April Whitener

ELED 3221 - Binns

3/18/2015
edTPA Indirect Instruction Lesson Plan Template
How Can Matter Change?
_____________________________________________________________________________
Central Focus/Big Idea: How matter changes solids, liquids, gases
Subject of this lesson: Matter changes when heat or cold is added
Grade Level: 3rd
NC Essential Standard(s): What specific standards are you going to address in this lesson?
Write it out, dont just list the number. http://www.dpi.state.nc.us/acre/standards/new-standards/
Objective: 3.P.2.3 Summarize changes that occur to the observable properties of materials when
different degrees of heat are applied to them, such as melting ice or ice cream, boiling water or
an egg, or freezing water.
Next Generation Science Standard(s): What K-5 performance expectation is addressed?
Please list the full code (i.e. K-PS2-1) and the statement. The NGSS are located here:
http://www.nextgenscience.org/next-generation-science-standards.
2-PS1-4.
Construct an argument with evidence that some changes caused by heating or
cooling can be reversed and some cannot. [Clarification Statement: Examples of reversible
changes could include materials such as water and butter at different temperatures. Examples of
irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper.]
21st Century Skills: Using the 21st Century Skills Map-Science available on Moodle, choose
the two or three skills that apply to your lesson. Explain why you chose these.
Critical Thinking Students will use critical thinking to figure out how to convert an object
from one state of matter to another.
Initiative and Self-Direction Students will take initiative and self-direct as they place the
cards side-by-side to determine matter changes.
Academic Language Demand
Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose these.
Students will analyze how matter goes from one state to another.

Analyze

Argue

Categorize

Interpret

Predict

Question

Compare/contras
t
Retell

Describe

Explain

Summarize

Scientific Vocabulary: What are the key scientific terms that your students will learn
through this lesson?
Definite stays the same
Physical change change in how matter looks
Water vapor gas state of water

Instructional Objective:
Student friendly objective: I can summarize the changes that occur to properties of materials
when different degrees of heat and cold are applied to them.
Students will learn how a solid changes to a liquid or gas and how a liquid changes to a solid.
Students will demonstrate knowledge by successfully making a flip chart for them to keep.
Prior Knowledge (student): What knowledge and skills should students already have to be
successful in this lesson?
Students will need to know (and I will review) what a solid, a liquid and a gas are.
Content Knowledge (teacher): What background knowledge does the teacher need to have?
Provide enough content here so that a novice colleague could teach this lesson.
Teacher will need to understand that water is a great example of a substance that can change to a
solid, a liguid and a gas. *All other information needed is in the reading that you will read
together as a class and roadmap* (Write main facts above the paragraph)
Basically Ice(solid)+Heat = Water(liquid)
Water (liquid) + Heat = Water Vapor (Gas)
Water (Liquid) + Freezing = Ice (solid)
Accommodations for special needs (individual and/or small group): What will you do for
students with special needs (ELL, ability, etc.)?
Instead of sitting on the carpet to read, any children needing accommodations can sit in a
chair/wheelchair. Children with physical disabilities may need help cutting out, folding and
gluing, so a partner can be assigned to them.
Materials and Technology requirements: What materials do you (as teacher) and students
need? What resources will be used? If materials are exotic, where can they be found? You need
to be specific with the amount of stuff you will need.
Materials:

