STEPP Lesson Plan Form

Teacher: Austin Dicken

11-6-16
School:
8th

Prairie Heights Middle School

Content Area: Science

Date:
Grade Level:

Title: Physical and Chemical Change

Lesson #:_2_ of _3_

1. ContentStandard(s)addressedbythislesson:
(WriteContentStandardsdirectlyfromthestandard)
th
8 gradeCDEstandard1.3Distinguish between physical and chemical
changes, noting that mass is conserved during any change

Understandings: (Big Ideas)

Reactions and changes have certain indicators and characteristics that allow us to
classify them as either physical or chemical

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)
1. What evidence can indicate whether a change is physical or chemical?

Evidence Outcomes: (Learning Targets)

Every student will be able to: identify whether a reaction/change is
chemical or physical given Cornell Notes, lab activities, and a worksheet
activity with 90% accuracy or greater
I can: identify the distinguishing characteristics between a chemical and a
physical change
I can: gather, analyze, and interpret data on physical and chemical change
I can: examine, evaluate, question, and ethically use information from a
variety of media to investigate physical and chemical changes
This means: Students will take Cornell Notes, complete several lab
stations highlighting multiple physical and chemical changes, and
complete a worksheet activity in order to learn the indicators of whether a
change/reaction is physical or chemical
Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form

List of Assessments: (Write the number of the learning target associated with
each assessment)
Formative Assessments Verbal questioning, fist to five, thumbs up and thumbs
down, visual assessments, head nodding
Summative Assessments worksheet, lab write up, online discussion board,
notebook check

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?

Physical and Chemical Reactions

Purpose students will be able to use indicators to determine whether
a reaction is physical or chemical

Day 1:
Do Now (7 min) projector, agenda document, computer, writing
utensil, running do now sheet, roll sheet, teardrop microphone
Introduction (10 min) PowerPoint presentation, projector, computer
Cornell Notes (15 min) Cornell Notes document, computer, projector,
writing utensil, science notebook, teardrop microphone, glue
Worksheet Activity (25 min) worksheet for every student, writing
utensil, science notebook, projector, computer, PowerPoint
presentation, glue
Day 2 and 3:
Do Now (7 min) projector, agenda document, computer, writing
utensil, running do now sheet, roll sheet, teardrop microphone
Introduction (10 min) projector, computer, PowerPoint presentation
Lab Stations (35 min) coke, Mentos, sugar, candle, spoon, lighter,
pencil, pencil sharpener, paper, yeast, hydrogen peroxide, vinegar,
baking soda, HCl, limestone, bubble toy, computers, construction paper,
paper towels, graduated cylinders, sinks, crackers, soap, plastic
building blocks, plastic building chain links, pennies, steel wool, record
sheet for every student, writing utensils, computer, PowerPoint
presentation, projector, schoology
Day 4:
Do Now (7 min) projector, agenda document, computer, writing
utensil, running do now sheet, roll sheet, teardrop microphone
Notebook Check (23 min) notebook check grading rubric, science
notebooks, writing utensils, teardrop microphone, class list
Online Discussion Post (25 min) computer for every student,
schoology, science notebooks

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STEPP Lesson Plan Form

Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.

Day 1:
Do Now Recalling physical and chemical properties, list two of each.
Introduction teacher will discuss phase change of matter as
introduction to physical change. Teacher will relate physical properties
and do now to physical and chemical changes. Teacher will introduce
the Cornell Notes and worksheet as activity for the day. Teacher will
mention that this is our second lesson of the unit and it will lead us to
the Law of Conservation of Mass.
Day 2:
Do Now Using the pictures, tell whether they depict a physical
change or a chemical change.
Introduction Teacher will discuss expectations for the lab including a
brief explanation of each station. Expectations will include: sink
expectations, time management expectations, cleaning expectations,
HCl handling expectations, station movement expectations,
participation expectations, safety goggle expectations, other safety
expectations, and worksheet expectations. Teacher will explain
indicators of a chemical change/reaction.
Day 3:
Do Now State two indicators of a chemical reaction by using specific
examples from the lab yesterday.
Introduction - Teacher will discuss expectations for the lab.
Expectations will include: sink expectations, time management
expectations, cleaning expectations, HCl handling expectations, station
movement expectations, participation expectations, safety goggle
expectations, other safety expectations, and worksheet expectations.
Day 4:
Do Now You have 7 minutes to prepare your notebook for our
notebook check today. Use the rubric to make sure that you are going
to get a good grade by attaching any worksheets that need to be
attached and finishing any labeling that needs to be done.
Introduction teacher will introduce the notebook check by going
over expectations. Expectations include volume level, question asking,
pace modifying, and student grading. Teacher will introduce the online
discussion post by going through the grading rubric and talking about
expectations. Expectations include, reply etiquette, post answering

