KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM LESSON PLAN FORMAT

Teacher Candidate: ____________Rachael George _______________ Cooperating Teacher: __________Dawn Reiter________________________ Group Size: _______21___________ Allotted Time: __25minutes_______ Subject or Topic: _Melting, Evaporating, and Freezing _______________ Date: ____Feb 24, 2014________ Coop. Initials: ________________ Grade Level: ____1st__________ Section: _____________________

STANDARD: (PA Common Core):

PDESAS Science 3.2.1.A3: Identify how heating, melting, cooling, etc., may cause changes in properties of materials. CC.2.4.1.A.4 Represent and interpret data using tables/charts. I. Performance Objectives (Learning Outcomes) Students will be able to relate evaporating, melting, and freezing to situations in which objects have been heated or cooled through the completion of the "It's a mystery!" activity. Students will be able to chart height throughout various time frames with support through the completion of the snow/water table. II. Instructional Materials -Time Lapse Water and Ice video (download from youtube to ensure it will play) -Melt card -Freeze card -Evaporate card -Snow -Graduated Container -Tables -Mystery pictures -Mystery sheets -Projector -Laptop III. Subject Matter/ Content Prerequisite skills -Basic knowledge of bar graphs -Grade level writing abilities Key Vocabulary Melt- when a solid changes to a liquid usually because of heat Freeze- when a liquid changes to a solid usually because of cold Evaporate- when a liquid changes to a gas Big Idea The matter around us can change states and change back again especially water. IV. Implementation A. Introduction 1. I am going to show you a video and I want you to watch for the types of matter that you see. What are the three types of matter that you will be looking for? *solids, liquids, and gases. 2. Play the video of a collage of water boiling and steaming, water freezing, and ice melting. 3. Ask what types student saw then tell them: "Today we will be exploring the ways that matter can change. B. Development

1. Bring all students back to the back carpet and begin a discussion on matter: Matter can change from one state to another. Have you ever had ice cream on a hot summer day? What happens? * It melts! Put the melting card on the board. It says melting with an arrow from solid to liquid. When we think about melting, we see that matter changes from being a solid with its own shape like your scoop of ice cream to a liquid dripping off of the cone. Melting means to go from a solid to a liquid. Lets do that with our hands, start by making a square with your fingers for solids and then melt to a puddle. Many solids melt if you get them hot enough- glass, metal. 2. Continue the discussion. What about when it gets verrrry cold, what happens to liquids? They freeze! * Put the freeze card on the board. Freezing means that they go back from a liquid to a solid. Lets do that with our hands. Start with fingers interlaced for a flowing liquid then snap them into the square for solids. 3. Show the authentic element and discuss how we will monitor it. From outside, I brought this marvelous hunk of snow.* Show snow in container. I think it would be very cool for us to watch it turn back into a liquid and melt from this solid. Then we can leave it outside overnight and see it freeze back tomorrow. We can do this observation because when matter melts, freezes, or evaporates it can always change back. Can you tell me about a time when something melted and then froze again? 4. Complete an initial data recording of the snow in its current solid state. Hand out the sheets with a pre-set up table to the students. Tell them Lets make a table so that we c an chart how it changes. Have all students fill out the table with guidance. We will fill in another column at the end of the day and one tomorrow morning. Finally, we will chart the last column the day of the summative assessment. 5. Discuss the final physical change that matter can make. So we have one last way that matter can change. Have any of you ever wondered where all the water on the street goes after it rains? What do you think happens? Discuss. It changes from liquid into a gas. When a liquid changes into a gas, we call that evaporating. Say evaporate with me evaporate. Break it down syllabically on the board. Then put up the evaporate card it says evaporate with an arrow from liquid to gas. Liquids turn into gases when they get hot enough to evaporate. When your parents cook food on the stove and you see steam, it is actually water vapor. It is a liquid that is turning into a gas. C. Closure 1. Now, I need you to use what you know to figure out these mysteries. On each of your papers there is a space for you to write melting, freezing, or evaporating. Each of the mysteries is saved as a picture on the computer. Play detective like music during this activity. -Mystery of the stolen ice cream. -I left my ice cream out in right on this bench in the sun. When I came back, all that was there was this puddle! Has someone stolen my ice cream? Solid--- liquid -Mystery of the perfect puddle. -I looked outside after it rained and I saw puddles everywhere! I put on my rain boots and went out to play. In the middle of my yard was an absolutely perfect puddle. I jumped and splashed in it but then I had to go in for lunch. When I came back out the sun was out and my perfect puddle was nowhere to be found. What happened to it? Liquid---- gas -Mystery of the lucky water bottle. -Last night I left my water bottle in my Moms car. It was very cold last night. Overnight someone magically replaced the Gatorade I had inside with orange ice. How did that happen? Liquid -- Solid The picture has the title at the top then shows two pictures. The first has the item as it began with solid, liquid, or gas written beneath. The next has the item as it was found with solid,

liquid, or gas written beneath. Each is accompanied by a little story that I will read aloud. We will discuss what did happen after each. D. Accommodations / Differentiation -This lesson will appeal to kinesthetic, visual, and auditory learners. -A variety of materials and methods have been used to demonstrate the content. -Melting, freezing, and evaporating will be written on the board for students to reference when writing in the mystery sheet. -Evaporate will be stretched out and broken apart to support tangled readers. -Many examples will be given for each type of change. -Students who receive preferential seating will maintain their ratio of distance from instruction at all times. -Students will change seating arrangements twice in order to keep attention and movement. -Kinesthetic movements accompany the visuals and repeating of terms to target all learner types. -John, Addison, Mark, Bailee, and Jack will receive pre-cut strips that have melting, evaporating and freezing written on them with a small visual. These will help them if they struggle to read the words. It will also put the information directly in front of them so they do not have to spend additional time referencing the board. E. Assessment/Evaluation plan 1. Formative- Students charts and mystery papers will be collected and checked for accuracy as a criterion referenced assessment. They will be compiled and analyzed collectively and individually for error patterns. 2. Summative- There is no summative evaluation for this lesson. V. Reflective Response A. Report of Students Performance in Terms of States Objectives B. Personal Reflection

1. Did the chart making function smoothly and effectively? 2. Did the students remain actively engaged the entire time? If not, when did they disengage? 3. Did this lesson fit in the time allotted? How was my pacing?

VI. Resources American Chemical Society Education Devision. (2007).Inquiry in action: Investigating matter through inquiry. (3rd ed.). New York, NY: American Chemical Society. Pearson Education. (2010). Scott foresman: Science. (Grade 1 Teacher's ed., Vol. 2). Boston, Massachusetts: Pearson. Przybilla, K. (2008). Molecularium: Teacher's resource guide. Troy, New York: Rensselaer Polytechnic Institute. Timelapse Earth. (2012). Water and ice [Theater]. Available from http://www.youtube.com/watch?v=5ZSrHhwHlUM