Teacher: Jessseca Kallini

Date: November 16, 2015

Materials:
Banana
Glue
Dry ice
Jello
Glycerin
Plastic
Soap water
Metal (penny)
Butter
Wax
Salt water
Wood chip
Olive oil
Thermometers
Microwave
Freezer
TEKS:
4.5.B
(5) Matter and energy. The student knows that matter has measurable physical
properties and those properties determine how matter is classified, changed, and
used. The student is expected to:
(B) Predict the changes caused by heating and cooling such as ice becoming liquid water
and condensation forming on the outside of a glass of ice water
Resources:
https://educators.brainpop.com/lesson-plan/changing-states-of-matter-activities-for-kids/
http://search.tea.state.tx.us/search?access=p&entqr=0&output=xml_no_dtd&sort=date
%3AD%3AL%3Ad1&ud=1&client=default_frontend&oe=UTF-8&ie=UTF8&proxystylesheet=default_frontend&site=default_collection&q=teks
Rationale:
The idea of this lesson plan is for students to understand how states of matter can
change when heating or cooling. They will learn that matter can be divided into
three categories, solid, liquid and gas. The students will use their skills in
recording observations about their investigations. The students are learning the
material in this method, because it allows them to be hands on and see exactly
where the state of matter changes. They are able to experiment and investigate
using materials that appeal to them. The benefits of this are that the students are
able to engage themselves in what they are interested in by choosing materials
they like. This is a visual experiment that allows students to relate states of matter
to real life experiences.
Preparation:
To prepare for this lesson, I will need to set aside materials. I will make jello and
the necessary purchases. I will make sure ice, a freezer and microwave is
available to the students. I will divide up the materials so there are samples for the
class to look before getting started.
Background Knowledge:
Students should be familiar with cooperative group work and discussions in the
lab setting.
They should know how to make observations and identify properties of matter.
Lesson objective(s):
The student will discover how heating and cooling can change different materials, using
three different materials, students will be recording at least five types of data collected.

By the end of this lesson you will be able to change the state of matter by heating or
cooling, knowing the difference between solid, liquid and gas.
This information is important because states of matter affect your daily lives; temperature
affects how you cook, what you can eat and the weather outside.
Differentiation strategies to meet diverse learner needs (special needs):
ADHD
Students with ADHD will be given the role of recorder during group to engage
student and encourage focus.
During individual activity, they will be allowed to use notes and visual aides to
help aid in their success.
ENGAGE
Introduce the topic of changing states of matter using heating and cooling
o Good afternoon! Today we will be changing the state of matter, which is
solid, liquid and gas when using heating and cooling! Before we begin, lets
review our science CHAMPS so we are set up for success!
o Solid, liquid and gases occur within different materials when heat is added or
taken away. Lets learn more about the different states of matter by listening to
this song! Listen carefully the first time, because the second time I play it, we
can sing and dance along.
http://www.teachertube.com/video/states-of-matter-rap-296559
o Awesome, what a creative song that really taught me about the different
states of matter! By the end of this lesson, you will be able to identify the
qualities of solid, liquid and gas and explain how the material has changed
after heating/cooling.
o The students should be asking themselves how many states of matter they see
in a day, and if they have every seen all three states at once. Students should
be thinking of ways to change the state of matter by using heat/cool.
o After asking the students, What materials will change their state of matter
when heated or cooled? (Create interest) give them directions to gather 5
materials from the science cart.
Raise Questions:
1. How can you turn a powder into a liquid into a solid? (Jello)
2. What materials will change their state of matter when heated or cooled?
3. What states of matter do we see in a root beer float?
4. Why do you find your car all foggy in the morning, after a cold night?
Teacher Scaffolding for Immersion:
As the teacher walks around the classroom, she will stop at groups to hear their
conversation. She will redirect as necessary, but most importantly will probe
students with deeper level thinking to really explain why they are getting their
results. She will encourage all students to write down everything they experience
in their science journals. She will praise students on unique observations and hard
work. When one group struggles with something, stop the whole class to review a
key term or ask questions that will encourage critical thinking to find the answer.
EXPLORE
Introduce students to the different materials on science cart. After splitting class
into groups of two, explain how they will be using the materials and different

tools available to influence the state of matter.

Before beginning, have students discuss among themselves the states of matter
and how they think they have influenced matter at home. How can they transfer
that information into the classroom?
Explore the materials with the whole class, go over each material and explain to
class.
o Ask students to share any experiences they have had with these materials.
(Making root beer floats, jello, burning oil or water)
o Have small samples set aside so students can pass them around to smell,
touch, and feel while making descriptive observations to the class and in
their science notebooks.
Talk about the importance of writing useable procedures, which can be tested by
others, identifying the qualities of a solid, liquid and gas and explaining how
materials can change after heating or cooling.

Problem/Hypothesis:
1. Does heating a material affect it more than cooling?
2. Why doesnt this material change at all when affected by heat or cooling?
Investigation Plan:
Question: Does heating a material affect it more than cooling?
Prediction: If we heat up jello, it will turn into a liquid, but if we cool it, it will
remain a solid.
Experimental Plan: Put some jello in the microwave and some in the freezer and
record which type of temperature has a faster response for the jello.
Question: Why doesnt this material change at all when affected by heat or
cooling?
Prediction: Alcohols state of matter does not change when heat or cooling is
added.
Experimental Plan: Boil alcohol and place alcohol in freezer for same amount of
time and make observations on results.
Supervising Groups:
The teacher will walk around groups and ask questions regarding their lab. Ask
questions that inquire about their materials and why they choose them. Ask
students how they are recording their results and how they can present it to the
class.
EXPLAIN
Review states of matter and the affects of heating and cooling.
Review exactly how they can occur and what happens before the change of
matter.
Discuss how the class will create their own materials, procedures, data collection,
results and conclusions about the investigation. All students will add their
simplified results to the class PowerPoint, which will be presented the next
day after completing lab.
As a class, review solid (hold up examples and pass around), review liquid (hold
up examples and pass around), review gas (hold up examples and pass around).
Ask students several different questions to prompt further discussion and deeper
level thinking.

