Web 2.

0 Tools for Communication and Collaboration

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Lesson Idea Name: Determining between Physical and Chemical Change
Grade Level/Content Area: 5th grade/ Science

Content Standard Addressed: S5P1. Obtain, evaluate, and communicate information to explain the
differences between a physical change and a chemical change.

ISTE Technology Standard Addressed:
Empowered Learner- 1.1c Students use
technology to seek feedback that informs and
improves their practice and to demonstrate their
learning in a variety of ways
What would you like students to know and be
able to do by the end of this lesson:
Students should be able to distinguish the
difference between physical and chemical
changes and explain the characteristics of both.

What is the student learning goal(s) for this lesson idea?

Students will be able to explain physical change and chemical change

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒

Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:

☐ Teacher-led: There is no student voice and choice in the activities. Students are guided by
teacher direction and expectations. Learning activities are assigned to the
student and mostly practice based.

X Student-Led: Students are given voice and choice in the activities. They may select the topic
of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes.

X Problem-based and/or Publishable: Students are solving problems

and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another
class, or publishing via an outside source.)

Lesson idea implementation:

The lesson will first begin with a group lesson of what a physical and chemical change in. The group
lesson will be displayed through a PowerPoint where the student objectives and goals will also be
displayed for the students to review. Students’ prior knowledge will be active by first asking what
they know about physical and chemical changes then slowly begin to integrate the lesson into
Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration
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everyday materials they use and asking them to decide if it’s a chemical or physical change. After the
group lesson the students will be asked to go back to grab their Chromebook and go back to their
desk and start on their Padlet assignment. The students will be assessed on the responses received
from the Padlet. The lesson will conclude with doing a group Blooklet game with their table group.
Managing student learning: This tool should not cause a shift in behavior due to the students being
told that we will conclude with a group game after the Padlet activity is over. Students will be given
20 minutes for the Padlet activity and whatever isn’t finished during that time can be finished during
free time at the end of the day.
Universal Design for Learning (UDL): Padlet will help provide various means of learning to help meet
different learning goals in the classroom.
Reflective Practice: This new tool Padlet will help build students understanding by providing
different aspects of learning within one lesson rather than only limiting students to only one way of
learning. I look forwards to seeing the students navigate which order they would like to complete
their work in. For example most students may want to play the interactive game first while other
students may want to watch the YouTube video or answer the questions first.

Frazier, 2021