Title: How it Moves: Energy & States of Matter Transfers
STEAM Lesson Brief
3rd Grade
Educators on the team: P.Dunkeson, Harris, Tyler,
Students use knowledge from across the disciplines to strengthen their understanding of each subject’s
content and its related careers through topic or theme oriented realistic problem-based activity-rich
lessons.
Theme that this lesson would tie to: States and Properties of Matter
Specific Topic Concept within that theme: Physical Changes in the state of matter that result from
thermal changes.
Thank you for your work! I appreciate the time you spent considering the comments and suggestions we
had for you. You did a great job utilizing those comments to strengthen your art and music sections and
moving your activity descriptions into your S, T&E, and M sections. You will see that I have suggested
ways to summarize these activities even further. I have also made some suggestions for general word
choices and additional questions for assessments. As my suggestions do not require further review, this
lesson is now approved for your certification. Well done! - MS
PROJECT IDEA + brief notes & supplies
BASIC CONCEPTS :
Summary of Essential Concepts:
Science –
Students will explore the physical
 Essential Concept(s)–Explore Properties and
changes in states of matter through
Principles of Matter
research, experimentation and
 Goal/Objectives data analysis and understanding of
 Standards–
the concept in relation to personal
1Da Compare the observable physical properties
health. (S, M, PE) Students will
of Solids, Liquids and gases
write about changes in thermal
1Db Identify everyday substances as solid, liquids
energy and create a model of a
or gases
steam device. Students will also
1Dc Investigate and Identify that water
examine thermal energy through
evaporates changing into a gas and then back into
the historical and artistic
a liquid through condensation.
significance as well as a means to
1Dd Measure and compare the temperature of
improve career tasks. (FA, SS)
water as it exists as a solid to its temperature as it
Students will create and perform
exists as a liquid.
music using conceptual
1De Investigate and observe that water can
information. (Mu)
change from a solid to a liquid and then back
Still Needed - T&E, LA
again as a result of temperature changes.
CC. 2013
STEAM Education
Lesson Brief

Basic Plan:
Students will be given a pet ice
cube to garner interest in the
concept. Through scientific
planning and experimentation,
students will compare the
observable properties of Solids,
Liquids and Gasses and how they
change states through the effects
of thermal energy. (S) Students
will analyze data as they measure
elapsed time for the transfers of
energy to occur. (M) Students will
create graphs and complete
comparisons to articulate data
gathered. Students will research
careers that use thermal energy
and create a model to improve the
career of their choice. (T&E???)
Students will explore thermal
energy on a personal level by
engaging in activities in the
PE/Health classroom designed to
simulate sweating and be able to
describe the concept as it applies
to their personal health and wellbeing. (PE) Students will
participate in a thermal energy
activity and take notes about their
discoveries. Students will then
create a presentation from the
perspective of a popcorn kernel to
describe thermal energy and the
transfer of the state of matter.
(LA?) Students will also create an
perform an original piece of
music.(Mu) Students will also
explore the historic significance of
steam on society in the past and in
the future. (SS) Students will
develop an understanding that
Thermal Energy – STEAM energy
impacted not only industries and
CC. 2013
Careers–Chemical Engineer, Food Service,
Meteorology,
Project Element–The students following the Scientific
Method will experiment with matter in in various states.
They will observe matter as it transfers from a Solid, into
a Liquid, then into a Gas. They will then experiment with
the observations in the reciprocal process to find a
common causality. Students will first be given a pet ice
cube to take for a walk and observe the ice cube melting.
Students will then experiment with water and record
observations as the state of matter transfers to a Solid,
Liquid and then into a gas. Students will place a single ice
cube in a pan on a hot plate then The teacher will first
place an ice cube on a hot plate and ask students to then
predict, in writing, what effect the transference of
thermal energy will have on the ice cube and observe the
resulting effects when the hot plate is switched on.
Students will explain and draw the changes to record key
details and concepts as they work together. The class will
discuss the stages the ice will pass through as it melts. A
collection of ice cubes will be placed in a pan on the hot
plate. Students will take temperature recordings in time
intervals in which they will also record/draw their
observations until the water begins to boil. Students will
be required to consider: How does the temperature
affect the state of the ice cube? Is it a slow change (over
years) or fast change (minutes/hours/days)? Through
scientific planning and experimentation, students will
compare the observable properties of Solids, Liquids and
Gasses and how they change states through the effects of
thermal energy.
