Emily Wilson

Lesson #2 (of 4)

Subject Matter Research #1

Topic: Changing Liquids to Solids and Solids to Liquids

Part One (Adult Explanation)

Liquids and solids are something that people encounter on a daily basis. Solids retain its

shape, are not easily compressible, and do not flow easily. Liquids are matter that conforms to its

container, are not easily compressible, and flow easily. The process of liquids becoming solids is

called freezing. This is where the atoms or molecules align themselves in a rigid shape. Liquids

can freeze into solids depending on their freezing point. For example, water freezes at 0oC and

pure alcohol freezes at -114oC. The process of solids becoming liquid is called melting. This is

where the atoms or molecules are less rigid, and have the ability to conform to the container.

Different solids melt at different points. For example, mercury has a very low melting point

because it is liquid at room temperature, but iron has a higher melting point because it is solid at

room temperature. The processes of melting and freezing depend on the chemical makeup of the

item. Melting happens when heat is added, while freezing happens when heat is taken away.

Part Two (Prior Knowledge)

Prior Knowledge/Life Experience: It is very likely that students already know about

water freezing into ice, and ice or snow melting into water. They have likely experienced

this phenomena. They have also likely been exposed to the terms melting and freezing in

terms of the snow melting and the water freezing into ice.

Day One: Students learned about what matter is, along with defining solids and liquids.

This will be important because we will talk about how to make a solid liquid and a liquid

solid. They will need to remember the properties of solids and liquids.
 Part Three (Future Knowledge)

Day Three: Students will learn about what a gas, evaporation and condensation are in

this lesson. Knowing that phase changes of melting and freezing can occur with changes

in temperature can help students understand the phase changes of evaporation and

condensation.

Day Four: Students will review solids, liquids and gases today. They will also need to

know the phase changes of melting and freezing. Knowing that melting and freezing are

reversible changes will help them succeed in todays activity.

Future Knowledge: Students will continue to need to know solids and liquids as they

continue their education. It is important that students understand that phase changes occur

every day. They will need to know that ice and snow melt, which can cause the roads to

be wet, and that water can freeze, which makes the roads slippery.

Part Four (Resources Used)

https://www.chem.purdue.edu/gchelp/liquids/character.html

http://archive.fossweb.com/modulesK-2/SolidsandLiquids/activities/changeit.html
 Daily Lesson Plan

{Miss Emily Wilson/1st grade science/3.31.16}

I. Topic
The topic of this first grade lesson is the phase changes of melting and freezing. The students
will build on their knowledge of what solids and liquids are and use this to determine the
situations where phase changes will occur.

II. Objective(s)
Given prior knowledge, discussion and guided practice, the student will be able to correctly
complete the worksheet to teacher satisfaction.

Key vocabulary: matter, solid, liquid, melting, freezing, reversible, irreversible

III. Standards
- PA Science and Technology 3.2.1.A3: Identify how heating, melting, cooling, etc., may
cause changes in properties of materials.
- PA Science and Technology 3.2.1.A4: Observe and describe what happens when
substances are heated or cooled. Distinguish between changes that are reversible
(melting, freezing) and not reversible (e.g. baking a cake, burning fuel).

IV. Teaching Procedures (45 minutes)

a. Anticipatory Set (3 minutes)
i. Have one cup with ice in it. Have another cup with water in it. Ask
students what state of matter the ice is and why they think it is that state of
matter. Ask students what state of matter the water is and why they think it
is that state of matter. Have students make oral predictions about what
they think will happen to the cup with ice in it during the lesson. Have
students make oral predictions about what they think will happen to the
cup with water in it during the lesson. Explain that we will put the cups
away, and will look back at them later.
b. Development 1 (20 minutes)
i. Explain to students that solids can change into liquids. Solids change into
liquids when they are in the presence of heat. Explain that some matter is
liquid at room temperature, but other matter is solid at room temperature.
Have students give examples of matter that is liquid at room temperature.
Have students give examples of matter that is solid at room temperature.
Ask students if chocolate is solid or liquid at room temperature. Ask
students some ways they think we could make the chocolate liquid. Have a
couple students come feel the chocolate to show that there are not any
tricks going on.

