USF Elementary Education Lesson Plan Template (F 2014)

Grade Level Being Taught: 5th

Subject/Content:

What Standards (national

or state) relate to this
lesson?

(You should include ALL

applicable standards. Rarely do
teachers use just one: theyd
never get through them all.)

Essential Understanding
(What is the big idea or essential
question that you want students
to come away with? In other
words, what, aside from the
standard and our objective, will
students understand when they
finish this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree
of mastery, i.e., "C: Given a
sentence written in the past or
present tense, A: the student B:
will be able to re-write the
sentence in future tense D: with
no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)

Group Size:
whole (12)

Miss Petrillo
Date of Lesson: 11/7/2014

Lesson Content
Content standards: AND make connections to NOS

SC.5.P.9.1- Investigate and describe that many physical and chemical changes are affected by
temperature.
NOS: Science Demands Evidence
EQ: modify for specific day based on background knowledge
What is the difference between a physical and a chemical change?
Answer:
-Physical change: when a change happens just to the appearance.
Ex: Physical changes are affected by temperature in the example of water freezing, boiling, or melting. Even
though temperature is altered, the substance stays the same. Even when water changes state, it remains water.
-Chemical change: a change that creates a new substance.
Ex: Chemical changes can be affected by temperature, such as when paper is exposed to fire it is burned and ash
is made. This is a result of a chemical change because of the interaction with fire to paper.
Student-centered: What will students know and be able to do after this lesson? Include the ABCDs of
objectives: action, behavior, condition, and degree of mastery.
Science content objectives:
Students will be able to identify and explain the difference between a physical and a chemical change by
observing, recording, and sharing evidence.
NOS objectives: Science Demands Evidence
Process skills: observing, recording, communicating

USF Elementary Education Lesson Plan Template (F 2014)

Grade Level Being Taught: 5th
Subject/Content:
Rationale
Address the following
questions:

Group Size:
whole (12)

Miss Petrillo
Date of Lesson: 11/7/2014

Why are you teaching this objective?

I am teaching this objective because by the end of 5th grade, students must know and explain the
difference between a physical and a chemical change and be able to identify evidence in order to
distinguish between examples.

Where does this lesson fit within a larger plan?

This lesson is day 1 of the unit on physical and chemical changes.

Why are you teaching it

this way?

Why is it important for

students to learn this
concept?

Why are you teaching it this way?

I am teaching this according to the 5-Es method of lesson planning because I believe it is the best way
to teach these concepts to foster an inquiry based classroom environment.

Why is it important for students to learn this concept?

It is important for students to learn this concept so they realize how scientists study physical and
chemical changes. It is important for students to gain this content knowledge to support their future
science learning.

Why are you teaching

this objective?
Where does this lesson
fit within a larger plan?

How does this fit into the larger week? How does todays lesson fit into the big idea?
This lesson fits into the larger week by being the first day of the introduction to the difference between a
physical and chemical change.
Evaluation Plan- How will
you know students have
mastered your objectives?

What formative evidence will you use to document student learning during this lesson?
Formative evidence will be observed during student discussions. Also, formative evidence will be part of
the student science notebooks, and will be read during the lesson to gauge student understanding.

Address the following:

What summative evidence will you collect, either during this lesson or in upcoming lessons?
Summative evidence will be students science notebooks.
I will also include an exit ticket as summative evidence, students will answer the essential question in
their science notebooks.

What formative evidence

will you use to document
student learning during
this lesson?
What summative evidence

How are you assessing throughout?

I am assessing throughout by reading students science notebooks throughout the lesson and

USF Elementary Education Lesson Plan Template (F 2014)

Grade Level Being Taught: 5th
Subject/Content:
will you collect, either
during this lesson or in
upcoming lessons?

Group Size:
whole (12)

Miss Petrillo
Date of Lesson: 11/7/2014

addressing misconceptions based on students needs.

How do you know your students understand what you are teaching?
I will know that my students understand what Im teaching when students are able to explain
and use evidence to back up their claim.

What Content Knowledge is

necessary for a teacher to
teach this material?

From Teaching Primary Science, Wenham & Ovens

What background
knowledge is necessary for
a student to successfully
meet these objectives?

How will you ensure students have this previous knowledge?

An anchor chart was created prior to the first day of the lesson where students had a discussion about
the words: physical, chemical, and change. On the class anchor chart, examples where created by the
class. See picture below: I will use this anchor chart in the beginning of the lesson and tell students that
today they will be gathering evidence for the difference between a physical and chemical change.