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Give each student a small piece of ice. Have the
student name their pet ice cube. Then have them
take their pet cube for a walk outside or around
inside the building. Be sure they all end up melting
their cube. As the students observe the changes
in the ice cube the teacher should be asking some
open ended thought provoking questions. (e.g.)
Where is your pet? What happened to it? Where
did it go? Where is it now?Students will next be
given the opportunity to observe an ice cube
being placed in a pan on a hot plate. Then asked
to predict in writing what will happen when the
STEAM Education
Lesson Brief
careers but also the artistic world
through the ability to travel as well
as a through the current movement
of STEAMpunk.
How Popcorn Pops
http://www.kidzworld.com/article/
547-how-popcornpops#ixzz3K0yRvAt2
Popcorn Popped
Popcorn Before It's Popcorn
Popcorn is a tasty addition to any movie
night but it's also an example of some
pretty cool science. Check it out!
How Popcorn Pops - The
Wet Truth
Although popcorn kernels may
look totally dry, each kernel of popcorn
CC. 2013
hot plate is switched on. ( Drawings Optional)
Summarized above.
This should lead the students into discussions
about the different stages the ice will pass
through due to the increase in thermal energy
provided by the hot plate. Summarized above.
Hot plate activity: The students will each place
one ice cube into the pan on the hot plate. The
hot plate needs to be set in the off position, and a
meat thermometer should be placed on the inside
of the pan, until all the cubes are placed inside.
Next, one student should be assigned the task of
turning on the hot plate to the high setting and
report the first temperature reading. Students
should put on safety glasses and be allowed to
walk up and look into the pan on a pre-assigned
time schedule, every 3-5 minutes to observe and
record what they see and the temperature
readings. After each viewing the student should
immediately return to his/her reporting station
and write and draw what he/she has just seen on
the recording sheet. The students will discover, as
the heat rises, the ice cubes will melt faster. As
steam starts to rise from the pan students should
be allowed one last trip the see the water boiling.
Then the teacher should be the only person
reading the thermometer for the duration on the
experiment.(Surfaces will be hot!) Summarized
above.
Explore questions: How does the temperature
affect the state of the ice cube? Is it a slow change
(over years) or fast change (minutes/hours/days)?
Moved above to your project. Whole Class
discussion: Lead a class discussion about
vaporizers in the home. Vaporizer uses a water
tank than then changes it into steam to fill the
room and add moisture to the dry air. The room
fills with steam and after an hour or so, the
vaporizer tank is empty. Moved into your
extension.
STEAM Education
Lesson Brief
actually has a tiny amount
of water inside it. This water is stored
inside a circle of soft starch inside the
kernel's hard outer surface. As the
kernel heats up, the
water's molecules start to move faster
and get farther away from each other;
this molecular expansion is the same
reason water turns into steam when you
boil it. As the water expands it
puts pressure against the hard starch.
Something's gotta give - so eventually
the water pressure wins out and
the popcorn ruptures. The soft starch
inside becomes inflated and bursts,
flipping the kernel inside out to release
the steam inside! Mmmm, popcorn!
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Technology & Engineering –
 Essential Concept(s) –Describe the change of state
of matter when ice is heated. Also the movement
from a Solid to a Liquid and then into an
evaporated Gas state. When cooled the process
will reverse.
 Goal/Objectives  Standards–Use real world examples to explore
transference of thermal energy through the states
of matter.
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Careers–Hydro-electrical Engineer, Heating and
Cooling Technician, Food Tech., Meteorology,
Rocket Scientists, Steam Engineers, Turbine
Engineers
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Project Element– During science, students will
place a single ice cube in a pan on a hot plate then
predict, in writing, what effect the transference of
thermal energy will have on the ice cube and
observe the resulting effects. Students will then
work in small groups to write a report about a
career that uses steam power during social
Limited
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Don't freeze popcorn or keep it in the
fridge. This dries out your kernels and
without moisture there won't be any
poppin'.
Those kernels you find at the bottom
CC. 2013
1Da Compare the observable physical properties of Solids,
Liquids and gases
1Db Identify everyday substances as solid, liquids or gases
1Dc Investigate and Identify that water evaporates changing
into a gas and then back into a liquid through condensation.
1Dd Measure and compare the temperature of water as it
exists as a solid to its temperature as it exists as a liquid.
