UMU Lesson Plan Template

2017-2018

Name: Kaitlyn Keller Date:

Grade Level: 3 Class Period:
Subject: Science & Phase Changes Lesson # & Title: Ice Cream Science
Function of the Lesson (check all that apply):
 Introduce New Skill or Content
 Practice
 Review
 Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale:

Learning Attributes:
Marlboro elementary school has a total of 268 students all together. As of 2017, 86.9% of the students are white, Non-
Hispanic, meaning there is not a lot of diversity. The attendance rate is about 95.5% for all students. I have 20 students in the
class, 11 boys and 9 girls. This is an inclusion classroom, with 4 students on IEPs and 2 with 504 plans. Within this class, I
have 20 students in the class, 15 boys and 5 girls. This is an inclusion classroom, with 2 students on IEPs. Within this class, I
have 2 African American students and 18 Caucasian students. All the students are on free and reduced lunch indicating that
they are all socioeconomically disadvantaged.
• One female student has a learning disability and is on an IEP. She has reading goals about grade level texts and
particularly struggles with informational texts and nonfiction reading. She has difficulty focusing for more than 10
minutes at a time and will need breaks if instruction lasts longer than this time period.
• One male student has been recently diagnosed with dyslexia. He has trouble reading accurately, comprehending texts,
spelling, and writing.

Environment:
• The desks are arranged into 3 groups of 6 to encourage group work and collaboration.
• Students are to be grouped in the assigned seats that will reflect helping partners to help increase the level of social
learning. Seating students in 3 groups of 6 increases social experiences and provides natural support for students
needing additional assistance.
• There will be a corner with a “calm down chair” for students who need to gather themselves or need time to focus
individually.
• The student with a learning disability and on an IEP will be placed next to the teacher’s desk. Students with attention
problems can be seated close to the teacher, chalkboard, or work area and away from distracting sounds, materials, or
objects.
• The student with dyslexia who has trouble reading accurately, comprehending texts, spelling, and writing will be
provided preferential seating with special lighting and minimal distractions. The child will test in a small group setting
or even in a private room or an alternative test site.

Cultural Responsive Rationale:

It is important to consider that some of the students come from different cultures, races, and socio-economic situations when
planning the lesson. Teachers must also consider prior experiences and unique learning needs of the students with disabilities
and the students with dyslexia when planning this lesson. It is advantageous to relate the assignment to real-life experiences
and use various learning support to help all students develop the targeted lesson skills. I will provide a glossary of content
related terms, reduce the amount of information presented at one time, and allow for extra time.

Content Standards:
Standard: Properties of objects and materials can change.
Rationale: The student knows matter has physical properties. This lesson is being taught because the students need to know
how things change in different ways. The students will eventually learn how liquids such as water can change from liquids to
vapor in the air and vapor to liquid.

Revised 08/2017
Learning Objectives:
The student will be able to:
 Draw the three stages of matter with 100% accuracy.
 Label the stages of matter with 100% accuracy.

Academic Language:
Matter, Solid, Liquid, Gas, Properties, Chemical Change, Physical Change

Assessment Plan, Formative Assessment:

 I will hold up pictures of the different properties and I will randomly call on students to answer which one it is

Assessment Plan, Summative Assessment:

The students will have to make a book of an example of each property (solid, liquid, gas) to show what they have learned.
The students will need to label all three stages with 100% accuracy.

Procedures, Lesson Introduction: (5 minutes)

 Tell the students they are going to make something
 Show them the ingredients and have them make an inference about what they are going to make
o Inference = guess/assumption
 I will tell my students that the goal of this lesson today is to get a better understanding of what makes up a solid,
liquid, and a gas.

Procedures, Lesson Body: (25 minutes)

 Ask students if they know what a molecule is.
 Explain that a molecule is the smallest amount of something and that molecules are so small that they can't even be
seen with eyes!
 Tell your students that everything is made up of molecules.
 Tell students that the way molecules move within an object or substance determines whether it is a solid, liquid, or
gas.
 Hand out lined paper to each student for note taking
 Draw a square on the whiteboard and label it solid
 Fill the square with tiny circles that touch each other. Tell students that these circles represent molecules
 Explain that the molecules in a solid are tightly packed together and have a definite shape and volume
 Draw another square on the board and label it liquid. Draw circles that are still somewhat close together but do not
fill the entire square and not in perfectly straight rows.
 Explain that the molecules in a liquid are close together and can touch but do not have a definite shape and they can
flow and move around. They have a definite volume though.
 Draw a third square on the board. Draw circles that are spaced apart, with lines or arrows around them to show quick
movement and explain that.
 Explain that molecules in a gas move around freely and quickly. They can bump and bounce of one another. They
do not have a definite shape or volume.

Structured Practice (15 minutes)

1. Divide your class into partners or small groups. Instruct them to devise their very own kinesthetic approach to the
different properties of matter, which they will then present to their classmates. Explain that they can use pictures,
words, or anything they can dream of to explain to the class examples of the different properties of matter. Use this
question to get them started on the right track: If they had to explain the properties of matter to someone who knew
nothing about it... how would they do so?
2. When the groups are finished they will turn and talk with another group and share their ideas before they present to
the rest of their classmates.

