![]() They gather evidence by conducting several investigations to support kind of changes that took place.ĭisciplinary Core Ideas within this lesson include: These Crosscutting Concepts include:Ģ.) Cause and Effect: Students identify and explain the change made to materials. The Day 1- A Physical vs Chemical Changes lesson will correlate to other interdisciplinary areas. Students are engaged in the following scientific and engineering practicesĢ.) Developing and Using models: Students use a variety of models throughout the investigation and test each one to determine if a physical or chemical change has taken place.Ĥ.) Analyzing and interpreting data : Students analyze their observations to make sense of the kind of changes that occurred. This lesson will address the following NGSS Standard(s):ĥ-PS 1.3 Make observations and measurements to identify materials based on their properties.ĥ-PS 1-4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances. While at each station, students are making changes to materials to determine the type of change they observe: physical or chemical. I explain the differences between physical and chemical changes and have students create a foldable, which they use as they rotate through stations. Then, we discuss the changes we make and classify each change to the paper as either physical or chemical. We identify ways to change the paper and test them out. I begin by engaging students as a whole class. The Day 1 A Physical vs Chemical changes takes places over the course of two days. Students demonstrate their understanding by developing and using models, planning and carrying out investigations, constructing explanations, and using mathematical and computational thinking. ![]() Additionally, investigations include identifying materials that dissolve, mix, and change form and create a new substance. Through investigations of objects and substances, students identify materials by their properties, states, and determine if changes made to them are physical and chemical. Students have multiple opportunities to develop an understanding that matter cannot not be created nor destroyed, only change. The Matter and Energy unit focuses on the impact of temperature and pressure on solids, liquids, and gases. These strategies were selected for this lesson to facilitate peer discussions, participation in a group activity, reflective learning practices, and accountability for learning. With each stage in this lesson model, I select strategies that will serve students best for the concepts and content being delivered to them. With multiple learning experiences, students can gain new ideas, demonstrate thinking, draw conclusions, develop critical thinking skills, and interact with peers through discussions and hands-on activities. This lesson plan model allows me to incorporate a variety of learning opportunities and strategies for students. Many of my science lessons are based upon and taught using the 5E lesson plan model: Engage, Explore, Explain, Elaborate, and Evaluate. LESSON 17: Day 2 The Chemical Side of Matter.LESSON 16: Day 1 The Chemical Side of Matter.LESSON 15: Day 2- Physical vs Chemical Changes.LESSON 14: Day 1 Physical Vs Chemical Changes.LESSON 11: Now You See It, Now You Don't. ![]()
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