Skyler Sanders

ELED 3221
November 2, 2015
edTPA Indirect Instruction Lesson Plan Template
I Cant Believe Its Not A Liquid (Anymore)
Elementary Science
_____________________________________________________________________________
Central Focus/Big Idea: Physical Changes
Subject of this lesson: What are physical changes? How and why do they occur?
Grade Level: grade 5
NC Essential Standard(s): Matter: Properties and Change. Students must understand the
interaction of matter and energy and the changes that occur. Students will summarize properties
of original materials, and the new material(s) formed, to demonstrate that change has occurred.
Next Generation Science Standard(s): Grades 3-5 (Science and Engineering Practices):
Asking questions and defining problems in 35 builds onK2 experiences and progresses to
specifying qualitative relationships.
- Ask questions about what would happen if a variable is changed.
-Identify scientific (testable) and non-scientific (non-testable) questions.
-Ask questions that can be investigated and predict reasonable outcomes based on patterns such
as cause and effect relationships.
- Use prior knowledge to describe problems that can be solved.
-Define a simple design problem that can be solved through the development of an object, tool,
process, or system and includes several criteria for success and constraints on materials, time,
or cost.
21st Century Skills: Creativity and Innovation Outcome for 8th grade addresses importance
of making observations; Critical thinking and problem solving Outcome for 4th grade addresses
importance of students constructing explanations from their observations.
Academic Language Demand
Language Function: Students are expected to make observations of their film canisters
and interpret these observations to come up with their inferences and conclusions.
Analyze

Argue

Categorize

Compare/contrast Describe

Explain

Interpret

Predict

Question

Retell

Summarize

Scientific Vocabulary: observations, inferences

Instructional Objective: Students will be able to determine what makes matter transform
into another state. Students will answer correctly 8 of the 10 questions about the states of matter
and physical changes.
Prior knowledge (student): Students should understand what the states of matter are and what
molecules look like in each state.
Content knowledge (teacher): The teacher should have a clear understanding of the
difference between each state of matter and what needs to occur for each state to occur.
Accommodation for Special Needs (individual and/or small group): For students with
physical disabilities, a close seat to the experiment and the board will be provided. For ELL
students I will make specific accommodations in which I provide both English and their native
language on the worksheet.
Materials and Technology Requirements:
Heavy whipping cream
Jar
Observation Worksheet (1 per student)
Assessment Worksheet
Projector
White board
Total Estimated Time: About 1 hour
Source of Lesson: Science kids, BBC, and Cooperating teachers powerpoint
Safety considerations: Make sure directions are understood when shaking the butter, hold
on tight. Do not throw or toss the jar.

______________________________________________________________________________
Content and Strategies (Procedure)

Engage:
On the board the states of matter are drawn. Each state is being represented by the molecular
form (small circles- 2 hydrogen 1 oxygen). I will activate prior knowledge first by asking the
students:
- What kind of pictures are we looking at? (States of matter)
- Can anyone tell me what kind of molecule this is? (Water)
- How do you know that this is water? (I will have to help with this one)
- Okay, what if I told you these drawings are examples of the water cycle. what would this
picture be an example of/ what phase of the cycle would this be? (rain) What about this one?
(snow/ ice/ sleet/ hail)? Alright, what about this last one? (Evaporation/ fog/ air)
Awesome, I think we are really starting to understand how water works in the different
states of matter. But what about other types of matter. We know that water turns to
a solid when it undergoes a temperature change, right? What kind of change? (lowering the
temperature/ a drop/ freezing)
Do you think that you can get a solid from raising the temperature on some examples of
matter?
Explore:
I will then pull out a jar of heavy cream and I will ask what the students think about this example
or matter. I will ask the students to describe it and identify what state it is in. I will pass out a
worksheet and tell the students that they are either in group 1, 2, or 3. At the top of the worksheet
they need to write their group number. I will explain that I am going to pass around the jar and
that we are all going to shake the jar. I will explain that as we shake the jar, the temperature
inside the jar is going to increase.
I will pass out a worksheet for the experiment and tell the class that I want them to write out a
hypothesis for what they think will happen as we shake the jar. Then I will tell the student that
we are going to shake the jar and we will record what is happening at the beginning, middle, and
the end.
After the cream has turned to butter I will ask that the students draw a picture for the beginning,
middle, and end of the assignment.
I will ask if anyone knows what the cream became.
I will explain that this is how butter is made and that we actually made butter.
I will tell them how and why this is a physical change because if we leave the butter sitting out in
the heat it will separate and the fat will come to the top while the cream is at the bottom, just like
we started will.
At the end of the lesson we will eat a small sample of the butter on a roll.

Explanation:
I will then explain to the students why the cream turned to butter by teaching them that physical
changed occur because of physical properties. The property that caused the cream to solidify was
a change in temperature.
When we started with the cream, there were two different layers in the jar, However, when we

shook the jar we sped up the molecules and heated them up causing them to mix which, in turn,
made the butter thicken. This is one of the only times that an increase in temperature results in a
solid. However, if you add more heat to this mixture it will separate again and even more heat
and it will melt. I will then pull up an interactive animation that shows things being heated and
cooled.
I will explain that heating and cooling things only change the state, not the product.
When we turn up the temperature on this block of ice, it turns to water because the molecules
speed up. If we cool it again it will become ice again. The water is still water, it is just frozen. If
we turn up the heat again and turn it even higher, what will happen?
It starts to boil and creates steam. What is steam? A gas. What does this mean the molecules are
doing? Theyre speeding up and moving freely
Animation:
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/science/changing_matter/index.htm
Elaborate:
I will then use a powerpoint that has water in the liquid, solid, and gas form and I will have
students tell me what the molecules are doing and what had to have occurred to make that
happen. I will then show images of changes and ask the class if it is physical or not? I will
ask:
What do you see in the first picture? tree What do you see in the second picture?
Evaluate:
Summative Evaluation:
The students will complete the worksheet and are expected to complete the assignment with 85%
accuracy.
Formative Evaluation:
The questions I asked throughout the lesson and the observations the students discussed during
their activities.