SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE Revised 4.15

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.

Name CWID Subject Area

Beverly Welch, Tom Lux, Jessica Pham 897027330, 800506339, 893108282 Foundational Level Science
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Molecules to Marshmallows to 5 classes,
Physical Science Matter Matters 8th
Energy 50 minutes each
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
MS-LS1-7: Develop a model to describe how food is rearranged through
chemical reactions forming new molecules that release energy as this
matter moves through an organism
LS1-C Organization of Matter and Energy Flow in Organisms: Within
individual organisms, food moves through a series of chemical reactions in SL.8.5: Integrate multimedia and visual displays into presentations to
which it is broken down and rearranged to form new molecules to release clarify information, strengthen claims and evidence, and add interest.
energy.
PS3.D Energy in Chemical Processes and Everyday Life: Cellular
respiration in animals involve chemical reactions with oxygen that release
stored energy
Lesson Objective(s) Evidence
● Students will be able to use prior concept products/learning and
apply it to digestion. Students will be able to build and describe how
● Students will be able to use the information that they have learned
molecules are broken down, put back together, and the energy that
throughout the unit and apply it to the final capstone project that
results from that.
they have been making and modifying from the beginning of the unit
● Students will be able to discuss and identify pertinent information
● Students will create their final model and be able to explain and
from theri prior concept models, summaries, etc. to build a story on
justify their models
how food and oxygen molecules are rearranged as matter to make
● Students will be able to relate the information that they have learned
new molecules
in this unit and phenomenon to other material/phenomena that they
● Students will be able to describe the relationships between all of the
may see in their lives
content that they have learned in the unit and formulate
explanations that may show how these concepts are connected
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
Day 1 Day 1
Day 1 Day 1
Activate prior knowledge from Teacher ask questions and
Teacher will immediately inform Moving into the final model
previous concepts completed monitors student understanding
EL students if their comments, stage, its important that
and anchoring phenomena in as they review summary chart.
thinking are on the right track or students are prepared for the
preparation for final model and provide answers to NET
should be revised final engagement.
learning activity
Day 2 Day 2 Day 2 Day 2
Teacher will monitor the Teacher will circulate the room Teacher will immediately inform Teacher will use discussions
students are correctly and engage with groups as they students if their work is on the with students and their
identifying a claim and complete their claim worksheet right track or should be revised worksheets to determine if the
PM
appropriate evidence students have understood how
to use evidence to support
their claim and will revisit any
gaps the following day
Day 3 Day 3 Day 3 Day 3
Gauge overall student Student constructed models and Students will receive grade Will inform teacher of overall
comprehension of unit concepts written explanations collected at according to rubric on models student comprehension which
Day 4 end of class and explanations the next class will determine what
To see if students can apply Day 4 period adjustments must be made to
SA their understanding of the A demonstration followed by Day 4 unit plan the next time it is
content to a new phenomenon group work Students will get informal enacted
Day 5 Day 5 feedback from the teacher and Day 4/Day 5
To see if students can apply Groups work together for their peers as they present their Application of information is
their understanding of the explanations/evidence and answers to the class. The much more complicated than
content to a new phenomenon compile a whole class model. worksheet will be put in as a just knowing the concepts. The
 participation grade based on
how much it seemed like the
group was doing the work.
Day 5
Students will get informal
feedback from the teacher and
their peers as they present their
explanations/evidence to the
class.
students had worked the whole
thinking in one mindset
(anchoring activity) but if they
can apply to another
phenomenon then they have
really understood the material.
If it seems that students are
lost and can not apply the
concept, it might be up to the
teacher to teach certain
concepts a little more broadly
in the future so that students
can apply more easily.

FOCUS OF INSTRUCTION
Lesson Level Phenomenon and Performance Expectation (note: this is a smaller component of the overall anchoring phenomenon and summative
assessment of the unit—see your crosswalk).
Lesson Level Phenomenon: Students will develop a model applying their learning from previous concepts to the digestion of a marshmallow and
conversion to energy as the observable phenomena. Using photos, journal cards and analysis from previous concepts in the unit, they will apply what
they learned about matter and its interactions to digestion and conversion to energy to tell one cohesive story. Their ideas should include where
matter goes it is digested and where matter goes if it does not get digested.

