LESSON PLAN OUTLINE

JMU Elementary Education Program

Shurden Garrett
Amy Showalter, Linville-Edom, 2nd Grade
3/27/16, 2:00-2:45 PM

A. Science: Changes in Matter, Ice Cream in a Baggie

B. CONTEXT OF LESSON
What pre-assessment did you do that tells you the students readiness, interests, and/or learning
preferences?
-The students have been studying a unit on the states of matter and changes in matter (solids, liquids,
gases, solids to liquids, liquids to solids, liquids to gases, etc.) for about a week. Based on prior lessons
and activities the students have done, and observations I have performed on students responses, they
are prepared for this lesson. This lesson is designed to be hands-on, which will help with engaging
students who have a harder time focusing. /

Why is this an appropriate activity for these students at this time?

-As stated above, this lesson follows several lessons on matter and changes in matter. More
specifically, students have been learning how liquids change to solids and gases, and how solids
change to liquids. This will give students an authentic example of how matter changes when
temperature is applied (liquid to solid). It will also enhance their understanding of each state of matter.

How does this lesson fit in the curriculum sequence? How does this lesson fit with what you know
about child development?
-During second grade, students are starting to become independent,
but still require the teacher to model certain activities and remind
them of appropriate actions. This lesson will require students to be involved in the ice cream making
process by first observing how ice cream is made, and then making their individual bags with a
partner.

C. LEARNING OBJECTIVES
Understand what are the broad Know what are the facts, rules, Do what are the specific thinking
generalizations the students should specific data the students will gain behaviors students will be able to do
begin to develop? (These are through this lesson? (These knows through this lesson? (These will also
typically difficult to assess in one must be assessed in your lesson.) be assessed in your lesson.)
lesson.)
The students will understand each The students will know how a The students will be able to
state of matter (solid, liquid, gas) liquid changes to a solid when identify the changes in matter and
and the process of matter applying freezing temperatures (in explain why liquids can change to
changing when energy is applied the form of ice). The will know solids (by freezing the substance).
(i.e. heat or freezing that matter can change from a They will also be able to relate the
temperatures). liquid to a solid by freezing the activity (making ice cream) with
substance, and it can change from the principle that liquids (milk)
a solid to a liquid by applying heat can change into solids (ice cream)
to the substance. by applying a freezing
temperature (ice).

D. ASSESSING LEARNING
 What will your students do and say, specifically, that indicate every student has achieved your
objectives? Remember every objective must be assessed for every student!
-I will know the students understand each objective when they are able to turn and talk to a partner
about the states of matter that were included in the experiment and, more importantly, how the liquid
changed to a solid. In addition, I will have students share their responses with the class, where I will
use their discussion to assess whether or not they have achieved the objectives.
-As a follow-up to the lesson and as another assessment tool, students will write about the process of
making ice cream (in a separate lesson). In their writing, they must include the state of matter at the
beginning of the experiment and the state of matter after the experiment was completed. They must
also explain how the substance changed from liquid to solid (by adding ice, which has a temperature
of below freezing). This will let me know that every student has achieved each learning objective.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

Science 2.3: The student will investigate and understand basic properties of solids, liquids, and gases.
Key concepts include:
a) mass and volume; and
b) processes involved with changes in matter from one state to another (condensation, evaporation,
melting, and freezing)

F. MATERIALS NEEDED
List all materials that will be needed to teach this lesson.
Who will be responsible for securing each item?

