Developmental Lesson Plan

Teacher Candidate: Miss Salomon

Date: Group Size: 20 Allotted Time: 30 minutes Grade Level: Kindergarten

Subject or Topic: What is ice?

Common Core/PA Standard(s):
Standard - 3.2.K.A3
Describe the way matter can change.

Learning Targets/Objectives:
● The students will be able to identify how matter changes by using the guess and check
method to figure out how and what makes ice melt

Assessment Approaches: Evidence:

1) Science journal 1) The students will draw a picture of
2) Inquiry what helped melt the ice during the
3) Solids chart inquiry. As a class the students will
write a sentence together in the section
“What I did”
2) During the inquiry the teacher will
take mental anecdotal notes to see if
the students are using their prior
knowledge of solids and liquids. The
teacher will listen for scientific talk
between the partners
3) The students will need to use the
knowledge they’ve learned during the
lesson (about matter) to complete the
chart as a class
Assessment Scale:
● The teacher will subjectively look at what the students drew in their science journals
○ The students will be assessed on weather their picture makes sense to the
inquiry that they did
○ If the teacher isn’t able to understand their picture, the teacher will ask the
student what they drew
● As long as the student drew something that pertains to a object or solution that melted
the ice, the teacher will assume they are understood the content of the lesson
● The teacher will either put a checkmark or X near each person’s name on a spreadsheet
 to see how many students understood or didn’t understand the lesson
● If majority of the students understood the lesson, the teacher will only pull aside
certain students to reteach to during W.I.N (what I need) time

Subject Matter/Content:

Prerequisites:
● Understanding that there are three components of matter
○ Solids, liquids and gasses
● Understanding that we have all three types of matter in our body and around us
● Realizing that matter can change it’s form in a matter of seconds
● Realzing that we can help matter change it’s form
● An in depth understanding on liquids

Key Vocabulary:
● Solids- having a firm shape or form that can be measured in length, width, and height;
not like a liquid or a gas.
● Matter- all substances that contain atoms and take up space.
● Change- to make difference; alter the content or form of.
● Melting- to change from a solid to a liquid state through heat or pressure.
● Temperature- the degree of heat or cold of an object or an environment.

Content/Facts:
● Ice is a solid type of matter
○ You can pick it up and it stays its shape
○ Depending on the temperature, ice can change its form very quickly from a
solid to a liquid
● many things can melt ice
○ This can include salt, temperature, etc.
○ If you think logically, we can see that we put salt on the ground when it’s going
to get icy to help prevent the ice on the ground

Introduction/Activating/Launch Strategies:
● The teacher will begin the lesson by having the students review what we learned about
last week
○ Snow and liquids
● Having the students talk about this information, they will refresh their minds on the
unit we are learning
● The teacher will ask the students if they remember which type of matter snow is
○ The students should respond by saying solid and backing up their answers
● The teacher will introduce the topic of solids for today’s lesson
● As a class we will play a game on abcya.com
○ This game is has a little video review of solids, liquids and a prep for gasses
 when we learn about them
○ After we review, the game has us sort pictures into the three categories of
matter
● As a class the students will tell the teacher which type of matter the object goes into

Development/Teaching Approaches
● The teacher will now talk to the students about ice
○ If timing is right, the teacher will take a piece of ice from outside and show it to
the students (the ice will melt inside, showing the student the change in matter)
● The teacher will ask the student what type of matter they think ice is
● Next, the teacher will bring out a container that is filled with ice, she will tell the
student their are toys stuck in the ice and we have to figure out how to melt the ice and
get the toys out
● The students will begin to brain storm some ideas on how we can melt the ice
○ The teacher will write these ideas down on the board
● The students will now go back to their seats and work in a pair (10 pairs for 20
students) to get the ice to melt in their container
○ Students will be given the following tools:
■ a cup of salt
■ a cup of warm water
■ a metal spoon
■ a paper towel
● Before starting the activity students will set expectations for themselves
● Students will raise their hands and think of ways they can have fun with this activity
without the teacher having to take it away from them with the way they’re behaving
Expectations for ice activity

-Work respectfully with your partner and share

-Make smart choices

-Keep the materials on your table and only use one material at a time

-If you are misusing the materials it will be taken away and you will have to watch

-Have fun

● Students will be assigned their partner and a place in the room to begin the activity
○ The students will have around 10-12 minutes to try to melt their ice
● After the inquiry is finished, the students will come back to the carpet and talk about
their findings
● As the students talk about how the salt worked or the metal spoon, the teacher will
explain the following content:
○ Salt makes it hard for the ice to freeze back up
■ When it’s going to get icy out, we put salt on the ground to help prevent
 ice
○ When you touch metal to ice, it helps it melt quickly
■ In ice cream places, the workers use metal spoons to soften the ice
cream so they can put it in cups
○ The teacher will also talk about things like the temperature in the room
■ If we did this activity outside, would it be easier, harder or the same
● The students and teacher will have an educational conversation about what worked and
what didn’t
The following day during writing time:
● The teacher will now have the students go back to their seats and draw a picture of
what they did during the inquiry in their science journals
○ They will draw what they felt melted the ice the best
○ The teacher will model this
● As a class the students will right in the section of their science journals called “What I
did”
○ For timing purposes, this will be done as a whole class
● The teacher will ask the students what they drew in their pictures and finally come up
with a short sentence together to fill in the “What I did” section
○ For example: the class my come up with the sentence “I melted the ice with salt
and hot water”
○ The teacher will lead the class in sounding out the sounds and writing what they
hear
● On the following pages of the science journal their are sections called “What
happened” and “What I learned”
○ These sections will be done during writing time during the day to practice their
writing along with still thinking about the inquiry

