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Teachers: Isaac Rojas Date: 7/18/2018

School: Olander Elementary School Grade Level: 3rd Grade Content Area: Physical Science

Title: Heating Things Up! Lesson #: 3 of 5

Lesson Idea/Topic and
Rational/Relevance:
Students are working on understanding the effect that temperature has on the
states of mater. This lesson serves as a foundation for the last physical science
lesson where students take matter through different states of matter. Through
this lesson, students will gain experience with lab equipment and lab safety while
they learn by witnessing first hand how temperature affects matter.

Student Profile: This class is made up of 18 students. 3 of them are ELLS, and 2 are in an active IEP
related to developmental delays. The 2 students on IEP are limited verbally and
only speak in short 3-5 word sentences.

Content Standard(s) addressed by this lesson:

Science; Standard 1: Physical Science

Apply an understanding of atomic and molecular structure to explain the properties of matter and predict
outcomes of chemical and nuclear reactions.

Matter exists in different states such as solids, liquids, and gases and can change from one state to another by
heating and cooling.

Understandings:

There is a certain temperature where a solid melts

There is a certain temperature where a liquid evaporates and boils

Proper readings of beakers

Proper reading of thermometers

Inquiry Questions:

Overarching

 What is matter? What are examples of matter?

 What are the properties of solids, liquids, and gases?
 What is evaporation?

Topical

 How does temperature affect the density of matter?

 How does density affect matter?
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Evidence Outcomes: (Learning Targets)

Every student will be able to:

Analyze and interpret observations about matter as it freezes, melts, boils and condenses.

List of Assessments:

 Students will be evaluated on their ability to explain how temperature affects the states of matter
(Explain)
 Students will be evaluated on their ability to predict a change in a state of matter based on temperature.
(Perspective)

Planned Lesson Activities

Name and Heating Things Up!; Have students experience first-hand how temperature affects matter
Purpose of Lesson to fortify understanding of the relationship between temperature and states of matter.

Co-Teaching Which model(s) will be used?

Will co-teaching N/A
models be utilized Why did you choose this model(s) and what are the teachers’ roles?
in this lesson? N/A
Yes ___ No _X_

Approx. Time and 30-minute lesson

Materials Materials needed:
Hot plate (with up to 200-watt output), bag of ice, glass graduated beaker, beaker tongs, 1
liter of water, thermometer, poster paper, thermometer holder, States of Matter & Paste
worksheet, enough lab gloves and goggles for the class.

Anticipatory Set The strategy I intend to use is:

Water as a Material (Pebble Go)

I am using this strategy here because:

Students have previously discussed seeing water as steam, clouds, ice, water, and snow in
a previous lesson. This book reminds them of the different states of matter water can be
seen naturally and identifies it as a solid, liquid, and gas. This reminder bridges the
previous lessons, recaps what we have learned until now, and helps them start the lesson
from a point of confidence.

Procedures The strategy I intend to use is:

Concept Teaching-based model of teaching in a whole-class setting

I am using this strategy here because:

By this lesson, students will be able to recognize and label the states of matter and have an
idea of how temperature relates to it. The concept teaching model helps us focus on the
effect temperature has on states of matter.

Teacher Actions Student Actions Data Collected

Remove jewelry.

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Ensure students are at their Students will sit at their

seats and play “Water as a seats and watch “Water
Material” from Pebble Go on as a Material”.
the classroom’s projector.

Divide students in pairs to Students discuss Can they give examples of

discuss what they think evaporation within their evaporation?
“evaporation” means (which is groups.
a new vocabulary word from
the text).

Ask students what they came

up with.
Guide them to mention the sun
or any other source of heat as a
reason for evaporation if they
don’t mention it themselves.
Students share what
they discussed about
evaporation.
Did they consider
temperature as a reason for
evaporation?

While discussing evaporation

and the different states of
water in nature, set up poster
paper on a wall in the
classroom near the table with
the materials and don lab
gloves and goggles.

On the poster paper, draw two

columns and label each
“melting point”, “boiling point”.
Leave room at the bottom of
the paper for notes.

Set up hot plate, ensure it is

turned off, and plug it in.

Place the rest of the materials

one foot away from the hot
plate.

Gather students around the

table where the hot plate is set
up, tell them to remove
“watches, rings, and shiny
things” and have them don lab
gloves and goggles.
Students will gather
around table, remove
jewelry and don lab
gloves and goggles.

Fill a beaker with ice and place

it on the hot plate.

Ask students what will happen

if you apply heat by turning the Do they accurately predict
the change in matter?

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knob on the hot plate’s Students predict what

controls. will happen when heat
is applied to the ice.
Turn the heat slightly up on the
hot plate to prove their Note that they understand
predictions right or wrong. the function and safe use of
the lab materials.
Right before all the ice melts
into water, install the
thermometer onto the
thermometer holder and onto
the beaker.

Use the thermometer to

measure the temperature of
the water when it is around 32
degrees.

Show students the Ensure they read the

thermometer and ask them
what temperature it notes.
Write that temperature under
the “melting point column” on
the poster board.
thermometer and beaker
Students read the markings properly.
thermometer and share
the reading with the
teacher.

Ask them if they can read how
much water is in the beaker
using the markings. Note the
level of the water in the notes
section of the poster paper.
Raise the temperature on the
hot plate if necessary to bring
the water to about 100
degrees.
Ensure they read the
markings on the beaker
Students will read the properly.
markings on the beaker
to note the water level
and share the results
with the teacher.

When the water starts to boil,

ask students to read the
thermometer. Note the
temperature under the “boiling
point” column on the poster
paper.
Students will read the
thermometer and tell
the teacher the results.

Ask students to predict what What are their predictions

will happen to the water level
as it boils.
After 1-2 minutes of discussing
predictions, turn the hot plate
off.
based on?
Students will predict
what will happen to the
water level and why.

Ask students to note the level

of the water using the markings

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on the beaker. Write the level Students will read the

down in the notes section of
the poster paper.
Ask students why the level is
lower making sure to identify
heat as the reason.
If any questions from the KWL
chart were answered, write
them down in the “L” section as
well as any new information
gained from the lesson.
markings on the beaker
to note the water level
and share the results
with the teacher. Is temperature part of their
explanation? Do they show
Students explain why an understanding of the
they think the level of effect of temperature on the
water lowered. states of matter?

Hand out States of Matter &

Paste worksheet. Ask students Do students accurately
to work individually to predict changes in states of
complete worksheet. Students complete matter?
worksheet based on
their reflection of the
lesson.
Closure The strategy I intend to use is:
Group interview to solidify knowledge gained by finishing the KWL chart.
I am using this strategy here because:
Our goal is to have students recognize and predict change in matter based on
temperature. This lesson shows it happen before their eyes. Continuing to use the KWL
chart will make the link between the lessons evident if it was not already and it will likely
answer some of the questions under the “W”.
Differentiation Content Process Product Environment
Modifications/
Accommodations:

Extensions:

Assessment While assessing students’ understanding of how temperature affects the state of matter,
the teacher will perform an observation assessment. The teacher will note the answers to
the questions and inferences from the “Data Collected” column above and determine if
understanding occurred based on the actions and words of the students.

Ensure lab readings are made accurately for future lessons where students engage with lab
equipment more independently.

Students will complete the worksheet below individually. They are expected to reflect on
the lesson to predict what will happen to the state of matter depending on the
temperature.

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They are expected to predict changes in matter based on their understanding of how
temperature affects states of matter.

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