1De Investigate and observe that water can change from a
solid to a liquid and then back again as a result of
temperature changes.
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Popping corn on the cobCourtesy of Thompsons
Popcorn - Did U Know?
Assessment–The students will explain both in
writing and using drawings how matter changes
its state by the application or reduction of thermal
energy.
Extension - Students will discuss how thermal
energy is used in everyday situations. Lead a class
discussion about vaporizers in the home.
Vaporizer uses a water tank than then changes it
into steam to fill the room and add moisture to
the dry air. The room fills with steam and after an
hour or so, the vaporizer tank is empty.
STEAM Education
Lesson Brief

of the bowl that failed to pop are
called old maids. They were too dry
to have any pop left in them.
The English colonists were introduced
to popcorn at the first
Thanksgiving feast in 1621 when
Quadequina, brother of Wampanoag
chief Massasoit, brought a deerskin
bag of popped popcorn to dinner as a
gift.
Read more: How Popcorn Pops
Grade Level:3
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studies. They will then build a model matching the
steam device used by that career. This device
should be designed to heat and evaporate, collect,
condense and cool water. Students will be asked
to consider how they could improve upon this
device.
Assessment–Students will self-evaluate their
model Were the students able to create
functioning models? Do they understand why
their model did or did not work. Were students
able to explain how their device could have been
improved upon? Were students able to describe
how this device is utilized in the career they
researched? and determine if it would be able to
use enhance and improve the career they
researched.
Extension – Students will explain the transfer of
thermal energy using a real-world examples and
how their model would transfer energy.
Timing of Lesson:
Approximately five to seven days of

45-50 minute lessons. Including
discovery walks and activities,
direct instruction and then time to
read, time to draw and take
Math –
pictures, time to develop a
 Essential Concept(s) –Measure elapsed time in
presentation.
minutes

Goal/Objectives Basic Supplies:
 Standards–Solve problems involving
All Subjects: Ice cubes, hot plate,
measurement and estimation of intervals of time,
pan, spray bottles, tongs, leather
liquid volumes, and masses of objects.
gloves, goggles, stopwatches,
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Careers–Hydro-electrical Engineer, Heating and
thermometers, paper, classroom
Cooling Technician, Meteorology, Rocket
supplies, popcorn, oil, jump ropes,
Scientists, Steam Engineers, Turbine Engineers.
fan, musical score, soundtrack
 Project Element–Student will read the
measurement of time it takes for water to freeze,
to melt in your hand, to evaporate in pan on the
Other Resources:
hot plate, and to condense back to liquid in the
aluminum can. Students will compare times
between the groups of students and find the
Misc:
mean, median and mode times that it required for
the transfer of energy to occur. Students will
create a chart detailing the data from their
measurements. Students will analyze and make
Photos:
predictions about why or how the elapsed time
differed for each state of energy transfer.
excellent!
CC. 2013
STEAM Education
Lesson Brief
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LA –
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http://g01.a.alicdn.com/kf/HTB1cL
THIpXXXXcRXXXXq6xXFXXXI/TwoSisters-On-the-Terrace-PierreAuguste-Renoir-Painting-MuseumQuality-Reproduction.jpg
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http://1.bp.blogspot.com/_BBmO
m1l_P08/TPhfcpyAqLI/AAAAAAAA
A1w/MCpcuurocVY/s1600/The+Ga
re+Saint-Lazare-Arrival+Of+A+Train+%25281877++Claude+Monet%2529.jpg
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SS –
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http://news.discovery.com/earth/s
CC. 2013
Assessment–Students are able to measure and
record times from a stopwatch or timer. Students
create a chart analyzing elapsed time data
accurately.
Essential Concept(s) –Read and relate an everyday
item to a scientific principle.
Goal/Objectives Standards–Describe the relationship between a
series of historical events, scientific ideas or
concepts, or steps in technical procedures in a
text, using language that pertains to time,
sequence, and cause/effect.
Careers–Science Teacher, Math Teacher, Cook,
Technical Writers, Farmers
Project Element– Students will engage with the
teacher in the How Popcorn Pops lesson and take
notes as the lesson progresses. (See lesson on
right left side) Students will create a presentation
to explain the changes of a popcorn kernel as it is
heated. Students will determine the type of
presentation and the medium they will use to
share with the class. The presentation must be 35 minutes in length and describe the effect of
changes in thermal energy through the
perspective of a popcorn kernel.
