Indirect/ Discovery Lesson Plan Name: Abby Menchinger Grade: Second NCSCOS Standard: 2.P.2.

1 Give examples of matter that change from a solid to a liquid and from a liquid to a solid by heating and cooling Instructional Objective: Performance: Students will be able to identify matters that change from solid to liquid and from liquid to solid by heating and cooling. Grouping-Students will be grouped in small groups of two and will work with a partner. Materials- Students will be given ice and water Criteria- Learners will be assessed on how accurately they understand how matter can change from a solid and a liquid and vice versa. They will show their work on a poster board and will give examples of things that they can change from a solid to a liquid and from a liquid to a solid. Indicators of Learning: Desired score to denote proficiency- 8-9 out of 10 Points on final activityParticipation Students will change ice to water Students will change water to ice Writes definition of matter, liquid, and solid. Prerequisite Knowledge and Skill: Students will know the difference between a liquid and solid and will know that matter can change forms. Key Terms and Vocabulary: Matter Liquid Solid Refrigerator in classroom

Resources: 10 mins. Place a piece of ice in front of each pair of partners. Students will observe the piece of ice and watch it begin to melt and change into water. Students will right things they notice and questions they have in their observation journals.

Content and Strategies

Engage: 10 mins. I will motivate and prepare students for the lesson by engaging and intriguing them by stating a problem that I have. I will tell the students this. It is an extremely hot day outside, and all I wanted to do was to eat ice! I filled my cup up with ice and then the phone rang. I left my cup next to the sink and ended up talking on the phone for about an hour. When I came back to my cup it was water instead of ice. What happened to the ice in my cup and why did it happen? - Ask students to why my ice turned to water and how did it happen? Explore: 10 mins. After the interactive activities, I will pair students up with partners. I will give each group of students a cup of ice. Using the resources in the classroom, I will ask the students to change the ice into water, and then back into ice. I will ask students to predict what will happen before they change the ice to water and then predict again what will happen when they try to change the water to ice. -Go around the classroom and ask students what they have discovered when changing things into different matters.

Explain: Students will be given a poster board with their partner. They will draw out how they changed the ice to water and how they then changed the water back to ice. They will explain their predictions and will write if their predictions were correct. They will write the definitions of matter, liquid, and solid. -Go around to each pair of partners and ask them to explain the definition they have written

Elaborate: Students will individually think of things at home that they can change from solid to liquid and will think of things they can change from liquid to solid. Students will come up with a list and will then go home and will try to change an item at home to liquid and an item at home to a solid. Students will come back to class and explain their findings to their tables. Evaluate: I will be able to validly and reliably evaluate the students performance through the lesson by questioning them and asking them to show me their work. I will also be able to evaluate their performance by the individual work that they complete. I will evaluate this activity by looking at the partners poster board and seeing if they could thoroughly explain why and how the ice changed from a solid to a liquid. I will individually evaluate the students by their homework and will also be evaluating them as I am going around asking them questions. Plans for individual learners: I would pair up students that are at different levels with one another. A student that picks up on things more quickly than normal would be able to help another student who may take more time to understand or comprehend something. I would try to engage those students who may not be understanding more by asking them questions and allowing them to ask me any questions that they may have.