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Melanie Petrillo's Science Lesson Plan

Tuesday, December 9, 2014

SWBAT: identify and explain the difference between a physical and a chemical change by observing,
recording, and sharing evidence with peers.

Engage: 8:40-8:50
1. Infer-mation chart
"Today you will be observing and collecting evidence in your science notebooks to help you understand the difference between a physical and a chemical
change."
2. Volunteer & T-shirt activity
Questions:
-How does he look different?
-How did he change?
-Is he the same person?
-What if he ran around and got hot?
-What if this shirt changed him into a frog?
-What would it take to turn him into a new substance?
-What if he looked a different color?
-By changing his appearance, what kind of change do you think he went through?

Explore: 8:50-9:00
1. Materials: Scissors, markers, paper.
2. Rules: DO NOT EAT, DO NOT THROW PAPER. **Write these on the board
3. Try not to do the same thing as your neighbor
You have 30 seconds to change your paper using your materials. Now, observe your neighbors paper and find evidence for what kind of change
you think it is. Label your observations and your evidence in your science notebooks. You will have 2 minutes to observe and record evidence
and 2 minutes to share.
Questions: After you made your changes, did you still have paper? **Clean up materials
4. Pass out glow sticks.
5. Crack your glow stick. Observe what happened?
Questions:
-What changes did you notice?
-What do you think caused these changes to occur?
-Do you think a chemical change occurred? Why/why not?
-Do we have enough evidence to determine if a chemical change has occurred?
-Remember: a chemical reaction is a sign that a chemical change has occurred!

Explain: 9:00-9:20
Melanie Petrillo

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1. Put glow sticks away. Pass out "physical/chemical neon cards"


"Students, you will be shown a few videos showing examples of physical and chemical changes. It is your job to observe and find EVIDENCE for your claim.
You will be working as a team to come to an agreement. Your evidence will be recorded in your science notebooks. Remember: Everyone at your table
must come to an agreement! SCIENCE DEMANDS EVIDENCE."
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Extend: 9:20-9:30
Students, now you will apply your learning to a new situation. In your table groups, it is your job to create a handshake, skit, rap, poem, or
gesture to help you remember the difference between a physical and chemical change. YOU WILL HAVE 5 MINUTES TO CREATE AND 5
MINUTES TO SHARE. GO!

Evaluate: 9:30-9:40
Now that you have gathered some evidence, self-evaluate by answering the essential question on 2 sticky notes, 1 sticky note with your
definition for chemical change and the other sticky note with your definition of physical change. Place these sticky notes on the anchor chart as
we get closer and closer to a class definition. This will be your "exit ticket" and then you may begin to transition to reading.

Standards:
SC.5.P.9.1: Investigate and describe that many physical and chemical changes are affected by temperature.

Melanie Petrillo

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