Inquiry (5E) Lesson Plan

Teacher:
Rachel Sauer

Subject:
Science

Grade:
1

Lesson Title:
Freezing and Melting
State Standard(s): grouped by subject and must be observable and measureable
Science and Engineering Practices
Construct an argument with evidence to support a claim. (2-PS1-4)
Disciplinary Core Ideas
Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature.
Matter can be described and classified by its observable properties. (2-PS1-1)
Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are
reversible, and sometimes they are not. (2-PS1-4)
Crosscutting Concepts
Simple tests can be designed to gather evidence to support or refute student ideas about causes. (2-PS1-2)
Reading
(RI.2.1) Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text. (2-PS1-4)
Writing
(W.2.7) Recall information from experiences or gather information from provided sources to answer a
question. (2-PS1-1),(2-PS1-2),(2-PS1-3)
Mathematics
(MP.5) Use appropriate tools strategically. (2-PS1-2)
Social Studies
3. Science and technology have changed daily life. (Ohios New Learning Standards)
Learning Objective(s): kid friendy I can statement
o I can support my claims with evidence.
o I can distinguish between a solid and liquid based on its properties.
o I can explain reversible and irreversible changes and reason with evidence.
o I can gather evidence to support my ideas.
o I can answer questions about details from a text to show my understanding.
o I can write the answer to a question based on previous experiences and information.
o I can use appropriate tools strategically.
o I can explain how technology affects heating and cooling in our daily lives.
Academic Vocabulary: with definitions
o Liquid: matter that takes the shape of its container
o Solid: matter that has its own shape
o Freezing: changing from a liquid to a solid
o Melting: changing from a solid to a liquid
o Reversible Change: the ability to change back and forth between solid and liquid
Materials/Technology:
o Wemberlys Ice-Cream Star by Kevin Henkes
o Why Did My Ice Pop Melt? By Susan Korman
o Popsicles
o Cups
o Spoons
o Water
o Food Coloring
o Plastic containers
o Pencil
o Griddle
o Pancake Mix
o Measuring cups
o Plates
o Forks

Syrup

Resources: cite lesson references

o Wemberlys Ice-Cream Star by Kevin Henkes
o Why Did My Ice Pop Melt? By Susan Korman
o Even More Picture-Perfect Science Lessons, K-5 by Emily Morgan and Karen Ansberry
Safety Concerns:
o Food allergies
o Burns from the heated surface of the skillet
o Sanitation of the food area/equipment
o Appropriate protective equipment
Whats the BIG IDEA?
How does heating and cooling temporarily or permanently change the different kinds of matter?

Engage
Description: Introductory lessons should stimulate curiosity and activate prior student knowledge. The activity should
be a problem or an event that raises questions and motivates students to discover more about the concept.
Link to cognition: Students bring knowledge about how the world works but it is sometimes based on limited
experiences and sometimes on misconceptions.
What teacher does:
Create interest
Generate curiosity
Raise questions
Elicit responses that uncover what students know or think about the concept/subject
Purpose:
to activate prior knowledge
to capture students interest
to pose questions based on the objectives that the students will try and answer during the explore phase.
Activities: to accomplish the purpose above (reading,
demonstration, video, crazy statistics, interesting pictures)
Introduce topic and book
Read Wemberlys Ice Cream Star
Discussion after reading the book

Guiding Questions:
Introduction
What kinds of things have you seen melt?
What kinds of things have you seen freeze?
Based on the cover and title, what do you think
this story is going to be about?
During the Reading
Why would Wenberly worry about the ice
cream dripping?
Who do you think Petal is?
What was she waiting for?
Whats happening to her ice cream star?
Discussion after reading
What happened to Wemberlys ice-cream star?
Why did it melt?
Why did Wemberly want her ice-cream star to
melt?
Has anyone ever had popsicle soup?
Assessment: teacher observation, small group discussion, class discussion, drawing/chart/table/diagram,
notebook/journal, lab write-up, oral presentation, poster, quiz/test
Teacher informally assesses students based students answers to guided questions during class discussion
after reading the book.

Explore
Description: Students need the opportunity to actively explore the concept in a hands-on activity. This establishes a
commonly shared classroom experience and allows students to share ideas about the concept.
Link to cognition: Experiences occur before the explanations! Students are actively exploring with little explanation
from the teachers. Students acquire a common set of concrete experiences allowing them to help each other
understand the concept through social interaction.
What teacher does:
Encourage students to work together without direct instruction
Observe and listen to students as they interact

Ask probing questions to redirect students' investigations when necessary

Provide time for students to puzzle through problems

Act as a consultant for students

Purpose:
to decipher what hands-on/minds-on activities the students will be doing
to decide how students will use the materials for discovery
to ask the big idea conceptual questions to encourage and/or focus students exploration
to gage responses to questions asked about the exploration
Activities: to accomplish the purpose above (build models,
Guiding Questions:
colllect data, make and test predictions)
How did your popsicle taste?
Give each student a popsicle and a cup
What flavor was it?
Students take out their science notebook and copy
How does it feel on your tongue?
Before and After chart from board
Assessment: teacher observation, small group discussion, class discussion, drawing/chart/table/diagram,
notebook/journal, lab write-up, oral presentation, poster, quiz/test
Copy Before and After chart in science notebook
Draw picture of popsicle in the Before section
Write two characteristics of the popsicle beneath the picture

Explain
Description: Teachers use questioning strategies to lead students discussion of information discovered during the
Explore stage (may or may not be a hands-on activity). Teachers introduce new scientific terms (vocabulary) and
explanations at appropriate times during the discussion.
Link to cognition: When students engage in meaningful discussions with other students and the teacher, they can pool
their explanations based on observations, construct new understandings, and have a clear focus for additional
learning.
What teacher does:
Encourage students to explain concepts and definitions in their own words

