Emily Wilson

Lesson #4 (of 4)

Subject Matter Research #2

Topic: Review of 3 States of Matter and Freezing/Melting Phase Changes

Part One (Adult Explanation)

The three states of matter are evident in all aspects of life. All three phase changes are

evident in a root beer float. The ice cream is solid, the soda is liquid, and the foam created from

the carbonation of the soda is little bubbles of gas. The carbon dioxide came out of solution in

the soda because the ice cream provided nucleation sites. Very rarely are all three states of matter

present in one dish. Additionally, the ice cream starts to melt as it is in room temperature, which

is a reversible change that can be done by putting the ice cream in the freezer.

Part Two (Prior Knowledge)

Prior Knowledge: Students have likely had soda before and can determine that it is a

liquid. Additionally, students have likely experienced the little bubbles in soda. Students

likely have had experience with ice cream and may be able to determine that it is a liquid.

Day 1: Students learned about matter, solids and liquids. Students will need to know the

difference between solids and liquids to determine which part of the float is liquid and

which is solid.

Day 2: Students learned about melting and freezing. Students will need to know about

the solid melting and how to reverse it in this lesson. They will need to be able to identify

which part of the float is melting and determine how they could reverse the process of

melting so that the solid froze again.

 Day 3: Students learned about gas in this lesson. Students will need to know about gas

and that it has matter for this lesson. They will need to be able to identify bubbles of gas

in this lesson.

Part Three (Future Knowledge)

Future Knowledge: Students will need to be able to identify solids, liquids and gases.

They will need to be able to understand phase changes and how to reverse them. This will

be an important part of chemistry.

Part Four (Resources Used)

http://www.chem4kids.com/files/matter_changes.html

http://chem4kids.com/files/matter_states.html

http://learninglabresources.com/2013/10/teaching-matter-with-root-beer-floats.html
 Daily Lesson Plan

{Miss Emily Wilson/1st grade science/4.7.16}

I. Topic
The students will review the three states of matter and the phase changes of melting and freezing.

II. Objective(s)
Following the review activity, the students will be able to correctly identify the three states of
matter present in root beer floats and determine the phase change that the ice cream is going
through, along with how to reverse that phase change.

