Developmental Lesson Plan

Teacher Candidate: Hannah Stern Date: 5/3/17

Group Size: 20-25 Allotted Time 1 hour Grade Level 3rd grade

Subject or Topic: States of Matter

Common Core/PA Standard(s):

Standard - 3.2.3.A4
Use basic reactions to demonstrate observable changes in properties of matter (e.g., burning,
cooking).
-Observable changes seeing water turn into a liquid then a gas

Learning Targets/Objectives:
The third grade students will identify the properties of the changing states of matter by recording
observations of water being heated and cooled in a freezer on a worksheet.

Assessment Approaches: Evidence:

1. Formative Assessment 1. Exit Slip

Assessment Scale:
Teacher will identify if students understand each state of matter using their observations from the
worksheet.
3 points All three questions are correct.
2 points 2 questions are correct.
1 point 0-1 questions are correct.

Subject Matter/Content:
Prerequisites: Understand that observing uses the 5 senses appropriately.
Knowledge of:
Solid Shape and volume do not change, they are fixed.
Liquid Substance that takes the shape of its container and stays the same volume.
Gas Takes the shape of the container and its volume will expand to fill the container.
Use a stopwatch

Key Vocabulary:
1. Melting Solid turns into liquid by using heat.
2. Freezing Liquid turns into a solid by using heat.
 3. Evaporation Liquid turns into a gas by using heat.
Content/Facts:
1. Heat causes substances to change their current state due to the molecules moving around.
2. The temperature of a liquid decreases as it evaporates.
3. When the human body sweats, the sweat evaporates, which takes body heat with it. This results
in the body being cooled.
4. Water is constantly being recycled in the water cycle through evaporation and condensation.

Introduction/Activating/Launch Strategies: Have two ice cubes in a beaker and a hot plate to grab
students attention. Instruct them to think about what will happen with these items.

Development/Teaching Approaches
1. First, the teacher will begin with a review about what was learned the previous day.
2. Ask who remembers what the class worked on yesterday? (making oobleck) What states of
matter did we focus on? (solids and liquids) We created a what kind of fluid? (Non-
Newtonian)
3. Next, the teacher will explain to the students that they will be learning about the changing
states of matter that includes all three states.
4. Ask what are the 3 states of matter and write them on the board. Place liquids at the top and
solids on the bottom left and gases on the bottom right to create a triangle shape.
5. Tell students that they will be able to see something (particularly water liquid) change into all
3 states of matter.
6. Ask what student can guess what the teacher will do with the ice cubes that are in a beaker and
the hot plate. (Place beaker on hot plate) Ask what might happen? (ice cubes melt)
7. Place on beaker and instruct students to watch what happens and record their observations on
the Observation worksheet (may draw picture/record words.
8. Heat the ice cubes to allow them to turn into liquid and then take it off the hot plate (turn into
liquid before a gas) Ask students for their observations after the ice has melted. Discuss the
term melted which means when a solid turns into a liquid. Place melted on the board
between solids and liquids and draw an arrow that starts with solids and goes to liquids.
9. Say We saw the solid ice cubes turn into liquid water. Watch what happens if I leave the
liquid water on top of the hot plate longer. Ask what happened/what observations did the
students make (liquid vanished). Explain how the liquid turned into a gas and the term for this
is evaporation. Draw an arrow from liquids to gases on the board and write evaporation.
10. Fill the beaker with water again and ask how we could turn the liquid from the ice cube back
into a solid. (place in a freezer) Ask how long and if you receive a few answers tell students
that we can fill two other beakers and see how long it takes for the liquid to turn back into a
solid.
11. Discuss how we want times that are far apart to really see the difference. Say each beaker will
have the same amount of liquid. The first beaker will freeze for 5 minutes, the second for 30
minutes and the third for an hour. The teacher will tell students that a timer will be set and we
will take the correct beaker out of the freezer after the time is up for each and record
observations. Have students fill out the 3 times on the worksheet.
12. Place the 3 beakers with the same amount of liquid in a freezer.
13. The teacher will tell students that as they wait for the liquids to change, they will be able to
turn water into the different states of matter on their own.
14. Pair students together (3 students in each group) and give each group a beaker with an ice cube
in each. Ask what state the ice cube is in (solid)
 15. Tell students that they must turn the water into a liquid and then into a gas. They will need to
use the stop watches to record how long it takes the cube to turn into a liquid and then how
long it takes the liquid to turn into a gas. They will also need to fill out the Group Worksheet
together in each group. They can first try one cube, then two and then three ice cubes.
16. The teacher will turn on the hot plates 4 in total. One at the front table that was used in the
beginning, 2 other hot plates on separate tables on the right side of the classroom and 1 on the
other side of the classroom on a table.
17. Tell students that they must wait for 10 minutes before removing beaker off the hot plate with
the rubber glove.
18. The teacher will ask for any questions and let students begin.
19. When 5 minutes is up, take the beaker out of the freezer and instruct students to make
observations. Ask Did the liquid melt? Why not? Should the liquid have stayed in the freezer
longer or shorter?
20. The teacher will assist students and ask students in pairs questions such as How long do you
think it will take the ice cube to melt? What do you think would happen if we added more
water? Will it take longer or shorter for it to melt?
21. As pairs come to a finish, instruct students to place the beakers on the back of the table in the
classroom. The teacher will turn off the hot plates.
22. Take the remaining beakers out of the freezer when time is up for each.
Closure/Summarizing Strategies: Then review what the students learned about today. Ask students
what were the new terms they discussed that identifies the different changes of states of matter
(evaporation, freezing and melting). Tell students that they will be working on these same terms
tomorrow (evaporation, freezing and melting). Pass out exit slip. Tell students to write their name, read
and answer the question.

