K5 Science Endorsement GPS Lesson Plan

Title Lesson 4
Teacher(s) Kristen Muller
E-mail Kristen.muller@cobbk12.org
School Shallowford Falls
Lesson Title Changing States
Grade Level 5 Concepts(s) Physical and Chemical changes, informational reading
Targeted
Performance Expectation Changing states- students will witness ice changing states

Science & Engineering Disciplinary Core Ideas Crosscutting Co

Practice (Content)
Planning and Carrying Out Physical and Chemical Cause and Effect
Investigations Make changes
observations and/or Informational reading/writing Cause and effect relationships are routinely i
measurements to produce explain change.
data to serve as the basis for
evidence for an explanation of System and System Models A system is a gro
a phenomenon or test a whole and can carry out functions its individu
design solution.

Analyzing and Interpreting

Data Analyze and interpret
data to make sense of
phenomena, using logical
reasoning, mathematics,
and/or computation
Georgia Performance Standards

S5P1. Obtain, evaluate, and communicate information to explain the differences between a physical change an
an argument based on observations that the physical changes in the state of water are due to temperature diff
particles that cannot be seen to move differently.

ELAGSE5W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
provide a general observation and focus, and group related information logically; include formatting (e.g., head
multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details
and examples related to the topic. c. Link ideas within and across categories of information using words, phrase
especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Pro
section related to the information or explanation presented.

Safety Considerations Consider safety when using hot plate or any heat elements

The Learning Plan:

ENGAGE: Ask the students if it would be possible for water to change states. After all, a solid chair cant becom
become liquid water? Through questioning, ask for ideas of how this can be done. Show the students a demon
can. Teacher instructions are provided here: https://www.youtube.com/watch?v=jIeJNMHNLTM

What is all around the can? What is inside of the can? What happens when I heat the can? How do water gas m
What happens when I put the can in the ice water? Tell students that temperature plays a major role in determ
state of matter is water when it is cold? (Solid, ice) What state of matter is water when it is at room temperatu
is water when it is boiled or gets hot? (Gas, water vapor) The process of water changing states is what we will i
a few engaging videos to help explain this topic: http://studyjams.scholastic.com/studyjams/jams/science/matt
https://www.youtube.com/watch?v=tuE1LePDZ4Y

EXPLORE: Show students an ice cube. What do you know about ice? Where is ice found? Discuss the ice cubes
What can we do to an ice cube to make it a liquid? Explain that we are going to conduct an experiment and we
class, brainstorm 5 different ways that we can melt an ice cube and list them on the board. Remind your studen
and adding more heat might make matter change faster. These could include: Placing it in a sunny spot War
on it Wrap it in a towel Place next to the window

Which method do you think will melt the ice cube the quickest? How long do you think it will take? As a class p
of the methods. Provide students with the melting ice recording sheet. In each of the boxes they will draw up e
melting the ice cube. They will then write the time estimation in the first small box underneath. Assign each gr
methods. They will quickly discuss roles of group members and collect their materials. One person should be a
ready, draw their attention to the timer. To make the experiment fair, they will all need to start at the exact sam
their method no cheating! Let the ice melting begin! Each student will fill in the rest of their worksheet. The l
to discuss the experiment they completed and they will compare their predictions with the results that occurre

EXPLAIN: Compare the estimated times and see if student predictions were close. Students will explain that ch
to change from one state to another. Students will identify conditions which cause water to change states. Stud
experiments in a table. Heat causes substances to change their state because, when heated, the molecules w
around faster. As the solid ice cube is heated, the water molecules bounce about faster until they break the att
together. When these forces begin to break, the ice cube starts to melt and a phase change begins.

EXTEND: Students can go the opposite direction and explain and diagram the changes that occur when liquid w

EVALUATE: More questions can be used to evaluate student understanding: What are the properties of water
of ice? What are the properties of liquid water? Is this a physical or chemical change? Explain.

Students will turn in their completed informational writing assignment.

Title of the Lesson:
Lesson Logistics/Materials: Science notebooks Hot plate Empty soda can Tongs Thermometers Metal pan Pla
Clay Straws Cups Metal can Freezer Ice Markers melting plates
Opening/Hook/Initial Focus

ENGAGE: Ask the students if it would be possible for water to change states. After all, a solid chair cant becom
become liquid water? Through questioning, ask for ideas of how this can be done. Show the students a demon
can.

Work Session:

EXPLORE: Show students an ice cube. What do you know about ice? Where is ice found? Discuss the ice cubes
What can we do to an ice cube to make it a liquid? Explain that we are going to conduct an experiment and we
class, brainstorm 5 different ways that we can melt an ice cube and list them on the board. Remind your studen
and adding more heat might make matter change faster. These could include: Placing it in a sunny spot War
on it Wrap it in a towel Place next to the window

Which method do you think will melt the ice cube the quickest? How long do you think it will take? As a class p
of the methods. Provide students with the melting ice recording sheet. In each of the boxes they will draw up e
melting the ice cube. They will then write the time estimation in the first small box underneath. Assign each gr
methods. They will quickly discuss roles of group members and collect their materials. One person should be a
ready, draw their attention to the timer. To make the experiment fair, they will all need to start at the exact sam
their method no cheating! Let the ice melting begin! Each student will fill in the rest of their worksheet. The l
to discuss the experiment they completed and they will compare their predictions with the results that occurre

EXPLAIN: Compare the estimated times and see if student predictions were close. Students will explain that ch
to change from one state to another. Students will identify conditions which cause water to change states. Stud
experiments in a table. Heat causes substances to change their state because, when heated, the molecules w
around faster. As the solid ice cube is heated, the water molecules bounce about faster until they break the att
together. When these forces begin to break, the ice cube starts to melt and a phase change begins.

EXTEND: Students can go the opposite direction and explain and diagram the changes that occur when liquid w

Closing:

EVALUATE: More questions can be used to evaluate student understanding: What are the properties of water
of ice? What are the properties of liquid water? Is this a physical or chemical change? Explain.

Students will turn in their completed informational writing assignment

Documentation of Resources

BrainPop

Youtube

Cobbteachingandlearning