Assessment– Students are able to communicate
information about their learning to classmates.
Did students accurately include language that
pertained to time, sequence, cause and effect?
Extension – Discuss and connect the transfer of
thermal energy as it affects people’s lives.
Essential Concept(s) –Steam power was the key to
the Industrial Revolution, driving all new
technologies.
Goal/Objectives Standards–
SSE5- Describe how changes in communication
and transportation technologies affect people’s
lives.
STEAM Education
Lesson Brief
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teampunk-plastic-ocean-art121121.htm
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https://www.pinterest.com/pamel
apooleart/sketchbook-inspirations/
Careers–Civil Engineer, City Planner,
Environmental engineer
 Project Element–Students will work in small
groups to write a report about a career that uses
steam power. They will then build a model
matching the steam device used by that career.
Assessment–Students will be graded on their
knowledge of steam power and must include the
significance of steam power on society in the past and
future as a part of their report. Students will also be
assessed on their ability to convey their
understanding in writing and writing conventions.
Art –
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CC. 2013
Essential Concept(s) –Steam power allowed artists
to travel, gave freedom to painters and other
Impressionist artists in the Industrial Age.
Transfer of Energy is the basis of an artistic
movement: STEAMpunk
Goal/Objectives Standards– IV1A- Compare the art and music of a
particular culture. (Time and era)
Careers– Painters, sculptors, architects, historians
Project Element–In order to fully understand the
historic significance of steam power, students will
take a walking field trip. They will be taking a
sketch pad, colored pencils, and crayons. Students
will be drawing an outdoor scene away from their
“studio” as the Impressionist artists got out during
the Industrial Age. Students will also research
STEAMPunk art and create a piece using found
items to represent the art movement. The piece
must fit within a 4x4 square and students will
describe orally or in writing how the artistic piece
is an example of steampunk and its relation to
thermal energy or the transfer between states of
matter.
Assessment–Students will be assessed on their
ability to identify the impact of STEAM power on
art. Students should be able to describe the
impact of travel on an artist and the STEAMPunk
movement.
Extension – Students will have an art show and
STEAM Education
Lesson Brief
display and share information they have learned
with educational stakeholders.
PE –
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Essential Concept(s) –Physical movement causes
the body to sweat as a method to cool the body
through evaporation.
Goal/Objectives Standards– PA1A Recognize the
components of health-related
fitness (cardio respiratory
endurance, muscular strength and endurance,
flexibility, and
body composition)
Careers– Coach, Personal Trainer, Athlete
Project Element–Students will participate a period
of cardio exercise to increase heart rate and to
induce sweating. Students will be sprayed with a
water bottle to simulate sweating. The
evaporation rate will be timed and recorded with
different variables: hand dryer, fan, ambient air,
shaking. Students will determine the average time
of evaporation for each method.
Assessment–Students will be assessed on their
ability to identify the purpose of sweating and to
articulate verbally the connection between
sweating and thermal energy. Students will be
assessed for their accuracy of determining which
method produced the fastest evaporation rate.
Extension –Students will compare the evaporation
rates with the elapsed time data conducted
during math class to articulate new findings about
thermal energy and the transfer of matter.
Music –
 Essential Concept(s) –Movement in Music
 Goal/Objectives  Standards– M1A-Identify characteristics of
teacher selected genres or styles: Play, party, folk
dances, folk music
 Careers - Musicians, choreographers, composers,
circus performers, calliope
 Project Element–Students will learn the
background of folk/working music in early
CC. 2013
STEAM Education
Lesson Brief
America through learning “I’ve Been Working On
the Railroad.” Students will watch YouTube videos
about heat and energy transfer. Students will
then create song to the tune “I’ve Been Working
on the Railroad” about thermal energy and/or
transfer of states of matter.
Heat Transfer Song
https://www.youtube.com/watch?v=wr8Z4SCETPs
The Heating Song
https://www.youtube.com/watch?v=SYnP4TGOGRY
Heat energy song
https://www.youtube.com/watch?v=khZrs-UBq28
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CC. 2013
Assessment–Students will present their song
including scripted movements or actions to the
class. Students will have to explain why they
chose the movement and actions and how they
pertain to the concepts in the song.
Extension – Students will create a video of the
song they created.
STEAM Education
Lesson Brief