Closure/Summarizing Strategies:
● The class will now fill out a similar chart that we did in the last lesson about liquids but
this time it'll be about solids
● The chart is called solids and their are three categories that we will fill in
○ Solids can:
○ Solids have:
○ Solids are:
● Their will be an answer key for the teacher to reference
○ https://docs.google.com/document/d/19RIr94fQgI0GH-
YxoHGJkGmd3yBP02zQcJMqe6iYuU0/edit?usp=sharing
● As a whole class, the students will give examples of solids to fill in the chart
● The teacher will prompt certain questions for the students during this chart

Accommodations/Differentiation:
● Students were put into specific groups for the inquiry
○ These groups were designed for their successes bases on the teacher’s
knowledge of behavior, the way they learn and the relationships with
classmates
● The teacher will help groups more or less during the inquiry based on how far they are
 getting as time runs out
● The teacher will call on specific students during the solids chart to see if they are
understanding the content

Materials/Resources:
● ABCYa.com matter introduction game
○ https://www.abcya.com/games/states_of_matter
● Solids chart
○ Teacher answer key
■ https://docs.google.com/document/d/19RIr94fQgI0GH-
YxoHGJkGmd3yBP02zQcJMqe6iYuU0/edit?usp=sharing
● Groups for ice melting activity
○ https://docs.google.com/document/d/11bWCa9xu-xKfDSx652IOvu6fe9FVb-
p_Djt1Xpt3Ly8/edit?usp=sharing
● Ice from outside if the timing is right
● Small containers fill with ice (10)
○ Two toys in each container
■ Cups of salt
■ Cups of warm water
■ Metal spoons
■ Paper towles
● Solid chart worksehet
○ Teacher answer key
● Ice experiment
○ https://dailymomtivity.com/ice-melt-experiment/
● Science journal

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

Remediation Plan (if applicable)

Personal Reflection Questions

A. During the first part of my lesson, the students played a game as a whole group. We

sorted different objects into the three categories: solids, liquids, and gases. 90% of the

time the students were able to sort the objects into the correct categories. A few students

had trouble storting the gases into the correct categories. One of the objects was propane,

the students didn’t know what this was in the first place therefore were unable to place it.

Once I explained this to them with certain characteristics like “it could become

invidisable” they were able to sort it. This proves that the students undestnad what type of

characteristics are when talking about each type of matter. During the ice activity, the

students were able to see the different types of ways ice can melt. They were also able to

talk about how the ice was turning into a liquid and why.

Remediation:

There were few students that seemed to have trouble seeing why the ice was melting.

These students were not understanding that the certain materials melted the ice faster than

others. Something that I feel could help would be to pull these students off to the side and

show them again. During the activity, the students were extremely engaged although this

also meant they were loud and doing things fast paced. For struggling students, this was

unhelpful in their learning experience. It was also difficult for the teacher to help them

because there were many distractions. I would like to pull certain students aside and show

them different things that melt the ice faster or slower. Doing this in a more contained

setting with less distractions will help these students tramendousy. Again the sturggling

students still understood the concept although I think going over it again could be helpful.
B. 1. How will I mangage the students when doing the ice activity? 2. How could I improve?

3. How do I get the students to stay engaged since the ice may take time to melt?

My first question to my self was, How will I manage the students when doing the ice

activity? I thought about this for a while before starting my lesson. I debated on giving

the students all the freedom and seeing what they could do although I ended up feeling

managing it would make for better learning. When I gave the students the materials I

asked them not to touch it at first. I gave each student an individual job (one person was

the spoon person, one person was the water person and one person was the salt person).

Once the students had all materials I directed them to pour the salt onto the ice. They got

a few minutes to observe it and then they were directed to do the next thing. Managing

this was really helpful because all the kids were able to stay on task and become really

engaged.

My next question to myself was, how can I improve. When doing this lesson I had the

students sit in their chairs and lean over the table to share the one block of ice. This

resulted in some spills and messes. Halfway through the lesson, I had the students stand

behind their chairs and share the ice. This was easier and made for less spills. Towards

the end of the lesson, I was able to take them outside to finsh melting the ice. Taking

them outside was great because we were able to talk about the weather and sun melting

the ice. In the future, I might have started the lesson outside to result in less messes.

Although I relly enjoyed talking to the kids about different ways they thought they could

melt the ice and then actually participating in those ways.

My final question was, How do I get the students to stay engaged since the ice may take

time to melt? Since my students are so little, they have small attention spans. I thought
hard about how I could keep the students engaged as the ice is melting. For example,

putting the salt on the ice may take a minute to melt rather than it happening right away. I

decided to put toy fish at the bottom of the ice so the kids were working towards

something. This really seemed to work well because the students were trying to think of

different ways to melt the ice to get their fish. I loved how engaged they are and how they

used the terminology like solid and liquids. Using the toy fish was a great way to engage

the students during this lesson.