Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Physical vs. Chemical Changes

Content Area/Grade Level(s): 5Th Grade Science
Content Standard Addressed: S5P1. Obtain, evaluate, and communicate information to explain the
differences between a physical change and a chemical change.

Technology Standard Addressed: Student will use their skills of computational thinking.

Guiding Question(s):

What is a physical change?

What is a chemical change?
What is the difference in a physical and chemical change?

Selected Technology Tool: EdPuzzle

URL(s) to support the lesson (if applicable:

https://edpuzzle.com/media/602d8c9c13de58427706db1a
Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☒ Evaluating ☐

Creating

Levels of Technology Integration:

☒ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or
Choice” during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is
student-driven and student-led. Students should have “Voice and Choice” in the activities,
selecting the topic of study and determining the technology tool to demonstrate mastery of the
standard. The teacher becomes more of a facilitator.

☐ Expansion Level: The projects created are shared outside of the classroom, publishing student
work and promoting authorship. This could be reached by showcasing the project on the school’s
morning newscast, posting the project to the classroom blog, or publishing via an outside source.
Your student’s projects must be shared locally or globally to meet this level.

Universal Design for Learning (UDL):

Students will engage with a video about physical and chemical changes and interact with the “stops”
along the way through the video. Students will have time to individually work through the questions
and reflect. Students may go at their own pace and rewind where needed. The activity is individual
to ensure that every student has full comprehension. Students will also engage with students in the
class and can choose an active or passive role. This relates to the UDL Principle of Engagement.

TFrazier, 2021
 Beyond-the-Basic Productivity Tools (BBPT)

Lesson idea implementation:

Students will watch this video individually on their devices at the same time and work through the
questions as they appear on the screen. There is a variety of types of questions present in the
EdPuzzle. Students will take time to pause and think on the notes and respond to the questions.
After the class has finished watching the video, the students will return to sitting whole group on the
rug and the teacher will ask the students the final question at the end of the video. The teacher will
make a comparison chart of physical and chemical changes as each student shares a point of how
physical and chemical changes are different from one another. Students will be bridged through the
guiding questions. The teacher will reflect on individual student learning as she reviews student
answers in the EdPuzzle. The teacher will do an assessment of student learning in the form of an exit
ticket by asking the students to share an example of either a physical or chemical change and define
which it is on their way out the door.

Reflective Practice:

These activities will support student learning, because the EdPuzzle is designed for students to
interact with the video and engage in the questions. Students will be focused on the video, because
of the questions that are integrated. Students will also engage in whole group discussion which will
be beneficial to collaborate. Students will individually share an example with the teacher so that she
can assess the students’ learning. Students may also benefit from a Kahoot.

TFrazier, 2021