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