Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Jiayu Tian
11/10/2015

Subject/ Topic/ Theme

Evaporation, condensation, and introduction of melting

Grade ___4th____

I. Objectives
How does this lesson connect to the unit plan?
In the previous three lessons, students learned the properties of solids, liquids, and gases. In this lesson, students will learn that one
state of matter can change into another state. Today they are going to learn three physical changes: evaporation, condensation, and
melting by doing some scientific exploration about water
cognitivephysical
socioLearners will be able to:
R U Ap An E C* development emotional
R
Describe what can be seen during evaporation, condensation, and melting
R
Know that water has three states and describe how it changes from one to another
R
Articulate temperature is one of the factors that will cause the phase change
Ap
*
Discover that salt can melt the ice faster in groups
R
Explain that salt can lower the freezing point of water
An
Relate their life experience to evaporation, condensation, and melting.
C
*
Collaboratively create a colorful ice sculpture in each group by taking turns
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.
Outline assessment
activities
(applicable to this lesson)

Properties of liquids, solids, and gases.

Know the concept of ice, liquid water, and water vapor
Being comfortable in group discussion
Pre-assessment (for learning):

I will ask students what is one thing in our lives that can change from one state to another state easily
Formative (for learning):

I will listen to student responses and reflections of their observations, listen to group talk, and check
worksheets
Formative (as learning):

Students will:
- Finish the questions on the worksheet from yesterday and then check their answers with those
on the board.
- Talk in groups by relating their learning to their daily life
- Answer my questions, relate the concept to their daily life
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Collaboratively create the colorful ice sculptures and creatively name it

Work on the worksheet that concludes all the key concepts theyve learned today

Summative (of learning):

Provide Multiple Means of
Representation

Provide Multiple Means of

Action and Expression

Provide Multiple Means of

Engagement

Provide options for perceptionmaking information perceptible

Provide options for physical

action- increase options for
interaction

Provide options for recruiting interestchoice, relevance, value, authenticity,

minimize threats

Drop food coloring on the ice

Taking turns when they are
working in groups

Students can choose whatever color and

sequence they want to drop food coloring
on the ice

Provide options for

expression and
communication- increase
medium of expression

Provide options for sustaining effort and

persistence- optimize challenge,
collaboration, mastery-oriented feedback

Cups with hot water

Plates of ice
Colorful Word Cards
Worksheet
Ice melted by salt and colored by
food coloring

What barriers might this

lesson present?

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide options for language,

mathematical expressions, and
symbols
Students learn the definitions of
evaporation condensation and
melting
Provide options for comprehensionactivate, apply & highlight
Students relate their learning to
their experiences with snow, liquid
water, and water vapor.
Students relate their learning to
their experiences of coming out
from the swimming pool and how
their parents air dry the cups
Students relate their learning to
their experiences with the use of
salt on the road

Writing, question answering,

group discussion
Provide options for executive
functions- coordinate short &
long term goals, monitor
progress, and modify
strategies
Students reviewing the
worksheet on what they
learned yesterday at the
beginning of the class

Students collaboratively do the

evaporation and condensation activity
Students collaboratively melt and color
the ice sculpture
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment & reflection
Students learn how to use salt to melt the
ice at a faster speed
Students learn they need to take turns to
give others opportunitoies to do the
activity

Students keep relating their

previous and new knowledge
to their daily life
Students working on the
worksheet which is about
what they have learned today

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

1 Video Camera
Introduction:
1 Water Heater with water inside
Cards about the properties of gases
1 Maker
White board
Evaporation:
5 transparent hard plastic cups
23 Worksheets
Cards Evaporation Solids Liquids Gases with tape at back

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Tape
Condensation:
The previous 5 plastic cups
The previous 23 Worksheets
5 plates of ice cubes
1 big container to pour hot water in
1 big container to collect all used cups
Previous Cards Condensation Solids Liquids Gases with tape at back
Tape
Colorful Ice sculpture:
5 pans
5 big ice cubes
5 plates each of which has 1 sample of salt, 1 spoon, 1 eye dropper, 5 sample of food coloring, and
paper towel
Cards Melting Solids Liquids Gases
5 white paper card (to name their ice sculptures)
5 markers to write names on
How will your classroom
be set up for this lesson?

Students sit in 5 groups.

On the counter, there are 5 empty hard plastic cups, 5 plates of ice cubes, and 5 labeled empty plates.
On the board, all laminated cards are taped vertically in a line at the right side

III. The Plan

Time

5 min

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Pull the desk inside
Turn on the water heater on the counter before devotion.
After devotion, ask students to go back to their seats and take
out their gas worksheet

Follow the direction

Review the properties of gases with students by moving the

cards of gases and the properties of gases.

Listen and recall what they have

learned. Watch me.

Tell students that we have learned about solids, liquids, and

gases.

Listen

Tell the students that today and tomorrow we are going to learn
how matter changes from one state to another.

Listen and be prepared what they are

going to learn
Listen and watch

Tell the students that the state change is also called phase
change. Write phase change = state change on the board.
Listen and answer
Ask students what is one thing in our lives that changes from
one state to another state easily. For example, it can melt, it can
freeze, and it can evaporate.
Get the students answers. Tell students today we're going to
focus on the phase change of water.

