Understands the concept of melting

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1 Lesson Plan: Melting Crayons Name: Kristi Shintani Title/Grade: Preschool 4 Years old Lesson Overview In this lesson, the students will be exploring the concept of heat and melting. This lesson will allow the students to gain a better understanding of heat, melting, and color mixing. The students will predict and observe what happens when we apply heat to wax crayons. The essential question is, what happens when we apply heat to a crayon? Can you think of any other examples of objects that melt in heat? Enduring Understanding/Essential Question The essential understanding is to observe the effects of heat (hairdryer) on an object (wax crayon). The essential question is, what happens when we apply heat to a crayon? Can you think of any other examples of objects that melt in heat? Standard/Benchmark Hawaii Early Learning and Development Standards (HELDS): GK.KE.o Make predictions about changes in materials or objects based on past experience GK.KE.p Ask and seek out answers to questions about objects and events with the assistance of interested adults Hawaii Content Performance Standards (HCPS III): SC.K.1.1 Uses the senses to make observations Assessment Task/Criteria: Students will listen to the definition of heat. The children will quickly put their hands under the hairdryer to feel the warm air blowing out. The teacher will explain why objects can melt when heat is applied. The students will make their own predictions about what will happen when we blow warm air on a crayon. When the project is over, the teacher will discuss what happened to the crayon and to see if the student s predictions were correct. To assess student learning, I will be collecting anecdotal notes throughout the project. Name I will also be using a checklist: Can create a prediction Understands the concept of melting Can identify another object that can melt Asks questions

2 2 Active Learning Strategies (detailed, step by step, key questions in bold print) 1.) Introduce the activity, Hi class, today were going to learn about heat. Heat is another word for something that is hot. For today, our something hot is going to be a hairdryer. How many of you have seen a family member use a hair dryer? We usually use this to dry our hair after we take a shower. Let s see what happens when I turn it on. a. Demonstrate how to use a hair dryer. Turn on the hairdryer. Air blows out of it, see? Point air towards a paper to show that air is coming out. But it is hot air, not cold air. b. Explain the activity. Today we are going to use the hair dryer and the hot air to do an experiment with crayons! I am going to put you into small groups so that everyone of you can do the experiment. c. Explain what a prediction is. But first, we are going to make our very own predictions. Has anyone heard that word before? If a student says yes, allow the student to talk about where he/she heard it. Good answer. A prediction is a guess about what is going to happen next. For our experiment, we are going to predict what will happen when we blow hot air onto a crayon. I am going to record what you think on this paper so that we can come back and see if your guess is correct. d. Call up the students one by one to make a prediction. Ask the question, What do you think will happen when we blow hot air onto a crayon? Record the student s answer. If the student is struggling, make suggestions like, Do you think the crayon will break? Do you think the crayon will melt? Do you think the crayon will stay the same? e. Divide the class into groups of three. Call up one small group at a time. 2.) Perform the activity in small group: a. Give each student a cardboard with 4 crayons pre-glued to the top. b. Recall the student s predictions. Student A, you said the crayon will, student B you said the crayon will, and student C said the crayon will. Let s see who is correct. c. Start blowing the hairdryer on the crayons. Make sure the air is blowing from the top down, so that the melting wax will melt down the cardboard. This will make a nice art project for the students to take home. It should take about 5 minutes for the crayons to melt. d. Discuss what is happening with the students. Look children, what is happening to the crayons? They are melting! The also leave a tail of color when they melt down the page. What happens when we blow hot air on the crayons? e. Repeat step 2 until all the students have performed the experiment. 3.) Discuss and close the activity. a. Explain what happened to the crayon. So what happened when we blew hot hair on the crayon? Allow the students to answer. b. Recall the process. First we glued the crayons onto the cardboard. Then we blew the hot air over the crayons and watched the crayons melt down the page. c. Discuss the predictions. Lets take a look at our predictions. of us said the crayons would. of us said the crayons would. But of use

