Kindergarten Matter & Energy TEKS K.5BLesson 2

Heating and Cooling Matter

Essential Question: How do we describe and compare matter? What causes the properties of matter to change?

Enduring Understandings Scientists raise questions about the world around

them and seek answers by careful observation and investigation.

All matter can be measured, classified, and changed. Energy causes changes in the properties of matter.

Intended Learning Outcomes Students ask and investigate questions in science. Students observe and record properties of matter.

(with pictures and using words.) Students observe, record, and discuss how matter can

be changed by heating or cooling.

TEKSK.5: Matter and energy. The student knows that objects have properties and patterns.B: observe, record, and discuss how materials can be changed by heating or cooling

Vocabulary classify / clasificar cooling/ enfriamiento communicate / comunicar energy / energía freeze/congelar frozen/congelado hand lens / lupa heating/calentando ice/hielo melt/derretir observe / observar predict / predecir thermometer/termómetro cold / frío(a) feel / sentir hot / caliente light / ligero warm/tibio

Language Objectives3E: Students will share in cooperative groups to share how materials can be changed by heating or cooling.

3H: Students will narrate, describe, and explain the sequence of events as their matter is heated and/or cooled.

ELPS:(3E) share information in cooperative learning interactions;(3H) narrate, describe, and explain with increasing specificity and detail as more English is acquired;

College and Career Readiness StandardsCCRS I. Intellectual Curiosity: 1. Engage in scholarly inquiry and dialogue.21st Century Skills:Make Judgments and Decisions- Students effectively analyze and evaluate evidence, arguments, claims and beliefs.Prior Learning

Students will be able to ask question in science. Students will be able to use hand lenses and balances to observe. Students know to use their senses when observing in science. Students know to record their observations in pictures, words, and graphs in science. Students will be able to identify colors. Students will be able to identify things that are hot/cold.

Updated JUNE 2015

TOC (Think/Observe/Conclude) or KWL (Know/Want to Know/Learned)Encourage oral language by using TOC strategies: put kids in small groups and encourage them to come up with 2-5 things they agree about the topic of study or content. Students in this small group report to the whole group in 3 minutes. The purpose of this activity is to go deeper into the subject.I think…I observed…I conclude…Teacher Management– 10 days

Materials Day 1(Per student)one ball of Play dough balloonsDay 2 (per group of 4) full size flashlights food coloringtooth picksDay 3(per student)ice cubes (one per student)paper towelsDay 4(per group of 4)birthday candle crayonmetal pie plateDay 5magazines - variousDay 6(per class)coffee canlarge box of saltlarge bag of crushed ice(per group of 4)soup cansDay 7(per student)pipettesJar or water bottle lidsDay 8small paper cups powdered drink mix popsicle sticks

Safety ConsiderationsRemind the students of the safety procedures, especially about not putting objects in their mouths. When working with the concept of heat and cold, do not allow your students to touch materials that are too hot or too cold. Do not work with fire when observing the melting process.

Advanced Teacher Prep Center Activity: Use the Cards and Classify activity below to sort into hot, cool and lukewarm. Blank spaces are meant for

realia to be taped or glued onto the page. There are more empty spaces in English because it was originally a game of synonyms in Spanish.

You will be working with a lot of ice during these two weeks. You may want to keep a cooler in your classroom if you don’t have easy access to a freezer.

Day 1Updated JUNE 2015

Divide Play dough into small balls-one for each student. Have a cooler or a refrigerator available to put the Play dough into during the lesson.Day 2Watch video instructions Ice Balloons - Exploratorium (for teacher instructions/not necessarily for student watching)You will need one frozen water balloon for each group of students. (They take at least 2 days to freeze.)Prepare a tub of water to put the balloons to test for sink/float.Cover the top of each flashlight with a plastic bag and tie it with a rubber band. (You will be placing the ball of ice directly onto the flashlight. Day 3 Prepare enough ice cubes for each student to have one.Day 4NOTE: this exploration has to be done on a hot day, so if it is unusually cloudy, rainy, or cold move this to another day.Day 5Send a letter to parents asking for magazines to make collages of hot and cold things. (see letter below) Day6You will need an empty can- either a coffee can or a soup sizeYou will need enough crushed ice to fill the can and student cans 2/3 fullDay 7Collect jar lids. You will need one per student. You may want to send home a parent note beforehand or place a note in the teacher’s lounge asking for water bottle lids. (see letter below)

