Grade 1
Science
Unit: 02
Lesson: 02
Suggested Duration: 5 days
Science Grade 01 Unit 02 Lesson 02: Identifying Changes in Materials
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
In this lesson, students work as scientists to predict and identify changes in materials caused by heating and cooling such as ice melting, water
freezing and water evaporating.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by
Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent
unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
1.5
Matter and energy. The student knows that objects have properties and patterns. The student is expected to:
1.5B Predict and identify changes in materials caused by heating and cooling such as ice melting, water freezing, and
water evaporating.
Scientific Process TEKS
1.2
Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in
classroom and outdoor investigations. The student is expected to:
1.2D Record and organize data using pictures, numbers, and words.
1.2E Communicate observations and provide reasons for explanations using student-generated data from simple
descriptive investigations.
1.4
Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural
world. The student is expected to:
1.4A Collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups and
bowls, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and timers; non-standard measuring
items such as paper clips and clothespins weather instruments such as classroom demonstration thermometers and wind socks
materials to support observations of habitats of organisms such as terrariums and aquariums.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 01 Science Unit 02 PI 02
Create a series of illustrations to identify (in pictures and words) the changes in a material caused by heating and the changes in a material caused by cooling. Include a
“before” picture, an “after” picture, and a picture to show a person using a material that has been changed by heating or cooling.
Standard(s): 1.2D , 1.2E , 1.5B
ELPS ELPS.c.1C , ELPS.c.5B
Key Understandings
Materials change when heated or cooled.
— What are some observable changes when objects are heated?
— What are some observable changes when objects are cooled?
The use of heat causes change.
— How does heating food cause it to change?
Vocabulary of Instruction
cooling
heating
change
physical properties
size
color
(relative) mass
shape
Last Updated 04/23/2013
texture
melting
freezing
daily lives
page 1 of 13 Grade 1
Science
Unit: 02
Lesson: 02
Suggested Duration: 5 days
Materials
book (about melting, 1 per class)
checklist (for recording observations, see Advance Preparation, 1 per class)
crayons (or pieces of crayons, 1 per 2 students)
crayons or colored pencils (per group)
cup (small paper, for demonstration, 1 per teacher)
cups (small paper, for frozen drinks, 1 per student) – Optional
cups (small paper, with a small amount of a liquid inside, see Advance Preparation, 1 per 2 students)
ice cubes (see Advance Preparation, 1 per 2 students)
juice (fruit, to put in cups for frozen drinks, per class) – Optional
objects (similar to those on Handout: Changes in Materials Caused by Heating if not using it, 1 per student) – Optional
paper (drawing, 3 sheets per student)
pictures (similar to those on Handout: Changes in Materials Caused by Heating if not using it, 1 per student) – Optional
Properties Chart (in classroom science notebook, 1 per class)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on
the public website.
Teacher Resource: Properties Chart KEY
Optional Handout: Heat Causes Change (1 per student)
Handout: Changes in Materials Caused by Heating (1 set per class)
Optional Handout: Template for Performance Indicator (1 per student)
Teacher Resource: Sample Performance Indicator
Optional Teacher Resource: Observational Checklist
Resources
None Identified
Advance Preparation
1. Prior to Day 1, copy the chart from the Teacher Resource: Properties Chart KEY in the classroom science notebook.
2. For the Engage activity, place an ice cube into each small, paper cup. Make enough so that each pair of students will receive one cup. Then,
place a crayon or piece of crayon into a different set of small, paper cups. Again, ensure that you prepare enough cups for each pair of
students to get a cup.
3. Ice cubes are needed two days in a row. After Day 1, pour out the water and allow the cup to dry overnight. Use the same cup for the ice
cube on Day 2.
4. Prior to Day 3, locate a book about freezing and melting or heat causing change.
5. Copy the Handout: Changes in Materials Caused by Heating in color onto cardstock. Cut the pictures out. You may wish to laminate them
for durability. You only need to prepare one set for the class.
6. Pour a small amount of liquid into small, paper cups - one cup per pair of students. The type and number of different liquids used for
observations is up to the teacher’s discretion. Examples of liquids include water, milk, fruit juice, salt water, etc.
