Name: Charity Hill

Class: Ms. Doyle

Date: October 31, 2014
edTPA Indirect Instruction Lesson Plan
Candy Corn Experiment
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Central Focus/Big Idea: Solids, liquids, and gasses do not always stay in their form. A solid
can become a liquid and a liquid can become a gas. (We are going to focus on the changes of
solids for this lesson.)
Subject of this lesson: Scientific Method and Changes in solids
Grade Level: 3rd
NC Essential Standard(s): 3.P.2.3 Summarize changes that occur to the observable properties
of materials when different degrees of heat are applied to them, such as melting ice or ice cream,
boiling water or an egg, or freezing water.
Next Generation Science Standard(s):
5-PS1-2.

Measure and graph quantities to provide evidence that regardless of the type of
change that occurs when heating, cooling, or mixing substances, the total weight of
matter is conserved. [Clarification Statement: Examples of reactions or changes could
include phase changes, dissolving, and mixing that form new substances.] [Assessment
Boundary: Assessment does not include distinguishing mass and weight.]

21st Century Skills: Collaboratively- students will work in groups of 4 to conduct parts of the
Candy Corn Experiment.
Critical Thinking- students will need to think scientifically to help them conduct the experiment
using the Scientific Method.
Academic Language Demand
Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose these.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast Describe
Retell
Summarize

Explain

I chose summarize because students will need to write a summary of the Candy Corn
Experiments that were conducted. It is also stated as part of the objective.

Scientific Vocabulary: Hypothesis, Observation, Results

Instructional Objective: 3.P.2.3 Summarize changes that occur to the observable properties of
materials when different degrees of heat are applied to them. I will know students have learned
about the scientific method and how solids do not always remain a solid through a journal entry
into their science notebook. They will need to include their groups hypothesis (Was it right?),
what they observed individually as the experiment is taking place, the results of the experiments,
and why they think each experiment had the result that it did. Students need to include 4out of 5
of these in their journal to demonstrate that they understand the concept of summarizing.
Prior Knowledge (student): Students should already know the properties of solids and liquids
and how they can change. They should also know the observable properties of objects.
Content Knowledge (teacher): Teachers should know parts of the Scientific Method
(hypothesis, observations, and results) and their definitions. The teacher should also know how
solids can change to a liquid.
Accommodations for special needs (individual and/or small group): ESL students- I will make
sure that each one understands what they are to do, especially on the independent practice.
Students will also be doing some of the experiment in small groups of 4 and a whole class
experiment. When working on the hypothesis part of the experiment, I will work with the ESL
cluster and review the vocabulary words: melt, freeze, solid, liquid, and gas.
Materials and Technology requirements:
2 bags of candy corn
6 glass jars
Microwave
Water
Candy Corn Experiment Worksheet
Candy Corn Videos
https://communities.acs.org/thread/4191
http://www.sciencefriday.com/video/04/22/2011/candy-corn-in-space.html
Total Estimated Time: 45minutes
Source of lesson: http://www.coffeecupsandcrayons.com/candy-corn-science-experiments/
Safety considerations: The students will need to sit on their bottom to not knock over the glass
of water, the teacher will be using the microwave as the students watch. Water is room
temperature.

Content and Strategies (Procedure)

Engage: Students attention will be captured in a short video about candy corn in space. After the
video I will ask the students:

What end of the candy corn is water hating?

What is the bonus of the candy corn concentration?

http://www.sciencefriday.com/video/04/22/2011/candy-corn-in-space.html
Explore: Students will return to their desk and be given a worksheet and 4 pieces of candy corn.
As a group of 4 (desk are arranged in 4s) the students will discuss what they think will happen to
the candy corn when it is put in water. They will write down their hypothesis on the worksheet.
Next, the students will come up with a hypothesis of how long the candy corn will take to melt in
the microwave and how it will look? Last students will come up with a hypothesis as to what
will happen if we freeze candy corn. As a class I will call on a few groups to give their
hypothesis.

What hypothesis did your group come up with for putting candy corn in water? Microwave?
Freezer?
What is candy corn made of?
What is the texture of candy corn?
Do you think the texture will have anything to do with how it reacts to heat/cold?

After asking these questions and having a quick discussion on them students will hold a piece of
candy corn in their hand to feel it to get its texture. Students can then also eat this piece of candy
corn to see if it has a different texture. The students will each then place the other 3 pieces into
the jar of water. The students will observes and write down the changes they see as they watch
the jar. As a class we will go to the cafeteria to observe the candy corn in the microwave. Each
students will need to bring a pencil and their worksheet to document the changes they observe in
the microwave and while we are there I will grab the candy corn out of the freezer for each
student to observe. After returning to the classroom students will begin to write their summaries
in their science notebooks of the experiment. I will have an example on the board.
Explanation: After giving the students about 10-15 minutes to write their summaries I will call
the students back to the floor to wrap up. We will discuss why they think the changes took place
like they did. I will ask the students:

Was any groups hypothesis right?

Why do they think that the white part of the candy corn didnt melt?
What is one thing that you observed during each part of the experiment?
What was the results of the experiments?

I will then play the short video on how candy corn is made.
https://communities.acs.org/thread/4191

Did any of the ingredients have to do with the results of the experiments?
What about the first video? Was there a part that didnt like water?
Does anyone remember which part of the candy corn didnt like water?

Elaborate: Students can apply the newly learned idea of the Scientific Method during any other
experiments they do throughout the rest of the year. They can make a hypothesis, observation,
and record the results.
Evaluate: (Formative) I will assess each students progress toward the stated objective by
looking at their work sheets and their response to the questions during discussion time. I will
also be walking around talking to each group to see what they are observing at the time.
(Summative) After all the experiments are completed students will complete a summary of the
experiment in their science journal. They will need to include their groups hypothesis, what they
observed individually as the experiment is taking place, the results of the experiments, and why
they think each experiment had the result that it did.

To be complete after the lesson is taught as appropriate

Assessment Results of all objectives/skills:
Reflection on lesson:

CT signature/confirmation: _________________________________ Date: ________________