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Teachers: Isaac Rojas Date: 7/19/2018

School: Olander Elementary School Grade Level: 3rd Grade Content Area: Physical Science

Title: Forcing a Change Lesson #: 5 of 5

Lesson Idea/Topic and
Rational/Relevance:
Students understand the effect temperature and density has on the states of
mater. This lesson will combine the knowledge they have gained in the previous
lessons on states of matter by allowing them to experiment with finding the
melting and boiling or evaporation points of different objects in a safe lab
environment.

Student Profile: This class is made up of 18 students. 3 of them are ELLS, and 2 are in an active IEP
related to developmental delays. The 2 students on IEP are limited verbally and
only speak in short 3-5 word sentences.

Content Standard(s) addressed by this lesson:

Science; Standard 1: Physical Science

Apply an understanding of atomic and molecular structure to explain the properties of matter and predict
outcomes of chemical and nuclear reactions.

Matter exists in different states such as solids, liquids, and gases and can change from one state to another by
heating and cooling.

Understandings:

Melting point depends on the matter

Evaporation and boiling points depend on the matter

The effect of heat and cooling on states of matter

Inquiry Questions:

Overarching

 What is matter? What are examples of matter?

 What are the properties of solids, liquids, and gases?

Topical

 How does temperature affect the density of matter?

 How does density affect matter?
 Do different materials have different melting points?
 Do different materials have different boiling and evaporation points?
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Evidence Outcomes: (Learning Targets)

Every student will be able to:

Analyze and interpret observations about matter as it freezes, melts, boils and condenses.

List of Assessments:

 Students will be evaluated on their ability to force matter through states of matter using their
understanding of its relation to temperature and density (Explain)
 Students will be able to explain how temperature affects the density of atoms in matter (Perspective,
Explain)

Planned Lesson Activities

Name and Forcing a Change; This lesson should fortify students’ understanding of how temperature
Purpose of Lesson affects density and how density determines the states of matter.

Co-Teaching Which model(s) will be used?

Will co-teaching N/A
models be utilized Why did you choose this model(s) and what are the teachers’ roles?
in this lesson? N/A
Yes ___ No _X_

Approx. Time and 50-minute lesson

Materials Materials needed:
Hot plate (with up to 200-watt output), bag of ice, 4 sticks of butter, 4 cubes of wax, 4
chocolate bars, 4 glass graduated beakers, 2 beaker tongs, pan of popcorn, 4
thermometers, paper cups, poster paper, thermometer holder, markers, enough lab
gloves and goggles for the class.

Anticipatory Set The strategy I intend to use is:

Teacher guided project

I am using this strategy here because:

This will help students see how we use heat in the real-world to manipulate matter. It is an
exciting and delicious segue into the rest of the lesson where students do exactly this to
different materials.

Procedures The strategy I intend to use is:

Cooperative Learning-based model of teaching in a whole-class setting

I am using this strategy here because:

Students have learned what effect temperature has on states of matter. In a cooperative
learning environment, students will be paired into small groups where they can have first-
hand experience changing a solid into a liquid and then into a gas. This type of strategy
allows all students to engage. Moreover, the teacher will be able to provide further
individualized instruction if needed.

Teacher Actions Student Actions Data Collected

Remove Jewelry.

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Instruct students to remove Students will remove

jewelry. jewelry.

Set up four lab stations.

(Each station will have a hot
plate, a glass graduated beaker,
a thermometer, and a
thermometer holder)

Centrally locate the ice, butter,

wax, beaker tongs, markers,
paper cups, gloves and goggles.

Ensure students are seated, Did they mention the atoms

take popcorn pan to one of the
hot plates. Place the popcorn
on the hot plate and ask
students what will happen if
you turn the heat up and why.
Students will predict in the kernels being heated
what will happen to the or anything related to the
popcorn when heat is heat disturbing the kernels?
applied.

Turn the heat up and pop the Students may take a

popcorn. Return popcorn to the
central table.
Have students don safety
goggles and lab gloves and
divide them into four groups.
(One per station)
Tell students they will choose
butter, chocolate, wax, or ice
for their project. Instruct them
to take one of the items and
return to their station.
paper cup, take some
popcorn and eat it if
they wish.
Students will don safety
goggles and lab gloves
and divide into four
groups.
Students will choose a
solid and return it to
their station.

On the poster paper, draw five

columns and label them
“matter”, “chocolate”, “ice”,
“wax”, and “butter”.
Draw 2 rows. Label them
“melting point” and “boiling
point”.

Instruct students to take their

solid from a solid to a liquid and
to a gas and to note the
temperature the change
occurred on the poster paper
with the markers.
Tell students to ensure
everyone in their group has a
role.
Students will assign
themselves roles and
use the hot plate to
heat the solid they
chose inside of the
beaker.

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As students start to warm up

their solids in the beaker, walk
around to ensure they are
being safe and accurate.
Once every column and row on
the poster board is filled,
ensure all hot plates are turned
off.
Ask students what they noticed
about the melting and boiling
points.
Write anything new they have
learned on the “L” column of
the KWL chart.
Students will note
melting and boiling
points for their material
using the thermometer
and write it in its
corresponding place on
the poster paper.
Did they notice that
Students will share what different matter has
they noticed about the different melting and
different boiling and evaporation/boiling points?
melting points.
Students will share if
there is anything new
they learned.

Closure The strategy I intend to use is:

Group interview to solidify knowledge gained by adding to the KWL chart.

I am using this strategy here because:

This lesson should place the last learning points concerning states of matter on the KWL
chart and allow students to increase the gap between what they knew and what they
learned.
Differentiation Content Process Product Environment
Modifications/
Accommodations:

Extensions:

Assessment The teacher will perform an observational assessment while noting the answers to the
questions from the “Data Collected” column to determine if there is an understanding of
how states of matter are related to temperature and atom density.

Students are expected to understand the relationship between density, temperature,

and the different states of matter.

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