LP Week Two 5th Science Physical and Chemical Changes
LP Week Two 5th Science Physical and Chemical Changes
LP Week Two 5th Science Physical and Chemical Changes
Learning Targets: Carry out investigations. Collect data. Determine if a chemical change occurred.
(what learners will be able to
do at the end of the learning
activity)
Essential Question(s):
(address philosophical
foundations; contain 1. What is the difference between a chemical property and a physical property?
multiple answers; provoke
inquiry)
2. How can you tell a physical change?
4. How can you tell the difference between a chemical and physical change?
Big Idea(s):
(main ideas, foundational
understandings, conclusions,
1. Physical properties are characteristics of a substance that can be observed
or generalizations) 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.
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.
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
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
Pre-Instructional Activity: Introduce the topic of magic potions…or just any old potion at all.
Mystery Science: Are Magic Potions Real? Learn about the first Alchemists.
Opening (ENGAGE):
Students will get into teams of four and will test out different liquid combinations to see which will turn a dull
Work Period penny shiny again.
(EXPLORE/EXPLAIN/
EXTEND/ELABORATE): 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
Closing (EVALUATE): part changed in place?
Daily Lesson Plan for
Wednesday
Pre-Instructional Activity: Review clues to the possibility that a chemical change may have taken place.
Work Period Work through experiment: What do you observe? Is that evidence of a physical or chemical
(EXPLORE/EXPLAIN/ change?
EXTEND/ELABORATE):
Go back to some images in the video, and point out how one has to be safe when experimenting; remember, do
Closing (EVALUATE): NOT mix things together unless your teacher has assured you that it is safe.
Work Period Do a lab on mixing different dry and wet materials to see what you get.
(EXPLORE/EXPLAIN/ Create Goo.
EXTEND/ELABORATE):
Make a Claim and back it up with Evidence to state whether or not Goo entailed a physical or chemical change.
Closing (EVALUATE):
Discuss what makes something explode? (Gas—why does it explode? Gas takes up more and more space
Closing (EVALUATE): and if it can’t escape, it will explode whatever is confining it to spread out.)