Teacher: Lauren Brueland (Wilcox) Date: 2/23/17 District: School:

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Subject Area: Science Grade Level:4 Unit Title: Hot Lesson Title:
and Cold Heat is Super
TEKS:http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112a.html
Science:
(5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed,
and used. The student is expected to:
(B)predict the changes caused by heating and cooling such as ice becoming liquid water and condensation forming on the outside of a glass of ice water
(C) predict, observe, and record changes in the state of matter caused by heating or cooling
Language Arts:
(21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation
conventions in their compositions. Students are expected to:
(A) write legibly by selecting cursive script or manuscript printing as appropriate;
(B) use capitalization for:
(i) historical events and documents;
(ii) titles of books, stories, and essays; and
(iii) languages, races, and nationalities; and
(C) recognize and use punctuation marks including:
(i) commas in compound sentences; and
(ii) quotation marks.
Big Ideas (Science Content: Definitions, Facts, Process/Integrated Skills, Explanations, etc.)
Heat- a form of energy that involves the movement of atoms and molecules
Energy- is the ability to do work
Heat transfer- the process in which heat moves from one thing to another of different temperature
Condensation- when gas or vapor changes to the liquid state
Melting- when a solid changes to a liquid through heating
Freezing- when a liquid becomes a solid through the reduction of heat

Science Content Facts:

Heat energy moves from higher energy to lower energy.
The higher the heat energy, the faster the molecules move.
When heat is added to a liquid it will become a gas or vapor.
When heat is removed from a liquid it will become a solid.
Process TEKS:
4.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations, following home and school safety procedures and
environmentally appropriate and ethical practices. The student is expected to:
(A) demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom investigation
4.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected
to:
(A) Plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate
equipment or technology to answer his/her questions.
(B) Collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings,
writing, and concept maps.
(D) Analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured.
(F) Communicate valid, oral, and written results supported by data.
4.4 Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry. The
student is expected to:
(A) Collect, record, and analyze information using tools including Celsius thermometers and notebooks

During this lesson, students will be predicting and investigating what happens when heat is added or removed. Their main focus will be on understanding
where the transfer of energy happens.

Learning Objective(s):
Given the comparing hot and cold worksheet, the student will write two observations.
Given the Department of Matter Job Vacancy PI handout, the student will write a story including two examples of the removal or addition of heat.
Given their science journal, the student will give one prediction of what will happen to water when heat is added.
Given their science journal, the student will give one prediction of what will happen to water when heat is removed.
Given their science journal, the student will give one prediction of what will happen to vapor when heat is removed.
Language Objective(s):https://www.region10.org/r10website/assets/File/ELPSResourceSupplementJan2012(1).pdf
Reading ELPS(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of
comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in
reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English
must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency.
For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The
student is expected to: (D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading
activities to enhance comprehension of written text;

Given a graphic organizer the student will be able to give the definition of 4 of the 6 new vocabulary words.

Writing ELPS (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively
address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English
language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction
delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English
language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating
original written text using a standard writing system. The student is expected to:(B) write using newly acquired basic vocabulary and content-based grade-
level vocabulary;

Given the vocabulary words and their definitions the student will be able to write their observations using correct vocabulary words 80% of the time.

Speaking ELPS(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness
of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be
at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level
learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (D) speak
using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency;

Given a graphic organizer with new vocabulary the student will be able to say what he/she observes 80% of the time.

Listening ELPS(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic
media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced,
or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and
enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate
with the student's level of English language proficiency. The student is expected to: (I) demonstrate listening comprehension of increasingly complex spoken
English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes
commensurate with content and grade-level needs.

Given cloze notes the student will be able to take notes over the new material with 90% accuracy.
Assessments:
Diagnostic Assessment/s: Assessment will be completed through the student’s individual comparing hot and cold worksheet. Desired answers include: hot
water temperature of 100 degrees C, cold water temperature of 0 degrees C, the food coloring moves quickly through the hot water, the food coloring moves
slowly through the cold water, the two colors mix quickly in the hot water, the two colors mix slowly in the cold water, and the colors move more quickly
through the hot water than the cold water.
Formative Assessments: Explore Assessment will be completed through their lab sheets as well as their illustration of their favorite change from the online
“change it” game. Desired answers include anything that properly describes what adding or removing heat from an object does.
Explain: Assessment will be done using students illustrated concept maps. Desired performance includes students identify that adding heat to frozen water
(ice) results in liquid water, adding heat to water results in water vapor, removing heat from water vapor results in water, removing heat from water results in
solid water (ice).
Elaborate: Assessment will be conducted through reading the students journal entries. Desired performance includes students writing about any changes in
matter involving the addition or reduction of heat affect their everyday lives.
Summative Assessment (Must include a Rubric): Students will create an illustration and write a story about a superhero that has the ability to add or remove
heat to change matter.
RUBRIC:

