SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE Revised 4.15

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.

Name CWID Subject Area

Beverly Welch, Tom Lux, Jessica Pham 897027330, 800506339, 893108282 Foundational Level Science
Class Title Lesson Title Unit Title Grade Levels Total Minutes
5 classes,
Physical Science Physical and Chemical Changes Matter Matters 8th
50 minutes each
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
MS-PS1-2: Analyze and interpret data on the properties of substances
before and after the substances interact to determine if a chemical
RST.6-8.1: Cite specific textual evidence to support analysis of science
reaction has occurred.
and technical texts, attending to the precise details of explanations or
PS1.A Structure and Properties of Matter: Each pure substance has
descriptions.
characteristic physical and chemical properties (for any bulk quantity given
RST.6-8.7: Integrate quantitative or technical information expressed in
conditions) that can be used to identify it.
words in a text with a version of that information expressed visually (e.g.,
PS1.B Chemical Reactions: Substances react chemically in characteristic
in a flowchart, diagram, model, graph, or table).
ways. In a chemical process, the atoms that make up the original
MP.2: Reason abstractly and quantitatively.
substances are regrouped into different molecules, and these new
substance have different properties from those of the reactants.
Lesson Objective(s) Evidence
● Students will be able to organize data regarding the physical and
chemical properties of pure substances
● Students will be able to identify relationships/patterns including
● Students will be able to define and differentiate between physical
those that define a physical and chemical change
and chemical changes using evidence from their lab and text.
● Students will be able to use the model (marshmallow and cookies)
● Students will be able to relate this information to the anchoring
to show how reactants rearrange and come together in different
activity that was introduced at the beginning of the unit.
arrangements
● Students will be able to use the model to provide a casual account
that mass is conserved during chemical reactions.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
Day 1
Day 1
Day 1 Teacher will be able to
To gauge students
Day 1 There will be no feedback given understand what and how the
EL preconceptions in their
Classroom discussion/forum to the students as this is to elicit students are thinking so that
understanding of physical and
student responses the teacher can directly
chemical changes.
address it later in the lesson.
Day 1
Day 1 This gives the teacher a
Although no formal feedback glimpse of how students are
will be given to the students processing the terms chemical
Day 1
from the teacher, students will and physical changes. From
To see if students can classify
be able to give each other their concept maps, teacher
chemical and physical changes
Day 1 feedback as they will be working will be able to determine what
Day 2
Concept Map in groups. they do not quite understand
Day 3 & 4
Day 2 Day 2 and what they understand very
To ensure that students
Day 3 & 4 Day 3 & 4 well. Instruction can be
understand how to tell the
PM Station Lab Activity, In addition to class discussion, changed from there.
difference between physical and
Worksheets, Discussions, teacher(s) will walk around Day 2
chemical changes. Also, to
Explanations throughout lab activity and Day 3
ensure that students know how
Day 4: Informal Group listen to students and give If it seems like students are
to collect data and use as
Presentation feedback as they go. Peers will not understanding the
evidence to support
also provide feedback. directions or concept,
explanations.
Additionally, students will turn modifications can be made for
in their work to be graded which Day 4 to correct.
will be given back. Day 3 & 4
As needed, additional
activities/lessons will be
 planned to elaborate and
clarify the concepts

