EDUC 429 Fall 2013

Lesson Plan 4
Date: November 5, 2013 Type of Lesson: Introductory Size of Group: Whole Class/Groups

Name: Jordan Suber Grade Level: Third grade Subject: Science Concept: Changes in Matter SC Science Academic Standards:

3-4.2 Explain how water and other substances change from one state to another (including melting, freezing, condensing, boiling, and evaporating).
Conceptual Science Background: Students should know and understand the different forms of matter (including solids, liquids, and gases) according to their observable and measurable properties. Learning Objective and Evaluation: Lesson Objective Objective 1: Students will be able to measure the freezing point of water by observing and measuring the temperature of self made ice cream with and without using rock salt. Evaluation of the Objective Assessment for Objective 1: Students will make their own ice cream in a bag and observe the differences in the freezing point of water by making ice cream using rock salt, then making the same ice cream without using rock salt. Students will record their data in their science notebooks.

Productive Questions: Engagement: What key words did Hannah Montana use in her song that relates to ice cream? How did you feel when you heard her singing about ice cream? What do you think we will talk about today? How do you make ice cream? How could we make ice cream in five minutes using ingredients and a plastic bag? Exploration: What does it mean for water to freeze? How do you know when water is frozen? What characteristics of water show that it is frozen? What is the difference between freezing point and melting point? If a liquid freezes, what state does it become? (Solid) Explanation: What did the salt do to the temperature of the ice? Why? How did the liquid change state of matter? 1

EDUC 429 Fall 2013 Lesson Plan 4 How much salt did it take to make the temperature of the ice change? How long did it take the liquid to change to a different state? Elaboration: What was the difference in using the rock salt and not using the rock salt? How did using different flavorings make your ice cream different from the original? Did the rock salt make our ice cream taste different? What are other ways other than shaking the bag could we have made the ice cream? Evaluation: Why it is important to use salt to make the ice cream? What else could we have used to make ice cream? Why did we use the ingredients that we did? Did you enjoy this lesson and experiment?

Materials: Copy of lesson plan Chart paper (Freezing versus Melting chart) Marker Pencils (for taking observations/notes) Science journal (observations) Smart board (music video) Internet- Ice Cream Song http://www.youtube.com/watch?v=4rlFX21LAIU#t=73 Paper bowls Plastic spoons Measuring cups/measuring spoons Thermometer Paper towels and Clorox wipes (for cleaning up) Ingredients for Ice Cream: sugar cup milk, cream, or half and half vanilla extract (or other flavoring) tablespoons salt Enough ice to fill the gallon-sized bag halfway 1 gallon-sized Ziploc bag 1 pint-sized Ziploc bag 2

EDUC 429 Fall 2013

Lesson Plan 4

Safety Precautions for Lesson: Caution students about being careful with the materials and components of the ice-cream before we use them. It is important not to play around during the experiment so that we do not cause any major mess. Review the classroom rules as a safety reminder! (SSCA)

PROCEDURES: 1)

Begin the lesson by playing the song Lets Chill- The Ice Cream Dance by Hannah Montana to get the students excited about learning about ice cream and to grasp their attention and engagement.
2) Next, ask students what Freezing Point and Melting Point means? Ask them what the differences are between the two and ask for them to give examples. Higher Order Thinking Questions: What does it mean for water to freeze? How do you know when water is frozen? What characteristics of water show that it is frozen? What is the difference between freezing point and melting point? If a liquid freezes, what state does it become? (Solid) After asking and answering some questions, we will then make a class KWL (Know, Want to Know, Learned) chart to organize our thoughts on to a big piece of chart paper that will eventually be placed in the Science Center for the students to refer to and look back at. Construct the experiment: Make ice cream 1. Students will explore freezing point of water with and without using rock salt. They will make observations and record data in their science journals. 2. Students will measure out ingredients and conduct our ice cream experiment. 3)

After completing the experiment, I will ask higher order thinking questions and have a class discussion about what happened in our experiment. Students will write their own responses in their science journals.
Higher Order Thinking Questions: What did the salt do to the temperature of the ice? Why? How did the liquid change state of matter? How much salt did it take to make the temperature of the ice change? How long did it take the liquid to change to a different state?

EDUC 429 Fall 2013 4)

Lesson Plan 4

I will have my students think outside of the box and see if they can make observations based off of ways to make the ice cream differently than the way we did as a class. Have the students try making the ice cream without rock salt and make observations in their science journal on how the process is different from when we used the rock salt. I will also provide other flavorings for them to use and they can record in their journals the differences in taste and color from using other flavors besides vanilla. After my students
are finished with their ice creams they may choose to watch the remaining ice creams (if any) melt and record data in their journals. 5)

I will end the lesson by having my students explain why it is important to use salt to make
the ice cream. They will write in their science journals the results of the experiment and their final thoughts. We will complete the L part of our KWL chart at this time. *I will post assess by reviewing each childs entries in their journals and by reviewing what they have learned from our chart we will complete.

Accommodations for Students with Special Needs: I have a student in my classroom that has to wear glasses. I will accommodate her by printing in large print when making the Class Chart and I will have her sit at the front of the room during instruction.

References for Lesson Plan: Cyrus, M. (Artist) (2009). Hannah montana: Let's chill [Web]. Retrieved from http://www.youtube.com/watch?v=4rlFX21LAIU Grabianowski, E. (2013). How things work. Retrieved from http://science.howstuffworks.com/innovation/edible-innovations/ice-cream3.htm