3 3 said the crayons would melt! The students who said the crayons would melt made the correct prediction. d. Discuss other objects that melt under heat. Can anyone give me an example of something else that melts under heat? Allow a few students to answer. If the students cannot think of anything else, provide some examples. What about ice cream in the sun? Doesn t ice cream melt when it is hot? And ice cubes? e. Dismiss the students by asking them a question about the experiment. i. What did you like about the experiment? ii. What did you dislike about the experiment? iii. Do you remember what you predicted? iv. What happened to the crayons when we blew hot air onto them? v. What is the name of our guesses? *Point to the chart (prediction) vi. What else can melt under heat? Duration: 20 minutes Materials: 20 pieces of cardboard Glue 80 Crayola crayons (4 to each student) Hair Dryer Student prediction chart (see below) Integration with other content areas (if any): Visual Arts GK.KE.ii Describe texture, color, and shape in artwork GK.KE.jj Explore a variety of age-appropriate materials and media to create two and threedimensional artwork Student prediction Chart template 1: What will happen when we apply heat onto a crayon? (Write down predictions here) Student prediction chart template 2:

4 4 Melt What will happen when we apply heat onto a crayon? Break Stay the same Change color

5 5 Reflection Questions 1.) What happened during my lesson? Describe in detail the events that took place during your lesson. I introduced my lesson in a whole group. The students were told that I would be calling them into small groups and that we would be doing a fun science activity. Each small group was different; all students reacted to the experiment in their own way. I did not expect the students to be as engaged as they were. They were so fascinated by the melting crayons, they would laugh every time the crayons made a colorful streak on the cardboard. The first thing I would do in small groups was have the students feel the temperature of the hair dryer. I asked them, Is the air hot or cold? They would say warm or hot. Then I asked them, What do you think will happen to the crayons when I blow hot air on them? I made a premade chart with the answers, Break, Stay the same or melt. My mentor teacher said this was best because they would say all types of predictions. Most of the students said melt. But none of them predicted that the colors would melt down the cardboard and dry like wax. Some of the students noticed the colors blending and other students noticed that it felt like a birthday candle. At the end of the experiment I asked the students, Were our predictions correct? Did the crayons melt like we thought they would? And I would ask if they could think of any other examples of melting. I was shocked by some of the answers I received, like, Olaf from Frozen, snow, ice cream, and ice. 2.) What did I do in my lesson to promote inquiry? In my lesson, I asked a lot of questions. For example, my first instance of inquiry was having the students explore the temperature of the air. A lot of the students have not

6 6 seen a hair dryer before, so it was interesting to see their reactions. I also promoted inquiry by asking the students to make predictions about what is going to happen. Throughout my lesson, I also asked wonder questions. For example, I wonder why Student A s crayons are melting faster than Student B s crayons? and I wonder what will happen if I blow the air up? Throughout my lesson, I also asked questions for the students to answer, such as, What do you see the crayons doing? Why are the crayons getting darker? 3.) What did the students learn? How do you know? The students learn that heat can melt certain objects. I know this because the students were able to think of other examples and answer/create their own wonders. Like I mentioned above, I asked the students, Can you think of other examples of melting? Like when heat touches something it melts? One student said, Snow melts by the sun. Another student said, Like candles, because there s fire on it. The last student mentioned, Olaf in the summer. (Olaf is the snowman from the movie Frozen). The students were able to think of their own wonders. Like, I wonder if the dryer can melt markers? Another student said, Why is the top melting faster than the bottom? It looks like a volcano. The students were also able to answer my wonders. For example, Why is Student A s crayons melting faster than Student B s? The student answered, Because it is hotter. 4.) How did they interact with each other and me? When you have a really good, engaging lesson, there is no need for classroom management. The students were really well when it came to focusing and listening. I made sure that each component of my lesson was interactive so I wouldn t loose the

7 7 students interest. I had a small group of two students each. The students would interact great with each other. They would examine the crayons together, laugh when it dripped, and compare each of their crayons melting. The students interacted with my just fine. They weren t afraid to ask me questions, they wanted to try to do everything, and really enjoyed the lesson. Even the students who usually don t listen very well had no problem listening to instructions. 5.) What did I learn about myself as a teacher? How could I improve this lesson? I learned that the best lessons are the ones that are engaging. I had so much fun planning and implementing this lesson, it didn t even seem like work at all. It was so interesting to see the students engaged in my science lesson. I learned that inquiry is all around us. When teaching science inquiry, you can create a lesson about almost anything in the classroom. Asking questions is key to implementing and supporting inquiry. I also learned that connecting lesson to the real world is important for young children. For example, I connected this melting experiment to real life melting (i.e. ice cream and snow). To improve my lesson, I think I would redo my prediction chart. Creating choices for the students to choose from (i.e. melt, stay the same, and break) limits the children s creative thinking. I would allow the students to really think about what might happen they might think of something other than break, stay the same, or melt.

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