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Next Generation Science Standard(s): 2.PS1.1: Plan and conduct an investigation to classify
different kinds of materials by their observable properties.
Four Strands of Science Learning:
Strand one: Making connections to science: Learning about science liquids and gases,
everything falls into one of those categories.
Strand two: Generating scientific evidence: Asking questions about solids, liquids, and gases.
What makes something a solid, liquid, or gas? Can these properties change?
Strand three: Reflecting on scientific knowledge: What can we do to find out about forms of
matter? And how can we research it further?
Strand four: Work in groups to make root beer floats; observe the changes and the components
of the root beer floats that are solids, liquids, and gases. Present what your group saw happening.
21st Century Skills: Communication: Students will be working together in groups of four to
make root beer floats and presenting their findings to the class. This will allow them to work
together, communicate with each other about observations and report to their other classmates
about what they have found.
Academic Language Demand
Language Function: I chose analyze for this lesson. The students will be examining
solids, liquids, and gases for the purpose of explaining and interpreting.
Analyze
Argue
Categorize
Interpret
Predict
Question
Compare/contras
t
Retell
Describe
Explain
Summarize
Scientific Vocabulary: matter, solid, liquid, gases, change, temperature, and physical
characteristics.
Instructional Objective: Students will be able to identify solids, liquids, and gases. They will do
this by making root beer floats.
Prior Knowledge (student): Use a measuring cup correctly, follow step-by-step instructions,
work in a group, lastly, what a liquid is.
Content Knowledge (teacher): The teacher will need to know what materials are needed, clear
cups, measuring cups, spoons, straws, root beer, and ice cream. The teacher will also need to
know, how students work together in order to group them appropriately. Teacher will need to
know the components of the root beer float, solid is ice cream, root beer, and is the liquid, and
the carbonation bubbles are the gas.
Connections to Students Lives: Kids love root beer floats! ( I hope) Matter is all over, we are
made up of matter and so are our favorite things.
Accommodations for Students with Special Needs (individual and/or small group): What will
you do for students with special needs (ELL, ability, etc.)? NOTE: These accommodations
should be woven throughout the 5E cycle. You are just summarizing those accommodations
here.
Materials and Technology Requirements: Book called, What is the World Made of by
Kathleen Weidner Zoehfeld, ice cream, spoons, cups, measuring cups, straws, and root beer,
observation note sheet, science journals to record KWL chart, pencil, microwave to warm up one
groups root beer.
Total Estimated Time: 1 hour.
Source of Inspiration for the Lesson: My clinical teacher gave me this idea.
Safety Considerations: I will make sure students are being monitored, I will help the group that
has to use the microwave, the measuring glasses are not made of glass, group students in groups
that get along. Confirm that no students have allergies the food in the activity.
Explore:
Give students a card sort with different pictures. The students will put them into categories of
solids, liquids, or gases. The cards will include pictures of, toy blocks, milk, a cup, a person, a
windy day, balloon, helium, boiling water, and a book bag.
Students will be split into four groups.
Students will be asked to sort cards into solids, liquids, or gases.
Ask students questions, like What makes that a liquids, or why did you sort that card that
way?
Observe and listen to students ideas.
Explain:
Elaborate:
Students will go back to their same groups they did the sort in.
They will make root beer floats.
They will be given an observation worksheet, measuring cups, a can of root beer, a cup of ice
cream, and a spoon.
Allow students to assemble the root beer float and record observations of what is happening.
Observe and notice students thinking.
Ask questions, such as, Do you think that the ice cream and root beer could be easily separated?
Why or why not? Do you think other drinks besides root beer would make the same reaction?
Why or why not? What is making all of the bubbles and carbonation?
Students will come back to the carpet, each of the four groups had a different variable on their
[instructions when making their root beer floats.( group 1= cold root beer, group 2= warm root
beer, group 3 = ice cream at the bottom of the cup and pour root beer over it. Group 4= pour in
half cup of root beer, add ice cream, pour half cup of root beer. ) Each group will share their
observations with the class, and we can see the different variables made a difference in their
observations.
Evaluate:
the book, What our world is made of. I was worried at first that it was below their level and
they would be bored with it. However, they had fun with it, and I enjoyed reading it to them,
because I too did not know much about matter prior to teaching this. Throughout the book, we
started a conversation about matter changing forms, (mainly water) through temperature,
changing from a solid to a liquid. We also talked about how liquid, takes form in whatever
shapes it is in, and liquid on its own does not have a shape. When we did the card sort, the
students picked up on things that I did not think of beforehand. For instance, one of the pictures
was of a cup, and it was labeled cup. Some of the students thought it was a liquid because the
cup had milk in it, others thought it was a solid. At this time, we only had 25 minutes left, and I
really wanted them to make their root beer floats in groups and present their what they observed
to their classmates. I had pre determined their groups, was which a good idea because it saved
time, as well as I had each groups supplies in one bag, a can of root beer, a measuring cup,
instructions and observation sheet, a spoon, and an ice-cream cup. They had about 10 minutes to
assemble their ice cream float. Each group had a different variable. Group one had a root beer
float can that had been in the fridge and was cold. Group two had to warm their root beer up in
the microwave for 45 seconds, group three had to put their ice cream in first and then the root
beer, and group four put half a cup of root beer in, then their ice cream, and then the rest of the
root beer. Some of the kids in the class had never made a root beer float or even seen one, so this
was extra exciting to them. They observed if the soda was flat, or fizzy, if the root beer and ice
cream could be separated, and if the ice cream was melting. They also had to identify which
ingredient was the solid, gas, or liquid. When they were done, each group presented what they
observed while making and observing their root beer float. We made a list of the groups and what
they observed on the board and students copied it into their notebooks. When we were done we
summarized what matter was and gave examples of solid, liquids, and gases. We filled in the
LEARN Section of the KWL as a class, and then the students each got to make and drink their
own root beer float to celebrate what we learned! At this point it was about an hours worth of
time, but my CT said it was fine, it just cut unto their recess and the kids wanted to keep going. I
had a lot of fun teaching this lesson, and even though everything did not go according to plan, it
went well. This was the first science lesson I ever taught and I am so grateful to have had a great
first experience. The students were receptive, and could have gone on and talked about matter all
day if they could.
Graded Elements
Developing (Level 1)
Acceptable (Level 2)
Exemplary (Level 3)
Initial Planning
Several required components are
missing. The components presented
do not align well with the lesson.
(0-1 point)
(2 points)
(3 points)
(0-1 point)
(2 points)
(3 points)
Identification of academic
language demand (both
language function & vocab),
instructional objective, and
content knowledge
(0-1 point)
(2 points)
(3 points)
Identification of connections
to students lives, prior
knowledge, and
accommodations for special
needs
(0-1 point)
(2 points)
(3 points)
Identification of central
focus, lesson subject, grade
level, materials, time, lesson
source, and safety
Identification of NC
Standards, NGSS, 4 Strands
and 21st Century Skills
Lesson Introduction
Engage
(0-2 points)
(3-4 points)
Lesson Development
Explore
Explain
Elaborate
(0-2 points)
(3-4 points)
(5 points)
(0-2 points)
(3-4 points)
(5 points)
(0-2 points)
(3-4 points)
(5 points)
Lesson Evaluation
Assessment is limited to one form in a
single stage and does not relate to
the objective(s).
(0-2 points)
(3-4 points)
(5 points)
Evaluate
Alignment/structure of
lesson
Communication of ideas
(3 points)
(0 point)
(1 point)
(2 points)
(0-1 point)
(2 points)
(3 points)