Flavor-Ice

Big Idea: Dare to be Different

READINESS
I.
Goals/Objectives/Standard(s)
A. Goal(s)- Students will be able to understand how matter
changes states (Liquid solid; Solid Liquid)
B. Objective(s)- Given manipulatives students will begin to recognize
and understand how matter changes states.
C. Standard(s):
*2.1.3. Predict and experiment with methods (e.g. sieving, evaporation) to
separate solids and liquids based on their physical properties.
II.

Materials
Anticipatory Set: materials; (class set of flavor-ice; one frozen one liquid) Space;
(Circle rug in the back of the room)
Lesson Presentation: Time; (5 minutes) Space (desks)
Station #1: Materials; (science notebook, stopwatch, ice cubes for each student
from class freezer) Time; (7 minutes) Space; (front of the classroom with Mrs.
Lehman)
Station #2: Materials; (class computers, fill in notes to glue in science notebook)
Time; (7 minutes) Space; (Computer area in classroom)
Station #3: Materials; (Bartholomew and the Oobleck; by Dr. Seuss, pre-made
Oobleck in ziplock bag, science journal) Time; (7 minutes) Space; (Circle Rug)
Closure: Materials; (stopwatch, class set of flavor-ice, three ice cubes) Time; (5
minutes) Space; (desks)

Behavior: I will use Mrs. Arnolds class money as a behavior management tool. I
will reward students with class money to the group that behaves the best. I will also take
away money from any student who is disrupting the class or is not paying attention. I will
set clear expectations at the beginning of the lesson so that students know what to
expect.
-When asking students for redirection I will wait until I have all students doing
what I have asked from them. I will not move on until they behave.
GROUPING
Red group: Alex, Jesse, Olivia, Kristen, Nathan, Naomi, Tessa, Michael
Green group: Zylah, Lucy, Jack, Berkley, Caleb, Kelsey, Aiden, Leo
Blue group: Maylee, Samuel, Bryan, Addie, Delaney, Gavin, Kalef
III.
Anticipatory Set
-I will invite students to the circle rug to begin the lesson.

Good morning class! Today I want you to put your thinking caps on to help me solve a
mystery. Yesterday we learned the difference between solids liquids and gases. Can
someone tell me one physical characteristic of a solid? Liquid? Gas? Great!
-I will hold up the non-frozen flavor-ice and a frozen flavor-ice.
Now that we know the different properties what state of matter is the flavor-ice in my
left hand? What state of matter is the flavor-ice in my right hand?
-Students answer whole group.
IV.
Purpose: Today we are going to explore how our solid flavor-ice turned liquid
and the liquid flavor-ice turned to a solid.
*Purpose statement will be written up on the board for the entire lesson.
PLAN FOR INSTRUCTION
V.
Adaptation to Diverse Students- The way I have grouped students together is
based on their level of performance. I have chosen students that are high achieving in
the classroom with students who are struggling. I took their overall class scores and
developed groups so that they contain a variety of different levels. This way those who
succeed can help guide students who are struggling. I also grouped students based off
of their relationships, knowing which students work with each other the best and which
students do not.
I have also adapted my lesson so that all students can be interactive and hands on with
their learning. Mrs. Arnold has three students with ADHD, they struggle focusing when
the activity is not engaging enough. By getting students up and active my hope is that
these students will have an easier time staying engaged throughout the entire lesson.
VI.

