KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT LESSON PLAN FORMAT

Teacher Candidate: Cooperating Teacher: Group Size: Class

Kate Catchmark Varano Allotted Time 45mins

Date: Coop. Initials

2/23/2014

Grade Level 3rd

Subject or Topic: Physical & Chemical Changes- Matter Section

STANDARD: 3.2.3.A4: Use basic reactions to demonstrate observable changes in properties of matter (e.g., burning, cooking). I. Performance Objectives (Learning Outcomes): The 3rd grade students will be able to decipher between physical and chemical changes through a short activity. II. Instructional Materials 1 tsp. Baking Soda (per group) cup vinegar (per group) 1 bottle (per group) 1 balloon (per group) 1 funnel (per group) 6 inches tape (per group) 30 inquiry sheets 60 ice cubes 30 ziploc snack bags 15 stop watches 30 Recording sheet Video on Changes Power point Presentation 30 guided notes III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea) A. Prerequisite Skills 1. Understanding of matter 2. Understanding of states of matter

3. Understanding that states of matter can change B. Key Vocabulary 1. Physical Changes occurs when no new substance is made 2. Chemical Changes occurs when a new substance is made C. Big Idea : Physical and Chemical Changes D. Content IV. Implementation A. Introduction 1. How the students a video with chemical and physical changes. 2. After the video have the students discuss what they think happened in some of the changes 3. Tell the students today we are going to learn about the physical and chemical changes. B. Development 1. Provide the students with guided notes for the power point presentation about physical and chemical changes. 2. Present the students with the Power point about Physical and Chemical Changes 3. Have the students discuss the changes listed at the end of the power point before selecting a final answer 4. Based on what they have previously learned in the power point. 5. When the power point is over have the students break into partners at their desks. 6. Pass out the Ice Cube inquiry sheet. 7. Have them complete the ice cube inquiry 8. The students will need individual ice cubes and a stop watch for the activity. 9. When the students have finished melting their ice cubes, go around the room and collect the data from the pairs of students for the fastest time it took to melt the ice cube. 10. While the students state their times the teacher will write them in order of fastest to slowest on the board. 11. Ask the student with the fastest time, How did you melt your ice cube? 12. After this inquiry have the students get in their science groups, usually 4 students per group. 13. Hand out the Baking Soda and Vinegar Inquiry. 14. Proceed through the steps of the Baking Soda and Vinegar until the last step of mixing the two and then allow the students to follow their sheet and do it themselves. 15. After the activity the students will go back to their seats and clean up on their way.

16. The students will then go over the questions on the bottom half of the paper. C. Closure 1. When the students are finished discussing have them come to the floor in the front of the room and sit in a circle 2. Go around the circle and see if they can list the chemical and physical changes that were discussed in the lesson. 3. Make a note of the students response on a class list or check list, and then type them up in a sheet to be handed to the students as a review for the test. D. Accommodations/Differentiation 1) For students with disabilities I would have the notes premade for the student. I would also have the student work in a certain group if necessary as well as have a certain seat on the carpet for discussion time.

E. Assessment/Evaluation Plan Formative Having the students state the different changes discussed in class and making not of it in the Summative Collect the students Performance Assessment at the end of the day. V. Reflective Response A. Report of Students Performance in Terms of Stated Objectives (after lesson is taught) Remediation Plan B. Personal Reflection VI. Resources