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Lesson Plan Information Subject/Course: Science And Technology Grade Level: Five Topic: Freezing, Melting, Evaporation, and Condensation 2. Expectation(s) Expectation(s) (Directly from The Ontario Curriculum): Understanding Basic Concepts:

Name: Alexandra Morello Date: Feb 23,2012 Time: 1:00-1:40pm Length of Period: 45 Minutes

3.3 explain changes of state in matter (e.g., evaporation, condensation, solidification or freezing, fusion or melting, sublimation), and give examples of each (e.g., water from wet clothes evaporates; steam from a boiling kettle condenses on a cold window; water in ponds and lakes solidifies or freezes in winter; a frozen treat melts on a warm summer day; a moth ball sublimates in the closet) 3.6 explain how changes of state involve the release of heat (e.g., when water freezes it releases heat) or the absorption of heat (e.g., when an ice cube melts, it absorbs heat) 3. Content What do I want the learners to know and/or be able to do? Understand how water can change from solid (Ice) to liquid (Water) to vapor (Gas), then back to liquid and then solid To complete the work sheet and understand the definitions of freezing, melting, evaporation and condensation Today learners will: Understand the different states of water

4. Assessment (collect data) / Evaluation (interpret data) (Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric) Based on the application, how will I know students have learned what I intended? I will know if students learned what was intended if they are able to answer my questions during the lesson and complete the worksheet correctly. 5. Learning Context A. The Learners (i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience? Students need to bring any prior knowledge from the science unit thus far. They will need to know about the different states of matter. (ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners? (Must include where applicable accommodations and/or modifications for learners identified as exceptional.) Guided group as necessary.
Lesson Plan

Schulich School of Education

B. Learning Environment The learning will take place in the classroom. I will have the children gather around a table to be able to see the experiment. I will need to conduct the experiment because it involves heat and I just want to ensure that the children are safe. C. Resources/Materials Ice Cubes Electric Fry Pan Paper Towel Aluminum Pie Plates Over Mitts Calk 15 Copies of the Worksheets (Changing States of Water Page 164 Hands on Science and Technology)

6. Teaching/Learning Strategies INTRODUCTION How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge, activities, procedures, compelling problem) 5 Minutes I will begin with all the materials on the table and have the students around the table. I will begin a short review to ensure that they are able to recall on their prior knowledge and be able to move forward in todays lesson. I will ask questions such as: What is a solid? Liquid? And Gas? What are some examples of water as solid? (Ice, Snow, Hail) What are some examples of water as a liquid? (Tap water, Rain) What are some examples of water as gas? (Vapor, Steam, Fog) I will discuss safety rules with the students: Keep your hands to your self and not on the table. Do not touch anything unless you are asked to touch it. MIDDLE: Teaching: How does the lesson develop? How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction). 25 Minutes I will start by asking the students questions about water: What causes a solid (ice) to change to liquid? What would be required to change liquid to gas? Can gas turn into a liquid? Into a solid? Step One: Put ice cubes in the electric fray pan at a high heat Ask: What is happening to the ice? What is causing the solid ice to change to liquid? (Heat) Liquid will begin to become steam Ask: What do you observe above the pie plat? What is this called? What is causing the liquid to turn to gas? Where is the steam going?
Lesson Plan

Schulich School of Education

What do you call the change from a liquid to a gas? (Evaporation) Can steam change back into a liquid or solid? Step Two: Put new ice cubes in another pie plate and hold it about 20-30 cm above original pie plate Allow condensation to form at the bottom of the pie plate Ask: What do you observe on the higher pie plate, at the bottom? Where is this moister coming from? When steam returns to liquid water state, what is that called? (Condensation) Relation to real life The Sun heats the earth, which causes water to evaporate form lakes, and rivers and rise as gas. As this gas raises it cools and then condenses, forming tiny droplets of water that eventually fall back to Earth as rain. This cycle is called Earths Water Cycle. Step Three: When enough condensation gathers, wipe the bottom of the pie plate and show the students how it turned back to water and it can then be frozen to become a solid again Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning experiences together for/with the students? How will I check for understanding? 5 Minutes I will ask the students if they have any questions, I will hand out the worksheet, giving them instruction on how to complete the sheet. For the First part, make sure you label each part of the diagram. Include words such as solid, liquid, gas, condensation, etc. For the Second part if you have the two things in the first part, what will that equal, or become. For the Third part, define the terms. You can come up with these terms in your own word and include an example. I will ask if there is any further question about the lesson or the work sheet. If not I will send them to their desk to have time to begin their sheet, if it is not completed. The students will take home the sheet. Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and gradual release of responsibility.) 3 Minutes Students will have opportunity to complete the work sheet in class and get answers to any questions they might have. The worksheet is to be completed independently by each student. I will now circulate throughout the classroom and see if students understood the lesson and were able to complete the worksheet. CONCLUSION: How will I conclude the lesson? 2 Minutes I will give the students a 2-minute warning and that anything that is not complete needs to be taken home and done for homework. At the 1-minute mark I will ask the students to put away their science books and be ready for French so that when the French teacher arrives they are ready to learn.

Lesson Plan

Schulich School of Education

7. My Reflections on the Lesson What do I need to do to become more effective as a teacher in supporting student learning? Todays lesson went really well! All the students were really engaged in the experiment and they were all really focused. I found out that during my lesson the students were answering all my questions before I even asked them the question. This made the lesson go by faster and they got to complete their science worksheet in class and have no science homework. When they were done their work sheet, I instructed them to read a book quietly or watch the science movie that the grade fours were watching on Rocks and Minerals. Overall, I felt that the lesson went well! I would not change much other than having more knowledge about where the students are in science and how much they knew about the topic I was discussing. I got a lot of good feedback from my associate teacher, saying that the lesson was really well done and the students were really interested and understood the lesson very well. She also said that I managed the class very well and generated some very good discussion with the students.

Lesson Plan

Schulich School of Education