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    Lesson Plan Tasty Freeze and Changing Materials

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    api-320515884
    The lesson plan is for a Grade 2 science class on hot and cold materials. Students will learn how materials change when heated or cooled by making slush from juice, ice, and salt. They will observe and discuss how the salt lowers the freezing point of the ice, causing the juice to turn into slush. Students will work in groups to create slush while also completing a worksheet individually. The teacher will assess students' understanding through observation and questions about how heating and cooling cause materials to change states.

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    © All Rights Reserved
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    Lesson Plan Tasty Freeze and Changing Materials

    Uploaded by

    api-320515884
    318 views5 pages
    The lesson plan is for a Grade 2 science class on hot and cold materials. Students will learn how materials change when heated or cooled by making slush from juice, ice, and salt. They will observe and discuss how the salt lowers the freezing point of the ice, causing the juice to turn into slush. Students will work in groups to create slush while also completing a worksheet individually. The teacher will assess students' understanding through observation and questions about how heating and cooling cause materials to change states.

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    lesson plan tasty freeze and changing materials

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    The lesson plan is for a Grade 2 science class on hot and cold materials. Students will learn how materials change when heated or cooled by making slush from juice, ice, and salt. They will observe and discuss how the salt lowers the freezing point of the ice, causing the juice to turn into slush. Students will work in groups to create slush while also completing a worksheet individually. The teacher will assess students' understanding through observation and questions about how heating and cooling cause materials to change states.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    318 views5 pages

    Lesson Plan Tasty Freeze and Changing Materials

    Uploaded by

    api-320515884
    The lesson plan is for a Grade 2 science class on hot and cold materials. Students will learn how materials change when heated or cooled by making slush from juice, ice, and salt. They will observe and discuss how the salt lowers the freezing point of the ice, causing the juice to turn into slush. Students will work in groups to create slush while also completing a worksheet individually. The teacher will assess students' understanding through observation and questions about how heating and cooling cause materials to change states.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5

    Lesson Plan Tasty Freeze and Changing Materials

    Grade/Subject: Grade 2 Science Unit: Hot and Cold Lesson Duration: 1 Hour
    OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
    General Learning Outcomes:
    Science 21: Investigate, with guidance, the nature of things, demonstrating an
    understanding of the procedures followed.
    Specific Learning Outcomes:
    Focus
    Askquestionsthatleadtoexplorationandinvestigation
    Identifyoneormorepossibleanswerstoquestionsaskedbythemselvesandothers.Ideasmay
    taketheformofpredictionsandhypotheses
    ExploreandInvestigate
    Manipulatematerialsandmakeobservationsthatarerelevanttoquestionsasked
    Carryoutsimpleproceduresidentifiedbyothers
    Identifymaterialsusedandhowtheywereused
    Use,withguidance,printandothersourcesofinformationprovided.Sourcesmayinclude
    library,classroom,communityandcomputerbasedresources
    ReflectandInterpret
    Describewhatwasobserved,usingcaptionedpicturesandorallanguage
    Describeandexplainresults;explanationsmayreflectanearlystageofconceptdevelopment
    Identifyapplicationsofwhatwaslearned
    Identifynewquestionsthatarisefromtheinvestigation.
    LEARNING OBJECTIVES
    Students will:
    1. Comprehend how materials change by cooling them down or heating them
    up.
    2. Appreciate how heating, cooling, cooking and burning affects their daily
    life and how they consume food.
    3. Explain how materials change due to heat, cooling, cooking and burning
    ASSESSMENTS
    Observations:
    -listening/observing skills
    - participating appropriately to help
    make the slush
    -ability to identify new skills and
    knowledge about heating and
    cooling

    Key Questions:
    What makes the juice turn into slush?
    How does the salt affect the freezing point
    of the ice?
    What happens to the molecules in the juice
    when they are cooled?

    Written/Performance Assessments:
    -observe students listening skills
    -formally assess their learning through an exit slip
    -observe students participation throughout the activity

    LEARNING RESOURCES CONSULTED


    Resource #1: Icy Freeze Worksheet
    Resource #2: Hot and Cold Workbook
    MATERIALS AND EQUIPMENT

    Ice
    Salt
    Juice
    Plastic Bags
    Paper Towel
    Plastic Spoons
    Plastic Cups
    Mitts
    Hot and Cold Workbook
    PROCEDURE

    Introduction (5 min.):
    Hook/Attention Grabber:
    SAY: TODAY IS THE DAY! We are FINALLY making slush!!
    Assessment of Prior Knowledge:
    ASK: Are we heating or cooling the juice to create slush?
    DO: Wait for students to answer.
    ASK: Why does the ice make the juice turn to slush?
    DO: Wait for students to answer.
    Expectations for Learning and Behaviour:
    SAY: Today is going to be a busy class! You guys are going to be working on a
    worksheet about Changing Materials with hot and cold. This worksheet is based on
    material that we have already learned. The class will be working on thus
    worksheet while I help groups create the slush. When your group is done making
    the slush you each get a taste of it. If you finish your worksheet while I am still
    working on the slush with the groups I have a word find for you guys to work on.
    Advance Organizer/Agenda:
    SAY: Today we are going to.
    Work in our workbook.
    Make slush in small groups.
    Work on word find (if you finish your worksheet)
    Transition to Body: I have made groups for you guys already and you will be
    coming up to see me. It will be 2 groups of 5 and 2 groups of six.
    Groups:
    Judah, Finley, Eva, Jake, and Max
    Grayson, Alaina, Vanessa, Elijah and Nolan
    Owen, Thomas, Annika, Sydney, Vanesa and Bensyn
    Andrew, Olivia, Alyssa, Sarah, Alexa, and Monica
    Body ( 50 min.):
    Learning Activity #1: Workbook Activity
    DO: Pull Up electronic version of workbook.

