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Essential Understanding
(What is the big idea or essential
question that you want students
to come away with? In other
words, what, aside from the
standard and our objective, will
students understand when they
finish this lesson?)
Group Size:
whole (12)
Miss Petrillo
Date of Lesson: 11/7/2014
Lesson Content
Content standards: AND make connections to NOS
SC.5.P.9.1- Investigate and describe that many physical and chemical changes are affected by
temperature.
NOS: Science Demands Evidence
EQ: modify for specific day based on background knowledge
What is the difference between a physical and a chemical change?
Answer:
-Physical change: when a change happens just to the appearance.
Ex: Physical changes are affected by temperature in the example of water freezing, boiling, or melting. Even
though temperature is altered, the substance stays the same. Even when water changes state, it remains water.
-Chemical change: a change that creates a new substance.
Ex: Chemical changes can be affected by temperature, such as when paper is exposed to fire it is burned and ash
is made. This is a result of a chemical change because of the interaction with fire to paper.
Student-centered: What will students know and be able to do after this lesson? Include the ABCDs of
objectives: action, behavior, condition, and degree of mastery.
Science content objectives:
Students will be able to identify and explain the difference between a physical and a chemical change by
observing, recording, and sharing evidence.
NOS objectives: Science Demands Evidence
Process skills: observing, recording, communicating
Group Size:
whole (12)
Miss Petrillo
Date of Lesson: 11/7/2014
How does this fit into the larger week? How does todays lesson fit into the big idea?
This lesson fits into the larger week by being the first day of the introduction to the difference between a
physical and chemical change.
Evaluation Plan- How will
you know students have
mastered your objectives?
What formative evidence will you use to document student learning during this lesson?
Formative evidence will be observed during student discussions. Also, formative evidence will be part of
the student science notebooks, and will be read during the lesson to gauge student understanding.
What summative evidence will you collect, either during this lesson or in upcoming lessons?
Summative evidence will be students science notebooks.
I will also include an exit ticket as summative evidence, students will answer the essential question in
their science notebooks.
Group Size:
whole (12)
Miss Petrillo
Date of Lesson: 11/7/2014
Group Size:
whole (12)
Miss Petrillo
Date of Lesson: 11/7/2014
-Chemical changes perceived as additive, rather than interactive. After chemical change the original substances are
perceived as remaining, even though they are altered.
Group Size:
whole (12)
Miss Petrillo
Date of Lesson: 11/7/2014
-The bubbles in boiling water contain "air", "oxygen" or "nothing", rather than water vapor.
-Boiling is the maximum temperature a substance can reach.
From: www.amasci.com/miscon/opphys.html
Changes Matter, Addressing Student Misconceptions about Physical and Chemical Changes By Kimberly Lott and
Anitra Jensen (2012).
Teaching Methods
(What teaching
method(s) will you
use during this
lesson? Examples
Lesson Implementation
This is a 5 E lesson introducing the concepts of physical and chemical changes. It is a collaborative, student-centered,
inquiry based lesson with multiple opportunities for students to be able to explain the difference between a physical and
a chemical change.
Group Size:
whole (12)
Miss Petrillo
Date of Lesson: 11/7/2014
include guided
release, 5 Es, direct
instruction, lecture,
demonstration,
partner word, etc.)
Step-by-Step Plan
(What exactly do you
plan to do in teaching
this lesson? Be
thorough. Act as if
you needed a
substitute to carry
out the lesson for
you.)
Where applicable, be
sure to address the
following:
What Higher
Order Thinking
(H.O.T.) questions
will you ask?
How will
materials be
distributed?
Who will work
together in
groups and how
will you
determine the
grouping?
How will
students
transition
Time
10
minutes
Who is responsible
(Teacher or Students)?
Students are responsible
for participating and
discussing the guiding
questions with their
peers. Students are also
responsible for making
observations in their
science notebooks.
Teacher is responsible
for facilitating
discussion.
Engage: 10 minutes
*Prior to the beginning of the lesson, re-arrange students to be sitting in the middle
of the floor/carpet to create a space for open inquiry discussion. Instruct students
to bring their science notebooks and a pencil. Use a small stick as a talking stick
to minimize management issues. Remind students that scientists are always
observing, and encourage them to record observations at any time.
Refer to the Infer-mation anchor chart. Ask students to tell me why they
think Mrs. Burnette had them brainstorm these words. Tell students that
scientists dont just believe anything people tell them, they need evidence.
Today you will be collecting evidence in your science notebooks to help you
understand the difference between a physical and a chemical change.
