Teraoka p.

Lesson Plan
Name: Lee Teraoka

Grade: 4

Date: (4/30 - 5/2)

Content Area: (pick one)

Reading in language arts
Reading in content area

Duration: Day 1 - 65 minutes

Day 2 - 61 minutes
Day 3 - 46 minutes
Materials needed:
Elmo
Vocabulary Boxes Sheet
Picture Cards
Nature of Matter article, Discovery Education Science
Cause and Effect graphic organizer
Ice cream mix
Ice Cream: Liquid to Solid Sheet
Plastic bags
Ice
Cooler
Guiding Questions:
What are the different process matter can change from different states
Enduring understanding:
There are 3 states of matter, solids, liquids and gases. These 3 states are
able to transform between each other such as solid to liquid and liquid to
gas. Students will learn how these different states of matter are able to
transform.
What reading component/s will be the
Strategy or skill emphasis :
lesson focus?
Vocabulary
letter knowledge
Text Structures
phoneme awareness
Cause and Effect
phonics
Oral Communication
fluency
vocabulary
comprehension (listening or reading)
Purpose of lesson
The purpose of this lesson is to have students learn the process of solids,
liquids and gases being able to change between forms.

Instructional Approach/Practice:
Literature focused Unit
Language modalities to be used in this lesson:
Listening, reading, writing and oral communication
Critical Thinking Skills
ACEI 3.3-Critical thinking, problem solving and
performance skills.
Students will understand, comprehend, apply and
analyze vocabulary words and cause and effect
topics

Student Engagement Techniques

and Grouping
ACEI 3.4-Active Engagement in Learning

Pair share
Small group work
Whole group discussion

DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.

Identify type of
learner

List type of
differentiation

Instructional
approach

(ELL, SPED, Accelerated

Learners, Striving learners, 504
students, reading)

(learning environment, content,

process, product, performance
task)

(Write the instructional

approach/accommodations that
will be used for these learners)

Striving learners

Process

SPED

Learning Enviornment

Accelerated Learners

Process

Students will be
supported through
group working. The
teacher will striving
learners with
accelerated learners.
Students will special
needs will be
accompanined by a
student in small group
work. Partners will work
together in order to stay
on task and complete
the assigned task
Accelerated learners will
work with striving
students or sped in
order for the entire class
to stay on the time
schedule.

1. Standard/Benchmark
(ACEI 2.1-2.4 Content Area Knowledge. List CCSS , HELDS, GLOs)

RI.4.7 Informational Text- Interpret information presented visually, orally, or

quantitatively (eg, in charts, graphs, diagrams, time lines, animation or
interactive elements on web pages) and explain how the information
contributes to an understanding of the text in which it appears.
I can use a graphic organizer to identify cause and effect ideas from a
science text
L.4.6 Vocabulary Acquisitions and Use- Acquire and use accurately gradeappropriate general academic and domain-specific words and phrases,
including those that signal precise actions, emotions or states of being and
that are basic to a particular topic.
I can create sentences using new science vocabulary words
SC.4.6.1 Describe how some materials may be combined to form new
substance.
I can describe the physical change when ice creams turns from a liquid to a
solidGLO
I can work with a partner to complete our assigned task.
2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative
assessments to guide and assess student learning, including criteria)

Well Below
I can use a
Does not use
graphic organizer identify cause
to determine
and effect
cause and effect
ideas from a
science text
RI.4.7

Developing
Proficiency
Able to identify
cause and effect,
but input
information
correctly in
graphic organizer

Meets Proficiency
Accurately
identify cause
and effect and
record in graphic
organizer

I can create
sentences using
new vocabulary
words regarding
to science
L.4.6

Does not use

new vocabulary
to create
sentences with
correct scientific
meaning

Creates
sentences using
new vocabulary
but in the wrong
scientific
meaning

Effectively uses
new vocabulary
to create
sentences with
scientific
meaning

I can describe

Does not able to

Describes the

Accurately

the physical
change when ice
creams turns
from a liquid to a
solid
SC.4.6.1
I can work with a
partner to
complete our
assigned task.

describe the
process of ice
cream changing
from a liquid to a
solid

process of
creating ice
cream going
from a liquid to a
solid

Does not work

well with partner
during paired
task

Works with
partner but
needs reminders
to stay on task

Assessment tool
I can create
sentences
using new
vocabulary
words
regarding to
science
L.4.6

I can use a
graphic
organizer to
determine
cause and
effect ideas
from a
science text
RI.4.7

describes the
process of
creating ice
cream going
from a liquid to a
solid
Works well with
partner in order
to finish paired
task

I can describe
the physical
change when
ice creams
turns from a
liquid to a
solid
SC.4.6.1

I can work
with a
partner to
complete
our
assigned
task.

