Lesson Plan:2
Teacher(s): / Subject: Science / Unit: HS Chemical/Physical ReactionsGrade band(s): HS / Number of students: / Setting:
Lesson Objective(s):
Objective 1:Students will compare and contrast the similarities and differences between physical and chemical reactions.
Objective 2: Students will be able to identify criteria that indicate the presence of a chemical/physical reaction.
Connections to the GBEs:
Standard(s):
Materials and Their Properties (4) 9.1 Recognize that chemical changes alter the chemical composition of a substance forming one or more new substances. The new substance may be a solid, liquid, or gas.
Essence: Changes in chemical composition create a new substance
E1: Conduct an investigation on chemical reactions and describe changes that occur.
E2: Given the results of an investigation on chemical changes, identify a substance as a solid, liquid,
or gas.
E3: Conduct a simple experiment to cause a chemical change.
Least support / Moderate support / Most support
Differentiate between physical and chemical reactions. / Identify (2) or more criteria that indicates the occurrence of a chemical reaction. / Identify a product of a chemical reaction.
Materials:
1. Chemical Reactions wonderstory
2. Periodic Table and element flashcards
3. Physical/chemical change scenario/picture classification items
3. 5 Chemical Change Clues Poster
4. Compound and Element pictures
5. Videos or objects for physical and chemical reactions demonstrations:
ChemicalChanges.htm
Activities:
1. Chemical Reactions wonderstory: Introduce students to the concepts and terminology they will be learning in this unit by using a wonder story to connect to their current level of knowledge. / 2. Chemical vs. physical reactions: What is a chemical reaction? A chemical reaction occurs when 2 or more of the elements on the periodic table combine to form a compound. This is different form a physical reaction where a substance changes physical form, but still retains its original properties.
There are (5) clues to look for that will help you tell whether a chemical change has taken place:
1. There is a formation of gas, which can be seen, by fizzing or bubbling.
2. The reaction will cause heat, light or odor to be emitted.
3. A color change is produced.
4. A solid is formed during the change.
5. Reaction produces a change in temperature.
3. Physical vs. chemical reaction demo: Teacher shows students a physical change and a chemical change (feel free to use a video or class demonstration). Stress to students that when a chemical change occurs the process cannot be reversed. Check out a few demonstrations here of physical and chemical reactions:
ChemicalChanges.htm
/ 4. Physical/Chemical Change Classification: Given scenarios students classify whether that change occurred is physical or chemical using the 5 clues mentioned above. See worksheet. Once students have completed share out and discuss explanations making sure to reference the 5 criteria.
Warm-up:
Chemical Reactions wonderstory.
Key Vocabulary:
Element / States of matter / Atoms
Chemical reaction (change) / Particles / Bond
Physical reaction (change) / Properties
Barriers:
Print / Non-verbal communication
Universal Design for Learning (UDL) brainstorm:
Representation
How will instructional content and materials be presented to the students (the “what” of learning)? / Actions/ Expression
How are the students able to interact with the materials and demonstrate knowledge (the “how” of learning)? / Engagement
What interests and engages students in the learning process
(the “why” of learning)?
Teaching Strategies:
Modeling / Brainstorming
Graduated guidance / Scaffolding
Think aloud
Assessments: / Response mode:
Observations
Teacher observations/checklists
Response to questions
Possible accommodations to use with this lesson:
Object representation
Picsyms
Multimedia
Closing Activity:
Exit slip: Have students identify at least (1) clue that shows that a chemical reaction (change) has taken place.
ACCESS Project, Center for Disabilities Studies, UD Delaware Department of Education