STEM 434/534 Lesson Planning Template Spring 2021

(Complete answers in Purple font)

Name: Taylor Spangler Grade: 2nd Topic: Matter

Brief Lesson Description:
For this lesson, students will be observing and investigating the physical changes that occur when matter changes from one phase to
another through heating and cooling. The students will explore this by heating and cooling their own objects to observe the changes that
happen. They will be able to research other materials that can change by heating and cooling and learn that some changes can be reversed,
and some cannot. Time allotment for this lesson is 4 days.
Specific Learning Outcomes:
 Students will be able to understand that in many cases, changes can occur in the phases of matter when an object is heated or
cooled.
 Students will be able to predict changes in phase when water is heated or cooled.
 Students will investigate the effect of heating and cooling on the state of matter.
 Students will explore materials other than water that have physical changes when heated or cooled.
 Students will be able to understand that some changes in the phases of matter can be reversed and some cannot.
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
This lesson was developed with all students in mind. It was developed in order to keep all students involved and engaged in the lesson. The
concepts are used to relate to students interests and the lesson provides an equal opportunity for all students through differentiation. All
students are included, and the lesson is set up to meet the needs of all students in the classroom.

Narrative / Background Information

Prior Student Knowledge:
 Students should already have an understanding of the physical properties of an object.
 Students will know that some physical properties can change while others stay the same.
 Students should have an understanding of the properties and phases of water.

Science VA SOL
2.3 The student will investigate and
understand that matter can exist in
different phases. Key ideas include
c) heating and cooling can change the
phases of matter.
Health VA SOL
Healthy Decisions
2.2 Safety/Injury Prevention
h) Identify ways that students can take
responsibility for personal safety at
home, at school, and in the community.
NGSS (You may have to look to a different
grade level for the connection)
2-PS1-4. Construct an argument with
evidence that some changes caused by
heating or cooling can be reversed and
some cannot.

Science & Engineering Practices: (You must tie engineering practices into your plan)

 Asking Questions and Defining Problems

 Planning and Carrying Out Investigations
 Obtaining, Evaluating, and Communicating Information

Possible Preconceptions/Misconceptions:

 Ice, water, and water vapor are all different substances.

 Materials can only have properties of one state of matter.
 Liquids are only things you drink.
 Only water can melt, boil, or freeze.
 Solids are never hallow or have holes.
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)

Day 1
Phases of Water Experiment

Students have already learned about the properties and phases of water in kindergarten so this activity will access students’ prior
knowledge and prepare them to learn how heating and cooling can change phases of matter in other objects as well.

1. Have a brief discussion with the students about the states of matter and the properties that each state has. Any other things that
were learned in the previous lesson can be discussed also.
2. Before beginning the activity, the teacher will go over lab safety rules and discuss reasons that safety should practiced when
conducting experiments. The teacher will talk about how lab safety will be specifically practiced over the course of this lesson.

3. The teacher will begin the activity by showing the students a glass of water.
Ask students:
 What phase of matter is this water in?
 What would happen if you made this water really cold?
4. Show the students a beaker with several cubes of ice. Explain that these cubes started out as water and were placed in the freezer
for several hours to turn into ice.
Ask students:
 What phase of matter are these ice cubes in?
 What would happen if you were to heat these ice cubes?
5. The teacher will then get out a hot plate and make notice that safety goggles and gloves will be worn because the teacher is using
something that gets very hot. The teacher will place the beaker of ice cubes on the hot plate and turn it on. The class will observe
as the ice melts.
Ask students:
 What happened to the ice when it was heated?
 What did it turn into and what phases of matter is it now in?
6. The teacher will discuss with the students that in this case and many others, changes caused by heating and cooling can be
reversed but in some cases it cannot.

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Day 2
Butter Experiment

Materials:
 Small plastic cup with teaspoon of butter in it
 2 popsicle sticks
 Cup of hot water
 Cup of cold water

The students will be conducting an investigation about how butter changes when heated or cooled. They will explore the phases of matter
and record their observations when heating and cooling the butter.
 1. The students will be reminded about lab safety and to wear their goggles and use caution when working with the hot water
(water will not be hot enough to burn, just hot enough to melt the butter.) Refer also to Lab Safety Rules poster.
Ask students:
 What types of safety equipment should be worn in the classroom when conducting a lab?
 What might happen if these safety rules aren’t followed?
2. The students will be put into small groups of three and given their materials.
3. On their experiment sheet, they will make sure they have their materials and read the question. The group will discuss a
hypothesis.
4. The students will carefully put their cup of butter just a little way into the cup of hot water. They will stir the butter with their
popsicle stick and write down their observation of what the butter is doing while down in the hot water.
5. The teacher will go around the room stirring a cup of butter at room temperature. The teacher will allow the students to observe
the room temperature butter and ask: What can you observe about the butter at room temperature?
6. The students will then place their cup of butter into the cold water. After they let it set for several minutes, they will observe what
happens without stirring the butter and record their observation on their activity sheet.

