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Lesson Plan - Reversible and Irreversible
Lesson Plan - Reversible and Irreversible
Lesson Plan - Reversible and Irreversible
1.NEWMEXICOACADEMICCONTENTSTANDARD(S):
2. OBJECTIVE(S):
Objective(s)
Students will define
reversible and
irreversible
I Can . . . statement
I can tell you that
reversible is when we
change something and
make the change go
back and irreversible is
when the change
cannot go back.
I can tell you that
reversible and
irreversible changes can
be caused by heating
something, cooling
something, or getting
something wet.
I can provide you with
examples of matter that
go through irreversible
and reversible
changes.
3. ESSENTIAL QUESTIONS:
How can my students distinguish between reversible and
irreversible changes in matter?
4. LESSON SUMMARY:
Projector
Matter Booklet (pg. 9 & 10)
Pencil
Pencil (to break)
Pen with a cap
Piece of Paper
4 connecting blocks per student
Can of Soda
Bottle of Soda
Exit Ticket
6. LESSON COMPONENTS:
a. INTRODUCTION/ READINESS
To begin, the teacher will ask students to table talk about what we
learned in science yesterday (properties of matter). After students
have time to table talk, one student from each table will share with
the whole class what they discussed during their table talk and
what they remember from science yesterday.
b. DIRECT INSTRUCTION (I DO)
both and discuss the results. Then pose the question to students:
What causes these changes in matter? Open the room for
discussion.
d. INDEPENDENT PRACTICE (YOU DO)
Then we will move into the students working with their elbow
partner to fill out the table in their Matter Booklet. Project the
booklet on the screen and discuss how to fill out the table. Use the
examples from the guided practice to show students where the
reversible change will go and where the irreversible change will go.
Then let students work together to fill out the table. Students will
identify at least three examples of both reversible and irreversible
changes in matter. Kindergartners will all have a buddy who is older
to help with writing, if needed. Students can draw a picture or write
the words to fill out their booklets. While students are filling out
their booklet, circulate the room and ensure that everyone is filling
out the table correctly.
e. CLOSURE
To end the lesson, we will review what reversible and irreversible
mean and then one buddy will share one example that they
identified with the whole class.
f. ASSESSMENT
For the assessment, students will answer a quick question as their exit
ticket to demonstrate their knowledge of reversible vs irreversible.
Read the question to all the students: Is melting an ice cube a
reversible or irreversible change? and inform them that they will circle
whether the example is reversible or irreversible. Then pass out the
exit ticket and provide 3-4 minutes for students to answer the
question.
g. ADAPTATIONS FOR ENGLISH LEARNERS AND STUDENTS
WITH SPECIAL NEEDS
There are no students in my class who are English learners. There
are couple of students who have difficulty writing due to special
needs, so one adaptation is to hand out typed notes and have them
highlight the key points (definitions and vocabulary words). One
adaptation I have for the kindergartners is pairing them will an older
buddy to help with writing, if needed. There is one kindergartner
who is still learning his letters, so he is paired with a buddy who
writes the words for him in highlighter and he traces the words. The
to fill out five and realized very quickly by walking around that
asking them to do five was too much, so I had to stop the class and
let them know to only focus on getting three done. I thought this
was appropriate because the students were also engaged in
conversations with students at their group table about different
examples of reversible and irreversible changes. One of the
conversations was about if piercing ears was reversible or
irreversible and the students couldnt decide on their own, so they
asked me my opinion. From this question we were able to talk about
whether the matter (ear) had changed when the hole closed. We
came to the agreement that it was irreversible, because the ears
matter changed because scar tissue was added to the ear. This was
great conversation and connected to what mattered to them, but
because of this conversation we were not able to do all five
examples.
I met the objectives of my lesson. The students were able to define
and differentiate between reversible and irreversible changes. All of
the students answered the exit ticket question correctly. Along with
answer the question correctly, all the students were able to provide
several examples of both reversible and irreversible changes. I
collected their booklets at the end of the lesson, so I could ensure
this and address any misconceptions their might have beenbut
there were none.
8. RESOURCES:
Kessler, James H., and Patricia M. Galvan. Inquiry in Action:
Investigating Matter through Inquiry. Washington, D.C.?: American
Chemical Society, 2005. Print.
Crashcoursekids. "Matter Compilation: Crash Course Kids." YouTube.
YouTube, 02 June 2016. Web. 09 Oct. 2016.
Changes." YouTube. YouTube, 22 Jan. 2014. Web. 09 Oct. 2016.