STEM: Doodle-Ice-Lanterns (States of Matter)
In this lesson, students will work in pairs using the 3Doodler to explore states of matter. Students will investigate water as a liquid, solid and a gas as they create ice-lanterns frozen in the natural winter elements outside or in the freezer. The results of this investigation are as beautiful as they are memorable.
Knowledge
Students have
learned about the three states of water as a solid, liquid, and a gas.
practiced doodling lines and shapes and fill with a 3Doodler.
learned about the three states of water as a solid, liquid, and a gas.
practiced doodling lines and shapes and fill with a 3Doodler.
Objectives
Students will
explore the three states of water as a solid, liquid, and a gas.
Describe the properties of water as a solid (hard, visible, frozen, and icy).
recognize ice snow and hail as water in its solid state.
doodle a design on a paper cup.
freeze, melt and refreeze water.
design an ice-lantern.
explore the three states of water as a solid, liquid, and a gas.
Describe the properties of water as a solid (hard, visible, frozen, and icy).
recognize ice snow and hail as water in its solid state.
doodle a design on a paper cup.
freeze, melt and refreeze water.
design an ice-lantern.
Materials
Students will need
3Doodler (1 per pair)
paper cups (2 per pair)
plastic cup larger than the paper cups used here (1 per pair)
water (1 cup per pair)
glitter (2 tbsps per pair)
plastic bowl (1 per pair)
stones or other small weighted objects (a few per pair)
coffee stirrer or spoon (1 per pair)
LED flameless candle
hot plate (1 for teacher)
small metal pot (1 for teacher)
Water Observation Sheet (1 per pair)
3Doodler (1 per pair)
paper cups (2 per pair)
plastic cup larger than the paper cups used here (1 per pair)
water (1 cup per pair)
glitter (2 tbsps per pair)
plastic bowl (1 per pair)
stones or other small weighted objects (a few per pair)
coffee stirrer or spoon (1 per pair)
LED flameless candle
hot plate (1 for teacher)
small metal pot (1 for teacher)
Water Observation Sheet (1 per pair)
Lesson Plan
Instructions
Step 1 - PREPARATION
A) Create setups of cups, liquid, and glitter for each pair of students before this lesson.
B) Print one Water Observation Sheet for each pair before this lesson.
Step 2
Whole group: Discuss and assess what students know about water in its 3 states, i.e., as a solid, liquid, and a gas.
Ask:
Where do you see water as a liquid in nature?
Where do you see water as a solid in nature?
Where do you see water as a gas in nature?
Step 3
Review the vocabulary words related to this lesson.
Step 4
Share the goal: In this session, students will work with a partner to doodle an ice-lantern using a 3Doodler, a cup, glitter and water. Ask students what they know about lanterns and what they are used for. Share some images of lanterns to solidify their understanding.
Step 5
Model how to doodle a design for an ice-lantern. Doodle connecting lines all around the outside of a paper cup. Note that all of the lines must connect. After the lines harden, gently lift them off the cup for students to observe.
Step 6
Combine glitter and water in a 2nd paper cup. Mix with a spoon or a stir stick. Have students observe and discuss what happens to the glitter. (It floats to the top.) Pour the water and glitter into the plastic cup.
Step 7
Place the doodled design back on the 1st paper cup (it is good if the design fits loosely). Place the paper cup with the doodled design inside the plastic cup and weigh it down with stones or small heavy objects, so that the paper cup bottom rests at the bottom of the plastic cup.
Step 8
With a marker, draw a line to show the water level on the outside of the plastic cup. Then freeze it outside if the temperature is below 32 degrees Fahrenheit. If not, place in a freezer.
Step 9
Project your tablet or computer screen on the board. Display the Water Observation Sheet. Instruct students to complete the Water Observation Sheet with their partner at selected times during this activity to record their observations.
Step 10
Hand out the 3Doodlers along with the other materials, i.e., cups, water, glitter, spoons, and the Water Observation Sheets.
Step 11
Circle to assist and assess.
Step 12
Once they are all completed, please the students' ice lanterns in the freezer or outside if it is cold enough. Once frozen, peel off the cups to reveal the ice-lantern. Place them over a flameless LED to light them up.
A) Create setups of cups, liquid, and glitter for each pair of students before this lesson.
B) Print one Water Observation Sheet for each pair before this lesson.
Whole group: Discuss and assess what students know about water in its 3 states, i.e., as a solid, liquid, and a gas.