Ask for justification (evidence) and clarification from students

Formally provide definitions, explanations, and new labels

Use students' previous experiences as the basis for explaining concepts

Purpose:
To allow students to share what they have discovered
to create questions or techniques that will help students connect their discovery to the concept
to ask higher order level questions to solicit student explanations and help them to justify their explanations

to gage responses to questions asked about the explanation

Activities: to accomplish the purpose above (class
discussion, taking minimal notes, creating diagrams)
Introduce the read aloud Why Did My Ice Pop Melt?
Read Why Did My Ice Pop Melt? and discuss
Liquid and Solid demonstrations*
T-chart comparing solids and liquids with
whole class demonstration
Popsicle soup: Part 2
Partner talk
Science notebook (after section)
Full class disscussion on reversible changes

Guiding Questions:
Introduction Questions
Based on the cover and title of this book, what
do you think the book will be about?
Sid is a kid who is very curious about science.
How many of you ever get curious about
science?
During Reading Questions
What does the word melted mean? (page 4)
Why wasnt the ice pop frozen when Sid
opened the freezer? (page 7)
Why do frozen things melt? (page 9)
Do you think that liquid can be frozen back into
ice? (page 12)
What is it called when something can change
back and forth from one state of matter to
another? (page 13)
Why did pouring the water onto the block of ice
help it to melt? (page 19)
Solid and Liquid Demonstrations
What is a liquid?
What are some other examples of liquids?
What are characteristics of all of these liquids?
Is a frozen popsicle a liquid?
If its not a liquid, what is it?

What are some examples of solids?

What are characteristics of these solids?
What is it called when something changes from
a solid to a liquid?
Can you think of things that melt?
How do you make things melt?
Popcicle Soup Questions (partner talk)
How does your popsicle look different now than
it did before?
Does your popsicle taste the same or different
than it did the first time you tasted it?
Full Class Discussion on Reversible Change
Would it be possible to turn the popsicle soup
back into a popsicle?
What would we have to do?
What is that kind of change called, where it can
change back and forth?
Assessment: teacher observation, small group discussion, class discussion, drawing/chart/table/diagram,
notebook/journal, lab write-up, oral presentation, poster, quiz/test
Informal observation of group discussion questions as well as partner talking
Formal assessment of drawings and writing in the science notebook
Before and after pictures of popsicle
2 characterisics for each (before/ after)
T-chart comparing liquid vs. solid

Elaborate
Description: Students are encouraged to apply, extend, and enhance the new concept and related terms during
interaction with the teacher and other students (in science, a hands-on activity).
Link to cognition: Providing additional active learning opportunities for students to incorporate into their mental
construct of the concept allows them to confirm and expand their understanding.
What teacher does:
o Expect students to use formal labels, definitions and explanations provided previously
o

Encourage students to apply or extend concepts and skills in new situations

Remind students of alternate explanations

Refer students to existing data and evidence and ask "What do you already know?" "Why do you think.....?"

Purpose:
to achieve a deeper understanding of the concept
to introduce new vocabulary that can connect to students new observations
to apply the new knowledge in their daily lives

to gage responses to questions asked about the elaboration

Activities: to accomplish the purpose above (build models,
colllect data, make and test predictions-could be on a
smaller scale, or even using technology)
Make pancakes:
Have students help mix the ingredients

Guiding Questions:
Before making pancakes:
How are pancakes made?
Do you think we could make pancakes right
now?

While making pancakes:

What are the ingredients we need?
How much of each ingredient do we need?
Are these ingredients solids or liquids?
How do you know that they are solids or
liquids?
How does the griddle affect the temperature?
What is happening to the batter as it gets hot
from the griddle?
What is the matter of the pancake now?
Can the pancake turn back into a liquid?
What are other things that are not reversible?
What if we didnt have this griddle or a
refridgerator? It would be hard to heat or
freeze things.
Assessment: teacher observation, small group discussion, class discussion, drawing/chart/table/diagram,
notebook/journal, lab write-up, oral presentation, poster, quiz/test
Teacher will informally assess the class based on questions posed during the making of the pancakes to see
how students are able to transfer knowledge learned about changes in matter to a different situation.

o Recipe on powerpoint
Teacher makes pancakes on the griddle
Students get to eat them after they have been made

Evaluate
Description: Students demonstrate their understanding of the concept.
Link to cognition: In student-centered instruction, it is important for students to be aware of their own progress as an
outcome of instruction. Students construct knowledge over time and may need additional experiences to refine their
understanding of the concept.
What teacher does:
Observe students as they apply new concepts and skills

Assess students' knowledge and/or skills

Allow students to assess their own learning and group process skills

Ask open-ended questions, such as "Why do you think...? "What evidence do you have?" "What do you know
about x?" "How would you explain x?"

Assure assessment correlates to the learning objectives

Purpose:
to allow students to demonstrate that they have achieved the lesson objective
to allow students to sumarize the big idea.
Assessment: teacher observation, small group discussion, class discussion, drawing/chart/table/diagram,
notebook/journal, lab write-up, oral presentation, poster, quiz/test
Students will complete fill in the blank questions from the powerpoint into their science notebook
My popsicle started out as a ________ (solid or liquid).
My popsicle got warmer and turned into a _________ (solid or liquid).
Changing from a solid to a liquid is called _________ (freezing or melting).
By adding heat, the popsicle melts _________ (faster or colder).
Before adding heat, the pancake batter was a _________ (solid or liquid).
After adding heat, the pancake batter turned into a _________ (solid or liquid).
An example of a reversible change is _________________.

An example of a nonreversible change is ___________________.