Performance Expectation:
1. Students discuss and identify relevant components
● Use previous concept models, summaries, etc. to build story on how food and oxygen molecules are rearranged as matter
● New types of molecules are produced
2. Describe relationships between components
● Atoms, molecules, matter change (physical/chemical), reactants, new products
3. Connections
● Students use the model to show how reactants rearrange and come together in different arrangement. Number of new atoms are the
same as before and after the chemical reactions occurs
● Students use the model to provide a casual account that mass is conserved during chemical reactions. As molecules are rearranged,
energy is released.
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does

Intro: (Engage) 5 minutes

● Teacher(s) will greet students and instruct Intro: (Engage) 5 minutes
them to write down the day’s agenda from the board. ● Students settle in and write down day’s
● Teacher(s)refresh student thinking about big idea students agenda.
have been exploring, highlight the concept areas studied ● Students reflect on the anchoring phenomena/driving
(atoms to conservation of energy, and represent the question, and concepts covered from atoms to
anchoring phenomena and driving question using key conservation of energy.
presentation slides from introduction. Teacher reminds
student about video showing all the food Michael Phelps
eats. (https://www.youtube.com/watch?v=5SvIUJVQ3dQ
play only if most don’t remember)
○ You are a nutritionist and you are observing and
analyzing the diets of Olympians so that you can
Day 1 train new athletes to maximize performance. The
new athletes think that their diet does not matter
and it is your job to prove them wrong using a
physical science perspective.
○ Why is it that an athlete like Michael Phelps can
eat 12 thousand calories a day during competition
season but a weightlifter with the same
approximate weight in the 5th weight class (187-
207 lbs.) can only consume 3 to 6 thousand
calories a day.
○ What do you think is happening to the food the
athletes eat? Body:
Body: 40 minutes (Explore)
(Explore) ● Students listen to objectives.
 ● Teacher(s) explain day’s objective to review explanations ● Students contribute to whole class discussion providing
and evidence gathered over unit’s timespan to answer the a review and summaries from each of the units and key
driving question and explain the phenomena. explanations in the summary chart.
● Summary Table Review: Teacher(s) conduct whole class
discussion going through key highlights of the units learning
having students review and summarize each of the units
and key explanations in the summary chart.

(Explain) (Explain)
● Teacher(s) play video that contains comments related to ● Students watch video and take notes.
differences in diets and type of sport involved. Teacher(s) ● Students to get tablets and read two articles (NET)
advise students to take notes. looking for/recording information and answering the
http://time.com/5152450/olympics-cheat-meal/ (Video) guiding questions.
● Teacher(s) instruct students to get tablets and read two
articles (NET) and look for information/comments that
either support information on summary chart or perhaps
contradicts explanations/evidence collected. Also include
information from video.
○ What evidence is in the articles to support your
claims, explanations and evidence collected?
(Refer to notes, models and summary chart)
○ How do the articles connect with your
explanations/evidence to explain the variation in
athlete diets?
○ Is there anything in the articles that make you
ask more questions? Do you think you have all
the information needed to answer the driving
question?
http://www.businessinsider.com/how-many-calories-you-
can-burn-doing-winter-olympic-sports-2018-2 (Article)
https://www.vox.com/2018/2/13/17003696/what-
olympic-athletes-eat (Article)
(Extend)
(Extend)
● Students get into pairs to discuss answers to readings’
● Teacher(s) have students get into pairs to discuss answers questions and how they relate to phenomena.
to readings’ questions and how they relate to phenomena.
Closure: (Evaluate) 5 minutes
Closure: (Evaluate) 5 minutes ● Students return to a whole class setting
● Teacher(s) instruct students to return to a whole class ● Student pairs share with class findings in readings and
setting how they relate to information in the summary chart.
● Teacher(s) have pairs share with class findings in readings ● Students listen to week’s agenda and that they need to
and how they relate to information in the summary chart. organize their notes, models and other sources of
● Teacher will inform class that they will be finalizing their explanations and evidence to use during the week.
models this week and then apply information in the models ● Students put their materials away.
to two different phenomena to complete the unit.
● Teacher(s) remind students that they need to organize their
notes, models and other sources of explanations and
evidence to use during the week.
● Teacher will instruct students to put their materials away
and then will dismiss class.

