Educ 628 Lesson Plan Cooperative Learning 5

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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 Students understand the effect temperature and density has on the states of
Rational/Relevance: 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

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.
Colorado State University College of Health and Human Sciences Page 2

3
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 Students will predict in the kernels being heated
hot plates. Place the popcorn what will happen to the or anything related to the
on the hot plate and ask popcorn when heat is heat disturbing the kernels?
students what will happen if applied.
you turn the heat up and why.
Turn the heat up and pop the Students may take a

popcorn. Return popcorn to the paper cup, take some
central table. popcorn and eat it if
they wish.
Have students don safety
goggles and lab gloves and Students will don safety
divide them into four groups. goggles and lab gloves
(One per station) and divide into four
groups.
Tell students they will choose
butter, chocolate, wax, or ice Students will choose a
for their project. Instruct them solid and return it to
to take one of the items and their station.
return 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 Students will assign
with the markers. themselves roles and
use the hot plate to
Tell students to ensure heat the solid they
everyone in their group has a chose inside of the
role. beaker.

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As students start to warm up

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

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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1

Teachers: Isaac Rojas Date: 7/19/2018

Title: Forcing a Change Lesson #: 5 of 5

Content Standard(s) addressed by this lesson:

Science; Standard 1: Physical Science

Melting point depends on the matter

Evaporation and boiling points depend on the matter

The effect of heat and cooling on states of matter

 What is matter? What are examples of matter?

 How does temperature affect the density of matter?

Evidence Outcomes: (Learning Targets)

Every student will be able to:

Planned Lesson Activities

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

Approx. Time and 50-minute lesson

Anticipatory Set The strategy I intend to use is:

I am using this strategy here because:

Procedures The strategy I intend to use is:

I am using this strategy here because:

Teacher Actions Student Actions Data Collected

Colorado State University College of Health and Human Sciences Page 2

Instruct students to remove Students will remove

Set up four lab stations.

Centrally locate the ice, butter,

Ensure students are seated, Did they mention the atoms

Turn the heat up and pop the Students may take a

On the poster paper, draw five

Instruct students to take their

Colorado State University College of Health and Human Sciences Page 3

As students start to warm up

Closure The strategy I intend to use is:

I am using this strategy here because:

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

Colorado State University College of Health and Human Sciences Page 4

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