Anchors of Support “Cold Items” Shared writing web chart “Hot Items” Shared writing web chart Class Collage Picture of egg/cooked egg HMH student editionp.30

Literary SupportsPotluck by Anne Shelby, Lemonade Parade by Ben Brooks, Hot Hippo by Mwenye Hadithi, Temperature: Heating Up and Cooling Down by Darlene R. StilleToo Hot, Too Cold by Arnold CarolineIs It Hor or Cold? By Carrie StuartTemperature by Kay ManolisWhat is Temperature? By Robin Johnson

Technology Resourceshttp://www.exploratorium.edu/afterschool/activities/index.php?activity=171Brainpopjr/HeatDual Language: sparkito.com > Ciencias Naturales >Propriedades fisicas de objetossparkito.com > Ciencias Naturales > Cambios en la materialAnimotoPrezihttps://getkahoot.com/https://padlet.com/http://www.polleverywhere.com/Suggestions for beginning or end of unit: Create a Poll and allow student to utilize a device like an IPhone, IPad, Smartphone, etc. These sites, Kahoot, Padlet, Poll Everywhere, allows teachers to create a poll for students to respond to. Show a group of students how to respond to the poll by passing around the device throughout the day if only one device is available, these students in turn will show the rest of the class. By the end of the day, as an exit slip strategy, review the poll results with the whole class. This should only take a few minutes and allows for a quick review of content learned.

Science Fusion Houghton Mifflin Harcourt (HMH) ResourcesHMH TE Unit 3 Lesson 7Big Book of Science Vocabulary, p.7Student Edition, pp. 31-32Updated JUNE 2015

Assessment Guide, p.AG 23Picture Sorting Cards 2, 4Science Songs CD, track 15

Background Information for TeacherTemperature is a measurement of the amount of heat energy in matter. Heating matter will cause it to melt or evaporate. Cooling matter may cause it to condense/liquefy or freeze.

MisconceptionsSome children may associate heat with things too hot to touch. Help children understand that there are different amounts of heat, and that heat can be helpful as well as dangerous.

Probing QuestionsWhat makes something hot or cold? ¿Que causa que las cosas sean calientes ó frias?What are some things you know to be cold? Hot? ¿Qué cosas son frias ó calientes?Can something change from hot to cold? From cold to hot? How does it do that? ¿Cómo cambia la material de un estado caliente a frio ó de frío a caliente?

All lesson resources provided within this lesson are for instruction by ALL teachers.To meet Dual Language criteria, Dual Language Activity 1 and Activity 2 have been identified for the Dual Language teacher.

Arch of Lessons Kindergarten (45 Minute Lessons)

Day1- Directed Inquiry- Students are given the question and procedures, but make their own claims and conclusions citing their collected data as evidence.

Explain (10 min.)Teacher says, “For the next two weeks, we are going to explore how heating or cooling something can make it change. Refer to Big Book p. 29. Discuss the pictures and words heat and cool and how heating and cooling can change matter. Some matter is changed temporarily and some is changed permanently by heating and cooling.

Engage (10 min.)Create a T Chart. On one side write the word hot and on the other write the word cold. Brainstorm with the students and record the names of items that are hot and items that are cold.

Explore (25min.) and Dual Language Activity 1Pass out a small ball of clay to each child. Have them hold it in their closed fist for a full minute (HMH TE p.81). How does it feel? How easy is it to roll or pinch? Put the pieces of clay in a cooler with ice. After several minutes, remove the clay and discuss how it has changed. Is it easier or harder to roll? Heating and cooling can cause matter to change. Have students record their observations in the Science Notebook.

Conceptual Refinement ( 10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.

