Developmental Lesson Plan

Teacher Candidate: Hannah Stern Date: 5/4/17

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.B3
Explore temperature changes that result from the addition or removal of heat.

Learning Targets/Objectives:
The third grade students will record the temperature of water before, during and after adding heat by
using a thermometer.

Assessment Approaches: Evidence:

1. Formative Assessment 1. Whiteboards

Assessment Scale:
Teacher will identify if students understand that temperature changes with the addition or removal of
heat .
2 points student correctly answered question
1 point student attempted or almost correctly answered the question.

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.
Melting Solid turns into liquid by using heat.
Freezing Liquid turns into a solid by using heat.
Evaporation Liquid turns into a gas by using heat.
Ability to read a thermometer
Use a stopwatch

Key Vocabulary:
Boiling point Temperature when vapor pressure is equal to the pressure of the gas above it.
Freezing point Temperature when liquid changes into a solid.
Vapor pressure Pressure of a vapor in contact with liquid or solid form.
Content/Facts:
The boiling point of a liquid is its normal boiling point.
Vapor pressure depends on the type of liquid.
Pure water boils at 212 degrees F.
Pure water freezes at 30 degrees F.

Introduction/Activating/Launch Strategies: Have water in a beaker, a thermometer and a hot plate on a

table in the front of the classroom to grab students attention.

Development/Teaching Approaches
1. First, the teacher will begin with a review about what was learned the previous day.
2. Ask the students what they worked on yesterday? (lead students towards discussing
evaporation, freezing, melting and also using ice cubes, melting them and freezing)
3. Next, the teacher will explain to the students that today they will be working with temperature.
4. Teacher will place the thermometer in the beaker that has water and record the temperature on
the board and the amount of water on the board.
5. Teacher will say Today, you will work with all 3 states of matter again but adding
temperature into this experiment.
Teacher will talk about vapor pressure, boiling and freezing point. Ask What does it look like
when water is boiling? (bubbling, steaming) Vapor pressure is the pressure of vapor in contact
with liquid or solid form. Boiling point is the temperature when vapor pressure is equal to the
pressure of the gas above it. Talk about how there is always gas in the air around us. Freezing
point is the temperature when liquid changes into a solid.
6. Next, the teacher will place the beaker of water on the hot plate. The teacher will say to watch
for bubbles and then (when it bubbles) place the thermometer inside and record the
temperature.
7. Ask if the temperature went up or down from the temperature the water was at when it was just
sitting in the beaker on the table.
8. Because it would be difficult to gather a number of freezers to test different temperatures, the
teacher will talk about freezing point for a liquid to turn into a solid (32 degree Fahrenheit).
9. Wait for 5 minutes and then record the temperature of the water that is cooling off after being
on the hot plate. Then ask students if they think the temperature will change after 10 minutes
and so on.
10. Next pass out the trays to each table (groups of 3). Each tray has a beaker, thermometer and a
stopwatch.
11. Tell students that they will fill the beaker to an amount that they all agreed too. Then, they will
record the temperature of the water, the temperature when its boiling and 3 temperatures after
taking it off the hot plate. They will need to fill out the group worksheet. Groups must tell the
teacher when their water is boiling and the teacher will remove the beaker off the hot plate and
place it on the cooling rack.
12. Students must wait 5 minutes and then record the temperature, 10 minutes and then 30 minutes.
13. The hot plates are placed in the same spot as yesterday. The teacher will turn them on as
students begin recording temperatures.
Closure/Summarizing Strategies: Then review what the students learned about today. Pass out
whiteboards, expo markers and erasers. Tell students they must write on the whiteboard something they
learned today or something that they discussed today.

Accommodations/Differentiation:
If I have a student that doesnt have the ability to wait long enough to record temperatures, the student
can be the designated time keeper. That way the student focuses on that one task.

Materials/Resources:
1. Observation worksheet
2. 4 Hot plates
3. Pencils
4. Whiteboard and expo markers
5. Rubber gloves
6. Cooling rack
7. 10 trays with thermometer, stopwatch, beakers
8. Group Worksheet
9. Sink
10. Beakers
Resources:
Cavendish, M. (2013). Math in focus: Grade 2 (A ed.)

Vapor Pressure. (n.d.). Retrieved November 03, 2017, from

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

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

Remediation Plan (if applicable)

Personal Reflection Questions

1. How could I change the lesson if I were to do this again?
2. Did the students meet the objectives?
3. Were the students engaged?

Additional reflection/thoughts
Names ____________________________

Group Worksheet

Temperature of water before placing on the hot plate __________________

Temperature of water while on the hot plate and water is bubbling __________________

Temperature of water 5 minutes off the hot plate __________________

Temperature of water 10 minutes off the hot plate __________________

Temperature of water 30 minutes off the hot plate __________________