Inspirational thought of the Week for July 16-22

Believe in your students even when they don't believe in themselves. Create champions that are contenders who refuse to give up.

Science Consecutive Lessons: (Day 1) Properties of Matter: Chemical Changes

Subject/Course___Science_______________  Lesson Topic____Matter: Chemical Changes__________

1.     Curriculum Expectations

Overall:

• conduct investigations that explore the properties of matter and changes in matter;
• demonstrate an understanding of the properties of matter, changes of state, and  physical and chemical change

Specific: Relating Science and Technology to Society and the Environment 

1.1. - Evaluate the environmental impacts of processes that change one product into another product through physical or chemical changes

Developing Investigation and Communication Skills

·         2.6 - use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., create a labeled chart or graph to show the time required for an ice cube to melt completely)

Understanding Basic Concepts

3.5 - describe chemical changes in matter as changes that are irreversible (e.g., when the chrome on a bicycle rusts, it can never go back to being chrome; when an egg is boiled it can never go back to being a raw egg)

3.7 - Identify indicators of a chemical change (e.g., production of a gas, change in colour, formation of precipitate)

Integrated (if applicable):  Oral Communication - Comprehension strategies

·         1.3 - identifying a variety of listening comprehension strategies and use them appropriately before during and after listening in order to understand and clarify the meaning of oral texts (e.g., ask, questions about facts, inferences and value judgments to focus and clarify understanding of themes in an oral text; summarize and synthesize ideas to deepen understanding of an oral text; use self-questioning and predict questions that might be asked to monitor understanding while listening)

Language

·         2.4­ - use appropriate words and phrases from the full range of their vocabulary, including inclusive and non-discriminatory language, and stylistic devices suited to the purpose, to communicate their meaning accurately and engage the interest of their audience (e.g., use evocative images, personal anecdotes, quotations, vocabulary from curriculum subject areas, and appropriate technical terminology to achieve particular effects)

2.     Lesson Learning Goal(s)     Key Question:  What do I want students to know and be able to do?

Knowledge and Understanding: Students will be able to problem solve their knowledge through of various materials provided for them. Students will be able to demonstrate their knowledge by describing the relationship different temperature points and physical changes of matter.

Thinking:  Students will be able to explore different changes of states and thee physical changes they will undergo.

Communication:  Students will be able to discuss with classmates different strategies for determining changes of state. .

Students will able be able to communicate by showing their work and how they answered the questions.                     

Application: Students will mark down the different temperature points, process of change and physical changes in state of matter.

3.     Assessment     Key Question:   How will I know each student has learned the concept(s)?

a)      Indicator(s) of Lesson Learning Goals: Students are able to:  

·         recognize the different chemical changes in matter (e.g., colour, odor)

·         discuss their thoughts, process and results with their peers and teacher

·          write down their results and include thinking process involved in achieving the results (i.e., graphic organizer)

b)   Assessment Strategies and Tools: (What will students be doing and what will I use to assess their learning?)

• Thumbs up, thumbs down to show their level of understanding
• Ongoing prompting (through qof the students during the circle stage to determine if the instructions given were clear and if further clarification was needed

Diagnostic

• Observations
• Ask thought provoking questions
• Anecdotal notes  (level of comprehension of each child)

Summative

• Students will have an opportunity to participate in class discussion and share their thoughts and answers about the states of matter for different items.

4.     Differentiated Instruction     Key Question:  What will I do to assist individual learners or provide enrichment for others?

Accommodation and/or modification: Allow students to work collaboratively  (pair share and small group) Students that finish early are to assist those students who may need assistance or extend the experience (see extensions on right side) Provide student with chart paper to record their responses Provide students extra time (if needed) at the end of the day to complete worksheet that will be submitted for grading.

Extension: ·         Students to reflect on how some states can maintain their properties. ·         Explore this through the water cycle so children can see first-hand it take place. ·         Design a 3D water cycle using materials to represent the different properties and changes of state in matter

Required teacher preparation/materials needed:

·         Worksheet                                            Document Camera                   Science duo tang

·         Chalk Board/Chalk                              Baking Soda                            Vinegar

·         Aluminum trays                                    Cups

Setting the Stage:

Students are asked to gather around at the front of the class and stand around the rectangle table with materials set out for the demo (that will begin in the next 2 minutes or so). Students are asked to think and talk with a partner about the materials and their properties of matter without touching anything on the table.

·         Teacher will review features of a physical change in matter by asking students to recall the lesson they had just this past Friday (refer to anchor chart created last lesson)

Teacher prompt:

What are examples of a physical change in matter?

Anticipated Student Responses (ASR): fold paper, crumble paper, and rip paper.

            What are the changes of a liquid to a gas? ASR: steam

            What are the changes of a gas to a liquid? ASR: condensation

·         Teacher prompt: What happens if there isn’t a physical property change in the matter? What if there was a different reaction? (Use think –pair- share to discuss what they believe will happen then bring to whole group discussion).