Lesson Body
Time Teacher Does Student Does
Intro: (Engage) 5 minutes Intro: (Engage)
● Teacher(s) will greet students and instruct them to write ● Students will enter class and get out their science
down the day’s agenda from the board. notebooks.
● Teacher(s) will inform class that they will be defending a ● students will write down the day’s agenda and listen to
Day 2
claim from their model the teacher introduce the task for the day
● Teacher will show a short video on how scientists use ● Students will watch short video on how scientists use
evidence to support their claims evidence to support their claims
Body: (Explore) 30-35 minutes Body: (Explore)
 ● Teacher(s) will instruct class that they are to pick one key
aspect from their model and be prepared to defend that
claim using evidence
● Teacher(s) will pass out worksheet that has a section for
the student to identify their claim, a section where they can
provide their evidence and what source they used, and also
a section where they can explain how their evidence fits
with the explanation
● Teacher(s) will give examples of what counts as a claim,
what counts as evidence, and how to use that evidence to
support that claim
(Explain)
● Teacher(s) will instruct students to get in their lab groups
and begin to work on their claims individually at first
● Teacher(s) will instruct students to use their notebooks or a
summary table to find the evidence to support the claim
they have picked
● Teacher(s) will circulate the room engaging with students,
asking questions such as: “Can you think of an activity that
we did that helped you understand the explanation?”, and
“Can you tell me more about your thinking here? Why do
you think your evidence is convincing or not?”.
(Extend)
● Teacher(s) will instruct students to discuss their claims and
evidence with their lab groups
● Teacher(s) will instruct each group member to identify their
claim, the evidence they are using, and how that evidence
fits with their explanation
● Teacher(s) will instruct lab members to give feedback to
each other. Feedback will include at least one strength of
the claim and explanation and also at least one area that
can be improved or revised.
Closure: (Evaluate) 5 minutes
● Teacher(s) will instruct students to return to a whole class
setting
● Teacher(s) will ask class to identify what counts as a claim,
what counts as evidence, and how to use that evidence to
support a claim
● Teacher(s) will inform class that they will be finalizing their
models the next day and to be prepared to defend their
claims orally and in writing.
● Teacher(s) will instruct students to put their materials away
and then will dismiss class
Intro: (Engage) 5 minutes
● Teacher(s) will greet class and instruct students to write
down the day’s agenda
● Teacher(s) will inform class they will be finalizing their
models and defending their explanations with evidence
● Teacher(s) will ask class what counts as evidence, what
counts as a claim, and how to use that evidence to support
a claim
Day 3 ● Teacher(s) will ask class if they have any questions on how
to use their evidence appropriately to support the claims
on their explanatory models
Body: Explore) 35-40 minutes
● Teacher(s) will instruct student to get in their lab groups
and get out their claim worksheet from the day before
● Teacher will instruct lab groups to discuss their claims and
evidence with group members
● Teacher will then instruct two lab members to move to
other groups
● Students will listen to instructions from teacher and
identify one key aspect from their model they are going
to defend
● Students will receive worksheet on supporting their
claim with evidence
● Students will listen to teacher describe what counts as a
claim, what counts as evidence, and how to use that
evidence to support that claim
(Explain)
● Students will break off into their lab groups and begin
working on the worksheets individually at first
● Students will use their notebooks or a summary chart to
to find evidence to support their claim
● Students will engage with the teacher as he/she
circulates the room
(Extend)
