DCSD Instructional Planning Instrument
Focus on Teaching and Learning
Huntley Hills Elementary School
Teacher:
Co-Teacher/Para:
Course:
Priority Standards:
(content specific)
Supporting Standards:
(content specific)
Learning Targets:
(what learners will be able to
do at the end of the learning
activity)
Essential Question(s):
(address philosophical
foundations; contain
multiple answers; provoke
inquiry)
Big Idea(s):
(main ideas, foundational
understandings, conclusions,
or generalizations)
Weekly Components
Chandler Week of:
Unit Implementation Week:
January 21, 2019
Two
5th grade Science
Unit Name:
Physical and Chemical
Change
S5P1. OBTAIN, EVALUATE, and COMMUNICATE information to EXPLAIN the differences
between a physical change and a chemical change.
a. PLAN and CARRY OUT investigations by MANIPULATING, SEPARATING, and MIXING
dry and liquid materials and COMMUNICATE collected data to DEMONSTRATE
examples of physical change.
c. PLAN and CARRY OUT an investigation to DETERMINE if a chemical change
occurred based on observable evidence (color, gas, temperature change, odor,
new substance produced).
S5P1. Obtain, evaluate, and communicate information to explain the differences
between a physical change and a chemical change.
b. Construct an argument based on observations that the physical changes in the state
of water are due to temperature differences, which cause small particles that cannot be
seen to move differently.
Carry out investigations. Collect data. Determine if a chemical change occurred.
1. What is the difference between a chemical property and a physical property?
2. How can you tell a physical change?
3. How can you tell if a chemical change has happened?
4. How can you tell the difference between a chemical and physical change?
1. Physical properties are characteristics of a substance that can be observed
without changing the identity of the substance. Examples of physical properties
are color, shape, hardness, texture, mass, weight, density, and volume. Chemical
properties are the ways in which substances change into new substances.
Examples of chemical properties are flammability and reactivity. The ability to
distinguish between the two is the main goal of this objective.
2. A physical change is a change that affects one or more physical properties of a
 substance.
• The appearance, shape, or size of a substance may be altered during a physical
change.
• Physical changes, such as changes in state, do not change the chemical identity
of a substance.
3. Odors can be produced during a chemical change.
• Fizzing and foaming may mean gases are being produced.
• The production of gas is often evidence of a chemical change. Boiling also can
produce gas bubbles, but boiling is a physical change.

4. A chemical change cannot be reversed and a physical change can.

Physical Change, Chemical Change, Dry Materials, Liquid Materials, Substance Produced
Academic Vocabulary:
STEM/STEAM/ Task 3: (S5P1a and S5P1c) Water Temperature
Interdisciplinary
Integration:
Scientists will conduct investigations to determine how ice compares to water as a
means of shipping fruits into remote regions.

Engaging Performance Suggested Phenomenon: Fruit and Vegetable Spoilage

Scenario:
Engage: Food in the United States travels an average of 1,300 miles from local farms,
grocery stores, markets, and finally to consumers’ dinner tables. While fruits and
vegetables are traveling through various transportation sources, for an average of 7 to
14 days, at least 50% of the produce supply experiences physical and chemical changes
and becomes spoiled (www.gardenmatters.org, 2017). To help reduce the rates of
spoiled fruits and vegetables, a shipping company has hired scientists at a private
laboratory to investigate the food spoilage and possible ways to minimize this spoilage.
Additionally, the shipping company would like the scientists to determine the most
efficient way to transport fruits and vegetables into remote regions while minimizing
spoilage.
In the areas below, place an “X” in the box(es) to indicate the selected strategies and resources.
Activate Prior x Questioning x Clarify Previous Phenomenon x
OPENING: Engaging Knowledge (Raises questions) Lesson
Instructional Activity Provide x Scaffold x Create Interest x Other:
Feedback Instruction

Facilitate x Academic Cooperative x Other:

Learning Discussions Learning
Research-Based WORK PERIOD: Demonstrate/ x Generating and Independent Other:
Exploring, Explaining, Model Testing Learning
Instructional Strategies:
Extending, and Hypotheses
(weekly strategies chosen to
Elaborating Explain/Apply/Ex x High-Level x Other:
guide teaching and learning) Interdisciplinar
tend concepts Questioning
y Writing
and skills

Summarize x x x
Provide Alternate Respond to EQs Other: emphasize
Lesson
Explanations vocabulary
CLOSING: Evaluating Allow students
Quick Write 3-2-1/K-W-L Other:
to assess their
own learning

DCSD RCD Aligned Lesson Plan Template

Components of this lesson plan may change according to the needs of the students.