Know what they are going to learn

today
Answer

Ask when water freezes, it becomes? When water evaporate,

it becomes..? Get their answers.
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Recall their previous knowledge

Tell students water can exist in three states: solid, which is ice or
snow; liquid, which is the liquid water that can be poured; and
gases, which is water vapor that we cant see.
Tell the students we have two activities to do today. One is from
now until 9:00, and another one is from 9:30 10:00. I need
them to follow the directions, cooperate with their group
members to do the activity together, and tell me what they have
observed. Ask them if they can do that? And say Great, I
believe all of you can do it.

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Know the science class schedule and

know my expectations for them

8 min

Activity 1: Observing and Learning About Evaporation

Ask the student with the lowest number in each group to go and
get one plastic cup and place it on the middle of the table.
Pass out worksheets. Ask students to write their name on.
Go and get the heater, ask the students to keep away when I
pour the water. Tell them to be careful of the hot water.

One student from each group goes

and gets the cup and take it back to
their table.
Get the worksheet and write their
name on.
Keep away

Circulate to pour the hot water in the cup.

Wait for me to pour the water
Ask the students to discuss what they have observed in the air
above the cup

Listen and observe

Call on individual students to tell me what they have observed.

Answer
Tell the students the liquid water evaporated in the air and
become water vapor.

Listen

Ask the students if they can see the water vapor?

Think and answer
Emphasize that water vapor is invisible. The foggy thing they
see is not water vapor but many small drops of water. When
they see the foggy thing disappear, water vapor is formed. So in
this process, liquid water turns into invisible water vapor.
Tell the students water is just one matter that can change from
liquids to gases. Other matter also can change from liquids to
gases. This phase change is called evaporation. Take out the
evaporation card, and stick it on the board.
Ask students if they have seen their mom air dry cups and
plates.

7 min
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Listen

Watch

Relate the learning to their daily life

Tell students in China people dont use the dryer, but hang
clothes outside to air dry.

Listen and imagine the scene.

Write down _________ __________ after the evaporation

card. Take out the solids, liquids, and gases cards and stick
them beside.

Listen to the instruction

Start to think

Ask the students to recall what they have observed about water
vapor, tell their neighbors that evaporation is a phase change
from what state to what state.

Recall their observation. Talk in

groups

Ask the students to choose one card from the three cards to fill
in the two gaps. Ask evaporation is a phase change from..?
(wait) to .? (wait)

Answer

Tell the students that evaporation is a phase change from liquids

to gases. Stick the cards Liquids and Gases to fill in the
gaps. Leave the cards on the board.

Listen and watch

Ask students if they have ever experienced that after they come
out from the swimming pool, theyll dry soon.

Relate their learning to their

experience

Ask students to fill in the gaps on their worksheet

5 min

Closure
(conclusion,
culmination,
wrap-up)

Hand out worksheets to students. Ask students to take 5 minutes

to finish the questions on it.

Work on their worksheet

Tell students after they are done to give the worksheet to me.

Give the worksheet once they are

done
Have expectations for the learning
tomorrow

Forecast well keep exploring melting tomorrow and do a fun

activity to learn another phase change.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I could tell students enjoyed my lesson today! They were amazed when they found the bottom of the plate wet. And they loved the
colorful ice sculpture activity! They also creatively named their ice sculptures collaboratively with a sense of achievement. I was
glad that they learned while having fun. I also learned many lessons from my teaching experience today.
First, today a little accident happened in my class: because one of the hard plastic cups I prepared cracked and one of the cup
disappeared, I went to Mr. Birds classroom to take 5 soft plastic cups as replacement. However, when I poured the hot water inside,
the bottom of the plastic cup melted and the cup tipped over and the hot water spilled onto the students desk. When I didnt what I
could do, Miss Knott went to the teachers lounge and found 5 glass mugs for me to replace the plastic ones, so I could keep my
teaching. That taught me a lesson that I should prepared materials 2-3 days earlier and have extra ones. I also should improve my
skills of dealing with emergency. Miss Knott also suggested me that I could have changed it to a learning experience and relate it to
what I was teaching.
I missed one important point that I wanted to mention, which is how students can see fog inside of their window and they can use
finger to write on the window. It is a connection from my life experience to the concept of condensation but I missed it. Next time I
should write down the outline/sequence of the lesson plan and highlight all these important points so I wont miss any. I was also not
clear on how salt helps in lowering the melting point of ice so the ice melts faster. Next time I need to prepare the important
explanations better.
As for the ice sculpture activity, I should have prepared the same materials (or at least same volume/same quality) for each group of
students to use, such as the same volume of ice for each group to build colorful ice sculptures. The groups that got more ice enjoyed
the activity more than those who got relatively less ice. I should have found bigger containers to freeze ice. Also, because I
overlooked the power of food coloring and forgot to remind students to not spill the food coloring, some of the students desks were
colored by the food coloring. I used rubbing alcohol to clean the desks during recess. It was a good lesson but I need to think about
how to protect the school supplies from potential damage.

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