USF Elementary Education Lesson Plan Template (F 2014)

Grade Level Being Taught: 5th
Subject/Content:

Group Size:
whole (12)

Miss Petrillo
Date of Lesson: 11/7/2014

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions might

students have about this

Who are your learners?

I have 12 students in all. 7/12 are males and 5/12 are females. I have a combined ESE/Gifted class. 4/12
are gifted learners 1/12 is classified ESE for a processing disorder and 1/12 shows strong tendencies of
ADHD but is not currently on medication.

What do you know about them?

I know that my students are a unique bunch who arent easily motivated. Since this is a Title 1 school,
my students come from low SES homes and all qualify for free or reduced lunch.

What do you know about their readiness for this content?

Student background knowledge about this content is limited. Students have not been previously
exposed to this content in 5th grade.

-Chemical changes perceived as additive, rather than interactive. After chemical change the original substances are
perceived as remaining, even though they are altered.

USF Elementary Education Lesson Plan Template (F 2014)

Grade Level Being Taught: 5th
Subject/Content:
content?

Group Size:
whole (12)

Miss Petrillo
Date of Lesson: 11/7/2014

-The bubbles in boiling water contain "air", "oxygen" or "nothing", rather than water vapor.
-Boiling is the maximum temperature a substance can reach.
From: www.amasci.com/miscon/opphys.html
Changes Matter, Addressing Student Misconceptions about Physical and Chemical Changes By Kimberly Lott and
Anitra Jensen (2012).

Teaching Methods
(What teaching
method(s) will you
use during this
lesson? Examples

Lesson Implementation
This is a 5 E lesson introducing the concepts of physical and chemical changes. It is a collaborative, student-centered,
inquiry based lesson with multiple opportunities for students to be able to explain the difference between a physical and
a chemical change.

USF Elementary Education Lesson Plan Template (F 2014)

Grade Level Being Taught: 5th
Subject/Content:

Group Size:
whole (12)

Miss Petrillo
Date of Lesson: 11/7/2014

include guided
release, 5 Es, direct
instruction, lecture,
demonstration,
partner word, etc.)
Step-by-Step Plan
(What exactly do you
plan to do in teaching
this lesson? Be
thorough. Act as if
you needed a
substitute to carry
out the lesson for
you.)
Where applicable, be
sure to address the
following:
What Higher
Order Thinking
(H.O.T.) questions
will you ask?
How will
materials be
distributed?
Who will work
together in
groups and how
will you
determine the
grouping?
How will
students
transition

Time

10
minutes

Who is responsible
(Teacher or Students)?
Students are responsible
for participating and
discussing the guiding
questions with their
peers. Students are also
responsible for making
observations in their
science notebooks.
Teacher is responsible
for facilitating
discussion.

Engage: 10 minutes
*Prior to the beginning of the lesson, re-arrange students to be sitting in the middle
of the floor/carpet to create a space for open inquiry discussion. Instruct students
to bring their science notebooks and a pencil. Use a small stick as a talking stick
to minimize management issues. Remind students that scientists are always
observing, and encourage them to record observations at any time.
Refer to the Infer-mation anchor chart. Ask students to tell me why they
think Mrs. Burnette had them brainstorm these words. Tell students that
scientists dont just believe anything people tell them, they need evidence.
Today you will be collecting evidence in your science notebooks to help you
understand the difference between a physical and a chemical change.
Bring in a T-shirt and call on a volunteer from the class to go into the bathroom
and change into the T-shirt.
Use these questions to guide the discussion:
Ask the students:
How does he/she look different?
Is he/she the same person?
What if he/she went outside and got really cold?
What if he/she ran around for an hour and got really hot?
What if these clothes had turned him/her into a frog?
What do you think it would it take for him/her to turn into something
new?
Ask students to write what they think physical change and chemical change
means in their science notebooks. Remind them that their thinking may change,
later on, and thats okay. We wont record on our anchor chart until we are sure
weve found enough evidence to know for sure.

USF Elementary Education Lesson Plan Template (F 2014)

Grade Level Being Taught: 5th
Subject/Content:

between
activities?
What will you as
the teacher do?
What will the
students do?
What student
data will be
collected during
each phase?
What are other
adults in the
room doing? How
are they
supporting
students
learning?
What model of
co-teaching are
you using?