ii. Together with students, brainstorm some words that describe the chocolate
before we heat it up with the hair dryer.
 iii. Explain that we are going to melt chocolate using a hair dryer. Make sure
to emphasize that students should not do this at home. Have one or two
students come up to feel that the air from the hair dryer is warm. Explain
that I will put the hair dryer on for ten seconds and then have students
make some observations. This process will repeat until the chocolate is no
longer in bar form. I will ask students if the chocolate is now solid or
liquid. I will show that it is liquid because right now it is plate shaped, but
if I scoop some chocolate into a spoon, then the chocolate will be spoon
shaped. Explain that the chocolate melted. Explain that melting means that
the object went from solid to liquid. Have students come up with other
examples of melting. (snow, ice, cheese)

iv. Together with students, brainstorm some words that describe the chocolate
now that it has melted.

v. Explain that not all solids will become liquid, that only some solids will.
Brainstorm some solids that they think will not become liquid when we
heat them with the hair dryer. Show students that pencils and paper do not
become liquid when we heat them with the hair dryer.

vi. Explain to students that some matter is liquid at room temperature. Have
students give examples of matter that is not solid at room temperature.
Ask students if water is solid or liquid at room temperature. Tell students
that liquids can become solid if we take away heat, or make the liquids
colder. Ask students how for some examples of how you can make
something colder. Explain that it sometimes takes a long time for liquids
to get cold. Show students the glass of water. Show students the glass of
ice. Explain that in order to turn the liquid water into a solid, the water
must be in the cold place for a very long time. Explain to students that
matter going from liquid to solid is called freezing. Have students come up
with other examples of liquids turning into solids. (ice cream, ponds,
snow, popsicles)

vii. Have students look back at the chocolate on the spoon. Ask students if the
chocolate is solid or liquid and why. Ask students what it is called when
something that was liquid becomes a solid. Tell students that sometimes
matter can change from solid to liquid and back to solid again. Explain
that this is what happened with our chocolate; the changes reversed, or
went back to the way they were. Have students come up with other
examples where something that is liquid freezes and becomes solid and
then melts and becomes liquid again.

viii. Ask students about making a cake. Before you bake the cake, is the batter
a liquid or solid? After you bake the cake, is the cake a liquid or a solid?
Can you make the cake melt into a liquid by heating it up? This means that
 baking a cake is irreversible, which means that it cannot go back to the
way it was.
c. Guided Practice 2 (9 minutes)
i. Explain to students that we are going to play a little bit of a game. The
students will stand up if they think that what I say describes freezing. They
will sit down if they think that what I say describes melting. So if I say,
putting water in the freezer they would stand up. If I say, putting ice in
the sun they would sit down.
1. Eating ice cream on a warm day
2. Chocolate in the freezer
3. Microwaving some cheese
4. Water in the freezer
5. Making popsicles from juice
6. Microwaving some chocolate
7. Crayons in the sun
8. Leaving a cup of water outside in the snow
9. Butter on top of the stove
10. Water forming icicles
11. Icicles dripping
12. Candles burning
13. Lava turning into rock
14. Ice in the sun
d. Independent Practice (10 minutes)
i. Have students get out a pencil while the worksheet is handed out. Explain
that for the first part, where it says 1, of the worksheet they need to read
the sentence and circle the word that completes the idea. Then explain that
or the second part, where it says 2, of the worksheet they need to put a
checkmark in the right box. If the item melted when we made it warmer,
put a check in the first box. If the item did not melt when we made it
warmer, put a check in the second box. Make sure that students understand
the directions, and instruct them to raise their hand if they need any help.
When they are done, a teacher will come check the answers, and then they
can draw something melting or freezing on the back of the worksheet.