Day 5
Day 5 Teacher will be able to see how
Teacher will lead the discussion much students have been able
on the summary chart and lead to absorb, content-wise, as
students in the correct direction. he/she is writing out the
In this part, there is no feedback summary chart. If it seems like
other than writing down what is students can not recall the
correct and not writing down material, teacher may choose
Day 5
what may not be correct to revisit the material before
To summarize what the students
For the model revision, students moving onto the next unit. The
have learned and to see if they Day 5
SA will be able to get feedback from next step involved the
can apply their knowledge to a Summary Chart/Model Revision
their peers after the gallery application of their knowledge.
concept that was introduced
walk. They will have a chance to Even if students understand
early on the unit.
defend their models as well as the content, they may struggle
come to realizations that their to apply their knowledge. If this
model might not be 100% is the case, teacher may choose
accurate (when they are walking to implement a few more
around and afterwards, when hands-on activities to see if
their questions are being students can connect their
answered). content to something more
concrete.
FOCUS OF INSTRUCTION
Lesson Level Phenomenon and Performance Expectation (note: this is a smaller component of the overall anchoring phenomenon and summative
assessment of the unit—see your crosswalk).
Lesson Level Phenomenon: Students will imagine a scenario in which they are food scientists working for a cookie company. They are charged with
developing new cookie recipes and need to determine the production recipes of cookies. Considering physical and chemical changes, they need to
determine what they need to know about the ingredients, quantity, combinations/order, temperature and time. In the context of baking a cookie,
students will be able to identify and define physical (melt, dissolve, etc.) and chemical changes (mix, burn, etc.) as evidence. Through analysis of data,
they will then compare and contrast chemical to physical changes, identify patterns and interpret information.

Guiding Questions: What role does physical and chemical changes play in baking cookies? What is the difference between a physical change and a
chemical change? What evidence is there for a chemical change? How can temperature influence chemical changes?

