KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT LESSON PLAN FORMAT

Teacher Candidate: Cooperating Teacher: Group Size: 25

Ashley Swier

Date: Coop. Initials 60 Grade Level Section Second Grade

Allotted Time

Subject or Topic: __Heating and Cooling

STANDARD: 3.3.2.A4 Explore and describe that water exists in solid (ice) and liquid (water) form. Explain and illustrate evaporation and condensation 3.2.2.A3 Demonstrate how healing and cooling may change of materials. 3.2.1.A4: Observe and describe what happens when substances are heated or cooled. Distinguish between changes that are reversible (melting, freezing) and not reversible (e.g. baking a cake, burning fuel).

I. Performance Objectives (Learning Outcomes): The students will be able to recall vocabulary words when given a quiz. II. Instructional Materials - Melting and freezing worksheet (one per student) - Quiz (one per student) - Rubric (one per student) III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea) A. Prerequisite Skills 1. Fine motor skills 2. Memorization skills B. Key Vocabulary - Cooling - The process of becoming cooler; a falling temperature. - Freezing - The withdrawal of heat to change something from a liquid to a solid. - Gas - An air like substance which expands freely to fill any space available. - Heating A form of energy that is transferred by a difference in temperature; a rising in temperature. - Liquid Freely flowing. - Melting - The process by which heat changes something from a solid to a liquid.

- Solid Firm and stable in shape; not hollow. - TemperatureA measure of how hot or cold an object is or how much energy it has. C. Big Idea - Know how to separate a solution. IV. Implementation A. Introduction - The teacher will say, Yesterday we talked about mixtures and solutions. So today we are going to talk about how to separate those mixtures and solutions. - The teacher will tell the students to brainstorm objects that could melt or freeze and say what they will turn into. For example yesterday we saw that when heat is applied to an ice cube which is a solid it will turn into a liquid. If we took that a step further and applied more heat we would see that the water would evaporate into the air. - Do not go over the answers yet. B. Development - The class will start off by watching a video about the states of matter http://www.brainpopjr.com/science/matter/changingstatesofmatter/preview.weml - The teacher will begin by giving the students the definitions of heating and cooling. - The teacher will ask the students, what are some ways we see the heating of objects? Give examples (Boiling water The boiling point of water is 212F) - This is where the teacher will go over the objects that the student brainstormed in the introduction. - The teacher will ask the students, what are some ways we see the cooling of objects? Give examples (Place a liquid in the freezer The freezing point of water is 32F) - Yesterday we learned that in order to separate a mixture it was easy. You can use magnets, strainers and filters. - The teacher will ask the students if anyone can think of ways to separate a solution. - The teacher will say, The answer to that question is to apply heat to the solution. - The physical prosperities of the parts of the mixture will help us determine how to separate the parts. - When heating a solid will melt the solid into a liquid. - If an object is a liquid, heating will cause the liquid to evaporate turning it into a gas. - By cooling or taking heat away from a liquid, we can freeze it or turn the liquid into a solid, like ice cream! - The teacher will say, If we think back to the first lesson in this unit we talked about how a lot of our water is salt water. Does anyone remember the word used to take salt out of water? (desalination) - During the process of desalination a huge amount of heat is required to boil the water. Once the water is boiled the salt will begin to separate from the water.

- The teacher will say, We can do this process with most liquid solutions. - This process can be a long process and it takes time. - The teacher will review the vocabulary words with the students in order to prepare them for their quiz. - Once the teacher thinks the students are ready the students will be ready to take the quiz. C. Closure - The students will take a quiz on materials from the mixtures and solutions lesson and from this lesson. - The students will have 20 minutes to take the quiz. When finished they will be assigned a project that will be due the next Friday (One week from today). - The students will have to complete a drawing of the water cycle and include parts from each of the lessons that we have went over in this unit. - A rubric will be provided to all students and this will be their performance assessment for this unit. D. Accommodations/Differentiation - John (mild visual impairment) If John has trouble with the performance assessment he can give the project orally instead of drawing it. E. Assessment/Evaluation Plan 1. Formative The teacher will collect the students melting and freezing worksheet. 2. Summative The students will take a short quiz with material for this lesson and the mixtures and solutions lesson. 3. Performance Assessment - The students will have to complete a drawing of the water cycle and include parts from each of the lessons that we have went over in this unit. This project will be due one week from today which is next Friday. Each student will be given a rubric that explains all of the parts that need to be included. V. Reflective Response A. Report of Students Performance in Terms of Stated Objectives (after lesson is taught)

Remediation Plan 1. What can I do different to better the students? 2. Were the test questions easy for the students to answer? 3. Were the students able to complete the performance assessment? B. Personal Reflection

VI. Resources

Changing States of Matter. (n.d.). BrainPOP Jr.. Retrieved April 2, 2014, from http://www.brainpopjr.com/science/matter/changingstatesofmatter/preview.weml Dictionary. (2014, January 1). Kids.Net.Au. Retrieved April 1, 2014, from http://dictionary.kids.net.au/ Heat transfer, It's so cool!. (n.d.). Community Research for Science. Retrieved April 1, 2014, from http://www.crscience.org/lessonplans/3_HeatConduction_ChemE_1112.pdf

Name: ____________________________

Date: ______________________________

Brainstorm objects that could melt or freeze and say what they will turn into.

Object that can melt

What they will turn into

Objects that can freeze

What they will turn into