KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT












STANDARD:
S3.C.1.1.3 Physical Science, Chemistry and Physics
Classify a substance as a solid liquid or gas.
S4.C.1.1.1 Earth and Space Sciences
Use physical properties [e.g. mass, shape, size, volume, color, texture, magnetism,
state (i.e. solid, liquid, gas), conductivity (i.e. electrical and heat)] to describe
matter.


I. Performance Objectives (Learning Outcomes):
A. The third grade students will distinguish the characteristics a chemical change
by creating a chemical reaction with the materials given for a diet coke geyser
and recording their procedure and results on the inquiry worksheet.

II. Instructional Materials
A. Mentos mints package
B. Sugar
C. Salt
D. Smarties Candy
E. Tums
F. Skittles
G. Stirring rods
H. Cups for mixing
I. 12-ounce bottle of diet coke at room temperature
J. Science inquiry sheet
K. Plastic table cloths
L. Large disposable tin containers
M. Science notebook



Teacher Candidate: Katherine Flick and Karissa Bright Date: Dec 8
th
, 2014

Cooperating Teacher: Coop. Initials

Group Size: 25 Allotted Time 60 minutes Grade Level 3rd

Subject or Topic: Characteristics of Chemical Changes Section 205

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. A general understanding of the states of matter.
B. Key Vocabulary
1. Chemical Change- a change that causes one kind of matter to
become a different kind of matter
2. Carbon Dioxide Gas- A colorless, odorless gas otherwise known as
CO2, that is produced through combustion and respiration
C. Big Idea
1. The students will learn about the characteristics of chemical changes.
D. Additional content
1. There is no additional content for this lesson.

IV. Implementation
A. Introduction
1. Teacher will begin the lesson by playing the video Bill Nye The
Science Guy on Chemical Reactions
a. http://www.youtube.com/watch?v=66kuhJkQCVM

B. Development
1. The teacher will begin with a class discussion about chemical
changes
2. In a chemical change, one kind of matter changes into a different
kind of matter.
3. A chemical change happens when bread is baked. The batter is a
mixture of flour, baking powder, and eggs. But the heat of the oven
makes the chemical change happen. The product is when bread
forms.
4. Some chemical changes can happen quickly.
a. Teacher will ask the students to give some examples of quick
chemical changes they may have seen outside of the classroom.
i. Example- fire burning, a car burning gasoline
5. Some chemical changes can happen slowly
a. Teacher will ask the students to give some examples of slow
chemical changes they may have seen outside of the classroom
i. Example- the chain on your bike rusting after being left
in the rain
6. Teacher will prompt the inquiry question to the students:
a. The students are going to use their senses and the materials at
their table to create a chemical change.
7. Teacher will inform the students of the materials supplied at each
table and remind them about the proper way to handle them.
a. Mentos mints package
b. Diet Coke Cans
c. Sugar
d. Salt
e. Smarties Candy
f. Tums
g. Skittles
h. Stirring rods
i. Cups for mixing
j. 12-ounce bottle of diet coke at room temperature
k. All in a large disposable tin container

8. The teacher will hand out the inquiry sheet to each student and
remind them to give detailed descriptions of their procedure and
observations.
9. Teacher will walk around classroom to prompt and guide the groups
during the inquiry.
a. Ask the students in each group:
i. What results have you seen from adding _____ material
to the diet coke?
ii. What other ways might you try to create a chemical
change using these materials?
iii. How do you know you have created a chemical change
using these materials?
iv. How do you know you have not created a chemical
change using these materials?
10. Teacher will have the students walk around the classroom, filling out
the inquiry sheet, and ask what other groups have discovered.
11. Teacher will pull the class together and prompt a discussion:
a. What hypothesis did your group decide on for each of the
materials? Why did you think this?
b. What procedure did your group decide to use?
c. What did you discover caused the chemical change?
d. How did you know this was the chemical change?
e. Was your hypothesis correct? Why or why not?
f. How do you think this chemical change occurred?
12. Teacher will explain to the students that coke contains carbon
dioxide gas. That is what causes bubbles in the soda. Mentos mints
have thousands of tiny nooks and crannies on the surface where
bubble can form. These nooks and crannies provide more surfaces
for the carbon dioxide bubbles. There are so many bubbles that the
soda erupts and forms a geyser effect.

C. Closure
D. Today the third grade students have distinguished the characteristics a
chemical change by creating a chemical reaction with the materials given for a
diet coke geyser and recording their procedure and results on the inquiry
worksheet. At this time, the teacher will explain that tomorrow we will be
exploring physical changes and comparing how they are different from the
chemical changes we learned today.


E. Accommodations/Differentiation
1. For K.B. who has a visual impairment we would include materials
such as large print/braille measuring cups, braille labels on all the
materials placed on the tables, and liquid level indicator, braille
paper, braille and large print inquiry sheet, magnifiers, and a
Brailler.



F. Assessment/Evaluation Plan
1. Formative
a. The attached inquiry sheet will be used as a formative
assessment.

2. Summative
a. There is no Summative for this lesson.


V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

Remediation Plan

B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
1. Was my closure effective?



2. Was I able to pace my lesson to fit the time?




3. How could this lesson be improved?

VI. Resources (in APA format)
A. "Bill Nye The Science Guy on Chemical Reactions (Full Clip)." YouTube.
YouTube, n.d. Web. 10 Oct. 2014.
<http://www.youtube.com/watch?v=66kuhJkQCVM>.
B. Rankel, L., & Winograd, M. (2011). Out-Of-Sight Science Experiments (1st
ed., Vol. 1). Boston, MA: National Braille Press.