Performance Expectation:
1. Students will organize data
● Characteristic physical and chemical properties of pure substances (density, melting point, boiling point, solubility, flammability, order
before and after they interact) in ways that facilitates analysis and interpretation
2. Identify relationships
● Students will identify patterns (similarities/differences) including changes in physical chemical properties
3. Interpreting data
● Students use the model to show how reactants rearrange and come together in different arrangement
● Students use the model to provide a causal account that mass is conserved during chemical reactions
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Intro: (Engage) 10 minutes Intro: (Engage)
● Teacher will welcome class and instruct students to write ● Students will enter class and write down the day’s
down the day’s agenda in their notebooks agenda in their notebooks
● Teacher will begin a class discussion on physical changes ● Students will participate in class discussion on physical
● As the teacher crumples a piece of paper so the class can changes, answering the teacher’s questions and
Day 1
see, they will ask “What type of change has taken place?” providing evidence
and have students support their answer with evidence Body: (Explore)
● Teacher will then tear the paper in half asking “Now what ● Students will get in to their lab groups
kind of change do you think has taken place?” again seeing ● Students will receive index cards from teacher and sort
for students to support their answers with evidence. cards into two piles: one for concepts they know and
 ● Teacher will then burn piece of paper asking students what
change has taken place and to support their answers with
evidence
● Teacher will write student responses to the three questions
on the board but will not provide any answers or opinions
at this point
Body: (Explore) 35 minutes
● Teacher will instruct students to get in their pre-designed
lab groups
● Teacher will pass out index cards to each group
● Written on the index cards will be different concepts on
physical and chemical changes
● Teacher will instruct students to sort with their group the
cards into concepts they can explain and those they can not
● Teacher will collect the cards that students could not
explain
(Explain)
● Teacher will instruct lab groups to make a concept map with
the index cards they still have on a poster board
● Teacher will engage with groups clarifying concepts, but not
adding any new information
● Teacher will instruct students to add any concepts to their
concept map that they thought of on their own
(Extend)
● Teacher will instruct lab groups to post their concept maps
at the designated area on the class wall
● Teacher will instruct lab groups to pick a speaker and have
them explain their map to the class
● Teacher will help facilitate the discussion but not add any
key information at this time
Closure: (Evaluate) 3 minutes
● Teacher will instruct students to return to their seats
● Teacher will go over the list of index cards the students
returned because they did not know the concepts
● Teacher will introduce next lesson and dismiss students
Lesson Body
Time Teacher Does
Intro: (Engage) 5 minutes
● · Teacher will welcome class and instruct the students
to write down the day’s agenda in their science notebook
● · Teacher will review topics from previous day that
students were not familiar with
● · Teacher will show short video on chemical changes
Body: (Explore) 35 minutes
● · Teacher will instruct students to get in their lab groups
and hand out the article on chemical changes
● · Teacher will instruct students, in their groups, to read
one paragraph then the student on the right reads the next
paragraph. This will continue until the article has been
finished
Day 2 ● · Teacher will instruct students who are not reading to
write down two main points from the paragraph the
student is reading aloud
● · Teacher will circulate room listening to the students
read and answering questions
(Explain)
● · Teacher will instruct groups to discuss the article
noting similarities and differences to physical changes
● · Teacher will ask groups to share out in whole class
setting
● · Teacher will create a Venn diagram on the board, on
the differences and similarities of chemical and physical
changes, using student responses. Teacher will ask students
to cite their source when adding to the diagram.
can explain, and the other for concepts they do not
know and can not explain
● Lab groups will discuss the concepts and return the
cards they could not explain to the teacher
(Explain)
● Students will listen to instructions for lab activity
● Lab groups will construct a concept map using the index
cards they still have
● Students will engage with the teacher during lab activity
providing the relationships to the concepts on the
connecting lines
● Lab groups will add any concepts of their own (not on
cards) to their concept maps
(Extend)
● Lab groups will post their concept maps on the
classroom “Wisdom Wall”
● Lab groups will pick a speaker to explain their concept
map to the rest of the class
● Lab groups will engage in discussions about the other
concept maps pointing out the differences and
similarities
Closure: (Evaluation)
● Students will return to whole class setting
● Students will listen to list of index cards that were
returned to the teacher due to students being
unfamiliar with the concepts
● Students will listen to introduction of next lesson and
be dismissed
Student Does
Intro: (Engage)
● · Students will enter class and write down the day’s
agenda in the science notebooks
● · Students will listen to a review of the topics from
the previous day that they were not familiar with