-Ice (enough for 4 Cups)- I will secure

-Salt (enough for 6 Cups)- I will secure
-Vanilla (1 tablespoons)- I will secure
-Sugar (1 Cup)- I will secure
-Milk (1 Gallon or enough for 10 Cups)- I will secure
-Baggies- 10 gallon size, 10 quart size- I will secure
-Plastic spoons- I will secure
-Bowls for eating- I will secure
-Mixing bowl and spoon- I will secure
-Measuring cup- I will secure
-Tablespoon- I will secure

G. PROCEDURE
(Include a DETAILED description of each step. Write what you will SAY and DO.)
Preparation of the learning environment (if required)
To prepare the learning environment, I will have all ingredients out on the counter, ready to
use. This includes the gallon of milk, sugar, vanilla, ice, and salt. The mixing bowl and all
measuring ingredients will also be out. The baggies will be counted out (10 of each) and set
next to the ingredients on the counter near the sink.
Engage -Introduction of the lesson
To engage the students in the lesson, I will start with a quick review of matter. I will ask
questions, such as Who can tell me what the three states of matter are? Turn and tell a partner
how you can change a state of matter. I will show students a video on states of matter as a
review. We will briefly discuss and then I will explain that we will be conducting an experiment
together to see how one state will change into another.
Implementation of the lesson (specific procedures and directions for teacher and students)
-After the video I will explain to students that we will be doing an experiment. I will not tell
them, yet, that we will be making ice cream. I will have them move from the SmartBoard area to
 the tile floor, where the experiment will be set up.
-When the students are quiet and ready to learn, I will begin explaining each ingredient (milk,
sugar, vanilla, ice, and salt.) I will have them turn and tell a partner what they think we will be
making during this experiment (hypothesize). I will call on three or four people to share.
-Then, I will explain to students that we will be making ice cream but will ask them what we
have to apply to our ingredients to make it into ice cream. We will talk about freezing
temperatures and how ice will change the state of matter.
-Next, I will begin mixing the ingredients into a big bowl. I will pour 10 cups of milk (in
increments of 2-4 cups). I will call on students sitting quietly to help me pour the ingredients. I
will add milk, vanilla, and sugar. I will then have students pair up with whomever they are sitting
next to. Each pair will receive a small baggie and a larger baggie. One student will come up to
the counter where I will pour in one cup of liquid. The other student will come to the counter to
get their big baggie, already filled with ice. I will add salt.
-Next, I will explain to students that the small baggie goes inside the bigger baggie and they have
to shake the baggie for about 10 minutes in order for the mixture to freeze (and harden).
-As students ice cream begins to freeze, they can come to me at the table where I will scoop out
their ice cream into two bowls (one for each partner). They can add sprinkles to their ice cream
(optional) and then they can eat!
Closure
-As students are eating their ice cream, we will briefly discuss how we changed our mixture
from liquid to solid. We will discuss the role that the salt played in making the ice cream harden.
I will explain that during writing the next day, they will be writing about their ice-cream
experiment. After sharing with their partner, and the class, how we made the ice cream harden,
students will write about the process. We will discard our baggies and pack up to go home.
Clean-up (if required)
-Students will throw away their baggies and bowls after the experiment. I will make sure all
trash is put into the trashcan and bowls and measuring tools are rinsed out.
-Extra ingredients, such as milk, vanilla, and sugar, will be placed back into my bag.
-I will wipe down the counter and tables

H. DIFFERENTIATION
Describe how you have planned to meet the needs of all students in your classroom with varied
learning styles and abilities, English language proficiency, health, physical ability, etc. How will you
extend and enrich the learning of students who finish early? How will you support the learning of
children struggling with your objectives?
-There are not any ELL students, nor any students with significant
disabilities, however there are students that have trouble focusing or have difficulties staying on task. To
prevent this, I will first explain my expectations for the students prior to the start of the experiment. I will
explain that we may not be able to make do the experiment (and make ice cream) if they are not focused and
ready to learn. I will mix the ingredients in front of the students so they are engaged and see exactly what is
going on. I will have them talk to a partner to ensure they are focused. I will explain the entire procedure prior
to the students beginning their experiment and will demonstrate how the little baggie fits inside the big baggie
with ice, to prevent confusion. I will also demonstrate how to shake the entire baggie and explain that students
should trade off with their partners to ensure their hands do not get too cold.