Before Strategy/Engage: 10 minutes
1. The teacher should draw a Venn diagram on the chart paper or the interactive whiteboard. The left side of the Venn diagram should be labeled “Ice” and the right side of the Venn diagram should be labeled “Water”.
2. The teacher should display the two prepared containers to students (one container with liquid water and one with ice). After allowing the students to view the two containers, the teacher should ask for volunteers to describe the physical properties of the ice. The teacher will record the students’ observations on the left side of the Venn diagram. Next, the teacher should ask for volunteers to describe the physical properties of the water and record the students’ observations on the right side of the Venn diagram. Lastly, the teacher should ask for volunteers to describe physical properties that the water and the ice have in common and record these observations in the middle section of the Venn diagram.
Note: If the students do not use the vocabulary terms solid and liquid, the teacher should be sure to reinforce the meaning of these terms while completing the Venn diagram.
3. The teacher should pose this question to students: “How can we change ice to water? Is it possible for us to change water back into ice?” The teacher should allow students to discuss their answers with a classmate. After the students have the opportunity to discuss their answer with a partner, the teacher should ask students to share their answer with the class.
During Strategy/Explore & Explain: 45 minutes
1. The teacher should prepare all ingredients needed to assemble the microwave mug cakes. The teacher should give each student a copy of the Microwave Mug Cake Ingredients Graphic Organizer. This graphic organizer lists the seven ingredients required for the microwave mug cakes. The students will examine each ingredient and circle solid or liquid. In the last column, students will record additional physical properties of each ingredient, such as its color or texture.
Depending on the students’ abilities the teacher may:
-Allow the students to complete the graphic organizer independently.
-Allow the students to complete the graphic organizer with a partner or group.
-Allow the students to complete the graphic organizer as a teacher-led whole class activity.
2. After identifying the physical properties of the microwave mug cake ingredients, the students should assemble the cake. Depending on the needs of the teacher, each student may create a cake or this portion of the lesson can be done with partners or as a small group.
-Spray a microwave safe large coffee cup with cooking spray.
-First add flour, then sugar and cocoa inside the coffee mug.
-Blend dry ingredients together with a spoon.
-Next add milk, oil and 1 egg.
-Sprinkle chocolate chips on top.
-Gently stir until well combined.
-Place in microwave and cook for 3 minutes.
3. After students have baked their cake, the teacher may allow students to eat the cake.
After Strategy/Explain & Elaborate: 20 minutes
1. To end the lesson, the teacher should lead a class discussion on the difference between the water and ice from the beginning of the lesson and the microwave mug cakes that students created. The teacher should record students’ responses on chart paper or the interactive whiteboard. The teacher should lead the students to the idea that changing water to ice or ice to water is a reversible change while baking the ingredients of the microwave mug cake led to an irreversible change.
2. The teacher should give each student a copy of the Changing States of Matter Assessment handout. This handout will require students to answer the question: “How are the water and ice different from the microwave mug cake?” The students will also draw a picture to explain their answer.