Illustration of Superhero
Mechanics
Change of Matter Examples
3 2
Superhero is illustrated including
color and equipment that helps do
their job is labeled.
Complete sentences are used
throughout the paper with proper
punctuation. No capitalization or
punctuation errors were made.
Includes two correct examples of
superhero changing matter using
the addition or reduction of heat.
Superhero is illustrated but not
colored and/or does not include
labeled equipment.
Three or fewer capitalization or
punctuation errors were made.
Includes one correct example of
superhero changing matter using
the addition or reduction of heat.
1
No illustration of superhero is
provided.
Four or more capitalization or
punctuation errors were made.
Does not include any correct
example of superhero changing
matter using the addition or
reduction of heat
5 E Teaching Model:Safety: http://static.nsta.org/pdfs/SafetyInTheScienceClassroom.pdf
Engage Divide the class into groups, preferably four students to a group. 1. Mischievous behavior, throwing
Give each group member a Comparing Hot and Cold worksheet. items, and conducting pranks are
Give each group two cups, two thermometers, and a timer. prohibited.
Explain safety procedures to the students regarding spills and warn them not to touch the hot water 2. Lab and safety information and
because it could possibly burn them. procedures must be read ahead of
At this time the teacher should distribute the cold and hot water to each group. time. All verbal and written
instructions shall be followed in
Have students place a thermometer into each of their cups for three minutes before having them carrying out the activity or
record the temperature onto their worksheet. investigation.
3. Eating, drinking, gum chewing,
Walk around the groups and place one drop of blue coloring and one drop of yellow coloring into applying cosmetics, manipulating
the cup of cold water so students can write down and draw their observations of what happens onto contact lenses, and other unsafe
their worksheet. Then do this again into the cup of hot water. activities are not permitted in the
laboratory.
Discuss with the students their observations. Ask questions such as, “What are some differences 4. Working in the laboratory without
you noticed when we placed the food coloring into the hot water?”, “What inferences can you make the instructor present is prohibited.
based on your observations?”. 7. Removing chemicals or equipment
from the laboratory is prohibited
Ask students to dispose of their water down the sink before washing and drying their cups. Also unless authorized by the instructor.
have them put up their thermometers and timers into the appropriate place. 11. Dress appropriately for laboratory
While students are cleaning up explain to them that over the next couple of days we will be work by protecting your body with
investigating the addition and removal of heat to substances. clothing and shoes. This means that
you should use hair ties to tie back
Explore Begin by asking the students to recall their observations of the food coloring and water from the long hair and tuck into the collar. Do
day before. Allow a couple of students to explain what they observed when the food coloring was not wear loose or baggy clothing or
dropped into the cold and hot water. Next, explain to students that we will be exploring the effects dangling jewelry on laboratory days.
of adding and removing heat using the computer. Acrylic nails are also a safety hazard
Allow students to get Macs from the Mac cart in groups to prevent overcrowding/fighting for near heat sources and should not be
computers. used. Sandals or open-toed shoes are
Pass out lab sheets to each student and go over the directions verbally. not to be worn during any lab
Have students go to http://archive.fossweb.com/modulesK- activities. Refer to pre-lab
2/SolidsandLiquids/activities/changeit.html instructions. If in doubt, ask!
Ask students to drag the different items into the oven and observe what happens. 12. Know the location of all safety
Have students repeat this with the freezer. equipment in the room. This includes
Students should record their predictions and observations on their lab sheets. eye wash stations, the deluge shower,
While the students are exploring the effects of adding and removing heat walk around the class fire extinguishers, the fume hood, and
discussing their observations with them. Ask questions such as, “After the heat has been removed the safety blanket. Know the location
 can you add it back and return this object to its original state?”, “Can you explain to me what of emergency master electric and gas
happened when you put that in the oven/freezer?”. shut offs and exits.
Once students have finished exploring have them illustrate their favorite change. It can be one that 19. Remember that hot glass looks the
they did on the website or one they have seen from personal experience. same as cold glass. After heating,
glass remain shot for a very long time.
Explain Students will create an illustration map of what happens to water when heat is added and removed. Determine if an object is hot by
Cut out shapes can be provided for students. Have students work on their illustration maps while placing your hand close to the object
the teacher demonstrates what happens. but do not touch it. 20. Should a fire
drill or other evacuation emergency
Hold up a cup of ice water that has been allowed the time to produce condensation for the class to occur during an investigation or
see. Ask them, “Can anyone tell me where the water droplets on the outside of the cup came from?” activity, make sure you turn off all gas
(Allow time for the students to answer, they should relate it to condensation and water vapor.) burners and electrical equipment and
exit the room as directed.
Next pour the water into a beaker. Now place the beaker onto a hot plate and turn it on to heat the 28. Sinks are to be used for the
water. Give students time to work on their illustration maps while the water is heating. disposal of water and those solutions
Once the water is hot and beginning to boil have the students direct their attention back to the designated by the instructor. Other
beaker. Using a call to attention such as “1,2,3, eyes on me… 1,2, eyes on you”. solutions must be placed in the
Ask the students, “Can anyone tell me what is happening to the water as it heats?” (Allow time for designated waste disposal containers.
the students to answer, they should say that it is evaporating or turning into water vapor) Ask, 29. Glassware is to be washed with
“How can you tell the water vapor is there?” ( Allow time for students to answer, they should hot, soapy water and scrubbed with
mention the steam rising from the beaker) the appropriate type and sized brush,
Hold a mirror so that the water vapor hits it and condenses on the mirror. Ask the students, “Does rinsed, dried, and returned to its
this remind anyone of a time when they have seen this change in water by rapid cooling?” (Allow original location.
students to share their experiences)

