KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Lindsay Fries

Date:

Cooperating Teacher: Dr. Varano

Coop. Initials: KV

Group Size: 20

Grade Level: K

Allotted Time: 40 minutes

Subject or Topic: Ice

Section

STANDARD:
3.2.1.A3 Identify how heating, melting, cooling, etc., may cause changes in properties of
materials.
I. Performance Objectives (Learning Outcomes):
A. The students will express their knowledge of melting ice by filling out an
inquiry sheet during the experiment.
II. Instructional Materials
A. Inquiry sheets
B. 20 jars labeled
1. 5 with warm water
2. 5 with cold water
3. 5 with salt water
4. 5 with baking soda water
C. 5 trays
D. Salt
E. Baking Soda
F. 20 spoons
G. Bunch of ice cubes
H. Pencils
I. Mice on Ice by Rebecca and Ed Emberley
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Students must have basic understanding making predictions.
B. Key Vocabulary
1. Ice: Frozen water.
2. Melt: To become liquid (water).

C. Big Idea
1. Ice is formed when water is at freezing point. Different elements can
cause ice to melt.
D. Content
1. Ice is frozen water
2. Ice can be melted
3. Ice is cold and slippery
IV. Implementation
A. Introduction
1. Review aspects about winter such as:
a) What is winter?
b) What is the shortest day called?
c) What is the weather like in winter?
d) What activities do we do in winter?
2. Call on volunteers and write answers on the board.
3. Tell the students they will be doing an experiment with ice.
B. Development
1. Read the story Mice on Ice by Rebecca and Ed Emberley
2. Ask questions during the story: What are the mice going to do? Have
you ever gone ice skating? What was it like?
3. Show the class a piece of ice.
4. Ask, What is this?
5. Explain to students it is a piece of ice.
6. Give each table a bowl of ice.
7. Ask the students what the ice feels like, is it cold or warm, is it rough
or slippery.
8. Ask students, What is ice?
9. Lets discover what ice is during our ice melt experiment.
10. Have students in five groups of four. Pass out a tray to each group
with the four jars labeled. Tell the students not to touch the jars.
11. Tell the children they are going to be conducting an experiment in
their groups. We want to know what will melt ice the fastest: cold
water, warm water, salt water, or sugar water.
12. Pass out the inquiry sheets. (see attached)
13. Tell students first we need to make a prediction. Ask what do you
think will melt ice the fastest? Have students circle their answers on
their inquiry sheet. Remind students that they can only chose one.
14. Tell the students each person in their group will be in charge of
melting a piece of ice. One person will melt their ice using the warm
water, the second will use the cold water, the third will use the
baking soda water, and the fourth will use the salt water.
15. Tell the students that they will place their ice cube in the jar and use
the spoon to stir. Tell the students to watch their ice cube to see when
it melts. They will be doing 3 trials.

16. Tell the students to keep their ice cube on the tray until you say so.
Pass out an ice cube to each student.
17. Tell the students when everyone in their group is ready to place their
ice cube in their jar and start stirring at the same time.
18. Remind the students to watch for when their ice cube melts.
19. When each table finishes melting their ice cubes, tell the students to
make one tally on their chart to which jar melted the ice first.
20. The teacher will refill the jars when students are finished to start
trials 2 and 3. After each trial make sure students record their results.
21. When all students are finished, collect the trays.
22. Ask the students, What was left when the ice melted? Discuss.
23. Ask the students, What is ice? Ask students to draw what
happened to the ice on the back of their inquiry sheets. Ask how does
water become ice?
24. Tell the students to add up their tallies for each jar to figure out
which jar melted the ice the fastest the most times.
25. As the students fill out their inquiry sheets, walk around and help
students who have any questions.
26. Make a tally chart on the white board. Ask each table how many
times each jar melted the ice the fastest, record the results.
27. Discuss the results. Ask what happened to the ice in each jar. Ask
children why they think ice melted the fastest in ____ jar.
28. Ask students why salt is put on roads and sidewalks that have ice.
Discuss.
C. Closure
1.
2.
3.
4.

Tell the students they will be ice skating.

Pass out 2 pieces of wax paper per student.
Tell the students to place one piece of wax paper under each foot.
Tell the students to watch out for their classmates as the children slid
their feet across the room.
5. Let students ice skate for a few minutes.
6. Tell the students they will be learning what animals do during winter
tomorrow.

D. Accommodations/Differentiation
1. Luke, a student with autism, will work in a group of peers that work
well with him. Luke can write or draw his answers on the inquiry
sheet.
2. Differentiation: Students can write or draw their answers to the
inquiry sheet.
E. Assessment/Evaluation Plan
1. Formative: Inquiry sheets will be collected.

3- One prediction is made. Three tallies are on the chart with correct
totals. Student circled the jar that melted the ice the fastest the most.
2- One prediction is made. Tallies are on the chart with correct totals.
Student did not circle which jar melted ice the fastest the most.
1- Two predictions are made. Missing some tallies on the
chart/incorrect totals. Students did not or incorrectly circled which jar
melted the ice the fastest.
1- Inquiry sheet incomplete.
2. Summative: There is no summative assessment.
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

Remediation Plan

B. Personal Reflection
1. Did the experiment demonstrate what melts the ice the fastest?

2. Was the inquiry sheet easy for students to follow?

3. What can be improved?

VI. Resources
A. Emberley, R., & Emberley, E. (2012). Mice on ice. New York: Holiday
House.

Name: _____________________

Ice Melt
I predict that:
warm water

cold water

salt

baking soda

will melt the ice the fastest.

Trials:
Ingredient
Warm water

Tallies

Cold Water
Salt
Baking Soda
Our experiment shows that:
warm water

cold water

salt

baking soda

melts ice the fastest.

Total