Subject/Course___Science_______________ Lesson Topic____Matter: Chemical
Changes__________
1.
Curriculum Expectations
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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?
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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?
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Accommodation and/or modification:
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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
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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.
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