Appendix F

Georgia Southwestern State University Lesson Plan

Created by GSW School of Education

Classroom/Lesson Context

_X_ Whole Group _____ Small Group _____ One-on-One

___2_ Students with IEPs/504s _____ ELL Students

_X_ Other (Please specify: _There are 8 gifted students, 10 struggling readers, 5 gaps in
academic knowledge, and 21 on target students.

Please specify the number of students:

16 Girls 11 Boys

Learning Central Focus

Lesson Plan Title: States of Matter with Physical and Chemical Change

Grade Level: 5th

Central Focus:

Students will be able to identify the three states of matter as related to identifying the chemical
and physical change.

Content Standard:

S5P2 Students will explain the difference between a physical change and a chemical change.
a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing,
folding) paper to demonstrate examples of
physical change.
b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to
temperature differences and are examples of
physical change.
c. Investigate the properties of a substance before, during, and after a chemical reaction to find
evidence of change.

Student Learning Goal(s)/ Objective(s):

Students will be able to identify classroom objects as well as images provided to them as one of
the three states of matter. Students will also identify everyday objects as well as images as
either a physical or chemical changes.

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Skills/procedures:

Students will be able to identify and know the difference between the three common states of
matter: solid, liquid, and gas. Students will also be able to know how one state of matter can
change into another state of matter by changing the temperature. Students will be able to know
what are done to objects for a physical change which are cutting, ripping, or folding. Students
will also know that in a chemical change objects must go through burning, color changing, or
having a completely new substance.

Concepts and reasoning/problem solving/thinking/strategies[1]:

Students will be using the information they read by the provided worksheets. Students should
also be able to recall new information to comprehend the differences of the three states of
matter as well as physical and chemical changes.

Prior Academic Knowledge and Conceptions:

Students should already know what happens to different objects if their temperature changes.
For example, if water were to freeze it turns into ice. If the ice were to heat up it would turn back
into water. Students should be able to understand the meaning of solid, liquid, and gas. They
should also be able to classify objects into the right category. Some gaps that could prevent
students from understanding could be the lacking of vocabulary such as evaporation, heating,
freezing, matter, and gas. Other gaps could be the lack of knowledge of what gas could be.
Students should know what happens to an object after burning it or folding it. They should also
know once you mix any substances it could no longer be separated.

Common Errors, Developmental Approximations, Misconceptions, Partial

Understandings, or Misunderstandings:

A misunderstanding or a misconception could be that an objects can turn into a solid form if it
has a freezing temperature. The truth is an object does cool down to turn into a sold but no
necessarily at a freezing temperature. For example, wax from a candle is in a liquid state when
the candle is hot, but once it blown out and it reaches room temperature it turns back into a solid
state. With this misconception I could bring a candle in the classroom and let it burn until there
is enough wax in a liquid form. Once there is enough I will blow out the candle and let the
students observe the liquid wax turn into a solid form

Students can be unsure if an object is going through physical or chemical changes. In order to
help students, understand I must ask them this question if you burn or fold a piece of paper will
it still be a piece of paper. If it is still a piece of paper that means it is a physical change if it is no
longer a piece a paper than it is a chemical change.

Instructional Strategies and Learning Tasks

Launch: _5 Minutes

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 I asked students to empty their desk but leave out their pencils and the worksheets I
provided to them. Once they all students were ready I gave them a worksheet with a
song about the States of Matter they can sing to called the Three States of Matter by
Roy Kindleberger. I asked students Who likes to sing? and most students raised their
hands. I said Today is the day where our singing skills are going to be shown because
we are about to sing a song about the states of matter. On the count of three we will
begin to sing. One, two, three. We all then began to sing. At the end of the song I
reviewed with them what is a solid, liquid, and gas. I then started to identify different
objects around the classroom and asked the students to identify each one with one of
the three states of matter. After we were done reviewing the states of matter I went on
with physical and chemical change and explained to them what kind of changes the
states of matter have to go through in order to be a physical and chemical change. For
example, a leaf changing color is a chemical change because it will not go back to its
original colors and cutting a piece of paper will be physical because it will still be a piece
of paper. Finally, provided the students with a worksheet that gave them examples of
both physical and chemical changes and students had to identify each of the pictures.

