Ice Block Experiment

Name: Melissa Cieniuch

Grade Level: 7th grade Science
Date: October 08, 2014
Length of Lesson: 50 minutes
Time Lesson Takes Place: 9:20-10:15am
Objectives for todays lesson:

Students
Students
Students
Students

will
will
will
will

be
be
be
be

able
able
able
able

to
to
to
to

compare and contrast different properties of solids.

observe and explain phase changes.
form explanations to why the phenomena are occurring.
convey how thermal energy transfers through objects.

GLCEs:
P.PM.07.24
S.IP.M.1
S.IP.07.11 S.IP.07.12
S.IA.07.12 S.IA.07.13 S.IA.07.14

S.IP.07.13
S.IA.07.15

S.IP.07.14

S.IP.07.15

S.IP.07.16 S. IA.M.1

Introduction
Begin class by having Mondays Bellwork up on the
SmartBoard
o Remind students that they are to write in one full
sentence- their best science guess.
Go over schedule: Have students take out planners and fill
out the week ahead
Instruct students to quietly take out Science Experiment
Notebooks from Tuesday and turn to what we began setting
up in class on Tuesday.
o Tuesday Ice Block set up in notebooks
Begin introducing the experiment and observation/demos
today that we began discussing Tuesday.

Outline of Lesson
Activity

Have a table one at a time choose a student to grab the tray of

supplies from the counter.

Regather attention.

Pose todays question to observe: On which block will the ice

cube melt the quickest?

Have the groups now take out the two different blocks and pass
them around the group. Give 3-5 minutes to discuss the
similarities and differences and come up with their group
hypothesis

Circulate room having them concentrate on good observations

to form their hypothesis

Remind that hypothesis have to explain WHY using the word

because in their hypothesis.

Go through the rest of the materials in their tray with them.

Read the procedures to them one more time so they have in

mind what to accomplish.

Pass out two ice cubes to each group.

Have the groups begin their observations in Data Table 1.

o
Now they will continue through the rest of the
procedures until completion.
Closing
Gather attention: Begin class discussion
o
Write on white board: What Weve Observed & What We

S.IA.07.11

Academic, Social and

Linguistic Support during
each event
Bellwork is on overhead. Read
question aloud for those who
comprehend better when read
aloud to.
Walk around the room, assess
completion.
Remind students that it is their
best educated guess.

Having a hands-on activity will

help my visual learners who
need to see the phase changes
happening in front of them in
order to understand what the
phenomena is.
Have outline of what is in
experiment notebooks on the
overhead for those who need
to see the steps.
Walk around/prompt students
who need to stay engaged.

Are Still Wondering

o
Discuss physical changes taking place
o
Discuss states of matter, phase changes
o
Review how matter changes state
o
Discuss questions now posed. How can we test that?
Introduce what we will be observing and experimenting with
tomorrow

Extra Time
Set up Experiment Notebooks for tomorrows observations.

Assessment
Formative Assessment
Informal: Walking around while groups are observing. Ask questions
such as:
o
Can you explain what you have observed so far? What did
you record on your paper?
o
Why do you think the it the one block is melting the ice
cube quicker than the other?
o
Tell me more about what you are seeing.
Formal: Science Experiment Notebook Rubric
o
After todays observation lab, Tuesdays and Wednesdays
observations will be scored with my Science Experiment
Notebook Rubric that I have created for the experiments.
Summative Assessment
At the end of the unit there will be an end of unit test which will
have questions pertaining to what they have observed in the
experiments that were conducted in this unit.

Academic, Social, and

Linguistic Support during
assessment