Lesson Plan Tasty Freeze and Changing Materials

Grade/Subject: Grade 2 Science Unit: Hot and Cold Lesson Duration: 1 Hour
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
Science 21: Investigate, with guidance, the nature of things, demonstrating an
understanding of the procedures followed.
Specific Learning Outcomes:
Focus
Askquestionsthatleadtoexplorationandinvestigation
Identifyoneormorepossibleanswerstoquestionsaskedbythemselvesandothers.Ideasmay
taketheformofpredictionsandhypotheses
ExploreandInvestigate
Manipulatematerialsandmakeobservationsthatarerelevanttoquestionsasked
Carryoutsimpleproceduresidentifiedbyothers
Identifymaterialsusedandhowtheywereused
Use,withguidance,printandothersourcesofinformationprovided.Sourcesmayinclude
library,classroom,communityandcomputerbasedresources
ReflectandInterpret
Describewhatwasobserved,usingcaptionedpicturesandorallanguage
Describeandexplainresults;explanationsmayreflectanearlystageofconceptdevelopment
Identifyapplicationsofwhatwaslearned
Identifynewquestionsthatarisefromtheinvestigation.
LEARNING OBJECTIVES
Students will:
1. Comprehend how materials change by cooling them down or heating them
up.
2. Appreciate how heating, cooling, cooking and burning affects their daily
life and how they consume food.
3. Explain how materials change due to heat, cooling, cooking and burning
ASSESSMENTS
Observations:
-listening/observing skills
- participating appropriately to help
make the slush
-ability to identify new skills and
knowledge about heating and
cooling

Key Questions:
What makes the juice turn into slush?
How does the salt affect the freezing point
of the ice?
What happens to the molecules in the juice
when they are cooled?

Written/Performance Assessments:
-observe students listening skills
-formally assess their learning through an exit slip
-observe students participation throughout the activity

LEARNING RESOURCES CONSULTED

Resource #1: Icy Freeze Worksheet
Resource #2: Hot and Cold Workbook
MATERIALS AND EQUIPMENT

Ice
Salt
Juice
Plastic Bags
Paper Towel
Plastic Spoons
Plastic Cups
Mitts
Hot and Cold Workbook
PROCEDURE

Introduction (5 min.):
Hook/Attention Grabber:
SAY: TODAY IS THE DAY! We are FINALLY making slush!!
Assessment of Prior Knowledge:
ASK: Are we heating or cooling the juice to create slush?
DO: Wait for students to answer.
ASK: Why does the ice make the juice turn to slush?
DO: Wait for students to answer.
Expectations for Learning and Behaviour:
SAY: Today is going to be a busy class! You guys are going to be working on a
worksheet about Changing Materials with hot and cold. This worksheet is based on
material that we have already learned. The class will be working on thus
worksheet while I help groups create the slush. When your group is done making
the slush you each get a taste of it. If you finish your worksheet while I am still
working on the slush with the groups I have a word find for you guys to work on.
Advance Organizer/Agenda:
SAY: Today we are going to.
Work in our workbook.
Make slush in small groups.
Work on word find (if you finish your worksheet)
Transition to Body: I have made groups for you guys already and you will be
coming up to see me. It will be 2 groups of 5 and 2 groups of six.
Groups:
Judah, Finley, Eva, Jake, and Max
Grayson, Alaina, Vanessa, Elijah and Nolan
Owen, Thomas, Annika, Sydney, Vanesa and Bensyn
Andrew, Olivia, Alyssa, Sarah, Alexa, and Monica
Body ( 50 min.):
Learning Activity #1: Workbook Activity
DO: Pull Up electronic version of workbook.