● · Students will watch a short video on physical
changes
Body: (Explore)
● · Students will get in their lab groups and receive
instructions for group reading of article
● · Students will read one paragraph at a time and
then the students on the right will read the next
paragraph.
● · Students who are not reading will write down two
main points from the paragraph being read aloud
(Explain)
● · Students will discuss with their groups the
differences between physical and chemical changes
● · Groups will select a student to share out with class
● · Students will create a Venn diagram with the
teacher on the differences and similarities between
chemical and physical changes
● · Students will support their responses with
evidence and cite the source of the evidence
(Extend)
● · Students will identify if the picture being shown
depicts a chemical or physical change
 (Extend)
● · Teacher will show examples of chemical and physical
changes on a slide show and ask the class to identify if the
picture is of a physical change or a chemical change
● · When students are responding the teacher will ask for
the student to support their answer using evidence
● · The teacher will ask the class if they think the
evidence being cited is being used correctly. This will
happen for every picture shown
Closure: (Evaluate) 5 minutes
● · Teacher will moderate class discussion on the main
differences between chemical and physical changes
● Teacher will introduce next lesson and dismiss class
Admin: Welcome Students and take roll
Intro. Lab Activity (Engage) 3-5 minutes
● Show videos of cookies baking in oven
https://youtu.be/R0fL1yNyRoM
https://youtu.be/d9SFJg3ThWw
● Activate students prior learning about phase changes from
previous concept lessons. Ask them if they can think of
phase changes happening to cookie in oven.
● Instruct students to think about what’s else is happening to
the cookie dough in the oven to change into a cookie.
Activate prior knowledge from prior two day’s lessons on
physical and chemical changes. What changes are physical
and what changes are chemical? What is causing the
changes?
Body: 35 minutes
● Inform students they will be investigating the physical and
chemical changes of different ingredients that can be found
in cookies.
● Ask students to imagine that they are food scientists
Day 3 working for a cookie company. They are charged with
developing new cookie recipes and need to determine the
production recipes of cookies. Considering physical and
chemical changes, they need to determine what they need
to know about the ingredients, quantity,
combinations/order, temperature and time.
● Guiding Questions: What role does physical and chemical
changes play in baking cookies? What is the difference
between a physical change and a chemical change? What
evidence is there for a chemical change? How can
temperature influence chemical changes?
Lab Activity: (Explore)
● Teacher(s) explain lab & safety instructions, objectives and
model tasks and data recording on data sheets.
● Instruct students to get in pre-designed lab groups and put
on safety equipment
● Instructs students to move from station to station when
directed.
7 stations with various tasks to have students explore
various changes in matter. Instructions provided at each
station. Day one is five stations. Day 2 is two stations.
● · The students will support their answer with
evidence and the source of that evidence
● · Students will answer as a class if they think the
evidence being cited is appropriate and used correctly
Closure: (Evaluate)
● · Students will lead a discussion on the main
differences between physical and chemical changes
● Students will listen to introduction of next lesson and
be dismissed
Admin: Students take seats.
Intro. Lab Activity (Engage)
● Students watch videos.
● Listen to teacher(s) instructions and think about
previous learning on phase changes. Offer answers.
● Students think about what else might explain changes
and what those changes are including physical and
chemical changes.
Body:
● Students listen to lesson level phenomena and driving
questions
Lab Activity: (Explore)
● Listen to instructions for lab work and watch teacher
model tasks
● Get in predesigned groups of 4 and put on safety
equipment
● Students follow directions at each lab station and
record observations in data sheet.
Station 1: Sugar and Water (Physical) Students dissolve
sugar into water.
Station 2: Vinegar and Baking Soda (Chemical) Students
mix two ingredients.
Station 3: Oatmeal (or whole wheat) (Physical)
Students grind oats into flour using coffee grinder.
Station 4: Butter, Chocolate (Physical and Chemical)
Students melt two ingredients over burner initially
physical, but with enough heat/time then chemical.
Station 5: Marshmallow (Physical and Chemical)
Students roast over burner to puffy melted inner and
charred outer.
Station 6: Eggs and Milk (Chemical) Students observe
raw and cooked eggs in different forms and smell fresh
and sour milk. (What relationship did heat have on two
different examples?)
Station 7: Milk and Vinegar (chemical) Students mix two
ingredients.
 Station 1: Sugar and Water (Physical) ● Students return to whole class setting after completing
tasks.
Station 2: Vinegar and Baking Soda (Chemical)
Station 3: Oatmeal (Physical)
Closure: (Evaluate) 5 minutes
Station 4: Butter, Chocolate (Physical and Chemical)
● Students think about what they have observed so far
Station 5: Marshmallow (Physical and Chemical) and indicate if they think they have new ideas.
● Turn in data sheet
Station 6: Egg and Milk (Chemical)
Station 7: Milk and Vinegar (Chemical)
● When all students have completed tasks, teacher will
instruct students to return to whole class setting
● Teacher(s) circulate to monitor progress of lab work.

