Name: Melanie Smith

Class: Science
Date: 03/22/16
edTPA Indirect Instruction Lesson Plan Template
Chemical and Psychical Changes
_____________________________________________________________________________
Central Focus/Big Idea: Chemical and physical changes
Subject of this lesson: Science
Grade Level: 5th grade
NC Essential Standard(s): 3.P.2. Understand the structure and properties of matter before and
after they undergo a change.
Next Generation Science Standard(s):
5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances
results in new substances.
5-PSI-2. Measure and graph quantities to provide evidence that
Regardless of the type of change that occurs when heating, cooling, or mixing substances, the
total weight of matter is conserved.
21st Century Skills: Critical Thinking and Problem Solving- The students are given a change
and asked to solve the problem and figure out where it goes. This requires critical thinking and
problem solving. The students are also asked to work together which is collaboration.
Academic Language Demand
The students are being asked to analyze the cards and figure out where they belong. If
they are a chemical or psychical change and then explain why. They are also being asked
to describe what each change is and how it occurs during the lesson.
Analyze
Argue
Categorize
Compare/contras Describe
Explain
t
Interpret
Predict
Question
Retell
Summarize

Scientific Vocabulary: Photosynthesis, condensation.

Instructional Objective: The students will be able to determine if something is going through a
chemical or psychical change. They will understand the difference between the two.
Prior Knowledge (student): What a chemical and psychical change is and the hints to look for
when it occurs.

Content Knowledge (teacher): The teacher needs to be aware of the two different types of
changes. Be ready for a lot of questions because this is a confusing topic for students.
Accommodations for special needs: Students who have trouble with the concepts can be pulled
in a small group. ELL students will be fine with the lesson because we are using picture cards.
Anyone who needs extra time to copy things from the board will be allowed the extra time.
Maybe for the lower group of students I can have a copy of the notes given out and a chart
already written on the back so they will just have to copy down the examples.

Materials and Technology requirements:

Smart board
5 packs of 25 cards (one pack per table)
25 assessment papers (one per student)
Science journals
Total Estimated Time: One hour
Source of lesson: Mrs. Wallace helped me plan my lesson
Safety considerations: N/A.
Engage: To get the students interested in the lesson I will ask questions to get their mind
flowing. I will tell them that we are going to be doing some hands on experiments later while
trying to figure out some of the changes.
Before watching the video ask:
What is a chemical change?
What is a psychical change?
What are some hints to look for while trying to determine the change that is occurring?
Does anyone remember an example from our previous lesson about chemical and psychical
changes?
These questions will hopefully get the students excited to learn more about the topic.
I will play a short video on YouTube that shows some cool chemical and physical changes and
we will watch that to get the students excited.
https://www.youtube.com/watch?v=gCbqjs-pqJo&spfreload=5
During the video:
Pause at certain points and ask the students why they think it does that?

What they think about the process?

And why it is a physical or chemical change?
Explore: This is where they students will be doing a picture sort with the cards. There are about
25 cards in each bag and each group will have the same cards. They are to work in their groups
to figure out if each picture is a chemical or psychical change. I will be walking around the room
observing what the students are doing.
Now class is you have one that everyone disagrees on and you cant figure out where it goes I
want you to put it to the side in a separate pile and debate why you think those things. Come up
with evidence that supports your answer. Im not going to tell you the correct answers until the
time is up and everyone is finished. Im going to set the timer for 12 minutes and let you guys
figure these out. Ready, GO!
I will ask probing questions to keep the minds thinking:
Are you sure that goes there?
Well why do you think that?
Use some of your clues we talked about.
I will provide enough time for the students to puzzle through the cards and debate where they
belong. I am looking for friendly debating because that will make my students more interested
and it tells me they are thinking.
Explanation: When the picture sort is over I will draw on the board a chart that has two
columns: Psychical and Chemical. I will hold up a card and then call on a group to give me the
correct answer and an explanation of why it belongs there. We will go through each card until all
of them are finished and listed on the board. The students will be copying this into their notes in
their science book. This way they can have examples to look back on.
When they are finished, evaluate the students understanding about chemical and psychical
changes by asking questions:
Can someone define chemical change?
Can someone define psychical change?
Can someone tell me the clues in which you will see before one of these changes occurs?

Elaborate: Explain to students the clues and signs that come before each change.
Production of odor, change in temperature, change in color, formation of bubbles, changing the
and a change in the state of matter. These clues can help the students when it comes to
identifying the type of change. Ask each group to come up with one change they have already
witnessed today or something they will see when they get home later in the day.
Evaluate: A formal assessment will be used to test the students. A worksheet will be given that
asked the students to list what type of change and then explain why they put that answer.

The answers to the assessment are: (Physical, P, P, P, P, Chemical, C.) The students must have a
valid reason, which will show me they understand why they put that answer.
Students will have 10 minutes to complete this assessment.
Close the lesson by asking the students what they learned today and talking about all of the
things they learned. Ask if the students have any questions for you about the types of changes.

To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills:
Reflection on lesson:
My lesson went really well. The students listened for the most part and they learned a lot
of examples of the property changes. If I could go back and change one thing I would have told
my students that when I say 1-2 they need to say eyes on you because it was hard to get the
entire classes attention sometimes. When the students started to debate about a card the
classroom got loud and every started joining in. Although discussion is good for the students they
were way too loud at some times and it was hard to get that attention back. The students copied
down the chart into their notebooks and I think that was good for them to have a copy of what we
did. That way if they are ever confused they can look back and have plenty examples.
When it was time to do the assessment it was hard to get the students to calm down and
do it individually. I finally told them they only had five minutes to work on their quiz and if they
continued to talk I would take time away and they immanently went quiet, this was something
that worked really well for them. Some finished really fast and others needed more time. I should
have given the students who finished fast something else to do while they waited.