Developmental Lesson Plan

Teacher Candidate: Zoe David Date: November 1, 2017

Group Size: 20 Allotted Time 60 minutes Grade Level 3

Subject or Topic: Science: Physical Changes

Common Core/PA Standard(s):

Standard - 3.2.3.A1
Differentiate between properties of objects such as size, shape, and weight and properties of
materials that make up the objects such as color, texture, and hardness.
Differentiate between the three states of matter, classifying a substance as a solid, liquid, or
gas.
Standard - 3.2.3.A3
Demonstrate how heating and cooling may cause changes in the properties of materials
including phase changes.

Learning Targets/Objectives:

Students will be able to describe and illustrate the process of a solid becoming a liquid by
completing an inquiry sheet.
Students will be able to explain what type of change is exhibited in this inquiry by sharing
with their partners and the class after the inquiry.
Assessment Approaches: Evidence:
1. Thumbs up/Thumbs down 1. Thumbs up- I understand
2. The Story of My Ice Cube Data Sheet Thumbs down- I dont understand
2. I will be checking the students
understanding by checking their pictures as
well as their written explanations.

Assessment Scale:
The Story of My Ice Cube Data Sheet:
Excellent- 4 steps correct
Good- 3 steps correct
Fair- 2 steps correct
Needs improvement- 0-1 steps correct

Subject Matter/Content:
Prerequisites:
Basic understanding of what solids, liquids, and gases are
Properties of matter
Key Vocabulary:
Melt- To change state from solid to liquid
Evaporate- To change state from liquid to gas
Condense- Change state from gas to a liquid
Freeze- Change state from liquid to solid
Physical change- a change in size, shape, or state of matter
Solid- Particles are very close together, and they move back and forth in fixed positions;
definite shape and takes up a definite amount of space
Liquid- Particles are close together, but they can slide past each other when they move; takes
the shape of its container and takes up a definite amount of space
Gas- Particles are spread far apart, and they move fast in all directions; no definite shape and
does not take up a definite amount of space

Content/Facts:
Physical changes occur all the time. Ex. Broken pencil, crumpled paper, molding clay
Physical changes also cause matter to change states
Three states of matter: solid, liquid, and gas.
When energy is added to it, matter heats up because the particles of matter move faster.
When enough energy is added to a solid, it begins to melt.
When a liquid is heated up enough, it will boil, which will cause it to evaporate.
Evaporation takes place very slowly Ex. wet sidewalk becoming dry when the sun
comes out.
When energy is taken away, matter cools down because the loss of energy makes the
particles move more slowly.
When a gas cools down, it condenses, and changes from a gas to a liquid.
Ex. condensation on the outside of your glass of water when you take it outside on a
hot day.
When a liquid cools enough, it will freeze, which will make it turn from a liquid to a
solid.

Introduction/Activating/Launch Strategies:

Today we will explore physical changes and perform an inquiry with ice cubes
Watch a Brain Pop video about physical changes
o Watch to 2:45
https://jr.brainpop.com/science/matter/physicalandchemicalchanges/
Development/Teaching Approaches
Ask students what they know about the states of matter (How many? What are they?).
Pass out flashcard sheets to students.
Use direct instruction with the support of a PowerPoint (see attached).
Students will be cutting out flashcards while teacher is teaching (see attached).
Ask students to give a thumbs up if they understand and a thumbs down if they need
more explanation.
 Students will play a matching game with the flashcards they cut out.
Tell students that we will be using our new knowledge to complete an inquiry about
physical changes between the states of matter.
Tell students to get with their 4 oclock partners.
Pass out the inquiry sheets, ice cubes, and cups, and tell the students not to touch
anything.
Ask if anyone has ever played with ice cubes, and ask students to explain what that
was like.
Tell students that they will be exploring ice cubes, and that they should be thinking
about everything that they learned in the lesson.
Tell students to write down the physical properties of the ice cube before touching it,
and write down additional properties as they touch it in the Before section of their
inquiry sheet.
Encourage students to touch and breathe on the ice cube and observe what happens to
it. Also, encourage them to talk to their partners.
Tell students to write down any properties that changed in the After column of their
inquiry sheet.
Have students fill out the drawing part of their inquiry sheet with their partner and then
the written part individually.
Walk around the classroom as students are doing this and ask questions
1. How does the ice look and feel?
2. What is happening to the ice as you are touching and breathing on it?
3. What do you think would happen if we left the ice out until the end of the
day, end of the month?
and answer any questions the students may have.
After the students have finished filling out their data sheets, tell them to put their ice
cubes in the sink and throw away their cups.

Closure/Summarizing Strategies:

Have students turn and talk to their partners about what they learned today.
Ask a few students to share with the whole class.
Today we learned about physical changes, the three states of matter, and how matter
changes between these states. Tomorrow, we will learn about chemical changes.

Accommodations/Differentiation:

Visual learners are able to utilize the video, PowerPoint, and pictures on their paper to
learn the concepts.
Auditory learners are able to listen to the video, teacher as she explains the concepts,
and to their peers as they share.
Tactile learners are able to participate in the inquiry and learn through this hands-on
experience.
 A student with a visual impairment would be given preferential seating, as well as an
enlarged copy of the flashcards and data sheet.

Materials/Resources:
Ice cubes
Inquiry sheets
Flashcards
Powerpoint
Brain Pop Jr. https://jr.brainpop.com/science/matter/physicalandchemicalchanges/
SAS http://pdesas.org/Standard/View#
Badders, W. (2007). Houghton Mifflin Science. Boston, MA: Houghton Mifflin.
Hackett, J., Moyer, R., Vasquez, J., Teferi, M., Zike, D., LeRoy, K., . . . Wheeler, G. (2011).
Science. a closer look (Grade 3 Teacher's Edition ed., Vol. 3). Columbus, OH:
Macmillan/McGraw-Hill.

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

1. How was my pacing today?

2. Were the students engaged in the inquiry?
3. What could I do to make this lesson better?

Additional reflection/thoughts