SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK

Name Miss Padgett

Subject Science; States of Matter

Grade Level 2nd

Date/Duration April 1st, 25 Minutes

RATIONALE This lesson will allow students to recognize another property of matter which is
freezing. Students will understand that when a liquid freezes it changes back to a solid
which is different from when a solid changes to a liquid.
Standard - 3.2.1.A3
Identify how heating, melting, cooling, etc., may cause changes in properties of
materials.
Standard - CC.1.4.2.D
Group information and provide a concluding statement or section.

INTRODUCTION Activating Prior Knowledge

As a class we will create a brainstorm web. I will write the word steam on the
SmartBoard with a bubble around it, then I will call on a student and have them come
up to the board. The student will draw a line off the word steam and write a word or
draw a picture that relates to it. Once the student writes their idea I will have them
explain to the class how this relates to the concept in the center of the map.

Hook/Lead-In/Anticipatory Set
Lead-In Questions: What happens when you put water into a freezer? What happens
when you put liquid Fla-Vor-Ice in the freezer? What happens when you freeze
chocolate syrup?
Hook: To excite my students about the concept we will be covering today, I will show
them a BrainPop video on a liquid changing state to a solid. I will show the part that
talks about a liquid changing to a solid and then I will stop the video. Then I will begin
the lesson.

EXPLICIT INSTRUCTION Big Idea Statement

When a liquid reaches its freezing point it will change back into a solid.

Essential Question Statement

What is the freezing point of a liquid?
What does freezing mean?
What does a liquid become when it freezes?
What is the process of a liquid changing to a solid?

Objective Statement (Audience, Behavior, Condition, Degree)

Students will be able to describe the process of a liquid changing to a solid when asked
to draw a picture of the process with 90% accuracy.
Students will be able to identify the process of a liquid changing to a solid when they
see the Jello come out of the cooler with 100% accuracy.
Students will be able to define the process of a liquid changing to a solid when they
complete their $2.00 summary with 90% accuracy.
 Vocabulary
Freezing: When a liquid is cooled it becomes a solid.
Cold: a low temperature; usually below forty degrees Fahrenheit
Liquid: a state of matter that takes the shape of its container and has a definite volume
Solid: a state of matter that has a definite shape and volume

Transition
During the lesson when we transition from one activity to another, students will dance
to the music until I pause it. Once I pause the music the students will freeze in place to
demonstrate the change a liquid undergoes when it freezes to a solid. This activity is
called freeze dance. Students will be able to understand what occurs when a liquid
freezes because they will be required to stand as still as they can.

LESSON PROCEDURE Pre-Assessment of Students

In order to see what my students already know about freezing I will have them
complete an activity called pass the prompt. For this activity, one student will receive a
blank sheet of paper. The only piece of information on this piece of paper will be the
word freezing across the top of the paper. I will hand the piece of paper to a student
and they will write one thing they want to learn, one thing they want to know, or one
question that they have about this topic. Then the student will pass it to the person
next to them and this will continue until each student has written one thing on the
paper.

Modeling of the Concept

On our large rectangular table in the back of the classroom I will call the students back.
I will bring in a premade Jello mixture which will be in liquid form. As the students are
around the back table, I will pour the mixture into an ice cube tray. I will then put the
ice cube tray into a cooler. At the end of the day we will see what has happened to the
Jello mixture.

Guiding the Practice

While the Jello is freezing in the cooler, students will be spilt into groups of three. In
these groups they will create a skit to demonstrate what they think will happen to the
Jello mixture. One person will narrate the skit while the other two students will
perform what is occurring in the cooler. Students will be able to create a story or
simply explain the science concepts taking place. I will provide students with props
and dress up materials such as lab coats, science goggles, gloves, and other various
science materials they may need.

Providing Independent Practice

Students will independently complete their Jello observation sheet. They will write the
time the Jello mixture was poured into the ice tray (I will write this on the board for
them). Then they will fill in what state the Jello was in and the observable
characteristics of that state including: color, shape, consistency. In the next column
they will write and draw their predictions of what they think is going to happen to the
Jello mixture.