Closure: (Evaluate) 5 minutes

● Tie closing discussion back to intro discussion. Ask students
if they think they have new ideas to explain what happening
to the cookie dough in the oven to change into a cookie.
What changes are physical and what changes are chemical?
What is causing the changes
● Collect data sheets to monitor and provide feedback in the
next day’s lesson

Admin: Students take seats.

Admin: Welcome Students and take roll
Intro (Engage) 3-5 minutes
● Repeat showing of videos of cookies baking in oven.
https://youtu.be/R0fL1yNyRoM
https://youtu.be/d9SFJg3ThWw
● Remind students about objective to think about what is
happening to the cookie dough in the oven to change into a
cookie. What changes are physical and what changes are
chemical? What is causing the changes?
Lesson Body: 35 minutes
● Remind students about lab procedure and objectives.
Intro (Engage)
● Students watch video
● Students reflect on prior days objective and activities.
Lesson Body:
● Recall previous day’s investigation while preparing for
lab work
● Get in same lab groups and receive data sheet
● Put on safety equipment; goggles, etc.
● Repeat the class safety rules out loud with rest of class
● Listen to lab instructions and watch teacher
review/model lab work

Lab Activity: (Explore) (See Day 3) Lab Activity: (Explore) (See Day 3)
● Students finish station tasks. ● Students complete final station tasks.
Day 4

Explanations for Summary Chart (Explain)
● When station tasks are complete, have students return to
seats, partner up and draw/write and explanations
(cards/post-its) on what is happening to the dough in the
oven to change into a cookie.
● Moderate student led whole class discussion where partner
pairs share explanations on what was happening to the
dough in the oven to change into a cookie
● Isolate 3-4 common ideas to add to summary chart for
further exploration and use in final models.
● Show Cookie Science Video
https://youtu.be/n6wpNhyreDE
Recipe Worksheet (Extend)
● Pass out “recipe” worksheet
Explanations for Summary Chart (Explain)
● Students pair up to draw/write explanations on
cards/post-its.
● Partners participate in class discussion sharing
explanations about physical and chemical changes
happening to cookie in oven sharing explanations.
● Students watch video.
Recipe Worksheet (Extend)
● Students discuss with partner and complete “recipe”
worksheet by indicating which are physical, chemical
reactions or both.
Closure: (Evaluation)
● Student pairs share info from worksheets with class and
support positions with evidence from the lab
observations and data sheets.
 ● Students partner together to discuss and categorize ● Students contribute summary understanding of physical
ingredients and steps in recipe as either physical or and chemical changes and relationship with heat.
chemical change ● Listen to introduction of next lesson and turn in data
sheet

Closure: (Evaluation) 5 minutes

● Ask students to share their “recipe” worksheets.
● Teacher(s) asks questions: Assess for understanding of
physical and chemical changes, differences and the
connections to temperature– phase change/chemical
change. Lead discussion on how the temperature affects
the arrangements of molecules and how ingredient can go
from physical to chemical with enough heat/time. (Explain)
● Lead into next lesson where students will be revising their
anchoring phenomena models including
information/evidence gathered to date.
● Collect data sheets to monitor and provide feedback in the
next day’s lesson
Lesson Closure
Time Teacher Does Student Does
Intro: (Engage) 5 minutes
Intro: (Engage)
● Teacher will welcome class and ask students to write the
● Students will settle in their seats, take out their planner,
day’s agenda into their planner
and write down the agenda for the day.
● Teacher will ask students about their thoughts about the
● Students will participate in the discussion lead by the
prior day’s lab to start facilitating a short discussion.
teacher on their thoughts about the prior day’s lab.
Lesson Body: 30 minutes
Lesson Body:
(Explore)
(Explore)
● Teacher will, from the discussion, bridge onto asking
● Students will contribute their thought by raising their
students what they had learned in the week to make a
hand so that the teacher can write it on the summary
summary chart for the week’s lesson. This chart will be
chart for the class. Teacher may also choose to call on
posted in a visible place in the room so that students can
students for participation
refer back to it when needed.
● Students will take out their initial models and think about
● After making the summary chart, the teacher will then ask
Day 5 how their initial models can be edited.
students to revisit the model that they had made at the
(might ● Students will contribute to the discussion once more
beginning of the unit
spill onto about ways they can refine their model using the
● Students will be asked to think about how the content
Day 6, if information that have learned in the past couple of
material (physical and chemical changes) can apply to the
possible) lesson.
initial model
(Explain)
(Explain)
● Students will get into their groups and work out which
● Teacher will ask student to start refining their models and
parts of their model they want to refine.
give explanations for every change that they make to their
● Students will make sure that they write out a short
models.
explanation for whatever changes they do make to their
● This process will be done in the groups that the students had
model
chosen at the beginning of the unit during the initial model.
(Extend)
(Extend)
● Prior to the gallery walk, students will post their models
● Teacher will ask students will post their models around the
all around the room in visible places
room to form a sort of gallery walk
● Students will then walk around the room to view all of
● Teacher will tell students to walk around to looks at other
the models. They will write at least one question along
groups’ models and take notes on what questions the have,
with any comments that they may have for each model
what that group did well, etc. on a handout that is given to
on the handout that was given to them.
the students by the teacher.
 Closure: (Evaluation) 15 minutes
● Teacher will go around the room and ask the students what
questions or comments they have on each group’s model
one by one. At this point, each group will have a chance to
defend their model and explain their reasoning when
another student asks them a question.
● Afterwards, the teacher will ask students what they think is
coming next. Namely - what happens to the food after it goes
through a physical or chemical change and where it goes.
Instructional Materials, Equipment, and Multimedia
Day 1: Paper, Bunsen burner/lighter, index card, poster board
Closure: (Evaluation)
● Teacher will point out one group and the other students
will ask that group their questions. Students will have to
answer these questions using evidence that comes from
the this lesson or the prior lessons.
● Once the questioning portion of the gallery walk is over,
teacher will lead a small discussion about what students
think is going to be covered next in the unit. Students
will contribute their thoughts by again raising their
hands.