● Students will discuss their claims and evidence with
their lab groups
● group members will identify their claim, evidence, and
how the evidence fits
● Students will offer feedback to each group member
consisting of at least one strength and one are that can
be improved
Closure: (Evaluate)
● Students will return to whole class setting
● Students will answer as a class what counts as a claim,
what counts as evidence, and how to use that evidence
to support a claim
● Students will listen to the agenda for the next day
● Students will put their materials away and be dismissed
Intro: (Engage)
● Students will take their seats and write down the day’s
agenda in their science notebooks
● Students will listen to directions for the day’s task
● Class will participate in discussion on what counts as
evidence, what counts as a claim, and how to use that
evidence to support a claim
● Students will ask any questions they may still have
about claims and evidence
Body: (Explore)
● Students will listen to directions to get in their lab
groups and get out their claim sheets from the day
before
● Lab group members will go over their completed
worksheets with each other
● Two members from each lab group will join other
groups
● These new groups will discuss and defend their claims
with each other
 ● When groups have at least two other members from other ● Students will give each other feedback in the form of
groups they will discuss and defend their claims with each noting the clarity of the claim, strength of evidence, and
other the effectiveness of the reasoning used
● Teacher(s) will instruct students to offer feedback in the ● Students will return to their original lab groups
form noting the clarity of the claim, strength of evidence, (Explain)
and the effectiveness of the reasoning
● Students will receive worksheets to write down the
● Once all students have had the chance to defend their
explanation of their model
claims the teacher will instruct students to return to their
● Students will use the feedback they received from the
original groups
other groups to decide on their final revisions of the
(Explain)
model and written explanation
● Teacher(s) will pass out worksheet for students to write (Extend)
their explanation of their model
● Students will incorporate all of the relevant evidence
● Teacher(s) will instruct students to go over what they saw
they have collected throughout the unit and apply it to
in the other groups and the feedback they received
their model
● Teacher(s) will instruct students to use this feedback and
● Students will engage with the teacher as they circulate
what they saw in the other groups to determine what final
the room answering their questions and providing
revisions they should make to their model and written
explanations of their model and evidence
explanation
● Students will use the remaining time to complete their
(Extend)
written explanations and revisions to their models
● Teacher(s) will instruct students to incorporate all of the Closure: (Evaluate)
relevant evidence they have gathered through the course
● Students will place completed model in the designated
of the unit and apply to their model
area and pass their written explanations to the front of
● Teacher will circulate the room asking students to consider
the class
gaps and contradictions in their models
● Students will think about how what they have learned
● Teacher(s) will ask questions such as “I see you have good
in this unit can be applied to other phenomenon
beginning and ending for your model, what’s happening in
the middle?”, and “Can you explain this? It does not seem
to fit the rest of the model.”
● Teacher will give students the remaining time to finish
constructing and revising their written explanations
Closure (Evaluate) 2-3 minutes
● Teacher(s) will instruct students to pace their completed
models in the designated area and to pass their written
explanations to the front of the class
● Teacher(s) will instruct students to think about what they
have learned in the unit and how that can be applied to
another phenomenon
Lesson Closure
Time Teacher Does Student Does