Demo: “Burning Paper in a Glass Jar”

·         Teacher will have materials set out on a table (a piece of paper, matches, a glass of water and a jar). Teacher prompt:  What are the materials set on the table? What are their properties of matter? ASR: solid, liquid

·         Teacher prompt: How do you think these materials will be used in my experiment?  ASR: use matches to light paper on fire to create a chemical reaction.

·         Teacher will quickly go over any safety concerns (i.e., hair tied back, water to extinguish fire, etc...).

·         Teacher prompt: I want you to observe what happens when I light the paper with the match and drop it into the jar? Specifically what kind of reaction will take place?

·         Teacher will take the paper, carefully light it with the match and then carefully drop it into the jar.

·         Teacher prompt: What did you observe? Discuss.

Core Learning Activity:

Teacher prompt: Have you read the book or watched the movie called, “Diary of a Wimpy Kid? What happened with the piece of cheese in the playground?

·         Teacher will show 4 different pictures of the slice of cheese (taken from the book) going through a chemical change

(i.e., changing shades of green and molding).

·         Teacher prompt:  List the changes in the matter? Think about your 5 senses (i.e., sense of sight, smell, etc…) Teacher will invite students with a response to come up and write their answer on the chart paper on the blackboard. ASR: Colour change from orange to green, odor smell of something rotten, etc…. This will be used as an anchor chart to refer back to later on in the lesson.

·         Teacher prompt: Can you think of another example of how a chemical change would happen in your home? Think about some other items in your refrigerator. Students will be given a sheet of chart paper and coloured markers to brainstorm their ideas in their small table groups. 

·          Each group will present and briefly discuss one of their examples from their chart paper.

·         Teacher explanation: A chemical change is where a molecule rearranges to form a new substance with different properties. All chemical changes are non-reversible. Inside each item, a new substance has been introduced to cause these things to go bad, rotten or moldy (just like the slice of cheese in the book of the Diary of the Wimpy Kid). In the milk or cheese, there are molecules that change when the temperature changes. Bacteria begin to form, causing a chemical change to occur. This is the reason why after you come home from grocery shopping you or your parents store foods (like dairy products) in the fridge right away.

·         Teacher prompt:  How is this different from a physical change of matter? (If assistance is needed, refer to anchor chart posted on the wall from last lesson on physical changes in matter).

·         Teacher prompt: What would be another example of chemical change? This can be either something inside your home, classroom or environment (small group discussion).

·         Teacher will record responses on chart paper which will then be used as an anchor chart for students to refer back to.

Independent Experiment

·         Students will be asked to clear the top of their desks and place their science notebook opened on their seat with a pencil (students will need to write their hypothesis during their experiment).

·          Then each student will be called up one table group at a time to pick up their own materials for their experiment (i.e., an empty cup, 1 aluminum pie plate, a plastic spoon, and a small container of baking soda). While students are picking up materials, the teacher will ask for 5 volunteers (1 student per table group) to help hand out a cup with 250ml of vinegar to each person in their group.

·          Teacher will provide students with verbal and written instructions (chart with written steps on it, only revealing one step at a time) of how to do the experiment.

Step by step instructions:

1.      Place the empty cup in the center of the aluminum pie plate.

2.      Take your plastic spoon and scoop out one spoon full (25ml) of baking soda and put into empty cup.

·         Teacher prompt: Before we go any further, what do you think we will do next? What do you think will happen when we pour the vinegar into the cup with the baking soda? (Teacher will ask students to write their hypothesis into their science notebook resting opened on their seat). Once everyone has completed the above task then the teacher will proceed with the remaining instructions.

3.       Pour the 250ml cup of vinegar into the cup with the baking soda and observe what happens?

·         Teacher prompt: What type of change in matter occurred in this experiment? (Discuss as a whole group). What made this a chemical change? Describe the characteristics that make it a chemical change? Include whether it is a reversible or non-reversible change. Explain and be specific to this particular experiment (Student rationale).

·         Once students have completed their worksheet, each student will be responsible for cleaning up their own experiment (throw out all the cups, spoons in the garbage and leave the pie plates on your desks and then return to your seats (teacher will put away pie plates when students go out for recess). 

 ·         Teacher will briefly praise students for following directions with conducting their experiments and with cleaning up.

Lesson Consolidation/Debriefing with Students:

Teacher prompt: (Teacher will record the information on a KWL chart)

1.      What is the definition of a chemical change? What makes a chemical change different from a physical change?

2.      Can a chemical change be reversible and non-reversible like a physical change? Why so or why not?

3.      What is it about a chemical change that makes it non-reversible?  ASR: a change in which molecules rearrange to form new substances with different properties.

4.      What are common chemical changes of state matter that you encounter? Think of some examples of chemical changes in our environment. ASR: modes of transportation, lawn mowers, snow blowers, burning wood logs, milk spoilage, etc…). 

5.      What affects does this have on our environment? ASR: global warming, pollution, acid rain, etc…).

6.      Students will be required to hand in their science notebooks for marking. If students require more time to complete worksheet, they will have until the end of the day to submit.

Inspirational though of the Week for July 9-15th

There is always something that makes us special, unique and capable. Find that in you and encourage that in your students.

Inspirational thought of the Week

Always remember to allow your students to reach the unreachable and think the unthinkable