Lesson Presentation

After the anticipatory set I will invite or direct students back to their desk. I will call
on those who are quiet and ready to move on.
In your science notebooks I want you to write down your hypothesis or your educated
guess to how the flavor-ice turned from solid to liquid and vice-versa. I want you to keep
your hypothesis a secret, do not share with your classmates until after the lesson is
completed. This ensures that everyone gets a fair opportunity to solve this mystery on
their own.
In order to solve this mystery and check your hypothesis you guys are going to do
some investigating through experiments. In order to do so, I am going to split the class
up into three groups to work at the stations. But before I send you and your group off to
the different stations, I will first give you directions for each station. You are going to
need science notebooks ,so please bring them with you.
STATION #1: At station number one each of you will be given an ice cube from the
class freezer. Here you will be competing against your group to see who can melt their
ice cube the fastest. Think about your hypothesis and what you can do to make your ice
cube melt faster. While melting your ice cube I also want you to take mental notes to

what is working and what is not. Mrs. Lehman will be monitoring this station, she will be
timing and recording your melting time so when your ice cube is completely a liquid
show her so she can give you your time. The winner of each group will compete against
each other after stations are over, winner is rewarded with a prize!
STATION #2: Station number two will be located in the computer lab at the back corner
of the classroom. Here you will explore a website.
-On the overhead projector I will demonstrate how to navigate and play the activity.
In your science notebook I want you to take notes based on your observations just like
a real scientist!
-Fill in the blank notes/glue into notebook. (see attachment)
http://archive.fossweb.com/modulesK-2/SolidsandLiquids/activities/changeit.html
STATION #3: Station number three will be with me at the family room. I will read aloud
a book and afterwards we will have a discussion.
-Bartholomew and the Oobleck; by Dr. Seuss
Read Aloud.
Who can tell me something in the story that we learned that we
didnt know about liquids or solids? (allow students to communicate openly)
Would you like to touch and explore Oobleck just like
Bartholomew? (Let students touch and play with pre made Oobleck provided by
the teacher)
Group discussion Is Oobleck a solid or a Liquid? There is no
right or wrong answer, ask students why they believe it is a liquid or a solid. What
characteristics make it this way.
Last five minutes have students journal their answer to the
question and why.
Does anyone have any questions as to what they are supposed to do at each station?
Do I need to repeat any directions or clarify any questions?
-Answer or repeat any directions so that all students have a clear understanding of what
is to be expected from them.
Great! When I ring the bell the Red group will be going to the circle rug, the green group
will be going to the computers and the blue group will be going to the front of the room
with Mrs. Lehman. You will be given 7 minutes at each station when the time is up I will
ring the bell and give you directions as to what station you will be going to next.

VII.
Check for understanding
Using your fingers on a scale of one to five, (one being -I do not understand anything
and 5 -I am an expert) how well do you understand the change of matter from a solid to a liquid
and liquid to a solid.
-At this point I will quickly scan the room to give an overview of how well students think they
understand the lesson. If I notice most students having low number I will go back and

reteach/answer questions. If I notice that students seem to think they understand I will move on
to the closure.
VIII.
Closure
Three students who won each group will have a contest to see who can melt their ice
cube the fastest. Winner will earn 20 class dollars for themselves and 40 class dollars for the
class.
After the competition the teacher will guide students in a class discussion about what makes the
ice (solid) turn into water (liquid)? What did the winner do to their ice cube so that it would melt?
Now that we have seen ice be melted and have explored the change of matter in more depth
who can tell me the answer the question posed at the beginning of this lesson?
-On the board write down the conclusion developed by the class from the experiments, for
students to copy into their science notebooks.
Look back at your hypothesis at the beginning of the lesson. Now compare it to the answer we
just created as a class.
-When teacher assesses that students have a firm understanding of lesson they will be
rewarded with their own flavor-ice after the lesson.

PLAN FOR ASSESSMENT

Informal and Formal: Constantly ask questions throughout the lesson to gage student
understanding. After lesson grade and look over student science journals from activity. Check
for understanding (number 1-5 of how well they understand). Compare hypothesis and
conclusion.
Summative: At the end of the States of Matter unit, Mrs. Arnold will create an exam to test
students understanding of the subject.
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not,
why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardner's Multiple Intelligences
7. Did students have enough time or enough to do at each station?
8. Was this lesson challenging enough? Do they have more prior knowledge about
this subject then anticipated?
9. Was I implementing behavior management throughout my lesson? Making sure
students were on task and learning?
10. For my station, could I see all students around the room to observe their
behavior?