Lauren Sellers

Teaching Science

Dr. Malfi

11/7/2023

Domain I: planning and preparation

Pa standards:

Standard 3.3.2.a4- explore and describe what exists in a solid and liquid form. Explain and

illustrate evaporation and condensation.

Big idea/overarching theme:

• To teach students that water can exist in a solid and a liquid form.

• To teach students about what evaporation and condensation are.

Essential questions:

• What is the difference between a solid and a liquid?

• What stages of matter does water go through?

• What stages of matter goes ice go through?

Objectives/performance expectations:

• Students will be able to identify how ice turns into a liquid and how water turns into a

solid.

• Students will be able to identify the difference between a solid and a liquid.

Assessment evidence/level or learning:

• The teacher will know If the students are grasping the material by the conversations in class,

the experiment, and the exit ticket that will be done at the end of the lesson. The teacher will

also ask the students for a thumbs up, thumbs down, or thumbs middle at the end of the lesson

to see where the students stand on the material.

Differentiated instruction:

• Students can work in pairs for the t-chart activity. The teacher will walk around the classroom

and help out as needed.

Domain II: refer to the classroom/behavior management plan

• When the class is working nicely together and there are not many behavior issues the

class has a chance to win a point for the school day which will go towards the grade-wide

contest. At the end of the year, the classroom with the most points earned in the 3rd grade

will have a pizza party!

• While students are working nicely in groups or independently, they have a chance to earn

a hole punch on their cards. Once all the holes are punched on their card, they can turn It

in for a prize box. Another way that the students can earn a hole punch on their cards is if

the teacher, another student, or a staff member sees them doing an act of kindness for

another student!

Domain III: instruction

Motivation/ prior knowledge:

Ask the students if they have ever seen ice melt in their drinks on a hot summer or if they have

ever seen ice stuck to the ground on a cold day.

Materials needed:

• chart paper (for T chart)

• Markers

• Cup

• Water

• Ice

• Scientific method worksheet

• Picture of solids and liquids

• Vocabulary anchor chart

Vocabulary/ new or review:

New:

Solid

Liquid

Matter

Condensation

Evaporation

Review:

Water

Ice

Snow
Sequence of the lesson:

1. First, the teacher will ask the motivator questions, if they have ever seen ice melt in their

drinks on a hot summer or if they have ever seen ice

stuck to the ground on a cold winter day. The teacher

will then explain that ice melts when it gets too hot and

water freezes when the air outside gets too cold.

2.Next, the teacher will explain the idea of soils and

liquids. The teacher will explain that some things exist

in liquid form, some things exist in solid form and some

things can exist in both! (ex. Water)

3.Then the teacher will go over matter and what it is.

- Matter is anything that can tale up space! This includes solids, liquids and gasses.

1. Then the teacher is going to fill out an anchor chart with the class on solids and liquids.

The teacher is going to have pictures cut out of solids

and liquids and ask the class what side of the t-chart the

picture belongs to. Some of the pictures will be things

like ice, water, chocolate, a car, milk, and a desk.

- the teacher will explain that a solid is something that

holds shape and a liquid does not shape

-the teacher will explain that some of these things like

ice and chocolate can also be a liquid when they melt,

this we will be going over later.

 - The teacher will let the students come up to the board and place the picture on the side of the

T chart that they think it belongs to.

**As the class is going through the lesson the teacher will also be adding vocabulary words to

the scientific vocabulary anchor chart!

4. After the t-chart activity the teacher is then going to set up for the experiment. The teacher is

first going to hand out a scientific method worksheet to the class and ask them to hold to it. Then

they are going to put ice in a cup of water and place it under a heat source (a lamp)(the water will

also be room temp so the ice melts faster. The teacher is then going to refer back to the opening

question and ask the students what they think is going to happen to the ice in the cup. The

students will have a chance to turn to talk about this.

5. After the students come up with a hypothesis of what is going to happen they will then observe

the ice when it is first put into the glass and write about it. They then will observe the glass again

3 minutes later and write about it, and then again until the ice is gone.

6. After the class has observed they will draw conclusions on why the ice melted and turned into

a liquid!

7. The teacher will then explain that the reason the ice melted was because the heat from the

lamp was transferred to the ice which caused little things called molecules in the ice.

8. The teacher will then ask the students if the opposite can happen. Can water turn into ice? The

teacher will explain that when the environment is colder than the temperature of the water it will

freeze on a cold day rain can turn to ice because the ground is colder than the water falling from

the sky!
 

 Closure:

To end the lesson the teacher will again go over the objectives and big ideas of todays lesson and

how tomorrow in science they will be learning about gasses. Then the teacher will give the

students an exit ticket. On the exit ticket students have to write one thing about the lesson that

they learned in science class that day and hand it to the teacher on their way out to lunch! The

teacher will also also ask the students feel about the material by giving a thumbs up, thumbs

middle or thumbs down!