Ask:
Where do you see water as a liquid in nature?
Where do you see water as a solid in nature?
Where do you see water as a gas in nature?
Review the vocabulary words related to this lesson.
Share the goal: In this session, students will work with a partner to doodle an ice-lantern using a 3Doodler, a cup, glitter and water. Ask students what they know about lanterns and what they are used for. Share some images of lanterns to solidify their understanding.
Model how to doodle a design for an ice-lantern. Doodle connecting lines all around the outside of a paper cup. Note that all of the lines must connect. After the lines harden, gently lift them off the cup for students to observe.
Combine glitter and water in a 2nd paper cup. Mix with a spoon or a stir stick. Have students observe and discuss what happens to the glitter. (It floats to the top.) Pour the water and glitter into the plastic cup.
Place the doodled design back on the 1st paper cup (it is good if the design fits loosely). Place the paper cup with the doodled design inside the plastic cup and weigh it down with stones or small heavy objects, so that the paper cup bottom rests at the bottom of the plastic cup.
With a marker, draw a line to show the water level on the outside of the plastic cup. Then freeze it outside if the temperature is below 32 degrees Fahrenheit. If not, place in a freezer.
Project your tablet or computer screen on the board. Display the Water Observation Sheet. Instruct students to complete the Water Observation Sheet with their partner at selected times during this activity to record their observations.
Hand out the 3Doodlers along with the other materials, i.e., cups, water, glitter, spoons, and the Water Observation Sheets.
Circle to assist and assess.
Once they are all completed, please the students' ice lanterns in the freezer or outside if it is cold enough. Once frozen, peel off the cups to reveal the ice-lantern. Place them over a flameless LED to light them up.
Wrap Up
Assessment
Possible Extensions
Resources
Vocabulary
collaboration - to work jointly with others or together especially in an intellectual endeavor.
cooling - become or cause to become less hot.
freeze - (of a liquid) be turned into ice or another solid as a result of extreme cold.
gas - an airlike fluid substance which expands freely to fill any space available, irrespective of its quantity.
heating - make or become hot or warm.
ice - frozen water, a brittle, transparent crystalline solid.
liquid - a substance that flows freely but is of constant volume, having a consistency like that of water or oil.
melt - make or become liquefied by heat.
problem-solving - the process or act of finding a solution to a problem.
snow - a precipitation in the form of ice crystals, mainly of intricately branched, hexagonal form and often agglomerated into snowflakes, formed directly from the freezing of the water vapor in the air.
solid - firm and stable in shape; not liquid or fluid.
states of matter - Matter can exist in one of three main states: solid, liquid, or gas. Solid matter is composed of tightly packed particles. A solid will retain its shape; the particles are not free to move around. Liquid matter is made of more loosely packed particles.
temperature - the degree or intensity of heat present in a substance or object, especially as expressed according to a comparative scale and shown by a thermometer or perceived by touch.
water - a colorless, transparent, odorless, tasteless liquid that forms the seas, lakes, rivers, and rain and is the basis of the fluids of living organisms.
water cycle - the cycle of processes by which water circulates between the earth's oceans, atmosphere, and land, involving precipitation as rain and snow, drainage in streams and rivers, and return to the atmosphere by evaporation and transpiration.
Educational Standards
Recall information from experiences or gather information from provided sources to answer a question.
Students will draw upon prior knowledge about the properties of water and use that information to answer specific questions during this activity.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
Students will discuss the properties of water.
Build on others' talk in conversations by linking their comments to the remarks of others.
Students will build on the talk of others during the whole group and partner work throughout this project.
Plan and conduct an investigation to describe and classify different types of materials by their observable properties.
Students will compare and contrast the properties of water as a liquid, solid and a gas while making ice lanterns.
Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties.
Students will observe water and its properties as a solid, liquid, and a gas.
Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not. (2-PS1-4)
Students will freeze, melt and refreeze water to investigate whether changes to a property of matter, i.e., water, are reversible.
Decompose (break down) a larger problem into smaller sub-problems with teacher guidance or independently.
Students will break down the process of exploring the properties of water into a hands-on activity involving doodling a design, immersing it into water, freezing the object, melting it, and then refreezing it.
Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
Students will use a 3Doodler to create an immersive element that will interact with water in its three states, i.e., solid, liquid, and gas.
Create original works or responsibly repurpose or remix digital resources into new creations.
Students will doodle original designs for their ice-lanterns.
Use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
Students will work with a partner and peers throughout all phases of this activity.
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