7. Prior to Day 4, put a small paper cup ¾ full of water in the freezer. Students will observe the frozen liquid on Day 4.
8. Have an observational checklist prepared for the class discussion on “identifying how heating or cooling a material affects our daily lives” or
copy the sample provided (Optional Teacher Resource: Observational Checklist).
9. Prepare attachment(s) as necessary.
Background Information
Matter is described in terms of its physical properties, including relative size and mass, shape, color, and texture. The importance of heat energy affecting matter is
identified as it relates to the students' everyday life.
Prior to this lesson, students became aware that matter could be described by its properties. During this lesson, students will continue to build on their understanding of
physical properties that was started in kindergarten. Students will progress from simply observing the changes that heating and cooling can cause to predicting how
matter will react to temperature change
Last Updated 04/23/2013
page 2 of 13 Grade 1
Science
Unit: 02
Lesson: 02
Suggested Duration: 5 days
The focus of this lesson will involve predicting and identifying changes in materials caused by heating and cooling such as ice melting, water freezing, and water
evaporating.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Observing an Ice Cube and a Crayon
NOTE: 1 Day = 30 minutes
Suggested Day 1
1. Have an ice cube and a crayon (or piece of crayon) in a small paper cup- enough
for 1 per pair students.
2. Distribute the ice cube to each pair of students.
3. Instruct them to make observations about the ice cube according to the physical
properties they have already learned about: color, texture, size, shape, and mass.
4. Record student observations in the class science notebook.
5. Distribute the (piece of) crayon to each pair of students.
6. Instruct students to make observations about the ice cube according to the physical
properties they have already learned about: color, texture, size, shape, and mass.
7. Ask:
Materials:
Properties Chart (in classroom science
notebook, 1 per class)
ice cubes (see Advance Preparation, 1 per 2
students)
cups (small paper, to hold ice cubes and different
cups to hold crayons, see Advance Preparation, 2
per 2 students)
crayons (or pieces of crayons, 1 per 2 students)
Attachments:
What are some observable changes when objects are heated?
Answers will vary.
8. Instruct students to record their observations in the class science notebook.
Teacher Resource: Properties Chart KEY
Science Notebooks:
Record observations in class science notebook.
EXPLORE – Changing Objects
Suggested Day 1 (continued)
1. Using the same two materials, ask students to brainstorm ways they could change
the two objects.
2. Allow several minutes for the student discussion.
3. Chart their responses. (If no one mentions heating or cooling as a way to change
the objects, guide the discussion toward this thinking.)
Materials:
Properties Chart (in classroom science
notebook, 1 per class)
ice cubes – from previous activity (see Advance
Preparation, 1 per 2 students)
cups – from previous activity (small paper, to hold
ice cubes and different cups to hold crayons, see
Advance Preparation, 2 per 2 students)
crayons – from previous activity (or pieces of
crayons, 1 per 2 students)
Science Notebooks:
Record observations in class science notebook.
EXPLORE – Heat Causes Change
Suggested Day 2
1. Introduce the day's activity:
Materials:
What do you think will happen if you place the cup with the ice cube and
the cup with the crayon outside in the sun? Allow students to make
predictions. These could be recorded in the class science notebook.
2. Distribute a piece of drawing paper to each student. On one side have them write
the title “Before” and on the other side have them write the title “After”. On the side
that says “Before” students should draw how the material in the cup looks before it
is placed in the sun.
3. Allow students to place the cups outside in the sun. (The cups will probably only
have to be in the sun for a short time before there are changes (5–10 minutes).
Properties Chart (in classroom science
notebook, 1 per class)
ice cubes – from previous activity (see Advance
Preparation, 1 per 2 students)
cups – from previous activity (small paper, to hold
ice cubes and different cups to hold crayons, see
Advance Preparation, 2 per 2 students)
crayons – from previous activity (or pieces of
crayons, 1 per 2 students)
paper (drawing, 1 sheet per student)
4. During this time, have students draw what they think the material in their cups will
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page 3 of 13 Grade 1
Science
Unit: 02
Lesson: 02
Suggested Duration: 5 days
look like after being in the sun.
