Lesson plan Date of Lesson: 28/2/2021 by

Grade Level Being Taught: 6th Subject Science Suneetha

concept tp
Lesson plan

Essential Understanding (What is

the big idea or essential question
that you want students to come
away with? In other words, what,
aside from the standard and our
objective, will students understand
when they finish this lesson?)
What is the difference between a physical and a chemical change?
-Physical change: when a change happens just to the appearance.
Ex: Physical changes are affected by temperature in the example of water freezing, boiling, or melting. Even though temperature is
altered, the substance stays the same. Even when water changes state, it remains water.-Chemical change: a change that creates a new
substance. Ex: Chemical changes can be affected by temperature, such as when paper is exposed to fire it is burned and ash is made.
This is a result of a chemical change because of the interaction with fire to paper .

Objectives- What are you Student-centered: What will students know and be able to do after this lesson? Include the ABCD’s of
teaching? Objectives: action, behavior, condition, and degree of mastery.
(Student-centered: What will students
know and be able to do after this lesson?
Science content objectives:
Include the ABCD’s of objectives: action,
behavior, condition, and degree of
Students will be able to identify and explain the difference between a physical and a chemical change by
mastery, i.e., "C: Given a sentence written
observing, recording, and sharing evidence.
in the past or present tense, A: the
student B: will be able to re-write the Process skills: observing, recording, communicating
sentence in future tense D: with no
errors in tense or tense contradiction
Rationale
Address the following
questions:
 Why are you teaching
this objective?
 Where does this lesson
fit within a larger plan?
 Why are you teaching it
this way?
 Why is it important for
students to learn this
concept?
How does this fit into the larger week? How does todays lesson fit into the big idea?
This lesson fits into the larger week by being the first day of the introduction to the difference between a
physical and chemical change.
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
 What formative evidence
will you use to document
student learning during
this lesson?
 What summative evidence
 Why are you teaching this objective?
 I am teaching this objective because by the end of 5 th grade, students must know and explain the
difference between a physical and a chemical change and be able to identify evidence in order to
distinguish between examples.
 Where does this lesson fit within a larger plan?
 This lesson is day 1 of the unit on physical and chemical changes.
 Why are you teaching it this way?
 I am teaching this according to the 5-E’s method of lesson planning because I believe it is the best way
to teach these concepts to foster an inquiry based classroom environment.
 Why is it important for students to learn this concept?
It is important for students to learn this concept so they realize how scientists study physical and
chemical changes. It is important for students to gain this content knowledge to support their future
science learning.

 What formative evidence will you use to document student learning during this lesson?
Formative evidence will be observed during student discussions. Also, formative evidence will be part of
the student science notebooks, and will be read during the lesson to gauge student understanding.
 What summative evidence will you collect, either during this lesson or in upcoming lessons?
 Summative evidence will be students’ science notebooks.
 I will also include an exit ticket as summative evidence, students will answer the essential question in
their science notebooks.
How are you assessing throughout?
 I am assessing throughout by reading students’ science notebooks throughout the lesson and
 will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge is
necessary for a teacher to
teach this material?
From Teaching Primary Science, Wenham & Ovens
What background
knowledge is necessary for
a student to successfully
meet these objectives?
addressing misconceptions based on students needs.
 How do you know your students understand what you are teaching?
 I will know that my students understand what I’m teaching when students are able to explain
and use evidence to back up their claim.
 How will you ensure students’ have this previous knowledge?
An anchor chart was created prior to the first day of the lesson where students had a discussion about
the words: physical, chemical, and change. On the class anchor chart, examples where created by the
class. See picture below: I will use this anchor chart in the beginning of the lesson and tell students that
today they will be gathering evidence for the difference between a physical and chemical change.
 How will you ensure
students’ have this
previous knowledge?
 Who are your learners?
 What do you know about
them?
 What do you know about
their readiness for this
content?

 Who are your learners?

I have 12 students in all. 7/12 are males and 5/12 are females. I have a combined ESE/Gifted class. 4/12
are gifted learners 1/12 is classified ESE for a processing disorder and 1/12 shows strong tendencies of
ADHD but is not currently on medication.

 What do you know about them?

 I know that my students are a unique bunch who aren’t easily motivated. Since this is a Title 1 school,
my students come from low SES homes and all qualify for free or reduced lunch.

 What do you know about their readiness for this content?

 Student background knowledge about this content is limited. Students have not been previously
exposed to this content in 5th grade.

What misconceptions might -Chemical changes perceived as additive, rather than interactive. After chemical change the original substances are
students have about this perceived as remaining, even though they are altered.
content? -The bubbles in boiling water contain "air", "oxygen" or "nothing", rather than water vapor.
-Boiling is the maximum temperature a substance can reach.
From: www.amasci.com/miscon/opphys.html

Changes Matter, Addressing Student Misconceptions about Physical and Chemical Changes By Kimberly Lott and
Anitra Jensen (2012).