    SAY: Please pull out your science books to the page after How materials Change it
    says SOME SOLIDS CHANGE BECAUSE OF HEAT on the top. There are 2 pages
    that you should be working on while I am helping groups with the slush.
    SAY: This part of the worksheet you apply what we learned in the last two classes
    and show me that you have learned how materials change.
    SAY: In each section you need to pick your favourite material that we talked about,
    describe how they are changed do to heating, cooling, cooking and burning.
    Write about how it changes and draw a picture of the material before it is changed
    and after.
    SAY: If you have any questions please put your hand up and I will help you.
    SAY: Please show me that you guys are able to handle an activity like this and
    hopefully we can do more in the future, but I am going to need all of your
    cooperation for it to run smoothly.
    DO: Turn slide to activity page.
    Learning Activity #2: SLUSH!
    SAY: I will have group 1 up here with me to start the slush.
    SAY: Judah, Finley, Eva, Jake, and Max please come up here.
    ASK: Why does the ice make the juice turn to slush?
    DO: Wait for students to answer.
    ASK: Does anyone know why we are also putting salt in with the ice?
    DO: Wait for students to answer.
    SAY: Salt creates a chemical reaction with the ice and lowers the freezing point. So
    the ice that were using is colder then 0oC
    DO: Right now I am putting the crushed ice and salt together and the juice in a
    separate bag, so the slush will not taste salty.
    SAY: This reaction usually takes around 3-5 minutes! We will all get a turn to knead
    the juice and the ice and make the slush.
    DO: Pass bag around to the students to create slush.
    DO: When slush is made serve slush into little cups, send students to their desks
    and call up next group.
    SAY: I will have group 2 up here with me to start the slush.
    SAY: Grayson, Alaina, Vanessa, Elijah and Nolan please come up here.
    ASK: Why does the ice make the juice turn to slush?
    DO: Wait for students to answer.
    ASK: Does anyone know why we are also putting salt in with the ice?
    DO: Wait for students to answer.
    SAY: Salt creates a chemical reaction with the ice and lowers the freezing point. So
    the ice that were using is colder then 0oC
    DO: Right now I am putting the crushed ice and salt together and the juice in a
    separate bag, so the slush will not taste salty.
    SAY: This reaction usually takes around 3-5 minutes! We will all get a turn to knead
    the juice and the ice and make the slush.
    DO: Pass bag around to the students to create slush.
    DO: When slush is made serve slush into little cups, send students to their desks
    and call up next group.
    SAY: I will have group 3 up here with me to start the slush.
    SAY: Owen, Thomas, Annika, Sydney, Vanesa and Bensyn please come up here.
    ASK: Why does the ice make the juice turn to slush?
    DO: Wait for students to answer.
    ASK: Does anyone know why we are also putting salt in with the ice?
    DO: Wait for students to answer.
    SAY: Salt creates a chemical reaction with the ice and lowers the freezing point. So

    the ice that were using is colder then 0oC


    DO: Right now I am putting the crushed ice and salt together and the juice in a
    separate bag, so the slush will not taste salty.
    SAY: This reaction usually takes around 3-5 minutes! We will all get a turn to knead
    the juice and the ice and make the slush.
    DO: Pass bag around to the students to create slush.
    DO: When slush is made serve slush into little cups, send students to their desks
    and call up next group.
    SAY: I will have group 4 up here with me to start the slush.
    SAY: Andrew, Olivia, Alyssa, Sarah, Alexa, and Monica please come up here.
    ASK: Why does the ice make the juice turn to slush?
    DO: Wait for students to answer.
    ASK: Does anyone know why we are also putting salt in with the ice?
    DO: Wait for students to answer.
    SAY: Salt creates a chemical reaction with the ice and lowers the freezing point. So
    the ice that were using is colder then 0oC
    DO: Right now I am putting the crushed ice and salt together and the juice in a
    separate bag, so the slush will not taste salty.
    SAY: This reaction usually takes around 3-5 minutes! We will all get a turn to knead
    the juice and the ice and make the slush.
    DO: Pass bag around to the students to create slush.
    DO: When slush is made serve slush into little cups, send students to their desks
    and call up next group.
    Learning Activity #3: Word Find/ Coloring Page (Sponge Activity)
    DO: Have word find activity and coloring page for students who finish the
    worksheet before the rest of the class.
    Closure ( 5 min.):
    Consolidation/Assessment of Learning:
    ASK: What makes the juice turn into slush?
    DO: Wait for students to answer.
    ASK: How does the salt affect the freezing point of the ice?
    DO: Wait for students to answer.
    ASK: What happens to the molecules in the juice when they are cooled?
    DO: Wait for students to answer.
    Feedback From Students: (Thumbs up, thumbs down)
    ASK: Who had fun this class?
    DO: Wait for students to answer
    ASK: Who learned something new this class?
    DO: Wait for students to answer
    ASK: Who would like to do something like this again in the future?
    DO: Wait for students to answer
    Feedback To Students:
    SAY: I am so happy with how you behaved during this lesson! You proved to me that
    we could do fun, hands on activities like this in the classroom. So I hope we can
    possibly do some more in the future.
    Transition To Next Lesson:
    SAY: Please put your science books away and get ready for the next class. And
    please throw away your plastic cup and spoon and make sure your desk is clean.

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