KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM LESSON PLAN FORMAT

Teacher Candidate: ____________Rachael George _______________ Cooperating Teacher: __________Dawn Reiter________________________ Group Size: _______21___________ Allotted Time: __25minutes_______ Subject or Topic: _ _Chemical Changes to Matter______________ Date: ____Feb 25, 2014________ Coop. Initials: ________________ Grade Level: ____1st__________ Section: _____________________

STANDARD: (PA Common Core):

PDESAS Science 3.2.1.A4: Observe and describe what happens when substances are heated or cooled. Distinguish between changes that are reversible (melting, freezing) and not reversible (e.g. baking a cake, burning fuel). I. Performance Objectives (Learning Outcomes) Students will be able to distinguish between changes that are reversible and irreversible through a sorting activity. II. Instructional Materials -sliced apple -pan -trick bottom -spatula -chart paper -markers -paper vegetables -rust pictures -freeze, evaporate, and melt cards -changes sort -"What if I don't know?" sheet III. Subject Matter/ Content Prerequisite skills -Ability to read on grade level Key Vocabulary -There is no new key vocabulary introduced in this lesson. Big Idea When matter changes in certain ways, it is changed that way forever. IV. Implementation A. Introduction 1. "Today we are going to learn about the ways that matter can change that are permanent. What does permanent mean? *It can never change back! This will help you understand how the things you see everyday can change. At the end of this lesson, you will be doing a sorting activity and you will be sorting between changes to matter that are permanent and ones that are not." 2. "Lets do a little cooking!" Ask what all of the ingredients you are holding are made out of. Students will say matter. *Hand each of the students a tomato, pepper, or egg precut from construction paper. You have a pan that has a black piece of construction paper in the bottom. The side that is currently facing up is blank and black to blend with the pan. On the bottom side there is a pile of blackened paper bits that are glued to the paper. Have students add the ingredients you gave them and keep flipping the papers around with a spatula. Then whip out the flame visual and make it dance above the pan. Say Oh no! I have to put this out! Turn around to face with your back to the students and quickly flip the bottom over. All of the ingredient pieces will lie beneath. Turn back around and sigh. Our breakfast has changed.

Instruct students to look at what happened. Ask what happened, what is in my pan now? Hopefully ask, Do you think we can change it back? * No! B. Development 1. Put up a piece of chart paper at the top it says- changed forever! "This matter burnt and now it is changed to a different type of matter and it cannot change back. Tell me some other things that can burn and turn to ashes." *Take student responses. Make sure that paper has been mentioned, if not say it. Write paper --- burns -- ashes. 2. "Lots of things can change matter forever. Once something burns it can never change back. Another thing that changes matter, particularly metal is rust. Can any of you tell me what rust is? Take student reponses. Explain that something weird happens when metal is out in the air and water; it slowly changes to rust. Show the rust pictures. Rust looks all orange and crusty. You might see it on metal things that are left outside and often on old cars. Write on the paper metal - turns to -- rust" 3,Discuss the last example- rotted fruit. Have students close their eyes and imagine the most delicious apple they ever ate. Have them pretend to take a bite out of it and then leave it on their kitchen table. Ask "What would the apple look like when you come back?" Take student answers. Then show them an apple you cut apart last night. It will be brown on the edges. Explain that the browning is the first step to the apple rotting. Discuss whether food that has gone bad can ever be made good again. Try any suggestions students have like shaking it up with the apple piece. Observe that it does not change back. Fruit - becomes - rotten C. Closure 1. Today we learned that matter can change in ways that it can never change back from. What types of changes have we learned about before today that arent permanent? Review evaporating, melting, and freezing. Bring out the freeze, melt, and evaporate cards. 2. Then hand out the changes sort and have students complete it at their desks. D. Accommodations / Differentiation -The cards we created yesterday will be used in the review to help cue visual memory. -Students who need assistance with the changes sort can go get a "What if I dont know?" sheet to help them. It has simple questions on it to help guide them to figuring out the answers. -This lesson will appeal to kinesthetic, auditory, and visual learners. -Students will be given timed reminders to help pace themselves through the activity. They will be told the time remaining at the 2 minutes, 1 minute, and thirty second mark. -Irelynd, Jayden, Connor, and Riley will be checked in with at least every 2 minutes to ensure that they are staying on task. -Addison and John will be checked in with often. I will read them the words on the sort. E. Assessment/Evaluation plan 1. Formative- Students' sorting sheets will be collected and checked. It will be a criterion-referenced assessment. Each correct answer will be worth a .5 point. The data will be compiled and analyzed for individual and collective error patterns. 2. Summative- There is no summative evaluation for this lesson. V. Reflective Response A. Report of Students Performance in Terms of States Objectives B. Personal Reflection

1. How did students respond to the cooking activity? 2. Were the discussions primarily student led? 3. How was my pacing? Did this lesson fit in the time allotted? 4. Did all students have enough challenge and support? VI. Resources American Chemical Society Education Devision. (2007).Inquiry in action: Investigating matter through inquiry. (3rd ed.). New York, NY: American Chemical Society. Pearson Education. (2010). Scott foresman: Science. (Grade 1 Teacher's ed., Vol. 2). Boston, Massachusetts: Pearson. Przybilla, K. (2008). Molecularium: Teacher's resource guide. Troy, New York: Rensselaer Polytechnic Institute.