EXPLAIN: Concepts Explained and Vocabulary Defined:

Day 3

1. The class will begin by discussing the investigation that was completed the day before. Students will talk about their hypothesis,
their observations, and the conclusions that they made based on their findings.
2. The teacher will discuss with the students that changes caused by heating and cooling can be reversed but in some cases it
cannot. (Reversible and non-reversible)
3. The teacher will play a video about heating and cooling and reversible and non-reversible changes.
https://www.youtube.com/watch?v=Djx8RrYhLh0
4. The teacher will also play a fun song about the topic.
https://www.youtube.com/watch?v=t08AHr80qe4
5. After the videos, the class will participate in a whole group activity where they will create a graphic organizer about reversible and
non-reversible changes.
To get students thinking ask them:
 Can you think of things that can melt when heated and turn back to solid when cooled?
(ex: chocolate, ice cream, crayons, juice into popsicles)
 Can you think of anything that can change by being heated but cannot be reversed back when cooled?
(ex: popcorn, lighting a piece of paper on fire, anything cooked or baked)
6. As the teacher creates the graphic organizer on the smart board, the students will fill out their own graphic organizer. The teacher
can call on students to give examples of each as she fills it out. The students will draw pictures to represent each example.
7. To complete this part of the lesson, the students will be given an exit ticket to show what they have learned.
Questions on the exit ticket include:
 What is one thing you learned today?
 What has been your favorite part about the lesson so far?
 What is one thing you still don’t understand?

Vocabulary:
Matter
Solid
Liquid
Gas
Heating
Cooling
Melting
Freezing
Reversible
Non-reversible

ELABORATE: Applications and Extensions:

Day 4

Students will work individually to research about a material that can change when heated or cooled. They will research the properties and
how it changes, what phases of matter it changes from and to, and if it is a reversible or non-reversible change. The teacher will give
examples of materials to choose from. The teacher will also be monitoring students as they conduct their research to make sure they are on
task. They will also assist with technology and questions that the students might have. Students will use their chrome book and other books
to research the information for their material. For the research paper, the teacher will ask questions such as:
 What material will you be researching?
  What types of changes occur when the material is heated? When it is cooled?
 Describe these changes in the phases of matter.
 Is this a material that you use in your everyday life?
 Are the changes that can occur reversible or non-reversible?

These questions will be required to be included in the students’ research paper.

EVALUATE:

Formative Monitoring (Questioning / Discussion):

 Class discussion
 Investigation sheet
 Graphic organizer
 Exit ticket

Summative Assessment (Quiz / Project / Report) (Include a rubric):

Students will be assessed summatively through the research paper that they complete on day 4 of the lesson. The research will be
appropriate for grade level and graded based on a rubric created for criteria required for the research.

Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
For students with ADHD, I will allow them to have short breaks when needed to get up and walk around so that they aren’t sitting
for too long. For my students with learning disabilities, I will provide simple instructions and break concepts down into smaller
chunks. I will also provide visuals through modeling instruction for my students and videos.
 ELL
For my ELL students, I will provide visuals as well through modeling and videos that can be translated. I will allow extra time when
asking questions, so they have time to think about a response. I will also provide vocabulary and instructions in their native
language if needed.
 Gifted learners
For my gifted students, I might pair them together during the experiment so they can challenge each other. I will also allow them
to do further research during the summative assessment so they can provide more information on their research paper.
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice?
I will evaluate my practice by observing student engagement throughout my lesson. I will also look at how well my students did
on both formative and summative assessments to see if they understood the content.
 Where might/did learners struggle in the lesson?
Students may struggle with understanding what materials can have a reversible or non-reversible change. They may also struggle
to think of additional materials that have these properties and how to research the information.
 How can the lesson be strengthened for improved student learning?
This lesson could be strengthened by adding more time into the lesson to explain reversible and non-reversible changes. It also
could be strengthened by adding more real-world connections. To help struggling students, examples of materials to research will
be provided and assistance will be given for research.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
I think that the lesson did reflect culturally sustaining pedagogies by including all students and cultures. Students of all races,
genders, and cultures had the opportunity to collaborate with one another and make connections.
 Materials Required for This Lesson/Activity
Quantity Description Potential Supplier (item #) Estimated Price
2.3c Name: ___________________________________

HEATING & COOLING

Experiment Sheet
Materials:
 Small plastic cup with teaspoon of butter in it
 2 popsicle sticks
 Cup of hot water
 Cup of cold water

Question: What happens to butter when it is heated and then cooled?

Step 1:
Carefully place your cup of butter a little of the way into the cup of hot water. Stir the butter
with your popsicle stick for several minutes until you start seeing a change.

1. What phase of matter does the butter start out as?

2. What happens to the butter when heated?

3. What phase of matter did it change to?

4. What happens to the butter kept at room temperature?

Step 2:
Carefully place your cup of butter a little of the way into the cup of cold water. Do not stir
the butter this time. Observe what happens as the butter stays in the cold water. Once it has
changed, you can use your popsicle stick to touch the butter.

5. What happens to the butter when cooled?

6. What phase of matter does it change to?

 Reversible or Non-Reversible?
Name: ____________________________________________

Reversible Change Non-Reversible Change

Name: _____________________________________

Exit Ticket
 Heating and Cooling

1. What is one thing you learned today?

2. What has been your favorite part about the lesson so far?

3. What is one thing you still don’t understand?

Heating and Cooling

Research Paper Rubric
Beginning Developing Accomplished Excellent Points
Category 1 2 3 4
Topic Information Some Most of the All
was information information information
completely was on was on topic. was on
off topic. topic. topic.
Research No research Very little Most research All
was research was research
completed. was Completed. was
completed. completed.
Focus Student did Student Student was Student
not stay on stayed on mostly on stayed on
task. task for task. task the
only a small entire time.
part of the
time.
Content No required Very little Most All
information information information required
was required required was information
included. was included. was
included. included.
Organizatio Everything Very little Most of the All
n and was very organization information information
Neatness unorganized and was organized was
and could neatness. and neat. organized
not be read. and neat.

Comments: Total Points: /20