3. Activities/Instructional Strategies
(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3:
Critical thinking, problem solving and performance skills; ACEI 3.4: Active engagement in learning;
ACEI 3.5: Communication to foster learning)

Part 1 - Vocabulary 65 minutes

1. Introduction- 5 minutes
a. Greet students with a nice hello.
b. Introduce attention getter/ classroom management tool: Trade
winds
i. Students respond with "Shh"
ii. Students must stop what they are doing, look at the teacher
and wait for instructions
c. Read the I can statement for today's lesson:
i. I can create sentences using new science vocabulary words
2. Building background - 10 minutes
a. Ask students what they know about solids, liquids and gases. Ask to
give examples of different items that are solid, liquid or gas.
i. Allow students to pair share their ideas what is the difference
between solids, liquids and gases
ii. Call on 2 students who raise their hand and have them share
orally
b. Ask a follow up question if they know the terms in which solids turn
into liquid, liquid to gas, liquid to solid, and gas to liquid
i. Call on one student who can give an answer
c. Share with students the importance of learning new vocabulary and
in science there are academic terms for the process.
i. The importance of learning new vocabulary in science content
is to better comprehend information while reading.
d. Allow students to look at the article and predict what this article is
going to be about
i. Call on students to make a oral prediction to their seat
neighbor
ii. Tell students that they are going to be reading about the
process how solids, liquids and gases are able to change
between each other, but before reading the article, we must
understand key vocabulary in order to understand the text
3. Mini lesson: 8 minutes
a. Pass out vocabulary boxes sheet

b. Ask students to read the title of the article, ask students what does
matter mean?
i. Call on a student to share their idea of matter
c. Tell the definition of matter: any physical substance that is either a
solid, liquid or gas.
i. Place vocabulary boxes on elmo and model writing down
matter in vocabulary box and its definition
ii. Tell students to follow me and write down in their boxes what
is on the elmo
d. Ask students to give an example of matter.
i. Call on students to give oral examples of matter
ii. Write down examples in vocabulary box
e. Tell students, "Now we know what matter is, how we can use it in a
sentence? Please pair share"
i. Call on a pair to share their sentence using the word matter,
and record sentence in vocabulary box
f. Tell students that it is also important to understand non-examples
of matter. List down non-examples of matter
i. Kicking
ii. Laughing
iii. Crying
4. Work Time: Each student should read continuous text at least 715 minutes during this time, with the exception of kindergarten;
they may read for less than 7 minutes.
5. Guided practice: 20 minutes
a. Allow students to read the article by themselves independently for 7
minutes
i.
Tell students to look for key topics while reading
a. Ask a student to read out loud the first paragraph, while everyone
else follows
b. Ask students "what was the main idea in the first paragraph?"
i.
Call on 2 students to answer the question
ii.
Tell students that the first paragraph is building your
background about where we see melting and freezing in
everyday.
iii.
Ask "In the first paragraph, where did is say we see melting
and freezing in everyday life?"
iv.
Call on a student to answer the question
c. Ask a student to read out loud the second paragraph, while
everyone else follows
d. Ask students, "In one word, what would you say the main topic of
this paragraph?"
i.
engage in a pair share what they think is the topic is
ii.
Call on one pair to answer the question. Answer: Melting

iii.
Record melting on vocabulary boxes where it says word
e. Ask students, "In the second paragraph, it gives us a definition of
what is melting, what does the paragraph say about melting?"
i.
With your partner, identify what is the definition in our article
ii.
Call on a pair and ask them to provide what they think is the
definition
iii.
Model recording definition of melting on vocabulary boxes,
instruct students to copy definition- changing from a solid to
a liquid
f. Ask students to create a sentence on their own that is uses the word
melting that relates to solid changing into a gas
i.
Allow students to share with their partner their sentence
ii.
Call on students to share orally to the class their sentence.
g. Tell students to write an different examples of melting in the
examples box. Also ask students what is not an example of melting.
i.
Explain that a non-example is not the process of solid changing
into a liquid
i. freezing, mixing, drying
ii.
Allow students to pair share their ideas of what are examples
and non-examples
Collaborative Group work (You do it together) 10 minutes
a. Ask a student to read out loud the third paragraph while everyone
else follows.
i.
Ask students what is the main topic in the 3rd paragraph?
ii.
Record freezing in the word box
b. Allow students to work as a pair to identify what is the definition of
freezing, creating a sentence using the word freezing, and
providing examples and non examples by reading their text.
i.
Walk around the classroom while students are working with
their pair
ii.
Remind students the definition changing from one state of
matter to another
iii.
Remind students to use the word in a sentence using the word
that relates to their definition
iv.
Remind students to provide examples and non-examples
c. Call on a pair to bring up their sheet to show on the elmo their
vocabulary box on freezing.
i.
Call on different pairs and ask for their sentence, examples
and non-examples
ii.
Correct students if any part of the boxes is incorrect
d. Allow students to work in their pair reading and filling out their
vocabulary box for the next paragraph
i.
Remind students the definition changing from one state of