Intro: (Engage) 5-10 minutes Intro: (Engage)

● Teacher(s) will greet students as they walk in and redirect
them to the agenda for the day. Teacher will go over goals
and objectives for the day.
● Teacher(s) will ask students to think about what they have
learned in the unit and how they could apply to another
phenomenon. If students get stuck, teacher will bring up
the concepts that they have learned once more until
students can think of their own phenomenon.
Lesson Body: 30-35 minutes
Day 4
(Explore)
● Teacher(s) will ask if students want to see another
phenomenon that directly relate to the material that the
unit was on. Even if students don’t, teacher will talk up the
demo
● Teacher(s) will do the demo. The demo consists of
squeezing an orange peel onto some balloons. Balloons
should pop due to the chemical reaction that occurs
between the rubber and the orange oil.
(Explain)
● Students will come in, go to their seat, pull out their
planner and proceed to write down the days agenda.
● As the teacher leads the discussion, students will chime
in with their thoughts by raising their hands.
Lesson Body:
(Explore)
● Students will agree to see the new phenomenon
● Students will pay close attention to the demo (because
the demo goes by very quickly). If they want to, they
may take notes although there will not be a lot.
(Explain)
● Students will get into groups that is seperate from the
groups that they were in for the anchoring activity
● Students will receive a question slip from the teacher
regarding the demonstration
 ● Teacher(s) will ask students to get into groups of 3-4 that ● Students will work on the question as a group making
are different from the groups that they were initially in for sure that they are trying to connect it to the content
the anchoring activity. that they have learned in the unit.
● Teacher(s) will assign each group a different question to (Extend)
answer about the phenomena before giving students time
● Students will present their answers to the rest of the
to answer them
class making sure that they either cite evidence or
● The questions are as follows
concepts. The students who are listening may choose to
○ Does this count as a chemical reaction? How do
ask further questions to the presenting group if they so
we know?
wish
○ What are the chemicals?
○ What is reacting? Why are they reacting?
○ Where is the energy coming from?
○ Where is the energy going? How is is being
released?
○ What energy was stored?
○ Is there something about the material that
allowed the balloon to pop?
○ What happened to the balloon’s mass? What
happened to the air that was inside the balloon?
Was mass conserved?
(Extend)
● Teacher(s) will then call on students to, as group, present
their answer to the assigned question. They will support
their answer using evidence that they observed in the
demonstration or in the anchoring activity. They can also
support their evidence using content knowledge that they
have gained in the unit.
Closure: (Evaluation) 10 minutes
Closure: (Evaluation)
● Teacher(s) will gather students’ attention back to the front
● Students will start to think about how this phenomenon
of the room and lead a discussion regarding the similarities
directly relates to the the phenomenon that was shown
and difference between this phenomenon and the
to them at the beginning of the unit. They will then
phenomenon that was introduced in the anchoring activity.
share out their thoughts by raising their hand or if the
● Teacher(s) will make sure to ask for specific concepts that
teacher calls on them to share.
relate to both phenomenon, not just general ideas.
● At the end, students will put all of their names on the
● At the end of class, teacher will ask students to turn in the
sheet of paper they used to answer their question and
paper in which they had answered their question on as a
turn it in to the teacher.
group.
Intro: (Engage) 5-10 minutes
● Teacher(s) will greet students as they walk in and redirect Intro: (Engage)
them to the agenda for the day. Teacher will go over goals
and objectives for the day. ● Students will come in, go to their seat, pull out their
● Teacher(s) play video(s) of fireworks to introduce the final planner and proceed to write down the days agenda.
GRAND FINALE phenomena for the unit. ● Students watch videos.
https://www.youtube.com/watch?v=PvkcqgpZJCw ● Students listen and reflect asking questions if
warranted.
https://www.youtube.com/watch?v=ly_gROMhkN8
● As with previous day, teacher(s) will ask students to reflect
on the units learning to prepare them to apply to another
phenomena.
Day 5
Lesson Body: 30- minutes
(Explore)
● Teacher(s) ask students to explain “what’s happening to a Lesson Body:
firework that’s similar to what happens to food during
digestion? using evidence they have already gathered. (Explore)
● How are the firework “ingredients’ like food and the rocket ● Students listen to and follow directions getting with
like a body? What happens when they explode?” What their groups and gathering information.
makes them different? (Chemical elements for color, etc.)
● Teacher(s) will ask students to get into the same groups of
3-4 from the previous day.
● Teacher will instruct students to use their final anchoring
phenomena models, notebooks and/or the summary table
 to find the evidence to support their claims from atoms to
conservation of mass.
(Explain)
● Teacher(s) instructs students to put explanations and
evidence onto Post-Its to construct a whole class model. (Explain)
● They are reminded about the questions they had from the
previous day’s lesson for clues/reference. ● Students work together to develop explanations with
● After students engage in argumentation from evidence and supporting evidence to answer the question about
have explanations ready, teacher(s) will focus students’ fireworks and anchoring phenomena trying to connect
attention to poster with outline of firework for class model. it to the content that they have learned in the unit.
● First student team offers explanation/evidence.
● Class discusses, and if agrees, adds explanation to
model. Other teams with similar explanations add their
Post-its to the same area.
● Next team offers a different explanation and evidence.
Process repeats until core explanations are offered.
● Whole class discusses (argues) if any should be
eliminated or if something is still missing.
● Teacher(s) ask first team to offer and explanation. Class
discusses and if agreed adds explanation to model. Teams
with similar explanations add their Post-its to the same
area. (Best one will get ultimate prominence.)
● Next team is asked for a different explanation and
evidence. Process repeats until core explanations are
offered.
● Whole class discusses (argues) if any should be eliminated
or if something is still missing.