Attachments:
5. Retrieve the cups, and discuss the results.
Optional Handout: Heat Causes Change (1 per
student)
6. Ask:
What do you think will happen if the cups with the crayon and ice cube
are left outside for an extended, or longer, period of time?
Answers will vary.
Instructional Notes:
An optional data recording sheet has been provided. Students
who need extra support could use this instead of the drawing
7. Return the cups outside in the sun for the rest of the day (Or if the lesson was done paper.
in the afternoon, place the cups outside again the following morning and leave
them outside all day.)
Science Notebooks:
8. Periodically, have a student go outside and observe the cups. They need to report
Record predictions in class science notebook.
to the class what they have observed. Record the observations in the class science
notebook. Safety Note: When sending students outside, you may wish to use "the
buddy system".
9. The water in the cup should evaporate. When the student makes the observation
that the cup is “empty”, have a class discussion about evaporation.
Ask:
Where do you think the water from the cup went? Answers may vary.
How else could we show that water evaporates? Answers may vary, but
students may have experienced clothes on a clothes line drying, a puddle
evaporating (students may say ‘disappeared’), a hand dryer, a blow dryer or
marker drying up when the cap has been left off.
EXPLORE/EXPLAIN - Literature Connection
Suggested Day 3
1. Read a book about melting, (or heat causing change).
Materials:
2. After the story, have a discussion about how heat causes change and then guide
the discussion so students attain the concept that the Sun’s heat causes change
(melting and evaporation).
book (about melting, 1 per class)
Instructional Note:
Many trade books on matter have information on how heat causes
change.
ELABORATE – Making Predictions
Suggested Day 3 (continued)
1. Using pictures (Handout: Changes in Materials Caused by Heating) students
predict what might happen to the objects if they are heated.
2. Distribute one picture to each group of 3 students.
3. Students should discuss the object’s physical properties (that can be observed and
described from the picture) and predict the changes (in the object shown) caused
by heating.
Materials:
Properties Chart (in classroom science
notebook, 1 per class)
Attachments:
4. Each group should draw their predictions. (This could be done individually or as a
group.).
5. Communicate predictions to the class.
Handout: Changes in Materials Caused by
Heating (1 set per class)
Check For Understanding
Science Notebooks:
Record observations (physical properties) in class science
notebook on the Properties Chart.
EXPLORE/EXPLAIN – Cooling Causes Change (Freezing)
Suggested Day 4
1. Distribute a paper cup with different liquids, such as water, milk, fruit juice, salt
water, to each pair of students. Safety Note: Remind students that they are NOT to
taste any liquids in the cups.
2. Ask them to describe the two items by their physical properties. (This information
can be added to the Physical Properties Chart).
Last Updated 04/23/2013
Materials:
Properties Chart (in classroom science
notebook, 1 per class)
cups (small paper, with a small amount of a liquid
page 4 of 13 Grade 1
Science
Unit: 02
Lesson: 02
Suggested Duration: 5 days
3. Ask students what they think will happen if they place their cups in the fridge? In the
freezer? Distribute drawing paper, and have students record their ‘before’ picture
and their prediction for what will happen when the cup is put in the freezer.
4. Have a discussion about how cooling causes change.
5. This change, with the materials they have been discussing is called “freezing”
(Many trade books on “Matter” have age­appropriate explanations.)
6. Show students a small paper cup (like the ones used when they observed the
liquids). Fill it ¾ full of water. Tell students you will put it in the freezer overnight,
and they will observe what happens during the next science lesson.
7. (OPTIONAL) Freeze a small paper cup of fruit juice per child, and let them enjoy as
a snack.
inside, see Advance Preparation, 1 per 2
students)
paper (drawing, 1 sheet per student)
crayons or colored pencils (per group)
cup (small paper, for demonstration, 1 per
teacher)
cups (small paper, for frozen drinks, 1 per student)
– Optional
juice (fruit, to put in cups for frozen drinks, per
class) – Optional
Check For Understanding
Instructional Notes:
It is up to the teacher as to the type and number of liquids the
students observe in this lesson. It would be beneficial for
reinforcing physical properties to have at least two different types
of liquids, such as water and fruit juice.