ii.
iii.
iv.

matter to another
Remind students to use the word in a sentence using the word
that relates to their definition
Remind students to provide examples and non-examples
Call on pairs that are done to bring one of their sheets to the
elmo to show the class.

6. Independent work (You do it alone) 8 minutes

a. Instruct students to read the fifth paragraph on their ownto find the
vocabulary word for condensation
b. Tell students that they will working on their own to identify the new
vocabulary word, create a definition, create a sentence, provide
examples and non-examples
i.

ii.
iii.

Remind students the definition changing from one state of matter to

another
Remind students to use the word in a sentence using the word that
relates to their definition
Remind students to provide examples and non-examples

c. Tell students to hold their vocabulary boxes and to sit quietly at their
desk
7. Closure: 5 minutes
a. Explain to students that at their table groups, students will share
their different sentences for each new vocabulary in their
vocabulary box.
b. Ask students what is main topics that this article is talking about
i. Call on students to share orally
c. Ask students to show by their thumbs if they were able to create
new vocabulary using scientific meaning
i. thumbs up - good
ii. thumb to the side - I could do it, but difficult
iii. thumb down - I don't understand
d. Tell students that the next part of the lesson will be working with
text structures.
8. Formative Assessment Task (for teacher candidate to complete at
the end of the day)
a. Collect students vocabulary cards from students as a formative
assessment
i. Check students sentences and mark rubric

Part 2 - Text structure: 61 minutes

9. Introduction - 3 minutes
a. Greet students
i. Review with students vocabulary terms we used in the
previous lesson, matter, freezing, melting, condensing,
evaporation
b. Review I can statement
i. I can use a graphic organizer to identify cause and effect
ideas from a science text
10.

Building background - 5 minutes

a. Review new vocabulary from earlier lesson with students. Have
students share their thoughts orally. Ask students to pair share their
thoughts about
i. Freezing
ii. Melting
iii. Evaporating
iv. Condensation
b. Show students the relationship between cause and effect
i. Cause is why something happening
ii. Effect is the result
c. Provide examples of cause and effects of how solids, liquids and
gases are able to change between each other
d. Tell students "Today we will be identifying text structures. We will be
using our graphic organizer to help identify the authors text
structure.Today we will be identifying cause and effect text
structure."

11. Work Time: Each student should read continuous text at least
7-15 minutes during this time, with the exception of
kindergarten; they may read for less than 7 minutes. -15 minutes
a. Allow students to read the article independently
b. Ask students to orally summarize of the article with their partner
i. Pair share their ideas
c. Explain how text structures helps authors organize the flow of their
text. Graphic organizers help sort out the main topic in the text
i. Tell students that we will be reading each paragraph one by
one in order to get the main topic
12.

Mini lesson: 10 minutes

a. Read out loud the first paragraph
b. Ask students what is the cause in this paragraph, then underline the
sentence they choose and place a "C"
c. Ask students what is the effect in this paragraph, then use a
squiggle underline the sentence they choose and place a "E"
i. Go over the terms melt and freeze again and relate the text to
cooking

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ii. Ask students for examples of melting and freezing when

cooking
d. Model writing down the topic of this paragraph, "melting"
i. Cause- Applying a lot of heat to solid gold
ii. Effect- as a result solid gold is melting down into molten gold
e. Read the cause and effect statement that you wrote in the box
f. Show students a picture of solid gold melting into molten gold.
13.