Transition
As we are cleaning up the classroom to get ready for recess, each time the students hear
the word cold they must freeze in place and until they hear the word solid they cannot
move. If a student forgets to do this, then they will be out of the cleaning game and the
last one to be cleaning wins.
READING MATERIALS, Blank Computer Paper
TECHNOLOGY, AND Props for the skit (science lab coats, goggles, gloves, a big cardboard box for the cooler)
SUPPLIES Jello Mixture
Cooler
Freezing Skit Rubric
Jello Observation Sheet
Student checklist (for popcorn activity)
iPads
SmartBoard (for BrainPop video
https://www.brainpop.com/science/matterandchemistry/matterchangingstates/ )

EVALUATION OF THE Formal Evaluation

LEARNING/MASTERY When the lesson concludes I will ask each student to draw a picture of liquid ice pops
OF THE CONCEPT and then draw what happens to them when they are placed in a freezer. The student
will label the state of each item and describe the process that changed the liquid to a
solid. I will collect each students paper and grade it for accuracy.

Informal Evaluation
Students will play popcorn. They will sit on the floor and I will call on one student. This
student will jump up from behind their seat and say one thing they learned during
todays lesson. Then they will popcorn one of their classmates. As each student says
something I will check off their name on my checklist.

CLOSURE Summary and Review of the Learning

At the end of this lesson the students will participate in a Kahoot! They will play the
game in pairs so that they are able to collaborate with another student and review the
concepts they have learned.

Homework/Assignments
Students will write a $2.00 summary of what they observed today. This will include the
revelation of seeing what happened to the Jello when it was placed in the cooler. Each
word of their summary is worth 10 cents. When they finish their summary they must
count their words and total their summary.
Accommodations: Louis has a designated chair by the science table because his legs get tired so during the
demonstration he will sit in the chair.
When asking questions give each student at least 10 seconds to process the question.
Allow Louis to remove his arm braces to allow for free movement during writing.
When doing the popcorn activity Louis may remain seated.
 SETON HILL UNIVERSITY
Lesson Plan Template

TOPIC DETAILS CK

Name Miss Padgett

Subject Science; States of Matter

Grade Level 2nd

Date/Duration April 3rd; 25 Minutes

RATIONALE The information in this lesson builds upon the three prior lessons, to evaluate the
childrens understanding of the concepts we have been learning. In this lesson, my
classroom will be able to distinguish between the different changes a solid, liquid, and
gas go through to become a different state of matter. These concepts will build higher
order thinking skills.
Standard - 3.2.1.A3
Identify how heating, melting, cooling, etc., may cause changes in properties of
materials.
Standard - 9.1.V.2.E1
Use imagination and creativity to express self through visual arts.
Standard - 3.2.2.A4
Experiment and explain what happens when two or more substances are combined
(e.g. mixing, dissolving, and separated (e.g. filtering, evaporation).
Standard - 3.2.2.A5
CONSTANCY AND CHANGE Recognize that everything is made of matter.

INTRODUCTION Activating Prior Knowledge

To begin this lesson, I will split the class into three sections. Each section of the class
will be given a state of matter change whether it be solid to a liquid, liquid to a gas, or
liquid to a solid. The group will have to come up the front of the classroom and
demonstrate the way that state changes to the other state. They must demonstrate it
the way that we have been transitioning. For a solid to a liquid, students will melt to
the floor, for a liquid to a gas they will jump to make boiling water and then clap their
hands and swivel them upward to demonstrate steam, and a liquid to solid they will
freeze in place. Each student will have a different role, for example in melting some
students will be the sun, some will be the solid, and some will be the liquid. This will be
similar for the other states of matter.

Hook/Lead-In/Anticipatory Set
Lead-In Questions: What is the process of a liquid changing to a gas? What is the
process of a solid changing to a liquid? What is the process of a liquid changing to a
solid?
Hook: I will pull up the Matter Chatter science video that has to do with solid, liquids,
and gases to help students remember what we have been learning.

EXPLICIT INSTRUCTION Big Idea Statement

A solid can change to a liquid then a gas and then back to its original state of matter by
melting, boiling, and cooling.
 Essential Question Statement
How does adding heat to a solid change it?
How does adding heat to a liquid change it?
How does making a gas cool change it?
How does making a liquid cool change it?