Next hold up a cup of water that has been in the freezer and ask students, “What has happened to
this cup of water?” (Allow time for the students to answer, they should mention that it is
frozen/solid and that heat has been removed.)

Have students complete their illustration maps. Ask students to write what is happening (addition
or removal of heat) by each of their pictures of the water cycle.

Elaborate Discuss the investigations that have taken place over the previous days about the effects of adding
and removing heat allowing students to share ideas and observations that they have made. Inform
them that today we will be taking a look at how the changes in heat impact our lives on a daily
basis.

Show The Impact of Changes by Heating or Cooling power point (Teacher Resource)

Ask students to make an entry into their science notebooks reflecting on how the changes of heat
 impact their daily lives. Have students include any examples they have. It may be beneficial to
allow students five minutes to discuss their ideas in small groups or with a partner in order to get
their writers mind flowing and ready.
Evaluate Project and read to the students the new Department of Matter Job Vacancy PI.
Share the expectation and rubric with the students so they will know what is expected of them.
Allow students to ask questions and get clarification on anything regarding the assignment.
 UNT Lesson Plan: Use this for All Science Lesson Plans
Language Modification(s):
Graphic organizers will be given to students for vocabulary.
The student will be given cloze notes.
The student will be provided with a fill in the blank paper for evaluation with a word bank.
Special Needs Modifications:
Students will be allowed to explain their story allowed instead of writing it.
Students will be given extra time to complete the assignment.
Students will be allowed to work with a partner throughout the lesson.
GT students will be asked to discover three solids and three liquids that would not be affected by the addition or removal of heat.
Materials and Resources:
Science journals for each student, cups(2 per group), ice, thermometers (2 per group), timers (1 per group), blue food coloring, yellow food coloring,
construction paper (1 per student), water cut outs (1 per student), lab sheet (1 per student), beaker, hotplate, comparing hot and cold worksheet (1 per
student), and department of matter job vacancy PI prompt.
http://www.bsisd.esc18.net/documents/Lesson%20Ideas/LESSONS%20&%20RESOURCES/SCIENCE/4th%20Gr/Science_Grade_04_Unit_01_Exemplar_
Lesson_03__The_Heat_is_On.pdf
http://files5.mycscope.us/238133051019250132166062240174239085243024040111/Download.ashx?hash=2.2Power point
file:///C:/Users/llw0153/Downloads/12_S040103A_Comparing%20Hot%20and%20Cold.pdf Comparing hot and cold worksheet
http://archive.fossweb.com/modulesK-2/SolidsandLiquids/activities/changeit.html Website for students
file:///C:/Users/llw0153/Downloads/12_S040103G_Department%20of%20Matter%20Job%20Vacancy%20PI.pdfDepartment of Matter Job Vacancy PI

Technology:http://www.smsd.us/webpages/swilliams/files/NETS_for_Students_2007_Standards1.pdf
http://www.smsd.us/webpages/swilliams/files/NETS_T_Standards_Final1.pdf
1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using
technology. Students: c. use models and simulations to explore complex systems and issues.
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 Change It Lab Sheet
Begin by going to http://archive.fossweb.com/modulesK-2/SolidsandLiquids/activities/changeit.html. Click start. Look at the items to
the right and decide which you would like to manipulate first. Write your prediction of what will happen in the prediction box, then
drag the item into the oven/freezer and describe what happened in the observation box, last write whether or not heat was added or
removed to cause the change. Once you have finished turn the paper over and illustrate your favorite change from the website or one
that you have seen from personal experience and write 1-2 sentences explaining what happens in the illustration.

Prediction Observation Was heat added or removed?