Guided practice: 10 minutes

a. Call on student to read second paragraph out loud, have other
students follow along with the text
b. Underline the cause and effect sentence in this paragraph and make
appropriate symbols for cause and effect.
c. Allow students to pair share with each other what was just read in
the paragraph
i. Ask a student what is the process that is going on in this
second paragraph
1. Freezing- liquid to solid
2. Ask students what example did they talking about
d. Ask multiple students what is the cause and effect for this
paragraph
i. Model writing down the cause from the paragraph in graphic
organizer
ii. Model writing down the effect from the paragraph in the
graphic organizer
e. Provide different objects that have different freezing points,
example:
i. Gold - 458oF 237o C
ii. Ice - 32o F or 0o C
iii. Explain to students that the process of "freezing" doesn't
always need to be cold, but instead the process of a liquid
turning into a solid.
iv. Show a picture card gold freezing

14.

Collaborative Group work (You do it together) 10 minutes

a. Allow students read individually the next paragraph about
evaporation
i. When students are done, have students look up at the teacher
b. Direct students to work in their same pairs and talk about:
i. What is the cause, which is why something happened
ii. What is the effect, which is the result from the cause
iii. When the cause and effect are both determined they will write
down their answers in their graphic organizer
iv. Teacher will monitor and walk around checking in with
students asking what they will be writing in their graphic
organizer
c. Use attention getter to transition into whole class sharing

11

d. Call on 3 different groups and ask them what they wrote down in
their graphic organizer
e. Call on students to the elmo and show the cause and effect for this
paragraph
f. Tell students an example of evaporation
i. gasoline- room temperature
ii. Show a picture card of gasoline evaporating
15.

Independent work - 8 minutes

a. Instruct students that they will be given 5 to 10 minutes to work on
their own and read the last paragraph on condensation
i. after reading the last paragraph they will write down in their
graphic organizer the cause and effect from the reading.
ii. Remind students that this will be independent work
iii. Tell students they will be turning in this paper and I will be
checking that all sections of the graphic organizer is filled out
accurately
b. Walk around the classroom and make sure students are on task.
c. Remind students to re-read their cause and effect statement for this
paragraph and to turn in their work into the basket in order to be
finished
d. When students are finished, show a picture card of water
condensing

16.

Closure: 5 minutes
a. Conduct a whole class conversation where students can give
examples of where they see: Freezing, Melting, Evaporating,
Condensing
b. Review how graphic organizers can help students take key ideas
from a text
c. Ask students if they were able to accurately identify cause and
effect in each paragraph
i. thumbs up - good
ii. thumbs to the side - I could do it but difficult
iii. thumbs down - I don't understand
d. Ask students where they might see these changes in everyday life

17. Formative Assessment Task (for teacher candidate to complete

at the end of the day)
Write the actions you need to complete at the end of the day using the
formative and summative assessment. What information are your looking
for to support students learning and your instruction?
a. Students will turn in their graphic organizer as their formative
assessment. The formative assessment will be checking for group
and individual accountability in completing the forms correctly.

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Part 3 - Science Experiment: 46 minutes

18.

Introduction 3 minutes
a. Greet students- introduce attention getter: trade winds
b. Read I can statement to class
i. I can describe the physical change when ice creams turns
from a liquid to a solid

19.

Building backgrounds- 5 minutes

a. review with students about the topic from article about freezing,
melting, evaporating and condensing from previous lesson
b. Ask students to pair share and provide examples of objects freezing,
melting, evaporating and condensing.
i. Call on groups to share context sentences, examples or nonexamples
c. Explain to students that today we will be observing a liquid turning
into a solid. Tell students that they will be making ice cream

20.

Mini lesson:10 minutes

a. Read out loud the list of ingredients the classroom
i. Explain that it is important to follow directions, in this case a
recipe, in order to create our ice cream. Directions provide a
map how to correctly end up with good ice cream
ii. Ask students what would happen if we don't follow directions?
1. Call on one student to answer orally
b. Model creating the ice cream mix
i. Measure 1/2 cup the cream, and pour into pint plastic bag
ii. Measure 2 tablespoons of sugar, and pour into pint plastic bag
iii. Add a 2 drops of vanilla flavoring into the mix
iv. Combine the cream and sugar and stir together
c. Ask students what else do we need in order to make ice cream?
How do we get the liquid to turn into a solid?
i. Tell students we need ice, but not just plain ice. We need
salted ice

13

d. Model preparing the ice and salt mix

i. Fill a gallon bag half way with ice
ii. Measure 6 tablespoons of salt and pour it in the ice
1. Ask students why do you think we put salt in our ice?
2. Tell students that it makes to ice colder if they cannot
provide an answer
e. Model placing the ice cream mix in the ice bag and mixing it
f. Keep a list of direction on the over head for students to follow when
in groups
21.