e. Closure (3 minutes)
i. Once students have finished, bring back the glass with ice cubes in it and
the glass with water in it. Have the students make some observations about
what happened with the ice cubes. Ask the students if the glass with water
in it changed at all. Ask the students if the melting of the ice cubes is
reversible. Ask students how the ice cubes could become a solid again.
V. Materials
- Clear cup with ice
- Clear cup with water
- Chocolate bar
- Hair dryer
- Plate
 - Spoon
- Clear cup frozen with ice
- Worksheet
VI. Adaptations/Plan Modifications
a. Adaptations: Processing Disorder
i. Make sure that there is plenty of wait time after a question is asked so that
Matthew has enough time to process the question.
ii. Make sure that concepts are explained clearly and in simple words so that
Matthew understands.
b. Adaptations: Personality
i. Make sure that all students have a chance to respond and not just Luke.
Make sure that Luke raises his hand and does not just yell out the answers.
c. Plan Modifications: Short on time
i. Reduce the number of phrases during guided practice.
ii. Only have students complete the first part of the independent practice
worksheet and allow them to complete the second part if they finish the
first part early, or later.
d. Plan Modifications: Extra time
i. Have students fold their worksheet in half so that they can draw one
picture of something freezing and another picture of something melting on
the back of their worksheet.
ii. Have students give examples of something melting or freezing after the
guided practice. Include whether or not it is reversible.
VII. Evaluation
a. Formative
i. Questions throughout lesson, guided practice, independent practice,
closure
b. Summative
i. None
VIII. Reflection
a. Write an assessment of the students performance and mastery in terms of each
stated objective. My objective was Given prior knowledge, discussion and guided
practice, the student will be able to correctly complete the worksheet to teacher
satisfaction (to 2 or fewer incorrect). The students were all able to complete the
worksheet very well. There were a handful of students who got one question wrong on
the worksheet, the one about To freeze water add heat/cold but when I asked them
about it orally, they got the right answer. I think that the students had a good prior
knowledge base, so I was able to build off that so that they could better understand
freezing and melting. They mastered the topic pretty well, based on the guided and
independent practice.
b. Write a self-evaluation including explanation for the success or lack of it. Discuss
what changes might have produced better results and could be used in subsequent
lessons? I think that the lesson was fairly successful. The students were engaged,
interested and excited. They really enjoyed the melting of the chocolate. I think in the
future, I would try to have more movement in the lesson, because by the end of the lesson
they were wiggling in their seats a bit. Additionally, it would be great to have a more
hand-on activity, like having the students work in pairs to melt an ice cube and see that
the water (liquid) spreads out everywhere, while the ice cube (solid) did not.
Additionally, Mrs. Dreves pointed out that I could have done more explanation that
things can freeze even without being in a freezer. This would have been beneficial for the
students to see. If I were in the classroom for the whole day, then we could melt some
crayons with a hair dryer and then wait for them to re-harden and freeze.
c. Explain what specific changes were implemented from professor and teacher
suggestions and the results. (If changes were not made, explain your rationale.) Mrs.
Lindey did not give me any suggestions. Mrs. Dreves recommended that in my
anticipatory set I cover the glasses of ice and water with towels to make it more exciting,
and it really did. The kids were so excited to see what it was. I also made sure that I
defined room temperature so that the students knew what it meant, and it turns out that
they had a pretty good working definition of it, but it never hurts to reinforce these ideas.
I did have the students come gather around the table when I melted chocolate. I think that
this was a good time for them to be able to move, but I should have set my expectations
before they came up to the table. I also should have used a bowl instead of a cup to melt
the chocolate in, because students kept saying that they couldnt see. I did have a picture
of cake batter so that the students could understand that it was a liquid, but this was still a
little hard for them. It would have been better to have a hands-on example instead of just
a picture. I also connected the motions that the students were doing during the guided
practice to melting or freezing. This helped them remember the definitions, and they had
a lot of fun melting.
 Name: ___________________

Melting and Freezing

1. Circle the word that completes the sentence.
When ice melts it becomes water ice

To freeze water add cold heat

To melt ice add cold heat

When water freezes it becomes water ice

_____________________________________________________________________________________________

2. Check the right boxes.

Material Melts Does not melt

Chocolate

Paper

Pencil

Ice