Physical And Chemical Changes 3o55p

USF Elementary Education Lesson Plan Template (F 2014) Grade Level Being Taught: 5th Subject/Content:

What Standards (national or state) relate to this lesson?

(You should include ALL applicable standards. Rarely do teachers use just one: they’d never get through them all.)

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?)

Objectives- What are you teaching? (Student-centered: What will students know and be able to do after this lesson? Include the ABCD’s of objectives: action, behavior, condition, and degree of mastery, i.e., "C: Given a sentence written in the past or present tense, A: the student B: will be able to re-write the sentence in future tense D: with no errors in tense or tense contradiction (i.e., I will see her yesterday.)." Note: Degree of mastery does not need to be a percentage.)

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 ABCD’s 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

USF Elementary Education Lesson Plan Template (F 2014) Grade Level Being Taught: 5th Subject/Content: Rationale Address the following questions:



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Why are you teaching this objective? I am teaching this objective because by the end of 5th grade, students must know and explain the difference between a physical and a chemical change and be able to identify evidence in order to distinguish between examples.

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Where does this lesson fit within a larger plan? This lesson is day 1 of the unit on physical and chemical changes.

 Why are you teaching it this way?

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 Why is it important for students to learn this concept?

Why are you teaching it this way? I am teaching this according to the 5-E’s method of lesson planning because I believe it is the best way to teach these concepts to foster an inquiry based classroom environment.

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Why is it important for students to learn this concept? It is important for students to learn this concept so they realize how scientists study physical and chemical changes. It is important for students to gain this content knowledge to their future science learning.

 Why are you teaching this objective?  Where does this lesson fit within a larger plan?

 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?

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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.

Address the following:

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What summative evidence will you collect, either during this lesson or in 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.

 What formative evidence will you use to document student learning during this lesson?  What summative evidence

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How are you assessing throughout? I am assessing throughout by reading students’ science notebooks throughout the lesson and

USF Elementary Education Lesson Plan Template (F 2014) Grade Level Being Taught: 5th Subject/Content: will you collect, either during this lesson or in lessons?

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addressing misconceptions based on students needs. How do you know your students understand what you are teaching? I will know that my students understand what I’m teaching when students are able to explain and use evidence to back up their claim.

What Content Knowledge is necessary for a teacher to teach this material?

From Teaching Primary Science, Wenham & Ovens What background knowledge is necessary for a student to successfully meet these objectives?

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How will you ensure students’ have this previous knowledge? An anchor chart was created prior to the first day of the lesson where students had a discussion about the words: physical, chemical, and change. On the class anchor chart, examples where created by the class. See picture below: I will use this anchor chart in the beginning of the lesson and tell students that today they will be gathering evidence for the difference between a physical and chemical change.




 How will you ensure students’ have this previous knowledge?  Who are your learners?  What do you know about them?  What do you know about their readiness for this content?

What misconceptions might students have about this

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Who are your learners? I have 12 students in all. 7/12 are males and 5/12 are females. I have a combined ESE/Gifted class. 4/12 are gifted learners 1/12 is classified ESE for a processing disorder and 1/12 shows strong tendencies of ADHD but is not currently on medication.

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What do you know about them? I know that my students are a unique bunch who aren’t easily motivated. Since this is a Title 1 school, my students come from low SES homes and all qualify for free or reduced lunch.

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What do you know about their readiness for this content? Student background knowledge about this content is limited. Students have not been previously exposed to this content in 5th grade.

-Chemical changes perceived as additive, rather than interactive. After chemical change the original substances are perceived as remaining, even though they are altered.

USF Elementary Education Lesson Plan Template (F 2014) Grade Level Being Taught: 5th Subject/Content: content?



-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.




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 don’t 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 that’s okay. We won’t record on our anchor chart until we are sure we’ve found enough evidence to know for sure.


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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 ing students’ learning? What model of co-teaching are you using?



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 partner’s 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 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.




*During this time I will formally assess student learning by observing each group’s 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 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…

…a student struggles with the content? If a student struggles with the content, I will be sure to address misconceptions as they arise. I will also ask surrounding table-mates if they will help out a struggling student by re-explaining or answering a question.

What will you do if…

…a student masters the content quickly? If a student masters the content quickly, I will use that student as a “star student” who may explain their thinking to the rest of the class to share.

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.




How will you differentiate instruction for students who need additional language ? 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!)

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Talking stick for ADHD student Extended time if needed for ESE Providing visual

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).


Additional Student Misconceptions: www.amasci.com/miscon/opphys.html Explore Phase Idea & Resource:









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