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Design for Learning

Instructor: Aaron Conner Lesson Title: An Ever Changing World Curriculum Area: Science Grade Level: 3rd Date: October 30, 2013 Estimated Time: 60-90 minutes

Standards Connection: AL 3rd Science (2) Identify physical and chemical changes of matter.

Learning Objective(s): When given ten examples of a combination of chemical and physical changes, students will correctly identify at least 8 changes. Learning Objective(s) stated in kid-friendly language: Class, today we are going to learn the difference between chemical and physical change by experimenting with both types of changes. Evaluation of Learning Objective(s): Students will watch ten different short video clips about changes to matter (see video list) on the smart board and will be given 15 seconds of watch time per change to write the correct change down on their paper which is numbered 1-10. Students must identify 8 of the 10 correctly to be proficient. Engagement: Before class starts the teacher will set up an experiment station outside if weather permits or in the science lab if the weather is inclement. The teacher will have two logs and a fire pit prepared outside for the experiment. The teacher will greet the class and move them out to the experiment site. Good morning class! I hope you have all had an awesome weekend and are ready for some new science material this week. So since it is such a nice day, why dont we all head outside for an experiment? Make sure that you all grab a pen or pencil, your lab safety googles and your field journals because today we get to record some data from our experiment. Table 1 please line up and the door. Great now tables 2 and 3 line up with table 1. Ok Phillip, take us out to the field. (The class moves out to the field) Alright now can everyone see? Great! Now I want you to put on your safety goggles and stand band ten steps. Now watch what I do. (Teacher chops a log into smaller logs) Now who can tell me what happened to the wood that I just chopped? Very good! It got smaller. Joanne, what did you see? Exactly, the single log turned into many smaller logs and pieces of in are here on the ground. Now lets see what happens when I add this. (The teacher adds lighter fuel to one log and lights it with a match) Wow now the log is on fire. Who can tell me what they see? Yes the wood is changing color, what else is happening? Very good the outer wood is flaking off and turning into ash. The teacher will first put the flame out and then allow the students to go up to the experiment and get a closer look at the chopped wood and burned wood. Ok so now I want you all to go up to the un-chopped wood, the chopped wood, and then to the burned wood. You can pick it up and look at it closely, just get in there and observe some differences and similarities between the three. Take out your field journals and write three similarities and three differences between each type of wood. Feel free to draw pictures, write words or sentences and you may talk with your lab partner about what you see. I will give you all five minutes to complete your observations. (5 minutes passes as the teacher walks around observing his or her class as they investigate the wood) Ok lets line back up starting with table 1, 2, and 3 and head back to our class for the actual lesson. Be thinking about what the topic may be and I will take guesses when we get back into the classroom. The teacher moves with the class to the classroom and brings the supplies (wood, hatchet, lighter fluid, matches) inside with him/her. The teacher stores the supplies and prepares for the teaching portion of the lesson.

Learning Design:

I. Teaching: The teacher will begin the class by writing the words physical change and chemical change on the board. The teacher will now connect the experiment to the lesson. Alright class, raise your hands and start telling me some of the observations that you experienced outside with the chopped wood. Very good those are some great observations; lets do the same for the wood that got burned. Excellent. Now you may be wondering why we just went outside and burned some wood. Well class, today we are going to be learning about the differences between physical change and chemical change. Who wants to take a shot at figuring out which of our examples is the physical change? Kelly? Actually the chopped wood would be the example of the physical change. Now there are many characteristics that define physical changes. So when an object is changed physically the object remains the same at the smallest level but is changed in some observable way. For example the wood that I chopped, when it was cut it was still wood but its shape and size had been changed. You could take a look in the microscope at the wood before I chopped it and after I chopped it and they would look the same. Another example of physical change would be stepping on a soda can. The can has changed size and shape but at the molecular level the can is the same. Who thinks that they have another example of a physical change? Did everyone hear John? He just brought up a very important example. He said that ice melting is a physical change. Do you all agree? I knew you were the brightest class! Yes ice melting back into water is still a physical change because it can go back and forth between stages. Ice can melt into water and water can freeze into ice. Remember that example guys because it can get a little tricky since it seems to change into a different substance. So when you are dealing with physical changes remember that the texture of an object can change, the color can change, the temperature can change, the shape can change, and the state can change. Now lets talk about chemical changes. Does anyone out there know of an example other than burning wood that would be a chemical change? These are trickier than physical changes but once you understand what a chemical change is then you will be able to see the changes all around you. Now why is burning wood considered a chemical change? Yes because the wood burned into ash and is now a new substance. A chemical change is simply a change that changes the composition or the structure of the substance. For example, do you all remember the video we watched about the explorers would were filming the wreckage of the Titanic? Well, all of that rust on the ship is a good example of a chemical change because you can never turn rust back into metal. Ill give you another example. Think about when your mom bakes a cake. At first she does many physical changes like cracking an egg. Then she mixes all the ingredients together and puts them in the oven. When the heat from the oven reacts with the mixture, all of the individual ingredients merge and form a new substance. Now could you take a baked cake and turn it back into an egg, sugar, flour, or any of the other ingredients? No of course not. And that is how you know that a chemical reaction has occurred. The last change your mom does would be a physical change as she takes the icing out of the fridge, scoops it out with a knife, and spreads it across the cake. Its important to remember that with chemical changes the temperature can change for instance in a firework explosion the firework gets really hot as the explosion occurs and change the substance chemically. Chemical reactions also tend to change the color of the object like the burned wood or food that is cooking. Chemical changes also have a noticeable odor such as the delicious smell of Moms cookies that are being baked. And finally remember that chemical changes have the formation of gas and precipitation. If you watch closely as wood burns you will see that smoke is a major byproduct and is caused by the precipitation and gas. II. Opportunity for Practice: The class will break down into their 3 table groups and will begin to practice at three different stations for fifteen minutes each.

Alright now enough with the talking who is ready for some exploring!? Table 1and 2 are going to move to the back table and experiment with physical changes. At the table you will find a stack of paper, a bucket of marker, scissors, and glue. Now I want you to go and have fun doing whatever you want to your paper. You can cut it up, decorate it, color it, and glue it to another piece of paper, anything you want. And while you are having fun I want you to remember that everything you are doing is a physical change. Now table 3 will be with me at the kitchen and we will be decorating cookies and observing those physical changes and then will be putting them in the oven to observe the chemical changes occurring. Now settle down, you will all get an opportunity to make two cookies. I will rotate a group out of the crafts station every fifteen minutes which gives each group thirty minutes at the physical change table. I promise you will all get to make cookies and eat them too! Alright the time now is 0930. At 0945 table 2 will switch and move to the kitchen with me to make their cookies and at 1000 table 1 will switch to make their cookies. I will be walking around looking at all of your crafts and guiding the group at the kitchen. Remember that no one is allowed to touch the oven but me. Ok lets begin. The teacher will give the students ten minutes at the cookie station to decorate their cookies and will explain how molding the dough, using cookie cutters and putting on sprinkles and frosting are all physical changes. After ten minutes the teacher will put the cookies in the oven and the group will watch and observe as the cookies bake in the oven until it is time for them to switch. The teacher will repeat this process for every table group. Once the cookies are in the oven the teacher will walk around to the physical change station and ask questions about the activities that the students are doing to check for understanding. The students are encouraged to speak with each other as long as it is centered on the topic. After the forty five minute period of exploration is up, the teacher will conduct cleanup. Ok class, it is time to clean up. Table 1 you will be in charge of cleaning the kitchen area. Make sure all of the supplies go in the correct area and that all food gets put away. Table 2 you will be in charge of the crafts table. Make sure all the trash is thrown away and all the supplies are put back in their appropriate bins. Table 3 your job will be to hang up all of the artwork on the clothespins on the back wall. Alright you all have five minutes to complete your tasks starting now. Work together and when you are finished please have a seat at your desk and enjoy your cookies while I set up the projector. III. Assessment: Now my little geniuses, it is time to test your newfound knowledge of physical and chemical changes! I have ten short video clips and they are all listed on the document called Physical/Chemical Changes Quiz (see attached) that can be found in Evernote on your nooks. I will play each video on the change for 30 seconds and will then move on to the next clip. All I need you to do is write in under each of the ten changes whether it is physical or chemical. Alright take a deep breath, relax, and remember the examples we talked about and you will all make a 100%! IV. Closure: The teacher will give the students the five minutes to finish the quiz and will then gather the students on the carpet for the review. Alright time is up. Please submit your quizzes on Evernote, quietly put away your nooks and come join me on the carpet. Can anyone tell me what they learned today during this class? Good we did learn the difference between chemical and physical changes. Which change do you guys find easier to understand? Yea I like the physical changes too but my favorite change has to be the burning wood in the fire! That was so cool! What was your favorite change that we learned about? Yes those are all very good changes to matter. Now tell me what a physical change is. Great you got it! Now tell me what a chemical change is. Perfect now you must remember that they can sometimes be tricky but if you just take a moment and remember that if the object is the same at the smallest level, a physical change has occurred and if the object has changed into an entirely new substance then a chemical reaction has taken place. So before we move on to our next

lesson I just want you all to be looking as the days go by at all of the different changes that are going on around us all the time!
Materials and Resources:

Hatchet 2 uncut wooden logs Lighter Fluid Matches Safety goggles Laptop Projector Internet Access Nooks Field Journals
School Kitchen 2 Packs of Cookie Dough

Sprinkles Icing
Cookie Sheet Oven Mitt Spatula Napkins Paper Scissors Markers Glue

Differentiation Strategies (including plans for individual learners):

H- Students will look at more complex chemical changes at the molecular level and will use a microscope to observe different chemical reactions between safe chemicals. L- Students will be given a more basic quiz with only four questions and will be completed as a conversation with the teacher who will provide feedback on the spot and define each type of change for each example to show the student the differences in the changes.
Data Analysis:

Reflection:

Samford University Design for Learning

Name:_______________

Physical/Chemical Change Quiz

1. Heated Metal Bending

2. Meat Rotting

3. Breaking a Window

4. Baking a Cake

5. Burning Wood

6. Baking Soda and Vinegar Reaction

7. Snowman Melting

8. Chopping Wood

9. Grilling Hamburgers

10.

Making a Paper Airplane