Phase Changes with Ice Cream

Lesson Plan

Grade Level: 5
th
Grade

Prior Knowledge: Before this lesson, students should know the basic information about matter
and how matter makes up everything around us. Students should know the three states of matter,
and be familiar with the following vocabulary: solids, liquids, and gas. At the end of this lesson,
students should be knowledgeable on the level of attraction between particles in each state of
matter.
.
Subject: Science

Title of Lesson: Phase Changes with Ice Cream

Objective(s): The students will be able to:

Review
Define solid, liquid, gases, volume, and mass and identify these based on an ice cream
making activity
Apply knowledge of these concepts to real-life examples
Explain the basic components of the water cycle
Lesson
Determine the level of attraction between particles in each state of matter.
Describe how water can be changed from one state to another by adding or taking away
heat
Identify questions that can be answered through scientific investigations and evaluate the
appropriateness of questions


Standards:
Science
3.2.5.A1- Describe how water can be changed from one state to another by adding or
taking away heat
3.2.5.A6-
o Understand how theories are developed
o Identify questions that can be answered through scientific investigations and
evaluate the appropriateness of questions
o Design and conduct a scientific investigation and understand that current
scientific knowledge guides scientific investigations
o Describe relationships using inference and prediction
o Use appropriate tools and technologies to gather, analyze, and interpret data and
understand that it enhances accuracy and allows scientists to analyze and quantify
results of investigations
o Develop descriptions, explanations, and models using evidence and understand
that these emphasize evidence, have logically consistent arguments, and are based
on scientific principles, models, and theories
o Analyze alternative explanations and understanding that science advances through
legitimate skepticism
o Use mathematics in all aspects of scientific inquiry
o Understand that scientific investigations may result in new ideas for study, new
methods, or procedures for an investigation or new technologies to improve data
collection.
3.3.5.A2 - Describe the usefulness of Earths physical resources as raw materials for the
human made world
3.3.5.A4 Explain the basic components of the water cycle

Reading, Writing, Speaking, and Listening
R5.A.1.3- Making inferences, drawing conclusions, and making generalizations based on
text
1.6.5.A- Listen critically and respond to others in small and large group situations.

Materials:

11 qt size freezer bag
11 g1allon size freezer bag, each filled with 2 cups ice
24 small cups
24 plastic spoons
2 newspapers
2 gallons of milk
1 bottle of vanilla extract
1 lb of sugar
4 lbs of rock salt
1 measuring cup (with cups units)
1Table spoon
5 lbs crushed ice cubes
Promethean board
14 plastic garbage bags
sink
20 Instruction Sheets
20 Promethean assessment question sheets

Each group will need:

1 qt size freezer bag
1 gallon size freezer bag, filled with 2 cups ice
2 small cups
2 plastic spoons
1 sheet of newspaper
2 plastic garbage bags

Ingredients needed:

1 cup milk into the smaller qt-size freezer bag
Add 3 drops of vanilla extract to the milk
Add 3 tablespoons sugar to the milk
Add 1/3 cup rock salt to the ice in the larger bag

Anticipatory Set: I will bring up in class discussion what they remember or know from the
water cycle. Next, I will create discussion about winter and how road salt is used to melt the
snow or ice off the ground and what happens between solid (s) and liquid (l). During this, I will
incorporate their vocabulary review

We have learned in our past studies the phase changes and the cycle of water. The phases of
matter occur because of an absorption or release of energy, usually in the form of heat. But have
you ever wondered why we can use rock salt to melt ice on our roads in the winter? Where does
the heat come from to melt the ice? We havent added any energy to the ice, yet the ice melts.

Procedure:

I. Lesson Procedure

1. Students will be broken into groups according to their assigned classroom partners
2. Have items prepared for each group
3. Have each group leader come up and grab materials
4. Have students lay down newspaper on their desk to work on and collect any mess
5. Next, tell the students the purpose of this lab and have them guess what they will be
doing!
o In this experiment we will explore phase changes that can occur without adding
extra heat, and well make ice cream the old-fashioned way using salt!
6. Give student direction handout.
o Explain to them, Work together as a class, and please do not work ahead. This is
a rewarding lesson and we would not want to lose this privilege. If you need any
additional help ask your neighbors or me.
7. Grab students attention and have them follow directions carefully
o I know you are excited, but every time the lights go off, I need your attention to
continue on, I would really appreciate it if we could cooperate in order to enjoy
the lesson.
8. For adaptive purposes do the activity with them step by step
9. Have one group member come up for ingredients to be put into the smaller bag
10. Have the other group member come up and add the material to the second bag
11. Throughout the directions ask engaging questions about the stages, mass, and volume and
create discussion


II. Directions

1. Carefully zip the smaller bag closed (make sure it will not leak!)
2. Place the smaller bag (with the milk) inside of the larger bag filled with ice and salt.
a. What is the freezing point of water?32 degrees F
b. What do you think is going to happen between the ice and salt?
3. Take turns flipping the bags, touching the corners of the larger bag only, until the milk
changes from a liquid into a soft solid. (10-15mins)
a. What do you see happening to the ice?
b. The salt is not heated, however it does raise the temperature of the ice because it
is creating friction, which causes the ice to melt. It also spreads the coolness
among everything around the ice.
c. Much like the water cycle, the accumulation of ice turning to water inside the
back evaporates. What is the next stage after evaporation? Condensation then
precipitation. If you look on the outside of the back you can see a sweat to
develop here you can see condensation and precipitation.
d. What is happening to our ingredients in the small bag? Solidifying, the particles
are becoming more packed together.
e. When it was at the stage of liquid, it is freely moving, there for the particles are
attracted to each other but have energy to move about. Whereas gas particles are
freely moving they fill up any container and we normally cannot see this.
4. Open the larger bag and empty the contents into the container provided- do not throw
down the drain!
5. Rinse off the inner bag under cold water to remove the salt.
6. Spoon the contents of the smaller bag into 2 small cups.
7. Enjoy the ice cream.
8. Put all extra materials in your garbage bags

III. Review

1. Have a group review session using the Promethean board with a question game chart
activity asking questions about solid, liquid, and gas
2. Give students the answers to the review of questions

Closure: What did you learn from this lesson? What did you find to be most interesting? Is this
something that you enjoyed? Now you can take this home and make it with your family and
friends.

Assignments: Review your vocabulary and notes for test

Student Evaluation: Students will be evaluated through summative assessment by the
following:
Defining solid, liquid, gases, volume, and mass and identify these based on an ice cream
making activity in classroom discussion
Applying knowledge of these concepts to real-life examples such as winter, ice, and road
salt in class discussion
Determining the level of attraction between particles in each state of matter through ice
cream activity and closure game questions
Describing how water can be changed from one state to another by adding or taking away
heat with the use of rock salt in class discussion during ice cream activity
Answering questions throughout lesson

Adaptations: In order to meet the adaptation needs of all the students in the class, I will have
the students strategically paired up in their groups. The students are paired based upon their
learning ability. I will remind them, if they need help they can ask other students at their table
and if they cannot provide additional help then I will be around to assist.

Resources:

Noyes-Hull, G. (2002, December 1). Freezing physics. Retrieved from
http://www.eduplace.com/kids/hmxs/g6/weatherwater/cricket/sect2cc.shtml

http://www.pdesas.org/standard/views