Title: Force and Friction How I move STEAM Lesson Brief
Educators on the team: (for certification max: 4/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.
*Filling out the black items makes this a basic plan, filling out the grey makes it a possible publishable
STEAM plan. PLEASE have the notes sheet open on how to fill this out – what is under Science is the
basis for filling out each subject and there is subject-specific items in the other category’s notes too.
PROJECT IDEA + brief notes & supplies
BASIC CONCEPTS :
Concept:
The Physical Changes in States of Matter
Basic Plan:
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.
Science –
 Concept – Explore Properties
and Principles of Matter
 Standards –
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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. (ie) 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 hot plate is switched on. (
Drawings Optional)
This should lead the students into discussions about
the different stages the ice will pass through due to
CC. 2103
STEAM Education
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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.
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
Lesson Brief
the increase in thermal energy provided by the hot
Gas. They will then experiment
plate.
with the observations in the
Hot plate activity: The students will each place one
reciprocal process to find a
ice cube into the pan on the hot plate. The hot plate
common causality.
needs to be set in the off position, and a meat
 Assessment – The students will
thermometer should be placed on the inside of the
explain both in writing and using
pan, until all the cubes are placed inside. Next, one
drawings how matter changes its
student should be assigned the task of turning on the
state by the application or
hot plate to the high setting and report the first
reduction of thermal energy.
temperature reading.
 Extension - Students will discuss
Students should put on safety glasses and be
how thermal energy is used in
allowed to walk up and look into the pan on a preeveryday situations.
assigned time schedule, every 3-5 minutes to
observe and record what they see and the
Technology & Engineering –
temperature readings. After each viewing the
 Concept – Describe the change
student should immediately return to his/her
of state of matter when ice is
reporting station and write and draw what he/she
heated. Also the movement
has just seen on the recording sheet.
from a Solid to a Liquid and then
The students will discover, as the heat rises, the ice
into an evaporated Gas state.
cubes will melt faster. As steam starts to rise from
When cooled the process will
the pan students should be allow one last trip the
reverse.
see the water boiling. Then the teacher should be
 Standards – Use real world
the only person reading the thermometer for the
examples to explore
duration on the experiment.(Surfaces will be hot!)
transference of thermal energy
through the states of matter.
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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)?
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.
CC. 2103
STEAM Education
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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.
Careers – Hydro-electrical
Engineer, Heating and Cooling
Technician, Food Tech.,
Meteorology, Rocket Scientists,
Lesson Brief
How Popcorn Pops
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Popcorn Popped
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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 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!
CC. 2103
Steam Engineers, Turbine
Engineers
Project Element – 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.
Assessment – Students will selfevaluate their prediction as to
the validity of prediction. (Did
the ice cube react as they
thought it would.) Students will
then share out their predictions
with their assigned partners
then with the class as a whole.
Extension – Students explain the
transfer of thermal energy using
a real-world example other than
the ice cube or popcorn.
Math –
 Concept –Measure elapsed time
in minutes
 Standards – Solve problems
involving measurement and
estimation of intervals
 of time, liquid volumes, and
masses of objects.
 Careers – Hydro-electrical
Engineer, Heating and Cooling
Technician, Meteorology, Rocket
Scientists, Steam Engineers,
Turbine Engineers.
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 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 hot plate, and to
condense back to liquid in the
aluminum can.
 Assessment – Students are able
STEAM Education
Lesson Brief
to measure and record times
from a stopwatch or timer.
LA –
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Popping corn on the cobCourtesy of Thompsons Limited
Popcorn - Did U Know?
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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 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.
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Read more: How Popcorn Pops
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 pictures, time to develop a
presentation.
CC. 2103
STEAM Education
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Concept – Read and relate an
everyday item to a scientific
principle.
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
create a presentation to explain
the changes a popcorn kernel as
it is heated.
Assessment – Students are able
to communicate information
about their learning to
classmates.
Extension – Discuss and connect
the transfer of thermal energy
as it affects people’s lives.
Concept – Steam power was the
key to the Industrial Revolution,
driving all new technologies.
Standards –
SSE5- Describe how changes in
communication and
transportation technologies
affect people’s lives.
Careers – Civil Engineer, City
Planner, Environmental engineer
Project Element – Students will
work in small groups to write a
report about a career that uses
Lesson Brief
Basic Supplies:
All Subjects: Ice cubes, hot plate, pan, spray bottles,
tongs, leather gloves, goggles, stopwatches,
thermometers, paper, classroom supplies, popcorn,
oil, jump ropes, fan, musical score, soundtrack
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Other Resources:
Misc:
Art –
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Photos:
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PE –
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CC. 2103
STEAM Education
steam power. They will then
build a model matching the
steam device used by that
career.
Assessment – Students will be
graded using a rubric assessing
their knowledge of steam power
and writing conventions. Their
model will not be part of the
grade.
Concept – Steam power allowed
artists to travel, gave freedom to
painters and other Impressionist
artists in the Industrial Age.
Standards – IV1A- Compare the
art and music of a particular
culture. (Time and era)
Careers – Painters, sculptors,
architects, historians
Project Element – Students will
take a walking field trip to the
playground north of the front
gate. 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.
Assessment – Students will be
assessed based on participation
rather than actual performance
base.
Concept – Physical movement
causes the body to sweat as a
method to cool the body
through evaporation.
Standards – PA1A Recognize the
components of health-related
fitness (cardio respiratory
Lesson Brief
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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.
Assessment – 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.
Music –
 Concept – Movement in Music
 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
America through learning “I’ve
Been Working On the Railroad.”
 Assessment – Presentations in
small groups using their own
scripted movements or actions.
Students will have to explain
why they chose the movement
and actions and how they
pertain to the song.
CC. 2103
STEAM Education
Lesson Brief