Teacher: Cristen Simone

Grade: 4

Date: March 21, 2016

Day: 1 of 1

Subject: Science

Time: 45-55 minutes

Cognitive Level(s) of Lesson: Analysis

Objective:
Students will be able to:
Learning: understand the differences between physical and chemical changes
Behavior: by participating in an experiment
Condition: after reading about physical and chemical changes and going through a Prezi
presentation on the Smart Board.

NJCCS Addressed:
5.2.4.A.2
Plan and carry out an investigation to distinguish among solids, liquids, and gasses.
5.2.4.B.1
Compare the properties of reactants with the properties of the products when two or more
substances are combined and react chemically.

Instructional Strategies:
Opening:
1. The teacher will welcome the students and tell the class that today they will be continuing
physical science. She will tell them that todays topic is combining two lessons in their
textbook and they are going to be discussing physical and chemical changes. (Purpose
Setting)
2. The teacher will explain that today they will not be reading from their textbooks. They
will begin by going over the information through a Prezi presentation and will be taking
notes as they go along. After they go over the material, they will all have a chance to
participate in an experiment that shows a chemical change. (Anticipatory Set)
3. The teacher will ask the students what they think a physical and chemical change is.
Anticipated Responses: physical stays the same, chemical changes yes
no(Checking for Understanding)(Input)
Presentation:

4. The teacher will open up the Prezi Presentation. They will begin by going over, What
Are Physical Changes? She will point out that bolded vocabulary words will appear as
the slideshow is up and they are supposed to write down the definition in their notebooks.
The teacher explains that a physical change is a change in matter that changes physical
properties, but does not produce a different kind of matter. (Input)
5. The teacher will continue to go over physical changes in matter. She will review from
their previous lesson by asking what properties they learned that matter had. Anticipated
Responses: color size shape mass (Checking for Understanding)(Input)
6. She will continue to make the connection that all of those properties are physical
changes. (Input)
7. She will go over a few examples of physical changes in matter. She will tell students, If
you have a piece of paper, and colored on it, would it still be a piece of paper or did it
change? Anticipated Responses: yes it does not change (Checking for
Understanding)
8. The teacher will discuss heating and cooling in matter and how that is another change in
matter. She will ask what they know about states of matter before they begin.
Anticipated Responses: There are three states solid, liquid, gas they can change
states (Checking for Understanding)(Input)
9. She will continue to give a few examples of heating and cooling in matter. She will
discuss the changes from a solid to liquid. She will go over boiling point, melting point,
and freezing point, and tell students to write those vocabulary terms in their notebooks.
(Input)
10. After she feels that students grasp the concept of physical changes, she will go on to
chemical changes.
11. The teacher will stress that a chemical change is a change in matter that produces a
different kind of matter. (Input)
12. She will ask students how a chemical change is different from a physical change.
Anticipated Responses: A chemical change changes the matter, a physical change does
not (Checking for Understanding) (Input)
13. The teacher will go over how a chemical change can have different properties from the
original matter. She will give examples of chemical changes such as making pancakes
and chewing food. (Input)
14. The teacher will discuss other chemical changes such as rusting, tarnishing, and burning.
(Input)
15. After the teacher feels that they know the material, she will tell the students that they will
be put into groups and each group will have a turn to try an experiment that shows them a
chemical change.
Guided Practice:
16. The teacher will tell students to stay in their desks because they are already in groups.
The teacher will explain that they are doing one experiment after she shows and tells
them what to do. The experiment will involve baking soda, vinegar, a water bottle and a
balloon.
17. The next experiment will require students to pour vinegar into their water bottles. After
they will take their balloon and put a small funnel in the opening to funnel in their baking

soda. They will carefully place the balloon over their water bottle to release the baking
soda into the vinegar. (Modeling)
18. She will ask the students what they think is going to happen. Anticipated Responses:
The balloon will blow up It will explode (Checking for Understanding)
19. The teacher demonstrated the experiment and checks to see if the students predictions
were correct. She reminds students they will be discussing why they think this happened,
after they try it on their own. (Input) (Modeling)
20. She will tell students she will help them set up their experiments so they can try it
themselves. (Input)
21. The teacher will walk around to assist and see students progress.
22. If students are struggling, they can write about the project while someone in their group
does the experiment. (Alternative Strategy)
23. After the students complete their experiments, she will ask why they think the balloon
inflated. Anticipated Responses: The vinegar and powder made a chemical reaction
(Checking for Understanding)
24. The teacher will ask them to clean up and put everything away. If the teacher feels that a
student is not grasping the concept, she will assign a worksheet or some homework
questions for review.
Closure:
25. The teacher will ask students to share some of what they have learned today. Anticipated
Responses: chemical and physical changes in matter a chemical change changes the
matter but a physical does not
26. If there is enough time the teacher will propose a question on the board and will ask
students to take a few minutes to write down their answer. She will ask for a few
responses. (Checking for Understanding)(Alternative Strategy)
27. The teacher tells students that it is important to learn about physical and chemical
changes because they happen in everyday life. (Tying Coherent Parts to a Whole)
28. The teacher will tell students that they will continue the next chapter in physical science
and be introduced to force and motion. They will be tested on this lesson and chapter next
week before moving on. (Preview of Future Lesson)
Assessment:
Formative: Steps 5, 8, 12, 18, 22, and 26 show formative assessment. The teacher keeps
checking for understanding by proposing questions and referring back to previous lessons to
enhance what they already know.
Individual Measurability: Step 21. The teacher is walking around to make sure each group and
each student are staying on task and are working.
Summative: Step 27. The students will eventually be moving on to a new chapter. The
information they learned from this lesson will be helpful when moving forward.
Differentiation:
Varying Content: Auditory and visual learners benefit from the Prezi presentation. They can
hear and look at pictures which can help them. Kinesthetic learners will benefit from the
experiment because it is hands on and shows chemical change. (Learning Styles)

All students will benefit from doing the experiments because they are fun. These
experiments will be exciting for every child to try. (Interests)
Varying Process:
Step 16: (Instructional Grouping)
Step 23: (Classroom Organization)
Steps 22 and 26: (Varying Input)

Varying Product:
Step 28: Test will be given next week on this lesson and chapter.

Technology: Prezi Presentation on the Smart Board.