21st Century
Learning Skills:
(weekly strategies chosen to
guide student engagement)
DCSD Instructional Planning Instrument
Focus on Teaching and Learning
Teamwork and Collaboration x Innovation and Creativity x Accessing and Analyzing Information
Critical Thinking and x Effective oral and Written x
Initiative and Leadership
Problem Solving Communication
Curiosity and Imagination
x Flexibility and Adaptability
x Other:

Intervention Strategies
Intervention Strategies
Specially Designed Instruction for
(Tiers 1, 2, 3) Strategies for English Language Learners
Exceptional Education Students
Additional Support in Classroom
x Re-Voicing Conferencing Visuals/Realia
x Explaining Additional time Front-loading
Prompting for Participation Small group collaboration Echoing/Choral response
Challenging or countering Modify quantity of work Color-coding
x Asking “Why?” “How” Take student’s dictation Multiple exposures in different media
Reread Scaffold information x Pair-share
x Differentiated x
Practice new academic vocabulary Modeling
content/process/product
Assistive technology Consistent reward system Language scaffolds: eg, sentence frames
Pre-teach & re-teach in a different way Refer to students’ IEP or 504 plan x Deconstruct complex sentences
Use of manipulatives Assistive technology x Increase student-to-student talk
Collaborative work x Strategies vocabulary instruction
Create differentiated text sets Additional think time
Gifted – Extensions for Learning
Tier 1
Flexible-Learning Groups Varied Pacing with Anchor Options Varied Supplemental Materials
x Choice of Books Work Alone or Together Computer Mentors
Homework Options Flexible Seating x Think-Pair-Share
x Use of Reading Buddies Varied Scaffolding x Open-ended Activities
x Various Journal Prompts Varied Computer Programs x Explorations by Interest
Student/Teacher Goal Setting Design-A-DAY Options for Competition
Tier 2
Gifted Edu. Cluster Classes Alternative Assessments Community Mentorships
Gifted Edu. Collaboration Classes Subject Advancement within class Stations
Tiered Activities and Products Curriculum Compacting Group Investigations
Use of Literature Clubs Tiered Centers Assess Students in Multiple Ways
Multiple Testing Options Spelling by Readiness Student choice
Multiple Texts Varying Organizers Simulations
Tier 3 Tier 4
Advanced Content (all core content) Above grade level accelerated (all core content)
Resource Classes Advanced Placement Classes
Independent/Directed Study International Baccalaureate Classes
Socratic Seminars Internship/Mentorships
Differentiated Instruction Assessment Evidence
(content, process, product) (formative, summative)

Benchmarks

DCSD RCD Aligned Lesson Plan Template

Components of this lesson plan may change according to the needs of the students.

Resources:
Pre-Instructional Activity:
Opening (ENGAGE):
Work Period
(EXPLORE/EXPLAIN/
EXTEND/ELABORATE):
Closing (EVALUATE):
Pre-Instructional Activity:
Opening (ENGAGE):
Work Period
(EXPLORE/EXPLAIN/
EXTEND/ELABORATE):
Closing (EVALUATE):
Pre-Instructional Activity:
Opening (ENGAGE):
Work Period
(EXPLORE/EXPLAIN/
EXTEND/ELABORATE):
Closing (EVALUATE):
DCSD RCD Aligned Lesson Plan Template
Components of this lesson plan may change according to the needs of the students.
DCSD Instructional Planning Instrument
Focus on Teaching and Learning
Textbooks Lab Materials Other: (List the other resources below.)
Audio/Visual Aids x Course Syllabus
Handouts Dictionaries
White Boards Video Clips x
Electronic Devices Promethean Board x
Supplemental Texts Manipulatives x
Calculators Internet (tech)
Daily Lesson Plan for
Tuesday
Introduce the topic of magic potions…or just any old potion at all.
Mystery Science: Are Magic Potions Real? Learn about the first Alchemists.
Students will get into teams of four and will test out different liquid combinations to see which will turn a dull
penny shiny again.
Discuss the oxidizing of pennies. Where else have you seen this happening? Is this a physical or chemical change?
What happened to the dull coating; did it get a layer of shiny added? Get the dull layer taken away? Or was the dull
part changed in place?
Daily Lesson Plan for
Wednesday
Review clues to the possibility that a chemical change may have taken place.
Mystery Science: What Would Happen if you Drank a Glass of Acid?
Discuss what an acid is and what happens when an acid is added to something else.
Work through experiment: What do you observe? Is that evidence of a physical or chemical
change?
Go back to some images in the video, and point out how one has to be safe when experimenting; remember, do
NOT mix things together unless your teacher has assured you that it is safe.
Daily Lesson Plan for
Thursday
Discuss how new products are invented.
Mystery Science: What do Fireworks, Rubber, and Silly Putty Have in Common?
Discuss how many inventions have been made by accident.
Do a lab on mixing different dry and wet materials to see what you get.
Create Goo.
Make a Claim and back it up with Evidence to state whether or not Goo entailed a physical or chemical change.

Pre-Instructional Activity:
Opening (ENGAGE):
Work Period (EXPLORE/EXPLAIN/
EXTEND/ELABORATE):
Closing (EVALUATE):
Daily Lesson Plan for
Friday
Answer the question: Why do things explode?
Mystery Science: Why do Some Things Explode?
Make a Bag of Bubbles.
Discuss what makes something explode? (Gas—why does it explode? Gas takes up more and more space
and if it can’t escape, it will explode whatever is confining it to spread out.)