Accommodations/Differentiation:
If I have a student with a visual impairment, I will have the student stand closer to the front table when
demonstrating what happens when the ice cubes are placed on the hot plate.

Materials/Resources:
1. Observation worksheet
2. 4 Hot plates
3. Pencils
4. Whiteboard and expo markers
5. Rubber gloves one at each hot plate
6. 7 trays each with a beaker
7. Bag of ice cubes, freezer
8. Sink
9. Timer
10. Stopwatches
Resources
Cavendish, M. (2013). Math in focus: Grade 2 (A ed.)

Melting and Boiling. (n.d.) Retrieved Novembet 03, 2017, from

http://www.ducksters.com/science/melting_and_boiling.php

Reflective Response:
 Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

1. What changes would I make to this lesson if I did it again?
2. Did the students meet the objectives?
3. Did I have good classroom management?

Additional reflection/thoughts

Name ___________________________

Observation Worksheet

What do you think will happen to the ice cubes?

______________________________________________________________________________

______________________________________________________________________________

What happened when the ice cubes in the beaker were placed on the hot plate?

______________________________________________________________________________

______________________________________________________________________________

Did the water freeze in __________ minutes? ______________

Did the water freeze in __________ minutes? ______________

Did the water freeze in __________ minutes? ______________
Names ___________________________________________________

Group Worksheet

First:
How many ice cubes? ____________

How long did it take for the ice cube to turn into a liquid? ___________

How long did it take for the ice cube to turn into a gas? ___________

Second:
How many ice cubes? ____________

How long did it take for the ice cubes to turn into a liquid? ___________

How long did it take for the ice cubes to turn into a gas? ___________

Third:
How many ice cubes? ____________

How long did it take for the ice cubes to turn into a liquid? ___________

How long did it take for the ice cubes to turn into a gas? ___________
Name ___________________________________________________

Exit Slip

What is it called when a solid turns into a liquid? _______________________

What is it called when a liquid turns into a gas? _______________________

What is it called when a liquid turns into a solid? _______________________