1. Topic-
Changes From Heat
2. Content-

1. Applying heat can cause changes that we can observe.
2. Heat can cause water to evaporate.
3. Heat can cause solids to melt.
3. Goals: Aims/Outcomes-
1.Students will understand the concepts of evaporation and melting.
2. Students will participate in a group activity to demonstrate the effect of heat.
3. Students will demonstrate their knowledge through participation in an interactive game as well as a writing prompt.
4. Objectives-
1. Identify uses of heat that cause change such as evaporation.
2. Test uses of heat that cause melting.
3. Predict and observe methods of heat that cause evaporation.
5. Materials and Aids-
1. Hair dryer
2. Construction paper
3. Spray bottle with water
4. Crayons for each student
5. Hot plate
6. Disposable muffin-size tins 6 count, per group
7. Tongs (1)
8. "Change from heat" sequence cards, per group
9. Interactive review game
10. Projection Screen 11.Computer
12. Writing prompt for each student
13. Pencils for each student
6. Procedures/Methods-

A. Introduction-

1. Students will explore ways to remove water without touching it and by using heat.
2. The teacher will spray construction paper with water and dry the paper with a hairdryer. Students will describe the changes they see.

3. Introduction: the teacher will tell students that she will spray a piece of paper with water. Ask students what it might look like after spraying it. Spray the paper with water. Ask students what they see. Have students think of solutions: What is we wanted to use this paper again? Can we remove the water? What could we do to dry the paper? (Add heat). Blow dry the paper with a hairdryer. Ask the students: What did we see happen? Where did the water go? Did it evaporate?

B. Development-

1. In this activity students will observe how heat affects crayons. Teachers will melt mixtures of crayon pieces and students will use their new crayons while discussing how heat has changed the objects.
2. Introduce the scenario to students. We are going to be artists today and design our own crayon colors. Hold up a crayon and ask how we might change it. Students may point out you can break them or change them in other ways. Hand out two crayons to each student.
3. Have students draw the crayon to begin with. What does it look like now? Have students remove the paper from their crayons.
Then show the hotplate, and ask how heat might change the crayon. You can remind students of chocolate bars left in cars, or ice cream on a warm day.

C. Practice-

1. Students will break a piece of their crayons into the tin. The teacher will heat the tins on the hot plate to melt the wax. Have students predict what their final crayon will look like while the crayons are melting, and record this in their student journals.
2. Cool the wax until hardened. Have students discuss what caused their crayons to change, and what changes students see. Students will draw their final crayon.

D. Independent Practice-

1. Sequence heat action cards that display how heat changes certain items.
2. Students will form groups of three. There will be three parts to a team: an image that shows something before heat is applied, a heat source, and an image showing what happens after the heat is applied.
3. Students will find their teammates based on what their card shows. For example, a student with a "wet hair" card will need to find the students with the "hair dryer" and "dry hair" card.
4. Once they have found their correct groups, students will verbalize their sequence: how has heat changed their object?

E. Accommodations (Differentiated Instruction)-

1. The visuals provided in the group activity, teacher led experiment and the interactive game will increase understanding for students who benefit from visual learning.
2. Students may be given sentence strips or draw pictures in order to explain their ideas for the individual written activity.

F. Checking for understanding-

1. As a class, students will play an online interactive game which asks questions about changes from heat.
2. The teacher will administer the game and assess student understanding through student participation.

G. Closure-

1. The teacher will provide a summary of how heat causes change.
2. The teacher will ask students to provide examples of how this occurs.
7. Evaluation-
1. Students will respond to the following writing prompt: "It is winter time. You are drinking hot chocolate outside with your family. Write what it feels like to be outside in the winter."
2. This piece of writing will be collected and evaluated.

8. Teacher Reflection-
The activities leading up to the final writing prompt will be monitored and assessed for student understanding. Students will participate in discussion during the teacher led activity, group activity and the interactive online game. Through student discussion and participation, student understanding will be determined. The summative assessment will determine student understanding of the entire unit and will allow the teacher to see whether the instruction and activities as a whole were effective for learning.

This Lesson Plan is available at (www.teacherjet.com)