EdTPA Indirect Instruction Lesson Plan Template

Ice Cream!! (With Science)

_____________________________________________________________________________
Central Focus/Big Idea: Transfer of Energy
Subject of this lesson: Scientists will make observations and inferences on the transfer of energy from
one object to another and compare to other events.
Grade Level: 3rd grade TD class
NC Essential Standard(s): 3.P.3.1 Recognize that energy can be transferred from one object to another
by rubbing them against each other
Next Generation Science Standard(s): Grade 3 (Forces and Interactions): Science and Engineering
Practices
Asking Questions and Defining Problems

Ask questions that can be investigated based on patterns such as cause and effect relationships.
(3-PS2-3)

Disciplinary Core Ideas

Objects in contact exert forces on each other (3-PS2-1)

21st Century Skills: Creativity and Innovation Outcome for 8th grade addresses importance of making
observations; Critical thinking and problem solving Outcome for 4 th grade addresses importance of
students constructing explanations from their observations.
Academic Language Demand

Language Function: Students are expected to make observations about what is happening when
the ice cream is being made, infer where the vocabulary words fit into play while making ice
cream, and compare the reactions to other events that have the same reactions.

Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast
Retell

Describe
Summarize

Explain

Scientific Vocabulary: Endothermic reaction and exothermic reaction

Instructional Objective: Students will be able to compare the reactions that happened during the making
of ice cream to other situations/events. They will be able to come up with at least one correct comparison
for each reaction. (Endothermic and exothermic)
Prior Knowledge (student): Students should already know the terms: energy and friction. They should be
able to apply their knowledge to the process of making ice cream.
Content Knowledge (teacher): The teacher should have already a clear understanding of the transfer of
energy as it pertains to making ice cream. Teacher will be an expert on the material so they may answer
any questions that arise.

Accommodations for special needs (individual and/or small group): I would make sure that

students with physical disabilities or attention deficits are close to the front of the room so they
can see clearly see the demonstration being done. I would also observe them more closely during
the activity to help them stay on task. For ELL, I will have the vocabulary words in their native
language also so that they can make easier connections.
Materials and Technology requirements:

Milk
Sugar
Vanilla
Salt
Ice
Quart size Zip Lock bags
Gallon size Zip Lock bags
Paper Towels
Bowls
Spoons

Total Estimated Time: 45 minutes

Source of lesson: https://www.google.com/search?
q=ice+cream+activity&biw=1366&bih=657&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjrzrLOp_b
LAhXC4SYKHbWLCdQQ_AUIBigB#imgrc=jmBENJsL9TulZM%3A
Safety considerations: Students will stay in their own backyard to prevent anyone accidentally getting
hit when shaking the baggies. Students will also have paper towels to prevent hands from freezing while
shaking the baggies.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be detailed
enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube video), describe
your back up plan thoroughly. Imagine your most novice colleague needing to teach from your plan.
Dont just answer the questions. Additionally, I expect you to include possible questions you could ask for
each section. This needs to include higher-order questions.

Engage: For this section, it will be a quick engagement because the process of making the ice cream
takes 10 minutes to prep and 10 minutes to prepare. To engage my students, I will ask the students to rub
their hands together really fast for about 5 seconds and then have them put their hands on their face. This
will show them how energy can be created by friction. This is activating their prior knowledge on friction
and energy that they gained at an assembly the week prior. Then I will let the students know that they will
be making ice cream. We will talk about the process of how ice cream is made. (i.e. liquids in smaller
baggie rubbing on ice and salt in the bigger baggie) We will discuss what happens when ice is added to
salt because there are generally misconceptions that the ice will melt faster because of the salt. This is not

the case. The salt makes the ice get colder. Only when we are shaking, during the transfer of energy is
when the ice starts to melt. (This will be explained later) I will ask questions along the lines of:

What happened when we rubbed our hands together?

What is process is this called?
What is friction?
What is energy?
What happens when we put salt on ice?

Vocab definitions:
Friction: The resistance that one surface or object encounters when moving over another.
Energy: power derived from the utilization of physical or chemical resources, especially to provide light
and heat or to work machines.
Explore: I will pass out the activity/instructions. I will ask students to partner up with the person they are
sitting across from because the recipe will make enough ice cream for 2 students. Also, the bags need to
be shaken for 8 minutes and they will have better results if it shaken with consistent force for the whole 8
minutes. (Tired arms would not help) I will call them by tables to go to the back table to grab their
ingredients and take them back to their seats. While they are waiting for their peers to get their materials I
will ask them to write on their paper what they think is the friction that they are observing and what is the
energy. (The small baggie rubbing on the ice and salt inside of the bigger baggie is friction. The energy
would be the loss of heat from the smaller baggie.) We will shake our bags together to be sure everyone is
shaking for the right amount of time. I will ask questions like:

Where can energy come from?

What kinds of energy can you think of?

Explanation: Students are allowed to split the ice cream with their partner and eat while we discuss. To
further explain what happened, I will introduce them to new vocabulary. I will ask them to tell me when
each reaction just happened while making the ice cream before telling them:
Endothermic reaction: heat energy is gained by the ice in the ice cream maker. Each gram of ice that
melts absorbs 80 calories of heat from the ice cream you are trying to cool.
Exothermic reaction: heat energy is lost by the liquid ice cream mixture.
Students will take notes while I do a quick explanation. I will simplify the definitions by writing them on
the board. They will copy these definitions into their scientific journals. (Simplified: Endothermic = heat
energy gained. Exothermic = heat energy lost.)
I will ask questions like:

When do you think we saw an endothermic reaction?

When do you think we saw an exothermic reaction?

Elaborate: Give example of another endo- and exothermic reaction, and friction.

Endothermic reaction example: A persons shirt when standing outside on a hot day. This is a transfer of
energy because the persons shirt is absorbing the heat energy from the sun.
Exothermic reaction example: Putting leftovers in the fridge. This is a transfer of energy because the food
is losing heat energy by the cold temperature of the fridge.
Friction example: A person sliding down a slide. This is a transfer of energy because the persons pants
are rubbing against the surface of the slide.
I will ask questions like:

What kind of energy do you think is created by my example of friction?

Can you think of another example of friction?
What kind of energy would be created from your example of friction?

Evaluate: I will ask students to write on the back of their directions paper some examples (other than
mine) of endothermic reactions and exothermic reactions. This is a summative assessment to gauge if the
understand the transfer of energy. Students should be able to give at least one example of each reaction. I
will be walking around asking questions like:

How do you know this is an endothermic reaction?

How do you know this is an exothermic reaction?
Can you think of another example for each?

To be complete after the lesson is taught as appropriate

Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________