SAY: Please pull out your science books to the page after How materials Change it
says SOME SOLIDS CHANGE BECAUSE OF HEAT on the top. There are 2 pages
that you should be working on while I am helping groups with the slush.
SAY: This part of the worksheet you apply what we learned in the last two classes
and show me that you have learned how materials change.
SAY: In each section you need to pick your favourite material that we talked about,
describe how they are changed do to heating, cooling, cooking and burning.
Write about how it changes and draw a picture of the material before it is changed
and after.
SAY: If you have any questions please put your hand up and I will help you.
SAY: Please show me that you guys are able to handle an activity like this and
hopefully we can do more in the future, but I am going to need all of your
cooperation for it to run smoothly.
DO: Turn slide to activity page.
Learning Activity #2: SLUSH!
SAY: I will have group 1 up here with me to start the slush.
SAY: Judah, Finley, Eva, Jake, and Max please come up here.
ASK: Why does the ice make the juice turn to slush?
DO: Wait for students to answer.
ASK: Does anyone know why we are also putting salt in with the ice?
DO: Wait for students to answer.
SAY: Salt creates a chemical reaction with the ice and lowers the freezing point. So
the ice that were using is colder then 0oC
DO: Right now I am putting the crushed ice and salt together and the juice in a
separate bag, so the slush will not taste salty.
SAY: This reaction usually takes around 3-5 minutes! We will all get a turn to knead
the juice and the ice and make the slush.
DO: Pass bag around to the students to create slush.
DO: When slush is made serve slush into little cups, send students to their desks
and call up next group.
SAY: I will have group 2 up here with me to start the slush.
SAY: Grayson, Alaina, Vanessa, Elijah and Nolan please come up here.
ASK: Why does the ice make the juice turn to slush?
DO: Wait for students to answer.
ASK: Does anyone know why we are also putting salt in with the ice?
DO: Wait for students to answer.
SAY: Salt creates a chemical reaction with the ice and lowers the freezing point. So
the ice that were using is colder then 0oC
DO: Right now I am putting the crushed ice and salt together and the juice in a
separate bag, so the slush will not taste salty.
SAY: This reaction usually takes around 3-5 minutes! We will all get a turn to knead
the juice and the ice and make the slush.
DO: Pass bag around to the students to create slush.
DO: When slush is made serve slush into little cups, send students to their desks
and call up next group.
SAY: I will have group 3 up here with me to start the slush.
SAY: Owen, Thomas, Annika, Sydney, Vanesa and Bensyn please come up here.
ASK: Why does the ice make the juice turn to slush?
DO: Wait for students to answer.
ASK: Does anyone know why we are also putting salt in with the ice?
DO: Wait for students to answer.
SAY: Salt creates a chemical reaction with the ice and lowers the freezing point. So

the ice that were using is colder then 0oC

DO: Right now I am putting the crushed ice and salt together and the juice in a
separate bag, so the slush will not taste salty.
SAY: This reaction usually takes around 3-5 minutes! We will all get a turn to knead
the juice and the ice and make the slush.
DO: Pass bag around to the students to create slush.
DO: When slush is made serve slush into little cups, send students to their desks
and call up next group.
SAY: I will have group 4 up here with me to start the slush.
SAY: Andrew, Olivia, Alyssa, Sarah, Alexa, and Monica please come up here.
ASK: Why does the ice make the juice turn to slush?
DO: Wait for students to answer.
ASK: Does anyone know why we are also putting salt in with the ice?
DO: Wait for students to answer.
SAY: Salt creates a chemical reaction with the ice and lowers the freezing point. So
the ice that were using is colder then 0oC
DO: Right now I am putting the crushed ice and salt together and the juice in a
separate bag, so the slush will not taste salty.
SAY: This reaction usually takes around 3-5 minutes! We will all get a turn to knead
the juice and the ice and make the slush.
DO: Pass bag around to the students to create slush.
DO: When slush is made serve slush into little cups, send students to their desks
and call up next group.
Learning Activity #3: Word Find/ Coloring Page (Sponge Activity)
DO: Have word find activity and coloring page for students who finish the
worksheet before the rest of the class.
Closure ( 5 min.):
Consolidation/Assessment of Learning:
ASK: What makes the juice turn into slush?
DO: Wait for students to answer.
ASK: How does the salt affect the freezing point of the ice?
DO: Wait for students to answer.
ASK: What happens to the molecules in the juice when they are cooled?
DO: Wait for students to answer.
Feedback From Students: (Thumbs up, thumbs down)
ASK: Who had fun this class?
DO: Wait for students to answer
ASK: Who learned something new this class?
DO: Wait for students to answer
ASK: Who would like to do something like this again in the future?
DO: Wait for students to answer
Feedback To Students:
SAY: I am so happy with how you behaved during this lesson! You proved to me that
we could do fun, hands on activities like this in the classroom. So I hope we can
possibly do some more in the future.
Transition To Next Lesson:
SAY: Please put your science books away and get ready for the next class. And
please throw away your plastic cup and spoon and make sure your desk is clean.