SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK

Name Miss Padgett

Subject Science; States of Matter

Grade Level 2nd

Date/Duration March 27th, 25 Minutes

RATIONALE The information in this lesson builds upon a prior lesson dealing with the properties of
matter. In this lesson my classroom will understand how adding heat may affect a solid and
change it to a liquid. This basic concept is needed to build the foundation of higher level
thinking.
Standard - 3.2.1.A3
Identify how heating, melting, cooling, etc., may cause changes in properties of materials.
Standard - CC.2.3.2.A.1
Analyze and draw two- and three-dimensional shapes having specified attributes.
Standard - ELP.1.R.1-3.4
Proficiency Level: Expanding
Follow written directions, with peer or teacher assistance.

INTRODUCTION Activating Prior Knowledge

In order to get students thinking about our previous lesson with the states of matter I will ask
the students to turn to their neighbor (person sitting to their left and if there is an uneven
number a group 3 will be formed) and share one property of a solid, a liquid, and a gas.

Hook/Lead-In/Anticipatory Set
Lead-In Questions: What happens to ice cream when it is in the sun? Why does this
happen? What physical properties of matter changes when the sun melts the ice cream?
When the ice cream is melted it changes to which state of matter?
Hook: Vocabulary Connections. I will begin my lesson with this activity in order to
encourage students to identify what topic we will be learning about.

EXPLICIT Big Idea Statement

INSTRUCTION When heat is applied to a solid it will change to a new state of matter called a liquid.

Essential Question Statement

What is the process of a solid changing to a liquid?
What is heat?
What does melting mean?

Objective Statement (Audience, Behavior, Condition, Degree)

Students will be able to describe the process of a solid changing to a liquid when they
complete the phases of matter math with 80% accuracy.
Students will be able to identify the process of a solid changing to a liquid when I melt the
ice between my hands with 80% accuracy.
Students will be able to define the process of a solid changing to a liquid as they work on
their lab sheet with 80% accuracy.
 Vocabulary
Melting: when a solid is heated it changes to a liquid
Heat: a temperature that is hot
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

Transition
Each time that we transition to a new state of matter students will demonstrate the state we
just learned about. For example, when a solid melts to liquid students will melt to the floor.

LESSON PROCEDURE Pre-Assessment of Students

The method I will use to find out the knowledge my students have is the conjure, cluster,
categorize method. In this method each student will receive four sticky notes and on each
sticky note the students will write what they are curious about, questions they have about the
topic, or predictions they have. They may write four curiosities, four questions, four
predictions, or a combination of the three. Once they have completed writing on the sticky
notes they will determine if any of their sticky notes are similar. If they are they can develop
a category for those four things but if they are not similar that is okay.

Modeling of the Concept

The activity that I will complete is melting ice cubes to demonstrate the changing of a solid
to a liquid. I will ask the students to gather around the rectangular science table in the front
of the room. I will pull out an ice cube from the ice tray in a freezer bag and I will hold the
ice cube in my hand over a small Tupperware container. As I keep my hands over the
Tupperware container I will rub the ice cube back and forth in my hands. The ice will begin
to melt and water will drip off the ice into the container.

Guiding the Practice

Students will sit in groups of four to complete the phases of matter math. The students
should draw on a blank piece of computer paper an equation of the ice plus heat from the
hand equals the reaction which was melting. The groups will have to agree on their
equations. As they are working I will circulate the room to check in with each group and see
what their equations look like and if they need to fix anything.

Providing Independent Practice

Students will independently complete the results page of their ice experiment workbook.
The results page asks the students three different questions. They must write an answer to
each question as well as draw a picture to demonstrate what changes occurred in the ice.

Transition
Students will each be given a single square of chocolate (no class allergies to chocolate) and
they will try to melt the chocolate in their mouth by the time we need to take our bathroom
break (approximately 30 seconds). Specify that the students may not chew on the chocolate
bar.
READING SmartBoard
MATERIALS, Tupperware Container
TECHNOLOGY, AND Ice cubes
SUPPLIES Styrofoam Cups (one for each student)
Hersheys Chocolate Bars
Blank Computer Paper (for phases of matter math)
Ice Lab Experiment Sheet (students will glue in science notebooks)
Student checklist (for answering questions)

EVALUATION OF THE Formal Evaluation

LEARNING/MASTERY When the lesson concludes I will ask each student to write a definition of the word melting
OF THE CONCEPT and draw a picture of it.
I will collect the sheet of paper and check it for correctness.

Informal Evaluation
During the demonstration of the ice being melted I will question students. What state is the
ice in? When I rub the ice in my hands what state is the ice changing to? What is happening
to the ice in my hand?
Turn to your partner and explain what is happening.
Refocus as a whole group: Can someone tell me what happened when I rubbed the ice cube
in my hand?
I will keep a clipboard next to me and when a student gives an answer and I will put a check
if it is correct and a minus if it is incorrect. If some of it is correct I will draw a circle.

CLOSURE Summary and Review of the Learning

Snowstormeach student gets out a piece of paper and writes one thing that they learned.
Once each student has completed this instruct the students to crumple/wad their paper and
throw up in the air. Each student gets out of their seat and picks up a piece of paper and then
reads it aloud. It is okay if a student picks up their own paper.