Bring in a T-shirt and call on a volunteer from the class to go into the bathroom
and change into the T-shirt.
Use these questions to guide the discussion:
Ask the students:
How does he/she look different?
Is he/she the same person?
What if he/she went outside and got really cold?
What if he/she ran around for an hour and got really hot?
What if these clothes had turned him/her into a frog?
What do you think it would it take for him/her to turn into something
new?
Ask students to write what they think physical change and chemical change
means in their science notebooks. Remind them that their thinking may change,
later on, and thats okay. We wont record on our anchor chart until we are sure
weve found enough evidence to know for sure.
between
activities?
What will you as
the teacher do?
What will the
students do?
What student
data will be
collected during
each phase?
What are other
adults in the
room doing? How
are they
supporting
students
learning?
What model of
co-teaching are
you using?
Group Size:
whole (12)
Miss Petrillo
Date of Lesson: 11/7/2014
Walk around and read students definitions so far about physical and chemical
changes.
*transition to the explore phase by having students gather the materials, located
in a central location: scissors and paper.
Explore: 10 minutes
Instruct students that they may NOT eat, or throw the paper at someone.
Begin by telling students that they have 30 seconds to do whatever they want to
their paper, but they may NOT do the same thing as their neighbor.
For example, instead of giving students specific procedures I am letting them
determine how they want to alter their paper to show a physical change.
Once the timer goes off, instruct students to then observe their shoulder
partners paper, and find evidence for whether or not they think it represents a
physical or a chemical change. NOS: Science demands evidence. Then, students
will share the results as we discuss how the properties of paper did not change
and a new substance was NOT made during the physical changes.
*2nd component: teacher will pass out glow sticks and ask students to crack
them. They will make observations about the change they observe and make a
hypothesis about what type of change they think it is.
Ask, do we have enough evidence to believe that it is a physical/chemical
change? What type of evidence would we need to collect in order to believe such
change?
Explain: 20 minutes
Resource: Discovery Education.com board builder
During this phase, students will play a video-game in their table groups. A brief
video clip will be shown of either a physical or a chemical change. Students must
discuss their observations and ideas with their tables, and choose 1 person to
hold up a sign that says either: PHYSICAL CHANGE or CHEMICAL CHANGE.
Students will share and record evidence for their claim. NOS: Science demands
evidence.
Group Size:
whole (12)
Miss Petrillo
Date of Lesson: 11/7/2014
*During this time I will formally assess student learning by observing each
groups decision and determining when I need to clarify misconceptions based
on student needs.
Extend: 10 minutes
In table groups, students will create a hand gesture or a short skit that will help
them remember the difference between a physical and chemical change.
Students will have 5 minutes to brainstorm and 5 minutes to share with the
class.
Evaluate: 10 minutes
Students will answer the essential question in their science notebooks as an exit
ticket for the lesson.
What will you do
if
Meeting your
students needs as
people and as
learners
If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?
Through videos, I tried to find examples from students daily life that they could relate to. I also wanted to provide video
clips that would give the students an opportunity to observe something they have never seen before.
If applicable, how does this lesson connect to/reflect the local community?
Scientists in the local community observe physical and chemical changes in their daily lives.
How will you differentiate instruction for students who need additional challenge during this lesson
(enrichment)?
Students who need enrichment will be asked HOT questions to further engage thinking.
Group Size:
whole (12)
Miss Petrillo
Date of Lesson: 11/7/2014
How will you differentiate instruction for students who need additional language support?
I do not have any ESOL students in my classroom.
Accommodations (If
needed)
(What students need
specific
accommodation? List
individual students
(initials), and then
explain the
accommodation(s)
you will implement
for these unique
learners.)
Materials
(What materials will
you use? Why did you
choose these
materials? Include
any resources you
used. This can also
include people!)
Materials:
-1 Tee shirt, any color
-Anchor chart paper
-markers
-notebook paper
-6 cards: 3 labeled: physical change; 3 labeled: chemical change
Resources:
DiscoveryEducation.com Board Builder on physical and chemical change.
Potassium chlorate and a gummy bear chemical reaction:
https://www.youtube.com/watch?feature=player_embedded&v=txkRCIPSsjM
Student Misconceptions Chart:
Changes Matter, Addressing Student Misconceptions about Physical and Chemical Changes By Kimberly Lott and Anitra
Jensen (2012).
Group Size:
whole (12)
Miss Petrillo
Date of Lesson: 11/7/2014
Group Size:
whole (12)
Miss Petrillo
Date of Lesson: 11/7/2014
Group Size:
whole (12)
Miss Petrillo
Date of Lesson: 11/7/2014