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Sarah Edison ELED 3221-090 November 6, 2013 STRUCTURED DISCOVERY LESSON PLAN The 5 Es Science Lesson Big Idea(s):

: Deciding whether something is a physical or a chemical change. Grade Level/Subject: 5th/Physical and Chemical Changes Rationale: Students should know that certain characteristics of an object are changed when the object has gone through a physical or chemical change. When something undergoes a chemical change, that object cannot change back, whereas a physically changed object can be reversed. This is important for students to learn because physical and chemical changes occur everywhere in todays world. Common Core/Essential Standards Reference: 5.P.2: Understand the interactions of matter and energy and the changes that occur. Next Generational Science Standard(s): Grade 5 (Structure and Properties of Matter): Conduct an investigation to determine whether the mixing of two or more substances results in new substances. Behavioral Objective: 5.P.2.3: Summarize properties of original materials, and the new material(s) formed, to demonstrate that a change has occurred. Prerequisite Knowledge/Skills: Students should know how to use their senses to collect qualitative data. They should also know the causes of chemical and physical changes. The teacher should have a clear understanding of physical and chemical changes. Materials/Resources: Cup of water Alka Seltzer tablets broken in half Melting ice Used steel wool Brand new steel wool Brand new, unsculpted Play Doh Play Doh for students to sculpt with Cup of fresh milk Cup of sour milk Copies of the handout Pancakes, Pancakes! by Eric Carle

Sources of your lesson: Mrs. Thomas Estimated Time: 45 minutes Plans for Individual Differences: The teacher will walk around and ask the struggling students questions about the activity to make sure they grasp the concept. If the students are confused, the teacher will elaborate. Safety considerations: Tell the students not to use their sense of taste to make conclusions about the different objects. Make sure to supervise students so as they are not throwing materials.

Content and Strategies Engage: The teacher will ask the students the difference between physical and chemical changes. S/he will have a student volunteer the answer. Students should talk about how physical changes can be reversed and chemical changes cannot. Ask students where they can find physical and chemical changes in real life situations. Explore: The student will participate in centers in which they will decide if a chemical or physical change is taking place. They will make qualitative and quantitative observations at each station and record their data in the handout provided. They will also decide if the change taking place is chemical or physical. 1. 2. 3. 4. 5. Water and Alka Seltzer before they are combined, and then after Melting ice before it begins to melt, and then after Steel wool before it is used, and then after New Play Doh, and then Play Doh that has been played with Fresh and sour milk

The teacher will walk around and ask students questions such as: What do you notice about the before objects? What do you notices about the after objects? What kinds of changes are you observing? How can you justify your answer? Explain: Remind the students of the differences between chemical and physical changes using this explanation: Physical changes are changes that do not change an object. For example, a piece of paper torn into tiny pieces is still paper. Chemical changes are changes that do change an object. Burning a log transforms the log into ashes. Ask the students to volunteer more examples of physical and chemical changes without telling what kind of change. Have the students use the rule of chemical and physical changes to determine what kind of change has occurred in the students examples.

Elaborate: Read Pancakes, Pancakes! by Eric Carle aloud and have students signify when they hear a physical or chemical change by making the sign language letter for each. (Review the P and C letters with them). Read, Take a sickle and cut as much wheat as the donkey can carry. Pause and ask the students to show the correct sign. (Physical) Read, The miller will grind it into flour. Pause and ask the students to show the correct sign. (Chemical) Read, Jack went to the spotted cow and began to milk her. Pause again and ask for the sign. (Physical) Read, Finally, the cream turned into butter. Pause and ask for the sign. (Chemical) Read, And his mother said, Put a cupful of flour into the bowl..Break an egg into the flour and stir.. Pause and ask for the sign. (Chemical) Read, The butter melted fast. Pause and ask for the sign. (Chemical)

Evaluate: The teacher will grade the handout that was completed during the activity. One to two correct answers means that the students did not fully understand the concept. Three to four correct answers means that the students are close to mastering the concept. Five correct answers means that the students have mastered the concept. Closure: Finish the lesson with a final discussion on physical and chemical changes. Talk about other breakfast foods that go through physical and chemical changes. What kinds of changes do scrambled eggs go through? How about fried eggs? Belgian waffles?

Name: _____________________________ Experiments Before Observations During and After Observations (Qualitative) (Qualitative) Fresh Sour Physical Change or Chemical Change, Why?


Steel Wool



Play Doh



Water and AlkaSeltzer



Melting Ice



REFLECTION This lesson went really well, however, I didnt come up with the idea. My cooperating teacher gave me the lesson plan and I taught the lesson. I feel like I explained things well and used correct terminology. The students really liked the stations and had a lot to say about the different elements. They did a great job investigating qualitative data and identifying whether there was a physical or chemical change. The students also did an amazing job identifying the changes while I was reading the book aloud. Almost everyone had correct answers!

What did the students find out in the experience? Were there any surprises? The students learned more about chemical and physical changes. I was surprised by how well the students answered the questions. They had great answers and even justified them at times.

How did the students in each group work together? Were there any problems? They worked together by listing the characteristics of the items in each group aloud. Then they would decide if that was worthy of writing and whether it was a physical or chemical change together. There were no problems.

Was the activity open-ended enough, or did each group do more or less the same thing? Each group basically did the same thing. The only difference is that some students may have listed different characteristics.

How did the students extend the investigation? The students related the activity to other real world situations. How did the students connect this experience to their daily lives? They talked about fire changing marshmallows and what kind of change it goes through.

How did I accommodate students with learning and physical differences?

I walked around and identified which was the before product and which was the after product, because sometimes they had trouble with that. Did I use technology effectively? This is where I could have done better. I used almost no technology throughout my lesson. Overall, what do I think the students got out of the experience? I think the students really went home with a better understanding of the concept. What do I remember most about this science activity? The students really liked my change of voices while I read the story. Would I do it again? How would I plan differently the next time? I would definitely do this activity again. I would probably use more technology next time. What did you learn about yourself as a learner and as a teacher during this lesson? I realized that even I struggled with the different changes at times.