KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: Mackenzie Rosenfelt
Cooperating Teacher: _________________________________________________
Group Size: Whole and Small Group, Individual Allotted Time: 50 Minutes
Subject or Topic: Matter- Chemical Changes

Date: TBA
Coop. Initials: ________________
Grade Level: 3rd Grade
Section: _____________________

STANDARD(s):
S3.C.1.1.3: Classify a substance as a solid, liquid, or gas
I.

a.

II.

III.

Performance Objectives
The 3rd grade students will create a geyser and be able to identify and explain what a chemical
change is by completing an inquiry worksheet.
Instructional Materials
Chart Paper
Markers
BrainPOP Jr. Video- Physical and Chemical Changes
Inquiry Worksheet
Mentos Mints (4 packs)
Mountain Dew Bottle (3 Liter)
Cola Bottle (3 Liter)
Diet Cola Bottle (3 Liter)
Sprite Bottle (3 Liter)

Subject Matter/ Content

a. Prerequisite skills
i. Compare and contrast
b. Key vocabulary
i. Matter- Anything that takes up space and has mass
ii. Solid- State of matter that keeps its shape and volume
iii. Liquid- State of matter that keeps its volume but forms to the shape of its container
iv. Gas- State of matter that expands to occupy the volume available
v. Chemical change- one type of matter changes into a different type of matter
c. Big idea(s)
i. Differentiating between the three states of matter and how they are made up
ii. Identifying chemical changes in matter
d. Additional content
i. Measurement

IV. Implementation
A. A. Introduction Boys and girls, yesterday in class we talked about how matter can undergo a
physical change. Today, we will discuss how matter can undergo chemical changes.
a. Before beginning lesson teacher will call on students to review information from the
previous day:
i. What is a physical change?
ii. What are some ways matter can undergo a physical change?
B. Development
a. Teacher will show students a BrainPOP Jr. video about chemical changes.
i. Teacher will tell students to take a mental note of some chemical changes that were
discussed in the video.
ii. Start video at 2:44 and play until it is finished:
http://www.brainpopjr.com/science/matter/physicalandchemicalchanges/
b. Teacher will tell students that when a something goes through chemical change one type of

matter changes into a different type of matter. The properties of the matter before and after the
chemical change are different. Chemical changes cannot be undone, which means that after
the reactions takes place we cant do anything to reverse the change.
i. These ideas will be written on chart paper that is posted on the board.
c. Teacher will tell students some examples of chemical changes and write them on the chart:
i. Baking a cake: When you add ingredients together and bake them in the oven you
are creating a new type of matter. The chemical change cannot be undone to change
the cake back to the original ingredients.
ii. Wood burning: This is considered a chemical change because wood in the presence
of heat and oxygen will transform into carbon dioxide, water vapor, and ash. The
only remain that we will be able to see is the ash, and we cannot change the ash back
to wood.
iii. Rusting a nail: When the iron from a nail is combined with oxygen the two
substances combine to create rust, which is a new kind of matter.
d. Teacher will ask students if they can think of any other chemical reactions to add to their list.
i. Note: the change needs to cause one type of matter to change to a different type of
matter and the chemical change cannot be undone.
e. Teacher will put inquiry materials in the front of the room and tell students to think to
themselves about what they could be doing with the materials.
i. Teach will call on a few students to share their idea of what they may do with the
materials given.
f. Teacher will tell students that with the materials given to them they will work together to
create a chemical change.
g. Teacher will tell students that to create a chemical change they will be placing Mentos mints
in the soda bottles to create the chemical change.
h. Before students begin they will be given an inquiry worksheet where they will write the
materials they were given and their predictions of what they think will happen to the materials
that will create a chemical change.
i. Next, teacher will take students outside along with the materials to carry out the inquiry.
i. To keep the variable consistent for each bottle of soda there will be 6 Mentos mints
added and each bottle of soda will be filled with 3 liters of liquid.
ii. Students will be able to choose the order in which they carry out the inquiry.
iii. When inquiry is complete the class will go back inside.
j. Teacher will tell students to write down all of the information that they observed on their
inquiry worksheets.
i. What caused the chemical change?
ii. Why did they see similar or different results?
k. Students will share their thoughts in a group of why they think this chemical change happened
and choose an answer they think fits the best to tell the class.
l. Teacher will tell students that the chemical change was caused by the combination of the
carbon dioxide from the soda reacting with the little dimples or covering on the Mentos
mints. Dropping the Mentos in the bottle speeds up the process of the carbon dioxide gas
escaping the bottle in the form of liquid bubbles.
m. The class will then discuss why there was a difference in the reactions and look at the
ingredients for each soda bottle to find any ideas this difference may have occurred.
C.

Closure
a. After students are finished with the inquiry activity and discussion they will formulate
questions together of what could happen if the changed one of the variables in the
inquiry activity.

D. Accommodations / Differentiation
a. Student D.K. has difficulty hearing and comprehending information given verbally.
i. Closed captioning will be turned on for the BrainPOP Jr. video for students who
have difficulty with hearing what the characters are saying.
ii. A worksheet that mirrors the chart paper on the board will be given to the student.
iii. A worksheet will be provided to the student with additional information regarding
chemical changes that may not be identified on the chart paper worksheet.
b. There will be pictures that accompany each example the teacher gives of chemical changes.

E. Assessment/Evaluation plan
1. Formative- Throughout the inquiry activity students will individually
complete an inquiry worksheet to identify and explain their knowledge and findings
regarding chemical changes. The completion of this will be documented on a
checklist.
2. Summative- There is no summative assessment for this unit.
V. Reflective Response
A. Report of Students Performance in Terms of States Objectives
E.

Personal Reflection
a. How could this lesson be improved?
b. Are the students understanding the content? If not, what can I do?
c.

Are there any steps I could add to make this lesson more engaging for students?

VI. Resources
Foresman, S. (2006). Science: See learning in a whole new light. New York, NY: Pearson Education, Inc.
Physical and chemical changes. (2014). BrainPOP Jr. Retrieved October 24, 2014, from
http://www.brainpopjr.com/science/matter/physicalandchemicalchanges/.