Instruction: 25__ Minutes

Once we were done with the introduction I had set up each group of five students with needed
materials which are: balloons with baking soda, a small water bottle with vinegar, and a small
pan to prevent any mess. I also gave them worksheets of the instructions and question for the
experiments. On the worksheet it had vocabulary words that students must learn or have
already learned before. We read the beginning passage together as a whole class. I told the
students to take off the bottle cap from the water bottle. Afterwards I gave students the
instruction of putting the opening of the balloon onto the opening of the water bottle. I then
asked if each group was ready to move to the next step. After the students placed the balloons
on the opening of the bottle I asked, What do you guys think will happen when the baking soda
falls into the vinegar?. Most kids responded by saying The balloon will explode!. I gave the
students the instructions to lift up the balloon. Once they lifted the balloon the vinegar has to fall
into the vinegar. The students were then able to see the results, which was, the balloon
expanded. The students were then to fill out their table of what happened before, during, and
after the vinegar and baking soda mixed inside the bottle. I then asked students what their
answers are for each sections. I asked the students What kind of changes happened during the
experiment? Was it physical or chemical change?. Half of the students said physical change
and the other half said chemical change. I had to correct them that it was not a physical change
because there was a mixture and they were not able to separate the vinegar and baking soda
but that it was a chemical change because two substances were mixed. I asked students if they
knew what was produced after the mixture and students were able to say it was a gas because
the balloon was expanding like when they blow up a balloon with air and air is gas.

Structured Practice and Application: _10_ Minutes

Structured Practice

After we finished with the experiment I asked the students to identify each of the items that was
used in the experiment as one of the states of matter. In the experiment what of the three
states of matter will you identify with the vinegar, baking soda, water bottle, and the balloon?
After they were done labeling each item with one of the three states of matter I asked the
students to give me examples of any solids, liquids, or gases as well as physical and chemical

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changes that they see every day in their lives, but they could not repeat what other students had
already said. Answers vary on every student some examples could be a desk as a solid, water
as a liquid, oxygen as a gas.

Application

I provided the class with some questions at the end of the worksheet that gave them an
opportunity to answer on their own independently. This allows them to capture the information
they read from the passage and to think. If I notice that the students are not correctly identify
each vocabulary it will help me review what needs to be addressed at the end of the lesson. The
worksheet allowed students to answer on their own knowledge over the vocabulary and also
allowed them to use any of the example that we provided as a group to the questions.

Closure: 5 Minutes

I reviewed the lesson with the students and asked them if there is anything they are still
confused about. Students still struggled with the difference in physical and chemical changes. I
then told them that a physical change is something that can be changed but it is still the original
object for example cutting your hair in the end it is still hair. A chemical change is when the
object is changed but cannot be brought back to its original state for example burning clothes.
The ashes will not go back to a shirt. I reviewed it with them and gave them an exit ticket before
they left the classroom. The exit ticket was an eight question quiz that would help me identify
the misconceptions students still had.

Differentiation/ Planned Support

Students with needs I gave them extra time on their quiz as well as those that needed to be in
front of the classroom I gave them the chance to move up closer. I provided a visual worksheet
to those that needed to see the visual to understand what we meant by physical and chemical
changes. I had several struggling readers which let me know that I must read to them in order to
them understand what is being said and taught. I was able to group some of the gifted students
with those who have really low understanding so that the gifted students can explain to those
that need the help.

Student Interactions

There was a lot of student interaction during the lesson. Students were able to talk about what
they thought were going to happen to balloons in the experiment. Students were also able to
hear other students thinking when they were providing with example the states of matter and
examples that were physical and chemical changes.

