Lesson Plan#2

Lesson Plan Teacher: Stephen L. Adams Subject and Class and Grade Level: Science, Physical Science, Eight Grade Level Unit Name: Changes in Matter Lesson Title: Physical vs. Chemical Change Sunshine Standard: Matter can undergo a variety of changes. When matter is changed physically, generally no changes occur in the structure of the atoms or molecules composing the matter. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. Benchmark: Differentiate between physical changes and chemical changes.

(SC.8.P.9.2) Lesson Objective: Given a 10 question short answer essay test, the student will describe in detail the difference between physical and chemical changes when given examples with 80% accuracy. Introduction: To introduce the lesson to the class I would first start out by asking them to gather around a table that I will have at the front of the class. On the table there will be a container of warm water, tongs, gloves, and finally a cooler holding a piece of dry ice. I will tell the students to watch what happens as I place the dry ice into the warm water. As the dry ice sublimates from a solid to a gas, I will explain to the students that what they are witnessing is a piece of matter changing from one state to another. Following this, I will tell the students that all matter can under go either a physical or chemical change and that the current lesson will teach them how to differentiate between the two. I will also tell them that they will be expected to recognize the

difference between the two and explain why at the end of the lesson being presented. Finally, I will tell the students that the lesson is builds upon the ideas of the Law of Conservation of Mass, which they have learned about already in the prior week’s lesson. Present The Content: The students already possess sufficient knowledge about matter, its properties and also the three states of matter. They do not possess knowledge of the difference between a physical and chemical change, the properties of each and the relationships between a physical and chemical change. The contents of this lesson will focus on the difference between a physical or chemical change, the properties of a physical and chemical change and the relationships of each to one other. I will present these contents by first giving a lecture supplemented with a PowerPoint presentation. During this presentation I will name the two types of change while also identifying the properties of a physical or chemical change. This

lecture will link the current information with the knowledge from the previous lesson. During this time the students will be following along and taking notes using a note taking guide. After the lecture I will show the students random pictures of different matter. With each picture I will tell the students what the name of the matter is, its current state, whether it went through a physical or chemical change and also the properties of a physical and chemical change. After a providing examples and explanations for each of the pictures while being observed by the students, I will divide the class into groups. Each group will be given pictures of matter and will be required to determine if the matter went through a physical or chemical change and also provide an explanation of how they arrived at their answer. The lecture is a whole class activity using a PowerPoint presentation. Scaffolding will be provided through the use of a note taking guide. The second part of presenting the content is a group activity in which there will be pictures and worksheets provided to each group.

Practice and Feedback: I will divide the classroom into three groups and they will each be sent to one of the three labs set up showing matter that has went through either a physical or chemical change. I will provide a worksheet that has a place for the groups to write at least three characteristics of physical and chemical change and also to write a short explanation of why they arrived at their answer of a physical or chemical change for each station. The groups will rotate to the three labs until every group has visited every lab. I will monitor the students and provide feedback as the groups complete the worksheet. I will also review with each group their work and give them more specific feedback on their work. After this the whole class sits down and I will review the lab with them and give them specific feedback on any errors or common misconceptions that seemed to be the same for each group. To provide independent practice I will provide worksheets for the students to take home and complete. To complete this worksheet the students will have to identify three examples of each states of matter in their everyday life. I will review the worksheets and give specific feedback to each student. For one final judicial review I will link the information in this lesson to the following lesson in the unit on the Changes in Matter. The knowledge and skills learned in this lesson are critical because they will be needed to continue on through the course and will be added into quizzes throughout the remainder of the school year. Summarize The Lesson: I will remind the students of the dry ice experiment that lead us on the path of discovery of the difference between physical and chemical change. I will re-state that the focus of this lesson was to give them the tools to be able to describe in detail the difference between a physical and chemical change. I will remind them of what they learned from their group work and what they learned from their homework. I will ask the students if they feel that they are able to

describe the difference between a physical and chemical change in matter as a result of this lesson. Then I will remind them that their knowledge will be assessed with a ten question short answer essay test. Then I will conclude by telling them that the next lesson that we will be talking about how temperature influences chemical changes. Assess Student Learning: Each student will be given a ten question short answer essay test in which they will have to prove their skills an knowledge obtained by describing in depth the difference between a physical and chemical change while also being able to indentify the change in reality when given examples. Accommodations: I have one student that has ADHD and I will have this student take the test in the back of the room away from the other students. I will also allow more time for this student to complete this test if needed. I have another student who is legally blind and for this student I will provide large print worksheets and tests. Materials and Resources: 1. www.chem4kids.com 2. PowerPoint Presentation 3. Dry Ice 4. Water 5. Worksheets 6. Test

7. Note Taking Guide 8. www.youtube.com 9. Rusted Nails 10.Ice