Collaborative Group work (You do it together) 20 minutes

a. Pass out Ice cream: Liquid to Solid sheet
i. Instruct to students that they will be making and recording
observations throughout before, during and after making ice
cream
ii. Explain to students the Ice Cream: Liquid to Solid Sheet has
three sections to this sheet. Students will need to observe and
describe their mixture before, during and after the process of
making ice cream.
iii. Explain that students must make observations at each stage
of matter in order to go onto the next section.
b. Inform students that they will be working with their table groups
making ice cream
c. Pass out pint size plastic bags
d. Walk around to different tables and help students pour 1/2 cup of
cream into a measuring cup then into pint plastic bag
e. Allow groups to add 1 tablespoon of sugar and 1/4 teaspoon of
vanilla extract. Students will pass around the sugar and vanilla table
to table
i. Allow students to fill out their ice cream sheet, listing their
observations describing the mixture in liquid form
f. Pass out the ice and allow students to fill up their bags with ice and
6 tablespoon of salt
g. Add the bag of ice cream mixture into bag of ice
i. make sure the ice cream bag is fully incased in ice
ii. shake and move the bag constantly for 5 minutes
iii. Students will take turns shaking the back for 1 minute each
h. Explain to students that immediately after mixing the bag for 1
minute, they will list down and describe what they felt on their ice
cream sheet
i. Allow students to shake their bag until the liquid changes
consistency
i. After students shake the bag and create the ice cream, take
the bag out of ice and allow the students to describe what has
happened to the liquid form of ice cream. Students will list
down their observations on their ice cream sheet

14

22.

Closure: 8 minutes
a. Ask students to read their descriptions of each phase of making ice
cream
i. Ask "What did you notice about the ice cream mixture in its
liquid state?"
1. Call on 2 students to orally read their description
ii. Ask "What did you notice while shaking the bag? Did anyone
notice anything about anything happening to the mixture?"
1. Call on 2 students to orally read their description
iii. Ask "What did you notice about the ice cream mixture when
we took it out of the ice?"
1. Call on 2 students to orally read their description
b. Ask students to show their thumbs if they were able to see and feel
the liquid ice cream mixture turn into solid ice cream
i. Thumbs up- yes
ii. Thumbs to the side- I could kind of see it
iii. Thumbs to down - No

23.

Summative assessment
a. Tell students that they have a writing prompt on the back of their ice
cream sheet. The prompt has two questions, one paragraph for each
question.
i. What do you understand about solids, liquids and gases
changing between each form?
ii. Describe what you observed going from a liquid to a solid
making ice cream?

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Teacher Assessment Tool

Word

Definition

Sentence

Examples

Non-Examples

Word

Definition

Sentence

Examples

Non-Examples

Word

Definition

Sentence

Examples

Non-Examples

16

Word

Definition

Sentence

Examples

Non-Examples

Word

Definition

Sentence

Examples

Non-Examples

17

Matter Changes State

This is for you to complete, not the students. For example, write
what you will tell students.
Word: Matter
Student Friendly
Definition The teacher
uses everyday language to
help students understand
the meaning of the word. It
is specific, elaborate and
connects to what the
students know.
Context The teacher reads
the sentence/s on how the
word is used in the text and
directs students to locate.
Multiple Exposure- The
teacher provides examples
for students to see the word
used in different contexts
through examples, contexts,
pictures, and relationships.
Active Involvement The
teacher engages all students
to process the meaning
using a quick activity/game.
(see Teaching Vocabulary
Explicitly, p. 50)

Matter is something that takes up space. Matter is in

everything

What page number/paragraph is the word located? Write

this information here.
Title
Matter is all solid, liquid and gases.
Matter is anything that takes up space and has mass

What is a quick formative assessment can you do?

Give me an example of an object that has matter

Word: Melting
Student Friendly
Definition The teacher
uses everyday language to
help students understand
the meaning of the word. It
is specific, elaborate and
connects to what the
students know.
Context The teacher reads
the sentence/s on how the
word is used in the text and
directs students to locate.

Melting is when a solid turns into a liquid

Paragraph 2

18
Multiple Exposure- The
teacher provides examples
for students to see the word
used in different contexts
through examples, contexts,
pictures, and relationships.

Ice cubes turning into water is an example of melting.

My chocolate bar melted into liquid chocolate in my pants
pocket.
A glass blower melted glass into molten glass to create a
sculpture.