Revised 08/2017
 3. Allow learners to be as creative as they wish with their drama, including using props. Encourage all members of a
group to participate in the brainstorming session. One way to guarantee that everyone participates is to have learners
write down their ideas before they share them with their group.
4. Examples of a solid is anything that does not change shape or volume. Examples of liquids are anything that
conform to the shape of their container. Examples of gasses are air-like fluid substances.
 Put instructions on the overhead
Instructions: (Guided Practice)
With your group of seven or eight, mix the following ingredients into your pitcher:
 two cups of milk
 two cups of whipping cream
 a capful of vanilla
 three fourths of a cup of sugar
Stir your ingredients.

Pour half of the mixture into one quart-sized bag and the other half into another.

Your groups will then split into two groups of three or four, with each group
responsible for one of the quart-sized bags of mixture.

Send one person from your group to the teacher to get a bag of ice.

Put your little bag into the bag of ice and seal the bag tightly
.
Then shake the bag until your mixture becomes ice cream (about 10 minutes).

 Read the instructions over with them. Explain to them that when they split the mixture, they are going to split into
groups of three or four.
 Have one person from each group come up and get a gallon-sized bag filled halfway with ice with a half of a cup of
rock salt mixed in.
 Time them while the shake or, if you’re daring, toss the bag.
 Go around checking the consistency of their mixtures.
 Once everybody’s mixture is ice cream, have them settle down in their desks.
 Have the person who got the bag of ice go to the sink, pour their ice out, throw their big bag away, wash off their
little bag with cold water, and pick up a spoon.
 Go around to each group and divide their ice cream equally. If you choose to, pass around chocolate syrup.
 While they are eating, put the “How it Works” sheet on the overhead.
How it works:
When two substances come into contact, the substance with the lower temperature
absorbs heat from the substance with the higher temperature until the two
substances are the same temperature.
For example: if you touched your hand to a hot plate, your hand would absorb heat
from the plate.
 Have one student read the “How it Works”.
 After closure (below), have the students place all ingredients away in the place of your choice and throw everything
else away.
Independent Practice: (15 Minutes)
 The students will have to make a book of an example of each property (solid, liquid, gas) to show what they have
learned.
 The students will each get several pieces of white computer paper that they will staple together to create a book
 The students will create a title page with their name and a creative unique title of their own
 Each page will consist of a different property (solid, liquid, gas) along with a picture and a description of what it is.
Procedures, Lesson Closure: (5 minutes)
 I will ask my students “Where did you see solid, liquid, and gases in our lesson today?
 Then I will ask them where they see them in everyday life.

Revised 08/2017
  I will end with saying “Tomorrow we will talk about physical and chemical changes like the ones you saw today!”

Differentiation, Individualized Instruction, and Assessment:

I used visuals and kinesthetic strategies for the students in groups and individually.
I met individual needs because I can work closely with the student who has a learning disability also with the ones who have
dyslexia. By working with them together, they will still have the opportunity to work with a group but get the extra help they
may need.

Instructional Materials and Support:

 Table cloths
 Plastic spoons
 Paper bowls
 Paper towels
 2 quarts of whipping cream
 1 Gallon of milk
 Sugar
 Rock salt
 Ice
 Measuring cups
 Vanilla
 Pitchers
 Gallon-sized Ziploc Bags
 Quart-sized Ziploc Bags
 Chocolate syrup and sprinkles (optional)

Research and Theory Commentary:

Lev Vygotsky promotes learning through social interaction. It is important to have the students work together to build their
understanding. In the activity, I have them working in partners or groups to demonstrate their understanding of the stages
through actions.

Albert Bandura is social modeling theory which is used in the lesson when the teacher models first. I will hold up pictures to
make sure the students know the terms used in the stages.

I used the technique of feedback because feedback is an integral aspect of instruction that uses an agent, (peer, teacher,
Family member, ETC). The agents give info on the persons performance or understanding.

I used an active student response strategy of response cards: Teacher shows printed cards and students respond with the
answers.

I used a teaching strategy of turn and talk that allows all students to participate in discussion, rather than only a few students
participating in a class-wide discussion. All students can process new learning while engaging in meaningful conversation
with a classmate.

Use of Technology Commentary (if applicable):

Reflection and Instructional Commentary (if applicable):

Revised 08/2017
 Instructions:
1. With your group of seven or eight, mix the following ingredients into your pitcher:
o two cups of milk
o two cups of whipping cream
o a capful of vanilla
o three fourths of a cup of sugar

2. Stir your ingredients.

3. Pour half of the mixture into one quart-sized bag and the other half into another.

4. Your groups will then split into two groups of three or four, with each group

responsible for one of the quart-sized bags of mixture.

5. Send one person from your group to the teacher to get a bag of ice.

6. Put your little bag into the bag of ice and seal the bag tightly

7. Then shake the bag until your mixture becomes ice cream (about 10 minutes).

Revised 08/2017
Revised 08/2017
Revised 08/2017
Revised 08/2017
 How it works:
When two substances come into contact, the
substance with the lower temperature absorbs heat
from the substance with the higher temperature until
the two substances are the same temperature. For
example: if you touched your hand to a hot plate,
your hand would absorb heat from the plate.

Revised 08/2017