Homework/Assignments
Parent/Guardian HotlineI will send each parent an email as well as I will have the question
prepared on a half sheet of paper for the students to take home.
The question is: In the experiment today, why did the ice turn into a liquid? What is this
process known as?
In the email the parents will receive the question as well as the answer so they can discuss
what happened with the student.

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.
 SETON HILL UNIVERSITY
Lesson Plan Template
TOPIC DETAILS CK

Name Miss Padgett

Subject Science; States of Matter

Grade Level 2nd Grade

Date/Duration March 29th, 25 Minutes

RATIONALE This lesson will help students to understand another property of matter which is boiling.
Students will understand that when a liquid boils it changes to a gas which is another state of
matter.
Standard - 3.2.1.A3
Identify how heating, melting, cooling, etc., may cause changes in properties of materials.
Standard - ELP.2.R.1-3.4
Proficiency Level: Expanding
Identify phrases or sentences in a story that support the main idea working with a partner.

INTRODUCTION Activating Prior Knowledge

Students will write on their whiteboards three concepts that they learned from our lesson
about solids changing to liquids. Then the students will raise their whiteboards in the air
when I count down from three. I will ask a few students to share their answers. I will mark
down the answers on a student check sheet.

Hook/Lead-In/Anticipatory Set
Lead-In Questions: What happens to water when it boils? What happens hot pasta and
sauce when it is put on a plate? What comes out of the cup as the hot chocolate is being
poured?
Hook: Read Bartholomew and the Oobleck. Ask the students to be on the look-out for
qualities of a liquid and gas.

EXPLICIT Big Idea Statement

INSTRUCTION When a liquid reaches its boiling point it will change to a new state called a gas.

Essential Question Statement

What is the process of a liquid changing to a gas?
What does boiling mean?
What is a gas?

Objective Statement (Audience, Behavior, Condition, Degree)

Students will be able to describe the process of a liquid changing to a gas as they draw the
process on their whiteboard with 80% accuracy.
Students will be able to identify the process of a liquid changing to a gas as they witness the
changes in the plastic bags with 80% accuracy.
Students will be able to define the process of a liquid changing to a gas as they write and
draw about it in their formal evaluation with 80% accuracy.
 Vocabulary
Boiling: when a liquid reaches 212 degrees Fahrenheit it changes to a gas
Hot: a temperature that exceeds 100 degrees Fahrenheit
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

Transition
During the lesson when we transition from one activity to another, students will jump and
make bubbling sounds to demonstrate boiling water. Then to demonstrate steam they will
clap their hands together and swivel them upward. This will help students to understand the
transitioning phases of a liquid to a gas.

LESSON PROCEDURE Pre-Assessment of Students

To gauge what my students know about a liquid changing to a gas I will create a Wonder
Board. This will be a felt board and on this board, students will be able to write what they
wonder about this new topic. I will place their wonders on a piece of felt and they will be
able to stick them to the board. (The hope is by the end of the lesson they can answer their
wonders.)

Modeling of the Concept

I will tape bags of water to the window. Each bag of water will be a different color. As the
sunlight directly hits the window we will observe the bags of water. I will explain to my
students that the water is turning into water vapor. We cannot see the water vapor but it is a
gas and it is formed when a liquid boils.

Guiding the Practice

Students will split into groups of three and create a picture on their white board that
demonstrates what took place in the plastic bag. They will label the parts of their picture and
give a one sentence explanation to me as I walk around the room. I will mark down on a
checklist if the group was able to identify all, some, or none of the parts of a liquid changing
to a gas.

Providing Independent Practice

Students will independently complete the page in their science notebooks that is labeled
Water Bag States of Matter Experiment Sheet. When science class first begins the students
will write what state of matter the water inside the bag is in and they will draw a picture of
what it looks like. At the end of the day students will pull out their notebooks and write what
state of matter the water has changed too. Then they will draw a picture and write a
summary of what they observed throughout the day.

Transition
While students line up for recess, they will be called by number and they must say one
property of a liquid or gas. Students may repeat properties and they will give one word of
what they thought about the experiment with the water in the bags.

READING Bartholomew and the Oobleck

MATERIALS, Plastic Bags
TECHNOLOGY, AND Tape
SUPPLIES Water
Food Coloring
White Boards and Markers
Student Checklist for White Board Activity
Water Bag States of Matter Experiment Sheet (students will glue in science notebooks)
Blank Paper
Twitter Sheets
Simile Me Homework Sheet
EVALUATION OF THE Formal Evaluation
LEARNING/MASTERY When the lesson concludes I will ask each student to draw a picture of a liquid boiling and
OF THE CONCEPT then they will define what boiling is.
I will collect each sheet of paper and check it for correctness.

Informal Evaluation
Students will pull out their twitter sheets and they will tweet (write) about one new thing
they learned today. Students will share their piece of information with the person across
from them. I will walk around the room and check off on my checklist if students wrote one
new thing.

CLOSURE Summary and Review of the Learning

The game we will play to review what we learned is called Review It. I will ask the students
a question and pick a student to answer it. Their classmates will either give a thumbs up or a
thumbs down to signal whether they agree or disagree with the students answer.

Homework/Assignments
Simile Me the students compare boiling to something using like and describe why they chose
that.
Sentence structure: Boiling is like blank because blank.

Accommodations: Louis is able the first to get out of his seat to observe the water bags. No student should be called up
until Louis has gotten back to his seat and is seated.
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.