Day 2- Building Concepts and Academic VocabularyFor today’s investigation you will need to fill round balloons with water (one for each small science group) and place them in the freezer. These balloons take a few days to freeze. Also, the teacher should watch the ice balloon video link before attempting this experiment. See http://www.exploratorium.edu/afterschool/activities/index.php?activity=171

Engage (10 min.)Explain to the students that they will be acting like scientists and making observations to discover the different properties of ice. For every group of two students set up the experiment as shown in the ice balloon video link. http://www.exploratorium.edu/afterschool/activities/index.php?activity=171

Updated JUNE 2015

Place a small baggie over each flashlight. Turn it on and put an ice balloon on top of them. Place each flashlight and balloon in a large tub (catches the drips as it melts) and support the flashlight with clay around the base (or a foam block with a hole in it). Explain that the students will be making observations of the ice that was created by freezing the balloon. They may shine flashlights onto the balloon to help them look deep inside the ice. For every group of two students set up the experiment as shown in the ice balloon video link.

Explore (20 min.) and Dual Language Activity 1Have the students look deep inside the ball. What do they see? Air bubbles, fracture lines, etc. They can use a toothpick and/or an opened paperclip to pock some holes in the ball. Sprinkle the ball with salt and take note of what happens. (should see some melting lines that look like little rivers). Using food coloring, squeeze drops all around and as it seeps into the holes, you will see color inside the ice ball. Leave the ice balloon up all day to see the changes that are taking place.

Conceptual Refinement ( 10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.

Explain (15 min.)Have students work in small groups to describe to each other some of the properties they observed. Have the students usePhotographs taken throughout the observation period or have them draw pictures, which can be added to their ScienceNotebooks.

Day 3- Guided Inquiry- Students are given question, and they make a plan in their small group as to how they might answer the question. Students share out, proceed, and collect and organize their data. As they share out with their group, they make their own claims and conclusions citing their collected data as evidence.

Engage (10 min.)Say, “Today, you and your small science group will be exploring ice and changing it into water.” Ask them, “What do you think will happen if we hold an ice cube in our hand? And why?” They might say that the ice will begin to melt because our bodies provide warmth. Ask if there are any other ways that we could make the ice melt quicker. (lamplight, sun, warm breath or anything that provides heating energy)Create an anchor chart that tells these different ways to provide heat that would expedite the melting of an ice cube.

Explore (15 min.) and Dual Language Activity 2Provide each group of two students with one ice cube. Tell them that they need to work together to try to get their ice cube to melt as quickly as they can. Allow students access to different areas in the room describing any rules that you may have for them. If available, take photos of the various strategies used to melt the cube or have a student assigned photographer take them.

Conceptual Refinement ( 10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.

Explain (10 min.)Come back to the group and have students share the strategies they used to melt their ice cubes. After the students have completed their exploration, have them draw a picture in their science notebook of how they melted their ice cube. They can use the sentence stem: I made my ice cube melt by ______.

Extend/Elaborate (10 min.)Choose one of

Give the students a small piece of crushed ice and without chewing, see whose ice melts first. Why does it melt? Put one ice cube on a tray. Let a child lay a piece of string across the ice and try to pick up the ice with the string.

Sprinkle a little salt over the ice cube, count to 10 and have child try again. Show child how the salt melted the ice just enough to bond around the string.

Explore the effect that salt and sugar have on ice. Each of you will have 3 cubes of ice. You will sprinkle one of your ice blocks with salt, one with sugar and one with nothing at all. Do you think that one of these substances will make the ice melt faster? Which one do you think will melt first? Discuss your predictions with your group. “

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Day 4-Full Inquiry- Students generate their own questions, plan their investigation, collect and organize their data, and make their own claims and conclusions citing their collected data as evidence. NOTE: this exploration has to be done on a hot day, so if it is unusually cloudy, rainy, or cold move this to another day.

Engage (5 min.)Focus on matter that melts when it gets warm. Ask the students, “Have you ever had a birthday cake? What was on the cake (looking for candles)? What happened to the candles when they were lit?” Say, “I wonder why they melted?”Write down the student responses.

