Basic Productivity Tools (BPT)

Lesson Idea Name: Physical vs. Chemical Changes

Content Area: Science
Grade Level(s): 5th
Content Standard Addressed: S5P1. Obtain, evaluate, and communicate information to explain the
differences between a physical change and a chemical change.

Technology Standard Addressed: 3- Knowledge Constructor

Selected Technology Tool: PowerPoint

URL(s) to support the lesson (if applicable) N/A

Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level): (Select the best level)

☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

For the ELL students Power Point has a language setting so that the student can type in English or Spanish
with easy access to accent tools and a Spanish dictionary. I would also have a dictionary present that they
could use if they needed further assistance. The student would be able to work in a group or with a partner to
help them with translation and to scaffold learning
Lesson idea implementation: For this activity the Teacher will create a book using PowerPoint, and then
convert it to a video that the students can watch. The students will use the video and book to help practice
reading and identifying physical and chemical changes on their own with an electronic device. The students
can access this at home on computer or in class using a tablet, laptop, media center, or even a printed-paper
copy. The students will learn how to identify the difference between physical and chemical changes in the
book and be able to check their answers with the video that tells them examples of physical and chemical
changes. The students being able to identify the changes on their own when presented with them will assess
the students learning of both changes. To extend this activity the students could create their own physical
and chemical change book with examples that they can think of around their environment and share it with
others by posting it on the class website. I will provide feedback to the students through meeting with each
student to see if they understand why something is a physical or chemical change.
Reflective Practice: The students will benefit from this lesson by being able to practice on their own by
listening to the video and identifying if the pictures are physical and chemical changes. This could be great for
introducing physical and chemical changes or as a way of assessing if the class knows what the changes are. It
is also great for the students to be able to practice not only at school, but also at home. The students can
print off the books to practice identifying the changes or as a quick reference guide.

Spring 2018_SJB
 Basic Productivity Tools (BPT)

Spring 2018_SJB