UbD Unit Plan Science

University of Wisconsin-Stevens Point
UbD Integrated Unit Plan
Chemical and Physical Reactions

Amy Boritzke, Lisa Ingels, Anna Klapoetke, Leah Koenig
Fall 2014
1
Table of Contents
Introduction: Page #
Rational 3
Understanding by Design 5
Pre-Assessment 10
Lesson Plans:
Day 1 11
Day 2 18
Day 3 21
Day 4 25
Day 5 31
Day 6: Core Performance Task 35
SDLC Rubric 41
Annotated Bibliography 42
Children’s Literature 44
2
Introduction
Rationale
According to the Webster Dictionary, science is “the systematic study of the structure
and behavior of the physical and natural world through observation and experiment.” The
primary purpose of science is to help students develop a thorough understanding of scientific
explanations of the world students need sustained opportunities to work with and develop
the underlying ideas and to appreciate those ideas’ interconnections over a period of years
rather than weeks or months. (NGSS)
Chemical and physical reactions are important topics for students to study because
students should know how many objects and things in their everyday lives have and do come to
be. Understanding chemical and physical reactions will help students better understand how
objects are created and destroyed. Fifth grade is a good age for students to learn about the
chemical and physical reactions because this is the age where they begin their journey in being
able to comprehend and show and interest in the world around them and show interest in
topics regarding hands on learning and higher level thinking. Based on the knowledge the
students will gain through this unit they will be able to make informed and expressive
discussions in the ever evolving and improving world of technological and scientific advances.
Students will be able to explain the similarities and differences between both chemical and
physical reactions as well as what both are. At the end of the unit, students will be able to
produce an experiment dealing with chemical reactions, physical reactions, or both and present
for their peers and people of the community. Also, students will write a paper addressing their
experiment as far as their knowledge, discoveries, data collected, and thoughts through the
scientific method model/process.
At the beginning of this unit we will start with chemical reactions. Students will learn
about what a chemical reaction is, the part of reactions, and what different chemicals are. To
obtain a better understanding of what a chemical reaction looks like and why/how they occur,
students will be concocting two experiments in the first two days of the unit. This is important
for students to experience to help the facts and information regarding chemical reactions come
to life and become something the students can do for themselves.
As we progress through the week students will learn about physical reactions. Much like
the first two days of our lesson, students will conduct their own experiments and learn about
physical reactions as far as what they are, why they occur and so on. The hands on experiments
are important to solidify the information in students’ processing of content. The second to last
day of our unit will consist of a day of reflection and review. Students will participate in class
discussions and partner talks about how chemical and physical reactions are similar and
different. At the end of the day, students will have a chance to work on their Science Discovery
Centers with their partner in preparation for the following day when the Science Discovery
Center is presented.
All of the information that students learn along the way will be written and reflected on
in their science notebooks and used to refer to as they complete their Science Discovery
Centers with a peer. Students will demonstrate an experiment regarding either a chemical
reaction, physical reaction or both to show the differences to their peers and community
members. They will be expected to be able to explain their experiment and what happen (how,
3
what, why?). Students will also write a paper regarding the information obtained from their
experiments and newly learned knowledge following the scientific method design.
4
Understanding by Design Unit Plan Template
Topic: Science – Chemical and Physical Reactions Subject Areas: Science and Language Arts
Grade: 5th Grade Designer(s): Amy Boritzke, Anna Klapoetke, Leah Koenig, Lisa Ingels
Stage 1 – Desired Results
STANDARDS (Wisconsin Model Academic Standards/Common Core / Next Generation

Science/District benchmarks)
• A.4.3: When investigating a science – related problem, decide what data can be
collected to determine the most useful explanations.
• A.4.5: When studying a science – related problem, decide what changes over time are
occurring or have occurred.
• C.4.2: Use the science content being learned to ask questions, plan investigations, make
observations, make predications, and offer explanations.
• C.4.4: Use simple science equipment safely and effectively, including rulers, balances,
graduated cylinders, hand lenses, thermometers, and computers to collect data relevant
to questions and investigations.
Enduring Understandings:
Students will understand that…
• Chemical reactions involve the breaking of certain bonds between atoms and their
reactants.
• Physical reactions are the rearrangement of molecules in a material.
• There is a difference between physical and chemical reactions.
Essential Questions:
• What is a chemical reaction?