Explore (20 min.) and Dual Language Activity 2Say, “Today, you are going to explore the idea that heat can change matter.” Give each small science group a metal pie pan or container with items such as birthday candle, a crayon, chocolate, butter, cheese and a something that doesn’t melt like a wooden block or marble. Find a sunny location outside and ask students if they feel the sun on their arms. How does it feel? Let the sun heat the items in the metal pie-pan. The students should check on their items several times throughout the day. Have the students record the changes by taking pictures with a digital camera or drawing pictures in their science notebook. If take pictures, students may create a class presentation using Animoto, Prezi or any other similar app.

Explain (20 min.)The students should check on their items several times throughout the day. Collect Data: Have the students record the changes by taking pictures with a digital camera or drawing pictures in their science notebook. At the end of the day, have the students bring their pie pan in and examine the items. Digital pictures may be turned into presentations using Animoto.Make Claims and Conclusions: (Kagan Structure Inside Outside Circle or other cooperative pairing strategy)How did the sun change them? The heat energy from the sun melted the items. Encourage the students to share their experiences findings with a partner and make record of the changes in their Science Notebooks.

Day 5- Closure ActivitiesEngage/Extend/Elaborate (25 min.)Focus on the investigations of this week on matter and how it was changed. Record their observations on chart. (ie) properties of matter, ice, melting ice, melting other solids. Create two class collages- one of heat and one of cold. Cut pictures from magazines or have students draw/label pictures to add to the collages.

Conceptual Refinement ( 10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.

Evaluate (20 min.)Students will draw a picture of matter being changed. Add labels and/or a descriptive sentence about the changes that took place. The teacher may need to have the student dictate his sentence.

Day 6- Directed Inquiry- Students are given the question and procedures, but make their own claims and conclusions citing their collected data as evidence.

Engage/Explain (20 min.)Review what a solid, liquid is and introduce gas. Ask for ideas on how to change a gas into a liquid. Display the coffee can, salt and ice. Ask for ideas on how to use these materials to cause the air around us (gas) to change into a liquid. Frost can be made with an empty can, crushed ice, and salt. First, fill an empty can (soup can, coffee can, or any metal can) 2/3 full with the crushed ice. Spread about a teaspoon full of water on a piece of paper. Place underneath the can. Next, fill the remainder of the can with salt and mix with the ice. Keep mixing for a few minutes or until well mixed. Frost will start to appear on the outside of the can.Explain to students that what has accumulated on the outside of the can is called frost. It is frozen water vapor not ice.Explore (25 min.) and Dual Language Activity 1Allow the students in small groups to replicate smaller versions of this process using paper cups, ice, and salt. Discuss/explain your observations to partners.

Updated JUNE 2015

Conceptual Refinement ( 10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.

Day 7- Full InquiryExplain (10 min.)Today’s focus is on changing a liquid to a gas. Review the difference between solids, liquids and gases showing pictures of ice, water and water vapor coming from a pot of boiling water. Explain to students that when water changes from a liquid to a gas, the process is called evaporation. The gas is called water vapor. We will be exploring this process today.

Explore (20 min.) and Dual Language Activity 2Have students use a pipette to place five drops of water in each jar lid. Students will choose places in the classroom to place the lids. On a chart, create a list to keep track of where each lid has been placed. Students record predictions in their Science Notebooks that tell how long it will take the water to turn into water vapor. Have them check the lids during the day to record the sequence of evaporation on the chart. After the water evaporates, review the chart together and invite children to share ideas about why the water evaporated from the jar lids in that order.

Conceptual Refinement ( 10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.

Explain (15 min.)Have them check the lids during the day to record the process of evaporation on the chart. After the water evaporates, review the chart together and invite children to share ideas about why the water evaporated from the jar lids in that order.

Day 8- Guided Inquiry- Students are given a question, and they make a plan in their small group as to how they might answer the question. Students share out, proceed, and collect and organize their data. As they share out with their group, and make their own claims and conclusions citing their collected data as evidence.

Explain (15 min.)Review the difference between a solid, liquid and gas. Today’s focus will be on changing a liquid into a solid. Remind students of how they changed a solid into a liquid by making their ice cubes melt in the previous lesson. Ask for ideas on how to turn a liquid back into a solid. Display p.31 in Student Edition (HMH). Discuss how the drink (liquid) is changed into a popsicle (solid) by freezing it. By applying heat and cold energy, we can change liquids into solids.

