Documente Academic
Documente Profesional
Documente Cultură
Teacher
Date
Jiayu Tian
11/10/2015
Grade
4th
I. Objectives
How does this lesson connect to the unit plan?
In the previous four lessons, students learned the properties of solids, liquids, and gases, and how water can evaporate, condense,
and melt. In this lesson, students will keep exploring the melting and freezing process of more substances. At the end of this lesson,
students will review the properties of three states of matter (solids, liquids, and gases) and the four main phase change
(evaporation, condensation, freezing, and melting) that they have learned in this unit.
cognitivephysical
socioLearners will be able to:
R U Ap An E C* development emotional
R
An
R
R
R
E
Ap
A
U
Common Core standards (or GLCEs if not available in Common Core) addressed:
S.IP.04.11 Make purposeful observation of the natural world using the appropriate senses.
S.IP.04.12 Generate questions based on observations.
S.IP.04.13 Plan and conduct simple and fair investigations.
S.IP.04.14 Manipulate simple tools that aid observation and data collection (for example: hand lens, balance, ruler, meter stick,
measuring cup, thermometer, spring scale, stop watch/timer, graduated cylinder/beaker).
S.IP.04.15 Make accurate measurements with appropriate units (millimeters centimeters, meters, milliliters, liters, Celsius, grams,
seconds, minutes) for the measurement tool.
S.IA.04.12 Share ideas about science through purposeful conversation in collaborative groups.
S.IA.04.13 Communicate and present findings of observations and investigations.
S.RS.04.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.
P.CM.04.11 Explain how matter can change from one state (liquid, solid, gas) to another by heating and cooling.
L.RP.04.04 combine skills to reveal strengthening literacy (e.g., viewing then analyzing in writing, listening then giving an opinion
orally).
L.RP.04.05 respond to and summarize the major ideas and evidence presented in spoken messages and formal presentations.
ART.VA.I.4.4 Prepare, present, and collaboratively evaluate personal artwork.
ART.VA.V.4.4 Demonstrate cross-curricular connections through a culminating event.
II. Before you start
Identify prerequisite
knowledge and skills.
Know that the three main states of matter are solids, liquids, and gases and their individual properties
Know water can evaporate, condense, and ice can melt.
Can relate the concept of melting and freezing with their daily experience
Know they need to follow instructions in order to safely do the activity
Know that they should take turns to do the activity so everybody can have a try.
Pre-assessment (for learning):
I will ask students what we call the phase change when liquid water turn into ice.
Formative (for learning):
I will listen to student responses and reflections, listen to groups talk, and check worksheets
Outline assessment
activities
(applicable to this lesson)
Freezing
Melting Point
Freezing Point
Writing, Questioning
Answering, picture and video
reflection, group discussion,
brainstorming
Provide options for executive
functions- coordinate short &
long term goals, monitor
progress, and modify
strategies
Students reviewing on their
worksheets what they learned
yesterday at the beginning of
the class
Video Camera
Digital Camera/Phone
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Introduction:
Worksheets from yesterday
White Board
Markers for me to write
Laminated Cards Solids *3 Liquids *3 Gases *3 Evaporation Condensation Melting
Freezing
Downloaded Video How to make Balloon Chocolate Bowls
https://www.youtube.com/watch?v=k71g_GojFQ0
A PPT that introduces melting and freezing
Melted Crayon Art:
1-19-13
An electronic Outlet
Lots of newspaper
A board stand
A white canvas one line of colorful crayons glued on at the top
1 hair dryer
1 glue gun
Closure:
23 summative color-pint worksheets
Component
s
8 min
1-19-13
After all students have their eyes on me, ask can someone tell
me what other substances can melt and freeze?
Tell students that I have a fun video to share with them. I need
them to think which phase changes happened in this video.
7 min
Show PPT with pictures of a caramel apple, a chocolate dipped
strawberry, chocolate dipped cone, and cotton candy. Tell
students these items all go through the phase change of
melting and freezing.
Answer my question
Ask students if they know how to make caramel apples.
Developme
nt
(the largest
component
or main
body of the
lesson)
5 min
Tell students there are also other matter than can melt and
freeze as the examples (name specifically based on their
previous answer) they gave me before.
