LBS 405

LESSON PLAN TEMPLATE

5E Lesson Plan with Arts Integration

NAME: Tiana Scott GRADE LEVEL: 2nd grade

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STANDARDS:
NGSS: 2-PS1-4 Construct an argument with evidence that some changes caused by heating or cool-
ing can be reversed and some cannot.

VAPA: 2.1 Demonstrate beginning skill in the use of basic tools and art making processes, such as
printing, crayon rubbings, collage, and stencils.
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GUIDING INQUIRY QUESTION: How does matter can change when heat is added or removed?

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LEARNING OUTCOME/ OBJECTIVE(S): (no more than 2)
-Students learn that adding or removing heat to material can be reversible.
-Students identify properties of crayons and lemonade and make observations as the material phas-
es from solids to liquid and back again. Afterwards students claim whether the changes were re-
versible and support their claim with evidence.

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EVALUATION (10-25 mins)
• How will students demonstrate that they have achieved the lesson objective? (skills and
knowledge)
• This should be embedded throughout the lesson as well as at the end of the lesson
• The students will demonstrate that they have achieved the lesson objective by presenting a
poster, and adding what other materials they believe have reversible properties.

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CURRICULUM CONNECTION (Identify how this lesson fits in the larger unit of instruction): This
fits in a larger unit of science (physics) where students understand the phases of matter and some
properties in their everyday lives that they notice are reversible.

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RESOURCES/MATERIALS: crayons, pan, burner, extension cord, oven mitt, mold for melted crayons,
small cups, jars to place crayons in when melting double boiler style

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ENGAGEMENT (5-10 minutes)
• Describe how the teacher will capture students’ interest. What experiences will you de-
sign to engage and motivate students? What are the relevant/real world connections
within this lesson?
• What kind of questions should the students ask themselves after the engagement?
• The engagement will be having them color pictures and asking What makes a crayon a cray-
on?
• I will ask students to discuss with their partners what else or other material is like a crayon?
(i.e, a candle or wax)

Key Question: “What are the properties of a crayon?”

Opening Activity to surface student thinking: The students will write down in their science
notebooks all the properties of a crayon that they can think of.

Questions for whole group discussion: “What will happen when I add heat to the crayons? Will
they stay a solid or turn into a liquid?”, “Will it still be a crayon when it changes form?”

Grouping: The first 5 minutes will be them thinking on their own and the next 5 minutes will be
them discussing with a partner.

Accommodations/Modifications for Students who are Bilingual Learners-Expanding Profi-

ciency: Students who are bilingual learners may draw pictures to help describe what they are
trying to identify.

Accommodations/Modifications for Students with Auditory Processing Disorder: Provide ex-

tended time for the student to write down their thoughts/ ideas and I will break down the task
for them in short written steps.

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EXPLORATION (15-30 minutes)
• Describe what hands-on/minds-on activities (1 or 2) students will be doing. What expe-
riences will you design so that students will grapple with the content, investigate, and
explore the central concepts?
• List “big idea” conceptual questions the teacher will use to encourage and/or focus
students’ exploration
• During the exploration part the teacher will place the crayons into the pan and turn on the
burner to melt the crayons.
• Once they are fully melted the teacher will pour the liquid into the mold so students can ob-
serve, once its cooled down completely the students will be able to touch and make obser-
vations. (Since they are young for safety the teacher will deal with the materials while they
are hot to avoid any safety concerns)

Activities (list) Driving Questions

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 1. As the crayons are melting, the students
are filling out a chart that shows the
properties of the crayon before and what is
happening now.
2. Once the material has cooled, they get
passed around to the students so they can
write down their observations. (i.e., what
does it look like, what does it feel like,
what does it smell like, etc.)
1.”When I place them (crayons… but I
won’t say crayons because part of the
experiment is deciding if they will still be
crayons) in the pan and turn on the burner
am I adding or removing heat?”
2. *Teacher is pouring the melted crayons
into the molding* “As the materials cool is
heat being added or removed?

Grouping: This part of the lesson I will show to the class as a whole at first and then I will break
it down to a group of 3 ( if there are 27 kids in the class then 9 in a group) so I will show them
again but in a more intimate setting so the students can see better as well as I can talk to them
more closely and see what they are or are not understanding.

Accommodations/Modifications for Students who are Bilingual Learners-Expanding Profi-

ciency: I will allow students to write down their observations in their journal in their native
language if they so choose. They will also draw pictures of their observations not only for clarity
for them but clarity for the teacher as well so the teacher will know if they understood or not.