Active Involvement The

teacher engages all students
to process the meaning
using a quick activity/game
(see Teaching Vocabulary
Explicitly, p. 50)

What is an example of an object melting

Word: Freezing
Student Friendly
Definition The teacher
uses everyday language to
help students understand
the meaning of the word. It
is specific, elaborate and
connects to what the
students know.
Context The teacher reads
the sentence/s on how the
word is used in the text and
directs students to locate.

Freezing is when a liquid turns into a solid

Multiple Exposure- The

teacher provides examples
for students to see the word
used in different contexts
through examples, contexts,
pictures, and relationships.
Active Involvement The
teacher engages all students
to process the meaning
using a quick activity/game
(see Teaching Vocabulary
Explicitly, p. 50)

My liquid jello mix froze in the refrigerator.

When glue is left out to dry, it freezes.

Paragraph 3

What is an example of a liquid freezing?

Word: Evaporating
Student Friendly
Definition The teacher
uses everyday language to
help students understand
the meaning of the word. It
is specific, elaborate and
connects to what the
students know.
Context The teacher reads
the sentence/s on how the
word is used in the text and
directs students to locate.

Evaporating is when a liquid turns into a gas

Paragraph 4

19
Multiple Exposure- The
teacher provides examples
for students to see the word
used in different contexts
through examples, contexts,
pictures, and relationships.
Active Involvement The
teacher engages all students
to process the meaning
using a quick activity/game
(see Teaching Vocabulary
Explicitly, p. 50)

Gasoline evaporates when it touches the ground.

Most water is evaporated when watering plants during
the day.

What is an example of a liquid evaporating?

Word: Condensing
Student Friendly
Definition The teacher
uses everyday language to
help students understand
the meaning of the word. It
is specific, elaborate and
connects to what the
students know.
Context The teacher reads
the sentence/s on how the
word is used in the text and
directs students to locate.

Condensing is a gas turning into a liquid

Multiple Exposure- The

teacher provides examples
for students to see the word
used in different contexts
through examples, contexts,
pictures, and relationships.
Active Involvement The
teacher engages all students
to process the meaning
using a quick activity/game
(see Teaching Vocabulary
Explicitly, p. 50)

When warm water evaporates into the cold sky and

condenses, it creates clouds.

Paragraph 5

What is an example of gases condensing?

20

Name________________________________ Date _____________________

Matter Changes States

Cause and effect helps you determine what events happened (effect) and the reasons
why it happened (cause). Read the article, Matter Changes States to determine the topic
causes and effects.
Paragraph 2
Topic

EXAMPLES
Cause

Effect

(Reason why it happened)

(Events on what happened)

Paragraph 3
Topic

EXAMPLES
Cause

Effect

(Reason why it happened)

(Events on what happened)

Paragraph 4
Topic

EXAMPLES
Cause

Effect

(Reason why it happened)

(Events on what happened)

Paragraph 5
Topic

EXAMPLES
Cause

Effect

(Reason why it happened)

(Events on what happened)

21

22
Name________________________________ Date _____________________

Matter Changes States

Cause and effect helps you determine what events happened (effect) and the reasons
why it happened (cause). Read the article, Matter Changes States to determine the
causes and effects. Its a good idea to have an answer key. See my comments above
regarding directions, also read below.
Paragraph 2
Topic

Melting
Is there a sentence or
phrase? One word is a
topic.

EXAMPLES
Cause

Effect

(Reason why it happened)

(Events on what happened)

A lot of heat is used to

melt solid gold

Paragraph 3
Topic

Freezing

EXAMPLES
Cause

Effect

(Reason why it happened)

(Events on what happened)

Liquid gold cools by

releasing heat

Paragraph 4
Topic

Evaporating

Liquid gold turns into a solid gold

bar

EXAMPLES
Cause

Effect

(Reason why it happened)

(Events on what happened)

Flame over liquid water

Paragraph 5
Topic

Condensing

As a result gold turns into liquid

molten gold

The water will turn into a gas

EXAMPLES
Cause

Effect

(Reason why it happened)

(Events on what happened)

Water vapor gases in the

air cool

Water gases come together into

liquid water

23

Ice Cream: Liquid to Solid

1. Describe what you see and feel before the ice cream mix goes into ice bag.

2. Describe what you felt during mixing the ice cream mixture in the ice bag.

3. Describe what you noticed about the ice cream mixture after shaking it in
the ice bag.

24

Writing Prompt
24.

What do you understand about solids, liquids and gases? (1 paragraph)

25. Describe what you observed when liquid ice cream turned into solid
making ice cream?
(1 paragraph)