Explore (15 min.)Make popsicles. Give each student a small paper cup. (Be sure to have their names on cups.) Have students sit in small groups. Provide powdered drink mix, and water for each small group. Taking turns students mix a spoonful of drink mix with water to fill their cup making sure that the mix dissolves. Place cups on a tray and set into a freezer. Have each group predict how long it will take for the liquid to freeze into a solid. Check on the popsicles at designated times and report back. (You may add a popsicle stick to the drink before freezing or have students eat the popsicle by tearing away the paper from the popsicle when frozen.)

Extend/Elaborate (15 min.) Ask, “Do you think that all things freeze the same way or in the same amount of time?” Accept all answers. Ask the students what they wonder about. See if the students have some things that they would like to freeze. If

they come up with some things, and they are readily available, set them on a tray to add to the freezer. You could have materials to choose from such as: milk, paint, juice, play dough, etc.

Give each small science group a chart with the items listed on it and have them predict which one will freeze fastest. Which one or ones will not freeze at all. Help them record their predictions on the sheet and take the items on a tray to a freezer. Check them in 30-minute increments. Record changes.

Have the student record their findings in their Science Notebooks by using the stems: I was surprised that ______ and/or I predicted that______, but/and ______.

Day 9- Guided Inquiry

Updated JUNE 2015

Explain (10 min.)Review the difference between a solid, liquid and gas. Like yesterday, today’s focus will be on changing a liquid into a solid. Remind them of the previous lesson of turning a liquid into a solid by freezing. (Depending on the timing, you may have to eat the popsicles on this day.)

Engage (35 min.)With a partner, students will make goop. http://propertiesmatter.pbworks.com Provide ½ cup of cornstarch and 1 cup of water for each group. Discuss whether these items are solids, liquids or gas. Tell the students that we will be mixing the two of these together. Have them predict what will happen when the two are mixed. Using a pie plate have students stir together the cornstarch and water. (You may want to add a few drops of food coloring to make it more colorful.)

Observe the changes of matter. Is it now a solid or a liquid? How can you tell? Can you pick it up with your hands? What happens to the goop when you hold it in your hand? (This is obviously a messy investigation. The mixture of the two ingredients creates a very interesting consistency that is worth experiencing. You may want to try this yourself before introducing it to students.)

Day 10- Closure ActivitiesExplain (20 min.)Review what students have learned in this unit. Have students use ideas from the unit to finish each sentence. Have them create a frozen image with their bodies to show the answer.

When a liquid freezes, it may become a ______. (solid) When a solid is heated, it may become a ______. (liquid) When a liquid is heated, it may become a ______. (gas)

Evaluate (25 min.)Show children a raw egg or a picture of a raw egg. Have children draw a picture of what the egg will look like after it is cooked. Add labels or a sentence to describe the change. How does an egg change when it is cooked? What causes the change?

Conceptual Refinement ( 10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.

Differentiation:ELL: Support vocabulary development by having students use high frequency words and academic vocabulary to tell the story of how the matter melted, froze, etc. Use cloze reading passages and pause for students to orally use the vocabulary. SPED: Make a class chart of reading sentences with facts about heating and cooling and draw a picture of the vocabulary word above the word so students can orally “read” the word during class reading.Enrichment: Students make a comic strip of matter that is either cooled or heated. (See Below.)

21st Century Skills:Make Judgments and Decisions- Students effectively analyze and evaluate evidence, arguments, claims and beliefs.

Updated JUNE 2015

September 2015

Dear Parents,

During our upcoming unit on Heating and Cooling, our class will be exploring many materials. If you have any of these items available that you can donate, we would appreciate your support.

used magazines empty coffee cans empty tin cans jar caps bottle caps

Kinder Teachers

septiembre 2015

Estimados padres de familia,

Estaremos estudiando acerca del Calentamiento y Enfriamiento de la materia. Los estudiantes van a investigar el tema con diferentes tipos de materiales. Le agradecemos si usted puede donar algunos de los siguientes materiales.

revistas usadas latas de café usadas

Updated JUNE 2015

latas de metal limpias tapaderas de jarritas o botellas

Maestras(os) de Kinder

Updated JUNE 2015