Day 2: Powerpoint presentation, article:http://www.chem4kids.com/files/matter_chemphys.html, slideshow on physical and chemical changes, poster
board for Venn diagram

Day 3 & 4:
Lab Activity Materials: Sugar, Water, Milk/Sour Milk, Oats, Marshmallows/skewers, Chocolate, Eggs, Vinegar, Baking Soda, Wax paper, spoons,
pipettes, foil, labels, station instructions, graduated cylinders, plastic cups, paper, burners, matches
Data Sheet

Recipe Sheet
Laptop, Projector
Videos:
https://youtu.be/R0fL1yNyRoM
https://youtu.be/d9SFJg3ThWw
https://youtu.be/n6wpNhyreDE

Day 4 & 5: Anchoring Phenomena Explanation Summary Chart

Day 5 - Poster Board (for the summary chart), handout, color pencil/markers for the model
Co-Teaching Strategies
Team Teaching, One Teach - One Assist, Station Teaching
Co-teaching: Three teachers sharing equal responsibility for lesson planning and implementation.
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
For students with special needs,
accommodations will be made
according to students’ IEP. Lesson
was designed to use scaffolding
through multimedia, learning groups
Lab groups are assigned and
and multiple means of expression
heterogeneous to account for mix
Lab groups are assigned and including speaking, writing and
abilities.
heterogeneous to account for mix drawing.
Lab instructions/tasks are
abilities.
modeled in addition to provided As needed, advanced students will
Lab instructions/tasks are modeled Lab groups are assigned and
in writing. can be directed to additional
in addition to provided in writing. heterogeneous to account for mix
Lab data sheet is provided as articles and videos appropriate to
Lab data sheet is provided as serves abilities.
serves as graphic organizer. their level.
as graphic organizer. Lab instructions/tasks are modeled
Pairing for discussion (extended)
Pairing for discussion (extended) in addition to provided in writing.
For discussion, teachers(s) will
Lab data sheet is provided as serves
post sentence frames to aid
as graphic organizer.
students in the process.
Pairing for discussion (extended)

For discussion, teachers(s) will post

sentence frames to aid students in
the process.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
Pre-lesson Summary & Rationale: This lesson plan encompasses the entirety of the 3rd concept segment following the lesson on phases of matter and
thermal energy. This section will go over the different changes that matter can go through - physical and chemical. Because students have had some
time to think about the anchoring activity and the unit’s concepts, this section will emphasize pressing for evidence based explanations. To do this,
students will have to analyze, synthesize, and interpret their data that comes from certain experiments and demonstrations. By the end of the lesson,
students will be able to further refine their models that they had initially created during the initial lesson. Another goal is to see where students are in
their understanding or, in other words, how in depth their understanding of the concept is. This is done by encouraging them to share their thoughts
and through modeling.
The complete concept bundle for this unit includes MS-PS1-1,-2.-4,-5; and MS-LS1-7. As the unit progresses through physical science standards covering
molecules, chemical/physical changes, conservation of matter, etc., the models will be revisited and revised to reflect students’ learning.