Learning Segment (WWU Education Department General Lesson Plan Format) Teacher Candidates Name: Grade Level: 4-6

Briana Chapman Science Melting Chocolate Date of Lesson: 4/9/2012 1

Subject:

Lesson Plan #:

Lesson Title: (Big Idea, Essential

Question, or Theme)

Common Core State Standards:

4-5 PS2A

WA State Academic Content Standards & Learning Objectives: (Include EALRs, Performance
Expectations, and/or GLEs found in WA State Standards.) EARL 4, Physical Science, Properties of Materials

Academic Language: (Select terms, symbols, and phrases that are critical to students understanding of
instruction and list them here.)

Melting Point: the temperature at which the solid melts to become a liquid Freezing Point: the temperature at which the solid freezes and becomes a solid

Learning Activities: (Your instructor will choose a model of instruction based on your discipline. As you write,
consider how activities connect with Learning Objectives. Write specifically what you and the students will be doing all the way through the lesson, beginning with an engaging activity and concluding with the homework assignment or other closure. At the end, include information on how you will collaborate with students families to support learning, including sending information in the home language and giving families a way to contact you.)

Properties of solids, liquids, and gases. Learning of the different melting points of different solids. Patience is key to this experiment because we have to wait and time how long the chocolate will melt. Cleanliness, this will get messy with the melted chocolate, so be sure to clean.

Students should be able to relate the melting point of the chocolate to the starting temperature of the chocolate. Make a table to record your observations and inferences. Be sure to record the sizes of your pieces of chocolate. Students should explain their observations and draw their conclusions based on their experiences.

Procedures
Opening 1. Break off six pieces of the chocolate. 2. Measure the length and width of each piece and record your data. 3. Put two pieces in the freezer, two pieces in the refrigerator, and leave two pieces on the counter at room temperature. 4. Wait three hours. 5. Take one piece of the frozen chocolate from the freezer and hold in your hand until it melts. Record the length of time the chocolate needs to start melting. 6. Repeat the process for each of the five other pieces. Wait five minutes between each piece so your hand returns to the normal temperature. 7. Enrichment: Repeat the process using a different kind of chocolate.

DATA: Make a table to record your observations and inferences. Be sure to record the sizes of your pieces of chocolate.

Middle Eat one piece of chocolate from the refrigerator, one from the freezer, and one at room temperature. 1. Which one do you think will melt first in your mouth? 2. Which one did you like best? Closing Find and define the relation between the melting point of the chocolate and the original temperature of the chocolate. Remember that you must answer the question you asked in your original problem statement.

Impact
(Analysis of Student Achievement from this lesson)

How many students met performance criteria for objectives? How many did not meet the performance criteria for objectives?

Refinement
(How will you change the lesson to increase student achievement?) 1. What did your impact analysis tell you about how your students learn? 2. What did your impact analysis tell you about the success of the strategies you used? 3. How useful were the assessments in terms of student learning? 4. What resources and/or personnel might assist you in improving student achievement? 5. How will you differentiate instruction so that all students achieve? How will you differentiate instruction for students who easily achieved the performance criteria and need to move forward?

Grouping Students for Instruction: (Include group size, mix of cultural, gender, SES, learning styles, etc.
as appropriate. ELL and IEP grouping placements must be considered carefully in writing.)

Class size: 30 This experiment is engaging for all learning styles because it allows the student to analyze, observe, draw, and to write. Instructional Materials, Resources, and Technology: (Include all resources needed for the lesson
including copies of materials for students to complete.)

Bars of Dark/Milk/White Chocolate Rule Knife (For teacher to cut pieces of chocolate) Refrigerator/ Freezer

Assessment Tools and Procedures: (How will you know the students have achieved each learning target?
Attach blank copies of assessment materials used in your lesson AND BE SURE TO COLLECT AND SAVE THOSE STUDENT-COMPLETED ASSESSMENT PAPERS FOR TASKS 3 and 4 of the TPA.)

Writing hypothesis, drawing/writing observations, and writing their conclusion as to why or how the chocolate melted the way it did. After the experiment, they will write questions starting with, I wonder why pertaining to the experiment. This will allow further experimentation in the future.