(Extend)
● Teacher(s) play video that makes high level connection
between food/digestion with fireworks covering key
information from unit including chemical reactions and
energy.
● https://www.opened.com/video/oxygen-and-food/819683 Extend)
(3:37) ● Students watch video connecting food with energy in
● Teacher(s) provides additional information, if missed .on an EXPLOSIVE way.
fireworks like metal elements used to make colors, how ● Students listen to additional information and offer ideas
they explode due to expanding gas and the role energy of other phenomena.
plays in light and heat.
● Teacher(s) asks students what other phenomena they can
think of that is like fireworks that may use the same
explanations and evidence to explain it. (rockets, guns,
bombs)

Closure: (Evaluation) 10 minutes

● Teacher(s) turns to general class discussion highlighting the
similarities and difference among this phenomenon, the
previous day’s and the phenomenon that was introduced in
the anchoring activity (atoms, elements, molecules,
physical/chemical changes, conservation of energy) looking
for specific concepts covered in class.
Closure: (Evaluation)
● Students will reflect on days discussions, team
contributions and class model.
● Class discusses similarities and differences among the
phenomena using content from unit.
 ● To shift into the next unit covering waves and the ● Students listen to comments about light and sound and
electromagnetic spectrum, some transitional questions will about the concepts they will be studying next including
be asked for discussion. light and sound waves.
○ For example, if light and sound was not a
highlight, teacher(s) direct focus to the fireworks
different colors and sounds. Why do you think
you see the light before the sound? (potentially
identified as difference among phenomena)
○ Teacher(s) introduces next crosswalk concepts
(unit)

Instructional Materials, Equipment, and Multimedia

Day 1: Presentation (videos/slides), tablets (online articles), claim and evidence/explanation notes/worksheets and class summary chart.
http://time.com/5152450/olympics-cheat-meal/
http://www.businessinsider.com/how-many-calories-you-can-burn-doing-winter-olympic-sports-2018-2 (Article)
https://www.vox.com/2018/2/13/17003696/what-olympic-athletes-eat (Article)

Day 2: Student constructed models, claim and evidence worksheet, materials to revise model: colored pencils, markers etc.

Day 3: Student constructed models, claim and evidence worksheet, written explanation worksheet, materials to revise model, colored pencils, markers
etc.

Day 4: Small balloons, orange peels, whiteboard/smart board

Day 5: Presentation (videos), Post-Its, student constructed models, claim and evidence/explanation notes/worksheets, poster for class model, slides
about fireworks (construction, metal elements, etc.)
https://www.youtube.com/watch?v=PvkcqgpZJCw
https://www.youtube.com/watch?v=ly_gROMhkN8
https://www.opened.com/video/oxygen-and-food/819683 (3:37)
Co-Teaching Strategies
Team Teaching, One Teach - One Assist, Station Teaching
Co-teaching: Three teachers sharing equal responsibility for lesson planning and implementation.
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
For discussion, teachers(s) will For students with special needs,
post sentence frames to aid accommodations will be made
students in the process. according to students’ IEP. Lesson
Striving readers will be seated next
was designed to use scaffolding
to a student that can help them
Striving readers will be seated through multimedia, learning groups As needed, advanced students will
with the reading process. Reading
next to a student that can help and multiple means of expression can be directed to additional
will also be done in groups so that
them with the reading process. including speaking, writing and articles and videos appropriate to
students will not have to attack it
Reading will also be done in drawing. their level.
alone. Directions will be aided with
groups so that students will not
visuals so as to clarify.
have to attack it alone. Directions For discussion, teachers(s) will post
will be aided with visuals so as to sentence frames to aid students in
clarify. the process.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
Pre-lesson Summary & Rationale: The lesson plan is the entire final (capstone) concept segment following the introduction of the anchoring
phenomenon/driving question. This follows the concept segment on conservation of matter. Bringing all previous concepts together into a final model,
students are to incorporate all learning about interactions of matter to describe how food is rearranged through chemical reactions forming new
molecules that release energy as this matter moves through an organism. This section’s intent is to press for evidence to support student thinking
through the introduction of new ideas, investigation activities, collecting/analyzing data/information and acting out to see patterns/relationships to
make sense of model explanations. For the final week, the goal continues to uncover student thinking and leverage their knowledge as well as
encourage the sharing of ideas and critique. The final two days involve extending student learning to new phenomena with the continued challenge to
make sure students are using effective and appropriate evidence to support their thinking.

This completes the concept bundle for this unit at MS-LS1-7 having progressed through physical science standards (MS-PS1-1,-2.-4,-5) covering
molecules, chemical/physical changes, and conservation of matter. The final lesson is a bridge to the next unit on waves including light and sound.

Post Lesson Reflection: TBD