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STEPP Lesson Plan Form

Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

Day1:
Do Now students will copy down the do now onto their running do
now sheet, while the teacher calls roll and keeps students on task.
Volunteer stamps students do now sheet when they have completed
the do now
Introduction students will actively listen by asking questions and
using eye contact, while the teacher introduces the lesson for the day
as outlined above
Cornell Notes students copy down the notes, while the teacher
explains indicators of a physical and chemical reaction and explains the
terms in the notes using examples
Worksheet Activity students complete the worksheet, while the
teacher keeps students on task, answers questions, and guides
students to the correct answers
Day 2 and 3:
Do Now - students will copy down the do now onto their running do
now sheet, while the teacher calls roll and keeps students on task.
Volunteer stamps students do now sheet when they have completed
the do now
Introduction - students will actively listen by asking questions and
using eye contact, while the teacher introduces the lesson for the day
as outlined above
Lab Stations students complete their lab stations one at a time,
while the teacher keeps students on task, leads the melting sugar
station, and ensures students are coming to the correct observations
for the worksheet
Day 4:
Do Now students will look at the notebook check grading rubric and
fix their notebook in order to get a good grade, while the teacher keeps
students on task and takes roll
Introduction - students will actively listen by asking questions and
using eye contact, while the teacher introduces the lesson for the day
as outlined above
Notebook Check students grade a peers notebook based on the
grading rubric, while the teacher answers any questions, guiedes the
students through the notebook check, and ensures every student

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STEPP Lesson Plan Form

Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?

obtains the information needed to complete the notebook check

Discussion Post students use computers to post to the discussion
board, while the teacher troubleshoots any computer issues, helps
students word their replies, and answers any questions
Day 1 Thumbs up and thumbs down in order to gauge how students
did when identify physical and chemical reactions on the worksheet
Day 2 Verbal check to see how many stations students were able to
complete during the time allotted that day
Day 3 Fist to five in order to check to see how students feel about
identify physical and chemical reactions
Day 4 Link reactions/changes lesson to next lesson on Law of
Conservation Of Mass

Day 1:
To Modify Cornell Notes given to students who require them,
separate activity of sorting chemical and physical changes images into
correct category
To Extend
Day 2 and 3:
To Modify guide students with questioning, allow students to work in
groups in order to help with understanding
To Extend
Day 4:
To Modify write discussion post while students give answer orally,
write reply to others discussion posts for students who give answers
orally, orally read discussion prompt, orally read others discussion
replies
To Extend

Assessment
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STEPP Lesson Plan Form

How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.

Day 1:
Formative Assessment verbal questioning, thumbs up and thumbs
down
Summative Assessment worksheet checked for correctness during
Friday notebook check
Day 2:
Formative Assessment verbal questioning, visual check while in
stations, verbal check to see how many stations complete
Summative Assessment station worksheet to be checked during
Friday notebook check for correctness and completion
Day 3:
Formative Assessment verbal questioning, first to five, visual check
while in stations
Summative Assessment station worksheet to be checked during
Friday notebook check for correctness and completion
Day 4:
Formative Assessment verbal questioning, visual check while doing
notebook check and online discussion post
Summative Assessment notebook check graded via rubric,
discussion post graded via rubric

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STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)

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