Accommodations/Modifications for Students with Auditory Processing Disorder: I will again

give them more time to write down their ideas/observations, I will speak slowly and clearly so
they understand. Moving into smaller groups allows me to re-explain what the task/objective is
in another way for them to understand.
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EXPLANATION (15-20 minutes per explain activity. Remember, you can have 1 or 2)

• Student explanations should precede introduction of terms (vocabulary/formal defini-

tions) or explanations of concepts by the teacher. How will the students communicate
their understanding of the concepts? How will you design additional experiences to ex-
tend their understanding or to assist them in recognizing preconceptions? How will you
support students in using data, evidence, and/or representations to make sense of the
central concept?
• List higher-order/open-ended questions, which teachers will use to solicit student ex-
planations and help them to justify their explanations.
• Students will write down in their science notebooks if the final solid material is a crayon or
not, and how do they know.
• The teacher will tell students to back up their answers with evidence from their property list
and their observations.
• Students will be able to collaborate with those around them to get help if needed and to
share their ideas.
• I will explain that a crayon going from a solid to liquid while the heat was added and then a
liquid to a solid when the heat was removed is called a reversible change.
• I will ask them what other materials or objects do they believe can also undergo a reversible
change and which objects can not. (the class will debrief all together afterwards)

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 Content Media: (written material, video, teacher lecture, technology): The content media
will be teacher lecture and visuals to help explain.

Student Communication Product (assessment): (unit test, written report, oral presentation,
poster, etc.) The students will work to make a poster that shows what they learned. The poster
will include terms like heat, adding, removing, phases of matter, melting, solid, liquid, phase
transitions, melting, freezing, etc. The poster will also have pictures they’ve drawn and what
their observations were of the crayons before and after. The students will also include a conclu-
sion paragraph for what they have learned.

Grouping: For writing down explanations in their science notebooks they will work by them-
selves, when working on the poster the students will be in groups of 3.

Accommodations/Modifications for Students who are Bilingual Learners-Expanding Profi-

ciency: Instead of writing a paragraph conclusion, bilingual students will do 2-3 sentences and
a picture drawing.

Accommodations/Modifications for Students with Auditory Processing Disorder: I will allow

their classmates or group members to share notes with them, maybe writing in bullet points will
be easier to get their point across, allow them to work in a quiet space with their group mem-
bers and allow them to use an assistive listening device to hear me and their peers better.
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ELABORATION (15-20 minutes)
• Expand and connect. Describe how students will develop a more sophisticated under-
standing of the concept in new settings.
• How will you help students reflect and expand on this lesson, ask their own questions
and/or connect it to the next lesson?
• How is this knowledge applied in our daily lives?
• I will use class discussion to see what answers the students came up with. I will ask who
thinks the material is still a crayon and who thinks it is a new material.
• When students say they believe it is a new material because it is a new shape, I will hold up
two different sized pieces of paper and ask if both are still pieces of paper.
• “What is another example of matter that can change back and forth from solid to liquid and
back again and still keep its essential properties?
• ^ If students are unsure the teacher will remind them of the water cycle.
• “What did we learn about adding or removing heat to certain materials?” (allow students to
think for a minute then share out) Yes, that some materials are reversible, heat can be
added or removed and it does not change the material.

Activities:

Content Media: (written material, video, teacher lecture, technology) : The teacher will
have an example poster to show the students so they have a visual of what they are supposed to
be doing.

Extending/Application Questions for Whole/Small Group Discourse: “What does this experi-
ment tell you about phases of matter?”

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Student Communication Product (assessment): (unit test, written report, oral presentation,
poster, etc.)
-Students will continue working on their posters (some may be able to begin already but more
than likely this will be worked on the next day in class)
-Once posters are finished students will share out in their groups their finished posters to the
class.
Grouping: 3 students in one group.

Accommodations/Modifications for Students who are Bilingual Learners-Expanding Profi-

ciency: When working in their groups, at least one student will be an English only speaker to
help the Bilingual learners. They will have specific jobs in their group so maybe the Bilingual
learner will draw the photos while the English learner writes the paragraphs/sentences. Or the
bilingual learner will write the sentences and the English learner can help correct it and bridge
the gap for what they are not understanding.

Accommodations/Modifications for Students with Auditory Processing Disorder: I will seat

them close to me (the teacher) and I will speak slowly and clearly, rephrasing my words in a way
that is easier to understand. I will speak slowly and clearly and allow think time so they can
process what I am saying. For the debrief I will write down bullet pointed key ideas so they can
see what I’m talking about if my verbal is difficult for them to understand.

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