Objective Statement (Audience, Behavior, Condition, Degree)

Students will be able to identify the different states of matter when each item is added
to the mad scientist punch with 90% accuracy.
Students will be able to describe the different states of matter when given sticky notes
to pre-assess how much information they have retained with 80% accuracy.
Students will be able to define the different states of matter when they choose one to
write a story about with 90% accuracy.
Students will be able to identify the changing states of matter while I add and mix
ingredients to the mad scientist punch with 90% accuracy.
Students will be able to describe the changing states of matter when completing their
experiment sheet for the lab activity with 90% accuracy.
Students will be able to define the changing states of matter when they come up to the
front of the class to do their skit with 80% accuracy.

Vocabulary
Solid: a state of matter that has a definite shape and volume
Liquid: a state of matter that takes the shape of its container and has a definite volume
Gas: a state of matter that has no definite shape or volume
Melting: when a solid is heated it changes to a liquid
Boiling: when a liquid reaches 212 degrees Fahrenheit it changes to a gas
Freezing: when a liquid is cooled it becomes a solid
Heat: a temperature that is hot
Cold: a low temperature; usually below forty degrees Fahrenheit

Transition
When we are transitioning from activities I will choose a state of matter from the brain
break container and students will have to find a partner and demonstrate the state.
The brain break container has changing states as well so they will have to demonstrate
those as well if we get through all of them.

LESSON PROCEDURE Pre-Assessment of Students

How Certain Are You? is the name of the pre-assessment strategy I will use. The
students will write on sticky notes everything they think they know about the states of
matter and the changing states. Then they will rank the sticky notes based on how
certain they are of each one.

Modeling of the Concept

To represent the states of matter I will make mad scientist punch. The students will
come back to our science table and I will set out two cans of frozen pineapple juice, two
cups of water, one package of kool-aid mix, two liters of Sprite, and a gallon of orange
sherbet ice cream. I will scoop one scoop of ice cream and place it into a plastic cup. I
will ask the students what state of matter the ice cream is. Then I will slice a circle of
the frozen pineapple juice and ask the students what state of matter this is in. Next, I
will pour in some soda and ask the students what state the soda is in. As this is
happening I will ask them if they notice anything coming off of the mixture. They
should say steam which is the gas part of the experiment. I will continue doing this
with the rest of the ingredients.

Guiding the Practice

In pairs students will summarize the experiment using pictures and words. Once they
have finished I will give the students the opportunity to come up in front of the
classroom and teach their classmates what they saw happening during the experiment
that I completed with them.
 Providing Independent Practice
In their science notebooks the students will complete the mad scientist punch
experiment sheet. The students will label each part of the experiment from the ice
cream to the steam coming off the top. On the back of the experiment sheet they will
describe the different changing states that are occurring in the punch.

Transition
As we get ready for recess the students will need to tell me the three states of matter
and one change they can undergo to change to a different state of matter. Once they
complete this, they may get in line for recess.

READING MATERIALS, Brain Break Container

TECHNOLOGY, AND Sticky Notes
SUPPLIES Pencils
Two cans of frozen pineapple juice
Two cups of water
One package of kool-aid mix
Two liters of Sprite
One gallon of orange sherbet ice cream
Plastic Cups
Blank Computer Paper
What is Mad Scientist Punch Worksheet
SmartBaord (for Matter Chatter Video
https://www.youtube.com/watch?v=C33WdI64FiY )

EVALUATION OF THE Formal Evaluation

LEARNING/MASTERY Students will choose one state of matter and one change that it undergoes to become a
OF THE CONCEPT different state of matter. They will then write a story based on that states properties
and how it changed to become a new state of matter. This will promote creativity and
allow students to do something different. I will collect the stories and read them. Then
I will grade them.

Informal Evaluation
Students will create a question and then pass it to their neighbor. They answer the
question that has been given to them. Students will share the notecard that they have
received.

CLOSURE Summary and Review of the Learning

To summarize the learning that has taken place I will have students complete a so what
activity. In this activity students will need to answer two questions: what takeaways
will be important for them to know when they are in fifth grade and why?

Homework/Assignments
Elevator Pitchstudents will summarize the activity we did in class today in sixty
seconds or less to their parents. Parents will send in a note or email me about what
their child told them.

Accommodations: Louis has a designated chair by the science table because his legs get tired so during the
demonstration he will sit in the chair.
When asking questions give each student at least 10 seconds to process the question.
Allow Louis to remove his arm braces to allow for free movement during writing.
For the group activity in the beginning of the class period allow Louis to narrate so that he can stay seated.