Group Size:
whole (12)

Miss Petrillo
Date of Lesson: 11/7/2014

Walk around and read students definitions so far about physical and chemical
changes.
*transition to the explore phase by having students gather the materials, located
in a central location: scissors and paper.
Explore: 10 minutes
Instruct students that they may NOT eat, or throw the paper at someone.
Begin by telling students that they have 30 seconds to do whatever they want to
their paper, but they may NOT do the same thing as their neighbor.
For example, instead of giving students specific procedures I am letting them
determine how they want to alter their paper to show a physical change.
Once the timer goes off, instruct students to then observe their shoulder
partners paper, and find evidence for whether or not they think it represents a
physical or a chemical change. NOS: Science demands evidence. Then, students
will share the results as we discuss how the properties of paper did not change
and a new substance was NOT made during the physical changes.
*2nd component: teacher will pass out glow sticks and ask students to crack
them. They will make observations about the change they observe and make a
hypothesis about what type of change they think it is.
Ask, do we have enough evidence to believe that it is a physical/chemical
change? What type of evidence would we need to collect in order to believe such
change?
Explain: 20 minutes
Resource: Discovery Education.com board builder
During this phase, students will play a video-game in their table groups. A brief
video clip will be shown of either a physical or a chemical change. Students must
discuss their observations and ideas with their tables, and choose 1 person to
hold up a sign that says either: PHYSICAL CHANGE or CHEMICAL CHANGE.
Students will share and record evidence for their claim. NOS: Science demands
evidence.

USF Elementary Education Lesson Plan Template (F 2014)

Grade Level Being Taught: 5th
Subject/Content:

Group Size:
whole (12)

Miss Petrillo
Date of Lesson: 11/7/2014

*During this time I will formally assess student learning by observing each
groups decision and determining when I need to clarify misconceptions based
on student needs.
Extend: 10 minutes
In table groups, students will create a hand gesture or a short skit that will help
them remember the difference between a physical and chemical change.
Students will have 5 minutes to brainstorm and 5 minutes to share with the
class.
Evaluate: 10 minutes
Students will answer the essential question in their science notebooks as an exit
ticket for the lesson.
What will you do
if

a student struggles with the content?

If a student struggles with the content, I will be sure to address misconceptions as they arise. I will also ask surrounding
table-mates if they will help out a struggling student by re-explaining or answering a question.

What will you do

if

a student masters the content quickly?

If a student masters the content quickly, I will use that student as a star student who may explain their thinking to the
rest of the class to share.

Meeting your
students needs as
people and as
learners

If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?
Through videos, I tried to find examples from students daily life that they could relate to. I also wanted to provide video
clips that would give the students an opportunity to observe something they have never seen before.
If applicable, how does this lesson connect to/reflect the local community?
Scientists in the local community observe physical and chemical changes in their daily lives.
How will you differentiate instruction for students who need additional challenge during this lesson
(enrichment)?
Students who need enrichment will be asked HOT questions to further engage thinking.

USF Elementary Education Lesson Plan Template (F 2014)

Grade Level Being Taught: 5th
Subject/Content:

Group Size:
whole (12)

Miss Petrillo
Date of Lesson: 11/7/2014

How will you differentiate instruction for students who need additional language support?
I do not have any ESOL students in my classroom.
Accommodations (If
needed)
(What students need
specific
accommodation? List
individual students
(initials), and then
explain the
accommodation(s)
you will implement
for these unique
learners.)
Materials
(What materials will
you use? Why did you
choose these
materials? Include
any resources you
used. This can also
include people!)

Talking stick for ADHD student

Extended time if needed for ESE
Providing visual support

Materials:
-1 Tee shirt, any color
-Anchor chart paper
-markers
-notebook paper
-6 cards: 3 labeled: physical change; 3 labeled: chemical change
Resources:
DiscoveryEducation.com Board Builder on physical and chemical change.
Potassium chlorate and a gummy bear chemical reaction:
https://www.youtube.com/watch?feature=player_embedded&v=txkRCIPSsjM
Student Misconceptions Chart:
Changes Matter, Addressing Student Misconceptions about Physical and Chemical Changes By Kimberly Lott and Anitra
Jensen (2012).

USF Elementary Education Lesson Plan Template (F 2014)

Grade Level Being Taught: 5th
Subject/Content:

Additional Student Misconceptions:

www.amasci.com/miscon/opphys.html
Explore Phase Idea & Resource:

Group Size:
whole (12)

Miss Petrillo
Date of Lesson: 11/7/2014

USF Elementary Education Lesson Plan Template (F 2014)

Grade Level Being Taught: 5th
Subject/Content:

Group Size:
whole (12)

Miss Petrillo
Date of Lesson: 11/7/2014

USF Elementary Education Lesson Plan Template (F 2014)

Grade Level Being Taught: 5th
Subject/Content:

Group Size:
whole (12)

Miss Petrillo
Date of Lesson: 11/7/2014