going to ha$e to ma,e. 2ne of the accommodations that will be made is ma,ing sure that + grou students with others that will hel them understand the conce ts. + ha$e many ES3 and di$erse students in my classroom that need a little more su ort than others. + will ma,e sure that + lace my ES3 students with others that they will feel comfortable wor,ing with. *y doing this with my students" it will ro$ide them with su ort and guidance when they are com leting the in$estigation. 4or the students who are below le$el" + will ma,e sure that + am a$ailable to them for hel or for further ex lanation of the to ic. 4or students who may com lete their wor, early" they will be as,ed to re$iew their wor, or choose a boo, to read until e$eryone is finished

6eferences: 0ll ideas were generated by Channa 5riham with guidance from coo erating
teacher

Revised 1.20.14