• What are safety precautions associated with chemical reactions?
• What are different types of chemical reactions?
• What is a physical reaction?
• What are the different types of physical reactions?
5
Knowledge:
Students will be able to/can…
• Explain that a chemical reaction occurs when two or more molecules interact and the
molecules change.
• Determine what the physical change was in each experiment.
• Students will be able to describe what a physical reaction is.
Skills:
• Conduct a chemical reaction.

• Role-play how to properly use equipment.
• Demonstrate the scientific method.
• Perform an experiment that is a physical reaction.
Dispositions (Value/Appreciate):
• Appreciate different chemicals create different reactions.

• Imagine how the molecules move in a physical reaction.
Stage 2 – Assessment Evidence
Core Performance Task: Summary in GRASPS form
Goal
Your goal is to conduct a science experiment during our class “Science Fair.” You and a partner
will choose to do an experiment pertaining to chemical reactions, physical reactions, or the
comparison of both chemical and physical reactions. You will plan in class and outside of school
with your partner what your experiment will be while writing up a completed scientific method
for your experiment. You will be demonstrating the experiment of your choice for the class and
briefly explain to your peers and those watching what happened and why.
Role
6
You are a scientist teaching people of the community what a reaction is and why it occurs.
Audience
The target audience is people of the community wanting to know more about chemical and
physical reactions.
Situation
The context you find yourself in is a scientist. You will be demonstrating for your peers as well
as the people of the community what a chemical or physical reaction looks like. You and your
partner will be working on your presentation/experiment throughout the week as you gain
more and more knowledge regarding reactions. You will have 15 minutes to carry out the
experiment and teach the community what happened and why it happened. You will also have
to include a scientific method paper regarding your experiment and your findings.
Product, Performance, and Purpose

The purpose of the experiment is to show what you have learned regarding chemical and
physical reactions. You will also be educating us regarding your experiment, why the reaction
occurred, how it occurred, and the “nuts and bolts” or main components of your experiment.
The scientific method paper will assist you in activating higher level thinking. In other words,
the scientific method will encourage you to think deeply about your experiment and the
information you have learned up until this point.
Standards/Criteria for Success

Your presentation and scientific method paper will be graded according to a rubric containing
certain criteria.
Other Assessment Evidence:
Stage 3 – Learning Activities
7
Learning Activities/Lesson Plans: (Write a brief description of each lesson plan/learning
activity including what students will be doing, and the knowledge, skills, and dispositions
students will be learning—please mention if the lesson is helping students complete the Core
Performance Task of the unit)
Lesson/Activity 1:
In this lesson students will learn chemical reactions and important vocabulary that is
necessary to continue on successfully through the chemical and physical reactions unit.
Students will also perform their own chemical reaction experiment and demonstrate their
understanding of the content and the experiment by individually completing a scientific
method outline.
Lesson/Activity 2:
This lesson is day two of the unit. My lesson is the second half of chemical reactions. Students
will be learning what a chemical reaction is and what a few characteristics of them are. They
also will be doing a fun and exciting experiment.
Lesson/Activity 3:
This lesson is an introductory lesson to physical reactions. Students will be completing an

experiment where a solid turns into a liquid and they are able to capture the liquid in a
bubble. After completing this lesson students will be able to describe and perform what a
physical reaction is.
Lesson/Activity 4:
This lesson is day four of the unit. This lesson is the second half of physical reactions. Students
will be reviewing what they learned about physical reactions as well as learning about
another type of physical reaction. The students will participate in an experiment on soap.
After completing the lesson students will reflect on what new information they had learned.
Lesson/Activity 5:
This lesson is the 5th day in the unit. This lesson focuses on reviewing chemical and physical
reactions and also talking about similarities and differences of the two. I also leave time for the
students to work on their SDLC
Lesson/Activity 6:
This is the final lesson plan of the unit. Students will be presenting their Science Discovery
Learning Centers to the class.
8
9
Pre-Assessment
Name: ______________________
You will receive 5 minutes and I would like you to write everything you know about chemical
and physical reactions. Please use the whole time to think of words or phrases that you will be
able to explain to your peers.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
10
Lesson Plans
Lesson Plan Day 1
Lesson Plan Template for UbD Unit Lessons

Name of Planner: Amy Boritzke, Lisa Ingles, Anna Date: October 19, 2014
Klapoetke, and Leah Koenig
Grade/Setting: 5th grade general education Total Length of Lesson: 75 minutes-Day 1
classroom.
Subject/Unit Topic: Chemical Reactions
Additional Areas of Integration Language Arts
Enduring Understandings (should connect to unit Enduring Understandings)
• Chemical reactions involve the breaking of certain bonds between atoms and their reactants.
Essential Questions (should connect to unit Essential Questions)