Science Notebooks:
Students should record their ‘before’ and ‘after’ drawings on the
paper provided.
ELABORATE – Observing a Frozen Liquid
Suggested Day 4 (continued)
1. Show students the frozen water.
Materials:
2. Ask:
What are some observable changes when objects are cooled in the
freezer? Allow students to respond. Record observations on the Teacher
resource: Physical Properties Chart.
EVALUATE – Performance Indicator
frozen cup – from previous activity (of water, for
demonstration, 1 per class)
frozen cups – from previous activity (of juice, for
students, 1 per student) – Optional
Suggested Day 5
Grade 01 Science Unit 02 PI 02
Materials:
Create a series of illustrations to identify (in pictures and words) the changes in a material caused
by heating and the changes in a material caused by cooling. Include a “before” picture, an “after”
picture, and a picture to show a person using a material that has been changed by heating or
cooling.
Standard(s): 1.2D , 1.2E , 1.5B
ELPS ELPS.c.1C , ELPS.c.5B
1. Provide students with an object or a picture of an object (Handout: Changes in
Materials Caused by Heating could be used for this purpose).
2. Model (using Teacher Resource: Sample Performance Indicator) how students
could demonstrate their understanding that materials can be changed by heating
and cooling.
3. Distribute either the Optional Handout: Template for Performance Indicator or
drawing paper for the completion of the PI.
paper (drawing, if not using the Performance
Indicator Template, 1 sheet per student)
checklist (for recording observations, see Advance
Preparation, 1 per class)
objects (similar to those on Handout: Changes in
Materials Caused by Heating if not using it, 1
per student) – Optional
pictures (similar to those on Handout: Changes in
Materials Caused by Heating if not using it, 1
per student) – Optional
Attachments:
Handout: Changes in Materials Caused by
Heating (from previous activity) (1 set per class)
Teacher Resource: Sample Performance
Indicator
Optional Handout: Template for Performance
Indicator (1 per student)
Optional Teacher Resource: Observational
Checklist
Last Updated 04/23/2013
page 5 of 13 Grade 1
Science
Unit: 02 Lesson: 02
Properties Chart KEY
Physical
Properties
Color
Texture
Size
Mass
(Larger/Smaller)
(Heavier/Lighter)
Shape
Change by
Heating or
Cooling
Materials
Ice
cube
Crayon
©2012,TESCCC
04/04/13
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Grade 1
Science
Unit: 02 Lesson: 02
Heat Causes Change
Data Recording Sheet
Before
After
Ice Cube
Ice Cube
Crayon
Crayon
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05/01/11
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Grade 1
Science
Unit: 02 Lesson: 02
Changes in Materials Caused by Heating
©2012, TESCCC
Egg
Cheese
Candle
Taffy
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Grade 1
Science
Unit: 02 Lesson: 02
Ice Cream
Marshmallows
Ice Cubes
Chocolate
Microsoft. (Designer). (2010). Ice cube [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/
Microsoft. (Designer). (2010). Marshmallows [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/
Microsoft. (Designer). (2010). Ice cream [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/
Microsoft. (Designer). (2010). Popsicle [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/
Venegas, A. (Photographer) (2010). Food series [Print].
Venegas, A. (Photographer) (2010). Candle [Print].
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Grade 1
Science
Unit: 02 Lesson: 02
Template for Performance Indicator
After
Before
Being Used
+
OR
=
+
OR
=
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Grade 1
Science
Unit: 02 Lesson: 02
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Grade 1
Science
Unit: 02 Lesson: 02
Sample Performance Indicator
+
+
©2011, TESCCC
=
OR
OR
05/01/11
=
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Grade 1
Science
Unit: 02 Lesson: 02
Observational Checklist
Student Name
Predicts and Identifies
Changes Caused by
Heating
Predicts and Identifies
Changes Caused by
Cooling
Observations
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
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