Click PPT to show the pictures and words of butter, wax, plastic,
glass, rock, and metal. When showing the picture of plastic,
mention the mistake I made yesterday that I poured the hot water
into the plastic cup and the bottom of the cup melted.
2.
Tell students I have a question for them. Click the PPT to show
1-19-13
the picture of butter and ice cubes. Ask students why when they
place the butter and ice cubes in room temperature, ice cubes will
melt and turns into water, but butter still keeps its shape?
Tell them the reason is because butter and water have different
melting points, which means they melt at different
temperature. Ice melts at a lower temperature than butter does,
which means butter needs more heat to melt than water does.
Write and tell the right answer 32F after Melting point of
water and 32F after Freezing point of water on the board.
Ask students what they have noticed.
Tell students You know what, for the same substance, its
melting point actually equals its freezing point. Can you believe
that? Let me explain more Tell students lets use water again as
an example.
1-19-13
Answer my question
Draw a section on the line at the right side of the point I drew.
Tell students if the melting point of butter is between 90 F and
95 F, what is butters freezing point?
Review with students that for the same substance, the melting
point and the freezing point are the same. But different substances
Listen
25 min
3.
Line up
Go to the hallway
Hold the hair dryer. Tell students I am going to heat the crayons
with the hair dryer and lets observe what will happen.
Turn the hairdryer on, gently warm the crayons with the
hairdryer held 1 to 2 inches away from the crayons. Ask students
to watch what angle Im holding the hair dryer to let it blow the
hot air.
Wait until the crayons melt and flow downwards. Ask students
what happened.
Tell students the melted crayon wax is supper hot. I need to let
the hair dryer heat on a downward anglenot straight on to
avoid unwanted splatters on our skin or clothes.
Keep holding and keeping the hair dryer on. Ask students who
wants to try.
Tell students lets take turns to do this. Call on one student who
raises their hand and tell another student that he/she is the next
one.
Every 1-2 minutes call on a different students who raises their
hand to get ready to take over the hair dryer and heat the crayons.
5 min
Ask students who havent taken turns and want to try. If the
art work is not completed, ask students to raise their hand if
they want to take another turn.
Watch me
Ask students to come and touch the bottom tip part not the
top part of the crayons.
Answer my question
Ask students to brainstorm some ideas how I can decorate the rest
(the bottom part) of the canvas.
Write down students ideas. Make a list. Thank students for their
brilliant ideas. Tell students Ill use their ideas and bring this
canvas back next week after I decorate it.
Tell students that they did a good job in learning three main
stages of matter and four main phase changes these past two
weeks.
Listen
Work on the summative worksheet
Pass out the summative worksheet to each student and tell them
to try their best to answer the questions so I can see what they
have learned and how was my teaching.
Write their name
Ask students to put their name on the top.
Ask students to fill solids, liquids, and gases in the three circles.
10 min
Closure
(conclusion,
culmination,
wrap-up)
For my last lesson, I did a good job in engaging my students by relating the process of making dessert and students daily
experience to the concept of freezing and melting, including the mistake I made yesterday by pouring the hot water into the plastic
cups and melting the bottom of the cup and Miss Knotts reminder that I shouldnt place a glue gun too close to the connector. I
mentioned these to my students and turned them into learning experiences. My students were also amazed by the video of using
balloons to make chocolate bowls, and they loved the melted crayon art activity - many of them were exited to take the second turn
and third turn. As for the classroom management, I used what Miss Knott used yesterday by saying if you can hear me, touch your
nose. It worked very well to make students be quiet and have their attention on me.
Next time before I teach, I will have all materials prepared in the classroom three days before, so I wont need to collect things in a
hurry. Also, I should make an outline of my lesson so I wont miss or mess up the order of my points. This time I forgot to draw the
line to show the melting point and freezing point on the board to make the explanation clearer, and Miss Knott helped me to point
out that different substances have different melting and freezing points, which I forgot to state. When we were outside in the
hallway, Miss Knott helped me to give the instruction that asks students to sit in front, and helped me to figure out who took turns
and who wanted to take another turns after everyone has taken turns. I need to plan on my transitions more. In my future lesson
plans, I will write down more precisely what Im going to say, have this checked, print them, highlight them, and prepare for them,
so I can give my students clearer instructions during the class.
These two weeks of planning and teaching my unit plan means a lot to me. My time spent in Dutton Christian has become one of
my most important and precious memories.
1-19-13