-Print How Can Matter Change for students to glue in their science notebook. (One for each
student)
-Construction paper, sheet of picture (One of each for each student)
-Black marker (Share as needed)
-Glue (share as needed)
-Scissors (share as needed)
Total Estimated Time: How long do you expect your lesson will take?
This lesson should take about an hour to complete.
Source of lesson: Web site, textbook, colleague?
My cooperating teacher, Lauren Zalenski, helped me with the lesson plans.
Safety considerations: How will you make sure students are safe in your lesson?
Make sure safe cutting rules are followed and no one is playing with the scissors.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage: How will students attention or interest be captured? How will you identify prior
conceptions?
Last week we began looking at solids, liquids and gases. We learned about
their basic properties. Solids have a definite size and shape. Definite means
it stays the same. If you put a sneaker into a jar or box it stays the same.
Liquids have a definite volume, but not a definite shape. Liquid takes the
shape of its container. Gas has no definite shape or volume. Gases take up
the shape of their container as well, just like a balloon.
Explore: What common concrete experience will the students have that allows all students
access to materials? What questions will you ask to facilitate exploration?
Today we are going to learn how matter can change. What would happen if I
took an ice cube and put heat on it? What would happen if I put water into an
ice cube tray and put it into the freezer? What happens to water when I put it
on the stove and heat it up? (Dont tell the students the answer, just see
what they have to say.) Lets explore using our pictures and see if you can
figure out the right answer!
Have students cut out pictures and line them in groups of three
(__+___=____)
Go around and look at how the students are aligning the pictures.
Explanation: How will you structure student sharing from exploration? How will you facilitate
students conceptual development? How will you help students connect explanations back to
their experience? How will you build on student explanations to help students use appropriate
vocabulary to label concepts and ideas?
After the students have lined all the pictures up, have them turn and talk to their table about what
they think the right answers are. Walk around and listen to each table as they talk. Have the
students try to convince their table that their answer is correct.
Go over the correct answers with the students and have them make their brochure by folding the
construction paper into thirds and gluing the correct pictures in the brochure (see example
below).

Elaborate: What opportunities will there be for students to apply newly learned ideas, concepts,
and skills? (Another activity is ideal)
Have students come to the carpet and read How Can Matter Change together. Allow students
to help you roadmap by putting the main idea at the top of each paragraph.
Evaluate: How will you assess each students progress toward the stated objective(s)? What
evidence will be collected? What type of assessment will be used (formal, informal, formative,
summative)?
The students will keep their brochures and glue them in their science notebook for future
reference. The teacher will walk around and check off each students page to show correctness
and completeness.
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________

Example:

How Can Matter Change?

Matter can change but still remain the same kind of matter. What happens when you cut a piece of
paper? The paper looks different, but it is still made of the same particles. Cut paper into as many pieces as
you like. It will still be paper!
The same is true when you make a wooden model. As you cut and sand the wood, its size and
shape change. The wood is still wood. It is still made of the same particles.
A physical change is a change in how matter looks, but not in the kind of matter it is. The kind of
matter stays the same. Sifting, sanding, and pounding are examples of physical changes.
Matter can change state. You can find water in the solid state, liquid state, or gas state. Water looks
very different in each state, but it is still the same kind of matter.
Ice is the solid state of water. The particles in ice are close together. They do not move very much.
When ice is heated, it melts. Melting is the change from solid to liquid. The particles gain energy and move
faster.
Water can also change from a liquid to a gas. This happens when water evaporates. The gas state
of water is called water vapor. You cannot see water vapor. It is part of the air around you.
When the water vapor cools, it loses energy and condenses. It becomes a liquid. When liquid water
cools enough, it freezes into ice. Ice is a solid. Melting, freezing, condensing, and evaporating are also
examples of physical changes.

How Can Matter Change?

Matter can change but still remain the same kind of matter. What happens when you cut a piece of
paper? The paper looks different, but it is still made of the same particles. Cut paper into as many pieces as
you like. It will still be paper!
The same is true when you make a wooden model. As you cut and sand the wood, its size and
shape change. The wood is still wood. It is still made of the same particles.
A physical change is a change in how matter looks, but not in the kind of matter it is. The kind of
matter stays the same. Sifting, sanding, and pounding are examples of physical changes.
Matter can change state. You can find water in the solid state, liquid state, or gas state. Water looks
very different in each state, but it is still the same kind of matter.
Ice is the solid state of water. The particles in ice are close together. They do not move very much.
When ice is heated, it melts. Melting is the change from solid to liquid. The particles gain energy and move
faster.
Water can also change from a liquid to a gas. This happens when water evaporates. The gas state
of water is called water vapor. You cannot see water vapor. It is part of the air around you.
When the water vapor cools, it loses energy and condenses. It becomes a liquid. When liquid water
cools enough, it freezes into ice. Ice is a solid. Melting, freezing, condensing, and evaporating are also
examples of physical changes.