Beacon Lesson Plan Library
Bay District Schools
Students experience problem-based learning as they use prior knowledge of the states of matter to keep a frozen juice bar from melting. This science lesson is literature based.
The student knows that objects can be grouped according to their physical characteristics (for example, shape, color, texture, form, size).
The student knows the effects of heating and cooling on solids, liquids and gases.
The student knows the physical properties of ice, water, and steam.
The student knows that objects are composed of parts that are too small to be seen without magnification (for example, rocks, cookies, string, paper).
- The book (based on the book by Jack Kent)
Herman, Gail. [Ice Cream Soup]. New York. Random House. 1990.
- Frozen juice bars, or any other type of frozen treat that comes in a PLASTIC TUBE CONTAINER, one per student
- A variety of insulating materials such as paper, paper towels, cardboard, bubble packing, cloth of various weights and colors, foil, paper bags, plastic bags, or anything else you may have available in the classroom that could be used as an insulating package
- A variety of fasteners that will be used to secure the insulation around the frozen juice bars, such as tape, rubberbands, paperclips, string, etc.
1. Locate and preview the book, [Ice Cream Soup] by Gail Herman. This is an easy reader based on the story by Jack Kent. Either version will be appropriate for the lesson. (See Materials.)
2. Purchase (or request from your lunchroom) frozen juice bars (or any similar frozen treat PACKAGED IN A CLEAR PLASTIC TUBE). Each student will need one. I found that my lunchroom would supply food items if I am using them as part of my teaching of the standards. It is worth asking about the policy at your school.
3. Gather various materials that may be used for insulation. Some suggestions are paper, paper towels, cardboard, bubble packing, cloth of various weights and colors, foil, paper bags, plastic bags, or anything else your students may have mentioned or that you have available in the classroom that could be used as an insulating package. These materials will become wet due to condensation, but should not become soiled by the frozen juice bars since they are in a plastic tube.
4. Preview the unit summative assessment tool, Jiggles. Todayís activities are meant to be a review of the four science standards taught in this unit and to prepare students for the final summative administered tomorrow. Please see the Extension section for further information.
5. For assistance in finding the books suggested for this lesson, go to Sunlink on the Web at http://www.sunlink.ucf.edu. This site allows you to find the schools in each county that have a specific book. Follow these instructions: 1() Type the URL in the address line of your browser. The URL is http://www.sunlink.ucf.edu. (2) Click the button for Begin Your Search. (3) Click the part of Florida for your county. (4) Click your specific county. (5) Type the title of the book. No other information needs to be typed here. (6) Click the Find It button. (7) Click the title of the book that appears to receive the Full Record. At the bottom of the Full Record is the location of the book. (8) Request the book from the school shown.
6. Many of these activities can be used with the language arts blocks or periods. For more information on the use of these blocks see the following book.
Cunningham, Patricia M., et al. [The Teacher's Guide to the Four Blocks. Greensboro, NC. Carson-Dellosa Publishing Company,. Inc. 1999.
1. This is lesson plan seven, the final lesson plan of seven lesson plans for the Unit Plan, Our Picnic, The Study of Matter. This is to be used on DAY 9 OF THE 10-DAY UNIT as a review for the final summative assessment which will be completed tomorrow. This lesson gives the students an opportunity to use what they have been learning about the states of matter and the physical characteristics of objects.
2. Review the states of matter and the properties of water. Use the class made chart from Day 5 to review the three states of matter and their characteristics. Use the class made charts from Day 7 to review the heating and cooling necessary for the change in the state of water.
3. Read [Ice Cream Soup] by Gail Herman. As the children in the story progress towards home, elicit from the students the idea that the ice cream is probably melting. This is a early reader book and can be used for guided reading or independent reading. (See Materials.)
4. Now, present the problem-based learning experience. Propose that on our picnic we will be taking frozen juice bars. How will we keep the solid juice bars from becoming liquid juice bars since we have no ice or a freezer/cooler to use?
5. Students use what they have learned about ice, water, and steam to develop and present a proposal (hypothesis) of how to keep frozen juice bars from thawing over a one and a half hour time period. Since some of the students will be successful in this experience, and some will not, be sure to use JUICE BARS SEALED IN CLEAR PLASTIC TUBES such as the brand Freeze Pops. Students can observe the state of their juice bars without making a mess. Also, all juice bars will be edible whether they are liquid or solid.
6. Talk to students about insulation. Use a clothing, a cooler, and/or thermos as examples of how materials are used to wrap hot or cold things in so that the temperature stays the same.
7. Introduce students to a variety of matierials that could be used for insulating their frozen juice bars. As the materials are introduced, students should discuss the physical characteristics of the materials and group like materials together. Groups could be all paper materials, all stiff materials, all shiny materials, etc.
8. Students test their hypotheses of how to keep their frozen juice bars frozen using the insulating materials provided.
*Allow students to devise one method of insulating their frozen juice bars. Storage of the frozen juice bars should also be considered. Students must decide where to keep the frozen juice bars for the 1 and 1/2 hour of waiting. Frozen juice bars may be kept individually or in a group with other frozen juice bars as the student decides.
9. At the end of the 1 and 1/2-hour period, students explain why their frozen juice bars remained frozen or melted. Encourage the use of the vocabulary words cooling, heating, cold, solid, and liquid.
10. Provide formative feedback as to the studentsí understanding that the state of their frozen juice bars depends on the heating and cooling of the frozen juice bars. Give affirmative feedback, such as: "Exactly! You know that your frozen juice bar changed back to a liquid because it got too hot." Or give corrective feedback, such as: "We see that your frozen juice bar is still a solid. You know that heating makes the solid water change to a liquid. Why did your frozen juice bar stay a solid instead of changing back to a liquid?"
* Both affirmative and corrective feedback, when given orally, increases all students' learning.
11. Students group their frozen juice bars according to their physical properties of ice, water, or steam. Provide formative feedback as to their understanding of the concepts of physical properties.
12. Students hypothesizes what may be in their frozen juice bars to make them taste the way they do or that gives them their different colors. Provide formative feedback as to their understanding of the concept of the composition of objects.
13. This lesson serves as a review for the unit summative assessment administered on Day 10 of the Unit Plan, Our Picnic, The Study of Matter. Students should be made familiar with the assessment tool for this assessment. The assessment tool, Jiggles, is available from the unit plan's associated files. Please see the Extensions section of this lesson plan for further information.
14. The formative feedback given in this lessonís activities should prepare students for the final summative administered tomorrow. For more information on this summative assessment, click the unit plan link in the Extensions section of this lesson plan and download the assessment from the associated files.
15. Students eat (or drink) the frozen juice bars.
This lesson plan is the last of seven lesson plans in the Unit Plan, Our Picnic, The Study of Matter. The standards addressed will be formatively assessed as the students hypothesize and then test their hypotheses as to how to stop the change of state of a frozen juice bar. The teacher will give corrective and affirmative feedback in preparation for the unitís final summative assessment. See the unit plan for more information on this summative assessment. The link to the unit plan and its assessments is in the Extensions section of this lesson plan.
1. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2954. Once you select the unitís link, scroll to the bottom of the unit plan page to find the section, ďAssociated Files.Ē This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).
2. Remaining with the theme of this lesson of changing solids to liquids, or liquids to solids, students can make their own baggie of ice cream following the instructions and recipe, Ice Cream in a Bag from the associated files.
3. Students write about this experiment in their journals or during writing center. This would be an excellent writing on sequencing using the terms first, next, then, and last.
This site is a teacher resource for locating appropriate books for this lesson and unit.SunLink