III. Standards
- PA Science and Technology 3.2.1.A1: Observe and describe the properties of liquids and
solids. Investigate what happens when solids are mixed with water and other liquids are mixed
with water.
- PA Science and Technology 3.2.1.A5: Consistency and Change; Recognize that everything is
made of matter.
IV. Teaching Procedures (45 minutes)
a. Anticipatory Set (3 minutes)
i. Explain to students that today we will be playing a little bit of a game and
then we will be sharing a treat. But before we start with our game, I need
to make sure that they remember everything that weve been learning. Ask
students for an example of a solid. Ask students for an example of a liquid.
Ask students for an example of a gas.
b. Development (7 minutes)
i. Explain that we are going to play bingo. Show students an example of a
bingo board. Explain that each student will receive their own board and
ten counters. I will say a word, and show the picture that goes with the
word. If the student has the image on their board, they will put a counter
on their board over that image. If they do not have the image on their
board, they should just keep it the way it is. The goal of the game is to get
four in a row, either up, across or diagonally. Show this to students so that
they know when they have won. Tell students that when they get four in a
row that they should raise their hand, and say Bingo!
ii. Review the different images and what they represent with the students so
that they know what each image represents. Explain that after I call a
word, I will show the image so that they can match it to the image on their
board. Also tell them that after I call I word, I will ask someone to tell me
what state of matter- solid, liquid, gas- that item is.
iii. Make sure that students do not have any questions.
c. Guided Practice 1 (15 minutes)
i. Pick a card, making sure to show the image. Allow students enough time
to find the image and place a counter on the image. Ask students what
state of matter this item is. Continue playing the game until there is a
winner.
 ii. Repeat the game for a few games. Continue playing for about 15 minutes.
d. Guided Practice 2 (15 minutes)
i. Explain to students that they have been doing a very good job with the
game, so now it is time for a little bit of a treat. Explain that we will be
making root beer floats. (Have Carolina make an example float for me.)
Explain to students that all three states of matter are here in the float.
ii. Ask the students what two ingredients are in a root beer float. Ask students
what state of matter the soda is. Ask students what state of matter the ice
cream is. Ask students what state of matter the foam is. Ask students if all
three parts are states of matter.
iii. (Have Carolina be scooping ice cream into cups.) Tell students that the ice
cream is becoming liquid. Ask students what this is called. Ask students if
this can be reversed. Ask students how this can be reversed.
iv. Have students raise their hand if they want root beer. Have students raise
their hand if they want orange soda. Hand out the floats. Instruct students
to wait before they start enjoying their float. Have students look at their
float and look for the solid, liquid and gas.
e. Closure (5 minutes)
i. Tell students that before we leave, I want to make sure that they really
know the different states of matter.
ii. Ask the students to give me an example of a solid. Ask the students to give
me an example of a liquid. Ask the students to give me an example of a
gas. Ask the students what it is called when a solid becomes a liquid. Ask
students to give me an example or melting. Ask the students what it is
called when a liquid becomes a solid. Ask the students to give me an
example of freezing.
iii. Tell students that they have been doing a great job and that they really
know the states of matter.
V. Materials
a. Bingo boards
b. Bingo cards
c. Counters
d. Ice cream scoop
e. Plastic cups
f. Ice cream
g. Root beer
h. Orange soda
i. Spoons
j. Napkins
VI. Adaptations/Plan Modifications
a. Adaptations: Processing Disorder
i. Make sure that there is plenty of time for Matthew to find the image on the
bingo board. Make sure that I explain bingo thoroughly and clearly so that
Matthew has time to process what is being explained.
 b. Adaptations: Personality
i. Make sure that Luke does not yell out during the bingo games. Explain
that quiet students will get their floats first, as to encourage him to be quiet
during the transition between bingo and floats.
c. Plan Modifications: Extra time
i. Play extra games of bingo. Have students give more examples of solids,
liquids, gases, melting and freezing during the closure.
d. Plan Modifications: Less time
i. Allow students to continue drinking their floats during the closure. Play
fewer games of bingo if there is not very much time.
VII. Evaluation
a. Formative- questions throughout lesson
b. Summative- none
VIII. Reflection
a. Write an assessment of the students performance and mastery in terms of each
stated objective. My objective was Following the review activity, the students will be
able to correctly identify the three states of matter present in root beer floats and
determine the phase change that the ice cream is going through, along with how to
reverse that phase change. The students did all understand the three states of matter were
in the root beer floats. Additionally, the students were able to that the ice cream was
melting, and explained that they could put it in a freezer to make it solid again. I think
that the students did a great job overall.
b. Write a self-evaluation including explanation for the success or lack of it. Discuss
what changes might have produced better results and could be used in subsequent
lessons? I think that the lesson was successful as a review. The kids all loved playing
bingo, and loved the root beer floats even more. I think that when showing the cards to
make sure they knew what the pictures were, I should have just shown the card when I
drew it from the bag. I also would make sure that all the ice cream was already scooped
and all I had to do was pour the root beer in.
c. Explain what specific changes were implemented from professor and teacher
suggestions and the results. (If changes were not made, explain your rationale.) Mrs.
Lindey did not make any suggestions. Mrs. Dreves recommended that I show the students
examples of what bingo is or is not, which worked really well to make sure that the
students understood what bingo was and what bingo wasn;t. Mrs. Dreves also
recommended that I use the word float instead of root beer float, which I was going to
change, but decided to just simplify it and just do root beer floats instead of orange and
rootbeer.
This is an example bingo board. There are twenty total unique bingo boards.
These are a few of the call cards. There are a total of 24 unique cards with both image and text.