What Ifs

Things that could have gone wrong is the Smart board would have not worked if that were the
case I should be ready to draw or explain what was need to be shown on the smart board.
Students could have made a mess with the vinegar and baking soda I would I have to have
cleaning supplies ready just in case if it were to happen.

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Theoretical Principles and/or Research Based Best Practices

Neil Flemming techniques are good to incorporate in a classroom. It is always good to be aware
of how students prefer to learn. Whether it being visually, kinesthetic, and auditory. This could
improve the learning for each student. It helps accommodate with their learning and it will keep
being interesting for them to learn.

Materials

The materials that were provided to students were baking soda, a balloon, an empty water
bottle, and vinegar. The teacher must already have the preparation of the experiment ready to
be used in order to not take up too much time.

Academic Language Demand(s)

Language Demand

Students must be able to respond to their question by restating the question with their answer in
a complete sentence whether it being speaking or writing. This will help them with their writing
skills and prepare them for any writing material they need to do.

Language Function

Students were to explain the difference between a physical change and a chemical change
investigate their properties and recognize that the changes demonstrate examples of
physical change.

Content Specific Terms

Students were to learn the definition of matter, solids, liquids, gas, physical change, chemical
change, and mixture in order to understand the lesson being taught

Language Discourse

Students must always respond by restating the question with their answer in a complete
sentence.

Support

If students were to be answering a question and answering in a definition I will remind them that
it has a term to it and it should be used in order to improve their language.

Assessments

Describe the tools/procedures that will be used in this lesson to monitor students
learning of the lesson objective(s). Attach a copy of the assessment and the evaluation
criteria/rubric in the resources section at the end of the lesson plan.

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Type of Modifications to the Evaluation Criteria
assessment assessment so that all
Description of
students could What evidence of student learning
assessment (related to the learning objectives and
(Informal or demonstrate their central focus) does the assessment
Formal) learning. provide?
Students took an
Questions were read to
eight question quiz It provides a review of what
Informal those who are struggling
over the states of the states of matter are and
readers and given extra
matter and the what is a physical and
time to those that needs
physical and chemical change.
the extra time.
chemical change.

Analyzing Teaching

Worked/Didn't Worked

At first the smart board was not working but it was fixable at a quick pace. There was a group of
student that accidently dropped the baking soda out of the balloon. I should have had a backup
so that we did not have to lose any time but fortunately the student was able to put back the
baking soda inside the balloon while I was passing out the papers to the rest of the students.
What did work that I was hoping it will not backfire is the actual experiment. All the balloons
expanded like they were supposed to and it did not get too big where the balloon will end up
making a mess.

Adjustments

I noticed a few students were still struggling with meaning of a physical and chemical change.
Which tells me that I need to review with the students the difference between them. I will have to
provide them with more examples and clarify its meaning. I can do another mini lesson that just
covers just physical and chemical change.

Proposed Changes

Whole group: Make the group smaller to where all the student could actually have to opportunity
to have a much closer visualization of the experiment. I would also have liked to have shown a
video so that students that are visual learners can actually see the changes in front of them.

Justification

I believed it will if the students were to see and hear the changes happening in front of
them they would have a better understanding. Neil Flemmings theory proves that each
student learns differently. Some student has to see the changes in front of them to
understand any changes. Some students have to read step by step to know what to do.
Students have to do things hands-on to understand how things work.

Resources

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 Attach each assessment and associated evaluation criteria/rubric.

Name

States of Matter/Physical and Chemical Change Quiz

Which of the following is an example of a gas?

a. Oxygen
b. Milk
c. Car

Excellent Satisfactory Poor

Student followed all directions 20 10 5

Student participated in the group 20 10 5

Student completed experiment sheet 20 10 5

Student participated by asking/answering questions 20 10 5

Student was listening and paying attention during lesson 20 10 5