What item can you predict the outcome for?

(Water: when chilled, ice cube and heated, stem)
o How might these items react to heating and cooling?
o Will they all change from one state of matter to another?
o What materials are you most interested in testing?
How might we go about testing these items?
ELABORATE
Have students discuss what materials work best at certain temperatures, with
evidence from use of thermometers.
Discuss with students how states of matter can change from adding heat, but not
cooling. Go over different scenarios in which they would experience states of
matter changing one way, but not both.
o Adam melts a candle with a flame, and it turns into wax. The state of
matter of the candle changing when adding heat, by turning it a liquid.
Adam also put a candle in the freezer, but the candle remained the same, a
solid.
Go over new words, such as:
o Thermometer, goggles, solid, boiling point, liquid, freezing point, and gas
Show pictures to help explain words
Review with students how states of matter affect their daily lives; they need
to be aware of states of matter to cook, or at home with candles.
o Example: If they let the water boil for too long, it will evaporate and
they will not be able to make pasta.
Extension: A follow up lab to this lesson would be having students find states of
matter in weather. Having students go outside and observe how weather affects
states of matter. What happens to their surroundings when it is hot, or when it is
snowing? What happens when it rains? For the end of the year exam students can
write a short essay stating how they could change a state of matter inside and how
it change regarding weather.
o

EVALUATE
Review new terms and definitions with students.
Students submit science notebook with recorded data and observations for
assessment.
Consequential task: Students will make root beer floats and photograph the
different states of matter. They will create a poster board that explains the steps of
the change of matter and why it occurred.

Assessment Rubric:
Root beer Float Experiment
Clear pictures of drawing of stats of matter (25
points)

Complete sentences explaining process (25 points)

Explain all three states of matter (25 points)

Pictures and explanations in correct order (25 points)

Specific Key Questions:

o How can matter be influenced by heating and cooling?
o What materials will change their state of matter when heated or cooled?
o What makes a liquid a liquid?
Reflection:
The inquiry lesson plan is much in depth and detailed than any lesson plan I have
ever wrote. It really made me think about how to break the material down for my
students and a substitute. This allowed me to see how important questions can be
in science; they are really able to engage students. Making the lesson as
interactive as possible allows for the students to have a lot of control and show
their strengths to the teacher. Inquiry lesson plans take a lot more work and time,
but the end result with all the detail allows for a successful lesson.

Horizontal Alignment within the Grade chosen for the 5E lesson

What other TEKS can be aligned to this lesson (what will this lesson build upon and build for)?
Another TEKS that can be aligned to this lesson from fourth grade is, 4.5.A, for several different
reasons. By including this TEK in the lesson, the student will build on their knowledge of physical
properties of matter. The students would be able to further their investigation by including the ability to

sink of float when discussing states of matter. They would be able to include mass and volume in their
data collection and make hypothesis with this new information.
5) Matter and energy. The student knows that matter has measurable physical properties and those properties
determine how matter is classified, changed, and used. The student is expected to:
(A) Measure, compare, and contrast physical properties of matter, including size, mass, volume, states
(solid, liquid, gas), temperature, magnetism, and the ability to sink or float;
Vertical Alignment within the Grade Chosen for the 5E lesson
Prior Grade
What other TEKS can be aligned to this lesson (what will this lesson build upon and build for)?
How would you integrate this foundational knowledge for developed 5E lesson?
Another TEKS from a previous grade that aligns with this lesson is, 3.5.B, for several different
reasons. This background knowledge allows students to be aware of states of matter. They will already
know how to classify the states and demonstrate the differences. The students would be able to come
into this lab with the knowledge of solids, liquids and gases and successfully know what makes each
material in this lab different.
(5) Matter and energy. The student knows that matter has measurable physical properties and those properties
determine how matter is classified, changed, and used. The student is expected to:
(B) Describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids
have a definite shape and that liquids and gases take the shape of their container;
Next Grade
What other TEKS can be aligned to this lesson (what will this lesson build upon and build for)?
How would this aid their knowledge in future grades?
Another TEKs from the next grade, 5.4.A will benefit students in several different ways. This TEKS
expands on knowledge that they have learned in fourth grade. The students will have some background
knowledge on physical states of matter, and this will aid them in the classroom. By having background
knowledge on states of matter, they will be able to start learning about solubility and magnetism in
regards to the states of matter. These TEKS expands on how states of matter affects energy.
(4) In Grade 5, investigations are used to learn about the natural world. Students should understand that certain
types of questions can be answered by investigations and that methods, models, and conclusions built from
these investigations change as new observations are made. Models of objects and events are tools for
understanding the natural world and can show how systems work. They have limitations and based on new
discoveries are constantly being modified to more closely reflect the natural world.
(A) Within the physical environment, students learn about the physical properties of matter, including
magnetism, physical states of matter, relative density, solubility in water, and the ability to conduct or
insulate electrical and heat energy. Students explore the uses of light, thermal, electrical, and sound
energies.