Lesson Implementation
Teaching Methods This is a 5 E lesson introducing the concepts of physical and chemical changes. It is a collaborative, student-centered,
(What teaching inquiry based lesson with multiple opportunities for students to be able to explain the difference between a physical and
method(s) will you a chemical change.
use during this
lesson? Examples
include guided
release, 5 Es, direct
instruction, lecture,
demonstration,
partner word, etc.)
Step-by-Step Plan Time Who is responsible Engage: 10 minutes
(What exactly do you (Teacher or Students)?
plan to do in teaching *Prior to the beginning of the lesson, re-arrange students to be sitting in the middle
this lesson? Be Students are responsible of the floor/carpet to create a space for open inquiry discussion. Instruct students
thorough. Act as if for participating and to bring their science notebooks and a pencil. Use a small stick as a “talking stick”
you needed a 10 discussing the guiding to minimize management issues. Remind students that scientists are always
substitute to carry minutes questions with their observing, and encourage them to record observations at any time.
out the lesson for peers. Students are also Refer to the “Infer-mation” anchor chart. Ask students to tell me why they
you.) responsible for making think Mrs. Burnette had them brainstorm these words. Tell students that
observations in their scientists don’t just believe anything people tell them, they need evidence.
Where applicable, be Today you will be collecting evidence in your science notebooks to help you
science notebooks.
sure to address the understand the difference between a physical and a chemical change.
Teacher is responsible Bring in a T-shirt and call on a volunteer from the class to go into the bathroom
following: for facilitating and change into the T-shirt.
 What Higher discussion.
Order Thinking
Use these questions to guide the discussion:
(H.O.T.) questions
will you ask?
Ask the students:
 How will
 How does he/she look different?
materials be
distributed?  Is he/she the same person?
 Who will work  What if he/she went outside and got really cold?
together in  What if he/she ran around for an hour and got really hot?
groups and how  What if these clothes had turned him/her into a frog?
will you  What do you think it would it take for him/her to turn into something
determine the new?
grouping? Ask students to write what they think physical change and chemical change
 How will means in their science notebooks. Remind them that their thinking may change,
students later on, and that’s okay. We won’t record on our anchor chart until we are sure
transition we’ve found enough evidence to know for sure.
 between Walk around and read students definitions so far about physical and chemical
activities? changes.
 What will you as
the teacher do? *transition to the explore phase by having students gather the materials, located
 What will the in a central location: scissors and paper.
students do?
 What student Explore: 10 minutes
data will be Instruct students that they may NOT eat, or throw the paper at someone.
collected during Begin by telling students that they have 30 seconds to do whatever they want to
each phase? their paper, but they may NOT do the same thing as their neighbor.
 What are other
adults in the For example, instead of giving students specific procedures I am letting them
room doing? How determine how they want to alter their paper to show a physical change.
are they
supporting
Once the timer goes off, instruct students to then observe their shoulder
students’
partner’s paper, and find evidence for whether or not they think it represents a
learning?
physical or a chemical change. NOS: Science demands evidence. Then, students
 What model of
will share the results as we discuss how the properties of paper did not change
co-teaching are
you using? and a new substance was NOT made during the physical changes.

*2nd component: teacher will pass out glow sticks and ask students to crack
them. They will make observations about the change they observe and make a
hypothesis about what type of change they think it is.
Ask, do we have enough evidence to believe that it is a physical/chemical
change? What type of evidence would we need to collect in order to believe such
change?

Explain: 20 minutes
Resource: Discovery Education.com board builder
During this phase, students will play a “video-game” in their table groups. A brief
video clip will be shown of either a physical or a chemical change. Students must
discuss their observations and ideas with their tables, and choose 1 person to
hold up a sign that says either: PHYSICAL CHANGE or CHEMICAL CHANGE.
Students will share and record evidence for their claim. NOS: Science demands
evidence.
 *During this time I will formally assess student learning by observing each
group’s decision and determining when I need to clarify misconceptions based
on student needs.

Extend: 10 minutes
In table groups, students will create a hand gesture or a short skit that will help
them remember the difference between a physical and chemical change.
Students will have 5 minutes to brainstorm and 5 minutes to share with the
class.

Evaluate: 10 minutes
Students will answer the essential question in their science notebooks as an exit
ticket for the lesson.
What will you do …a student struggles with the content?
if… If a student struggles with the content, I will be sure to address misconceptions as they arise. I will also ask surrounding
table-mates if they will help out a struggling student by re-explaining or answering a question.

What will you do …a student masters the content quickly?

if… If a student masters the content quickly, I will use that student as a “star student” who may explain their thinking to the
rest of the class to share.

Meeting your If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?
students’ needs as Through videos, I tried to find examples from students’ daily life that they could relate to. I also wanted to provide video
people and as clips that would give the students an opportunity to observe something they have never seen before.
learners
If applicable, how does this lesson connect to/reflect the local community?
Scientists in the local community observe physical and chemical changes in their daily lives.

How will you differentiate instruction for students who need additional challenge during this lesson
(enrichment)?
Students who need enrichment will be asked HOT questions to further engage thinking.
 How will you differentiate instruction for students who need additional language support?
I do not have any ESOL students in my classroom.

Accommodations (If  Talking stick for ADHD student

needed)  Extended time if needed for ESE
(What students need
 Providing visual support
specific
accommodation? List
individual students
(initials), and then
explain the
accommodation(s)
you will implement
for these unique
learners.)

Materials
(What materials will Materials:
you use? Why did you -1 Tee shirt, any color
choose these -Anchor chart paper
materials? Include -markers
any resources you -notebook paper
used. This can also -6 cards: 3 labeled: physical change; 3 labeled: chemical change
include people!)
Resources:

DiscoveryEducation.com Board Builder on physical and chemical change.

Potassium chlorate and a gummy bear chemical reaction:

https://www.youtube.com/watch?feature=player_embedded&v=txkRCIPSsjM

Student Misconceptions Chart:

Changes Matter, Addressing Student Misconceptions about Physical and Chemical Changes By Kimberly Lott and Anitra
Jensen (2012).
Additional Student Misconceptions:
www.amasci.com/miscon/opphys.html

Explore Phase Idea & Resource: