Veronica Kotlarz

ELED 3221October 23 2016

Indirect Instruction Lesson Plan Template
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Central Focus/Big Idea: Properties of matter & change
Subject of this lesson: Physical and chemical changes
Grade Level: Grade 5
NC Essential Standard(s): 5.P.2 Understand the interactions of matter and energy and the
changes that occur.
Next Generation Science Standard(s):
5-PS1-3.

Make observations and measurements

to identify materials based on their
properties.

21st Century Skills:

Critical Thinking and problem solving: Students construct their own theories on what fossils are and
how they are formed. They conduct investigations to learn about their fossil and complete their journal
Creativity and innovation: Students are expected to use their memories and imagination as to what they
believe a dinosaur would look like.
Academic Language Demand
Language Function: Students are expected to describe what their fossils may have been of, and
eaten.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast Describe
Retell
Summarize

Explain

Scientific Vocabulary:

Instructional Objective: Students be able to analyze and interpret their observations along with
successfully recognizing the difference between a physical and chemical change.
Prior Knowledge (student): An understanding of the words that follow and their definitions: matter,
physical property, conduct, dissolve, state of matter, as well as being able to recognize a chemical
change.

Content Knowledge (teacher): An understanding of the words that follow and their definitions:
matter, physical property, conduct, dissolve, state of matter; as well as a grasp on how physical and
chemical changes are similar and different.
Accommodations for special needs:
For students who find difficulty focusing on their work or understanding the content the teacher or a
teachers assistant will work with them one on work to go over and further explain any necessary
information. If more then 1/6 the class size requires further explanation the teacher will go back over
the content and instructions as a whole.
Materials and Technology requirements:
3 oz containers of Bubbles w/ bubble wand (2)
plastic cup (8 )
spoon (2)
1 sheet Bubble station instructions
1 sheet Alka-Seltzer station instructions
scissors (1 pair per student)
paper (1 sheet per student)
baking soda (1 8oz box per every 25 students)
apple cider vinegar (1 32 oz container)
Alka-Seltzer tablets (1 for every two students)
container, sink or other area to dispose of used liquids
2 buckets (1 gallon bucket filled with water)
paper towels (1 roll)
Total Estimated Time: 1.5 hrs
Source of lesson: Colleagues of Ms. Kim, Teachers pay teachers, and Pinterest
Safety considerations: Remind students to not eat the Alka-Seltzer tablets as well as monitoring the
students. Also remind them of safety rules when handling scissors.
Content and Strategies (Procedure)
Engage: Pass out paper to each student along w/ scissors Who in here likes to make paper airplanes?
How about paper snowflakes?
Explore: I would like each of you to create with your paper either a paper airplane or a snowflake.
Take a few minutes to create your item and then we will continue. While your doing this I want you to
be thinking about how these two creations are similar and what kind of change you are making to the
paper.
Explanation: Can anyone tell me what kind of change you just made to your paper? Have students
to raise their hands and share their answers with the class as a whole. Did anyone observe any
similarities between the change of the paper airplane and the change of the snowflake? Allow students
to raise their hands and answer what they've observed. Last week we learned about chemical changes.
Was this a chemical change? What kind of change do you feel this was and why?

Elaborate: Pass out Chemical or physical change data sheet to students. Now we are going to do
some experiments! Separate students into three groups. You are going to rotate between three
stations. At each station there is a set of instructions and a different experiment for your group to
preform. I expect each of you to follow the directions on the instructions and fill in your data sheet with
your observations and conclusions.
Station 1) Have a 1 gallon bucket of water full waiting preferably on the floor to minimize chance of
spills. Also place 1 sheet of Alka Seltzer station instructions, box of Alka Seltzer tablets and 1 plastic
cups at each station.
Station 2) place 2 containers of bubbles in station 2. Also place 1 sheet of bubbles instructions at the
station.
Station 3) Teacher will assist at this station. Have bucket of water and paper towels waiting. Also have
1 plastic cups, baking powder and apple cider vinegar on hand. Show students the bottle of apple cider
vinegar and box of baking powder stating what each one is. Have students sit or stand in a circle so that
they are all able to focus on the station Fill cup with 1 spoon full of apple cider vinegar. Tell students
make a predictions as to what you believe will happen when we adding baking soda to the apple cider
vinegar. With your other spoon scoop one spoon full of baking soda and pour it into the cup. Allow
students the opportunity to peer into the cup and observe what they are seeing. I want you to think
about what happened during their change and record it on your sheet. After you are done I want to
record if you think this is a chemical or physical change. Prior the next group of students pour out your
cup mixture and dip the cup into the buckle of water to rinse it. Use your paper towel to dry the inside
of the cup.
Evaluate:
Summative Evaluation:
Students will be evaluated based on their turned in Chemical or Physical change data sheet answers.
Formative Evaluation:
Questions asked throughout the lesson and the observations talking and listening to students in station
three.

Alka-Seltzer tablet station instructions:

1. Take 1 Alka-seltzer tablet.
2. Snap the tablet in half.
3. What did you observe? Record your answer in the data sheet.
4. Record if you believe this to be a physical or chemical change.
5. Fill your cup way with water by scooping the cup into the bucket.
6. Drop your broken Alka-Seltzer tablet into the water.
7. What did you observe? Record your answer in the data sheet.
8. Record if you believe this to be a physical or chemical change.
9. Before rotating to next station Dump water mixture out in sink. And rinse cup prior returning it

to the station.
Bubble station station instructions:
1. Blow bubbles. What did you observe?
2. Record your answer on your sheet.
3. Record if you believe this to a physical or chemical change.