Lesson Content Standards (should connect to unit Content Standards)
• A.4.5: When studying a science – related problem, decide what changes over time are occurring or
have occurred.
• C.4.2: Use the science content being learned to ask questions, plan investigations, make observations,
make predications, and offer explanations.
Learning Outcomes/Objectives
Knowledge:
• Explain that in a chemical reaction occurs when two or more molecules interact and the molecules
change.
Skills:
11
Dispositions:
• Appreciate different chemicals produce different reaction.
Assessment Commentary
Entrance Slip:
1) The students will complete an entrance slip-formative assessment. 2) I chose the formative assessment of
the entrance slip to quickly assess my students’ prior knowledge of chemical reactions to better understand
where my students are at with the content prior to beginning the lesson and unit. 3) The formative
assessment aligns with the learning outcomes in that it shows where the student content knowledge was
before learning about what a chemical reaction is. 4) Students will be given feedback by receiving a point for
either doing it or not and then I will thank them all for completing it. 5) By having the entrance slips, I will be
able to drive my instruction the following day and I will also have a better understanding of what the
students know and do not know so I better understand what I may need to go in depth on to ensure my
students understand the necessary content.
Scientific Method outline:

1) The second assessment will be a form of formative assessment as well. Students will complete a scientific
method outline regarding the in class experiment. 2) I chose this type of assessment to better understand my
students’ skills and understandings about how to complete the scientific method process. I will assess this
because knowing the scientific method will help students gain a deep understanding of scientific content
(higher level thinking) which is an important and helpful skill for students to understand for future science
topics. 3) This type of formative assessment aligns with one of the learning outcomes in that students will be
able to model the scientific model correctly in their outline of the in class science experiment. 4) I will assign
one point to the outline according to whether or not it was completed. The purpose of the outline is for me
to better understand my students’ knowledge regarding the scientific method and how to properly display
and use it. I will meet with each student shortly when I return them and hold a short conference with them to
discuss their understanding of the model which will further help them in their future science classes. 5)
Having students complete the scientific model outline, I will be able to guide my use of the model in the
classroom from this point forward. I will see where my students have misunderstandings and where they
have a strong understanding regarding the model.
Academic Language
List general academic and content specific language that is essential for learner understanding.
Lesson Concepts/Academic Vocabulary
Matter
Atoms
Bonds
Elements
Periodic table
12
Chemical
Molecule
Catalyst
Pressure
Concentration
Energy
Scientific Method
Lesson Procedure
Your instructional plan should be written as a series of steps, with introduction, steps in the body of the
lesson, and closure.
Instructional Plan Time Resources,
Estimate Materials and
Introduction: Opening – Tell students that for the next week in science, we will (for Technology
be talking about reactions. Say: “There are two types of reactions we will be each
discussing. There are physical reactions and there are chemical reactions. We step) Template and
will be starting our unit off with chemical reactions and then move into question/prompt
physical reactions.” 2 min on board written
out for students
1. Introduction to class “Science Fair!”: “Class, as we progress through the to follow and
week learning about chemical and physical reactions, I want you to be keeping copy in their
organized notes in your notebooks and thinking about which of the two notebooks for
interests you the most. At the end of the week, you and a partner will be their entrance
choosing and demonstrating a science experiment for the class. The science 5 min slip.
experiment you choose to demonstrate for the class at the class “Science Fair”
should be either a chemical reaction experiment, physical reaction
experiment, or an experiment
That shows the difference between the two reactions. I am handing out the
GRASP core performance which will help you develop and present your
experiment as well as the rubric for my expectations of you “science fair”
experiment. You can choose any experiment to do that you find as long as it is
safe, remember all of the safety rules we discussed in the beginning of the
year, and as long as you don’t spend more than $15 dollars. I have materials
here so please as if you need anything. Does anyone have any questions?”
2. “In you notebooks, please write: “Entrance Slip” at the top of a clean page
and write your name and date in the upper left hand corner. These will be
turned into me so please follow my example I have written on the board. 2 min
Please answer the question or prompt I have written up there. This will be
your entrance slip for the day. Please turn in your entrance slip and return to
your seat when you’re finished” (pre-assessment)
13
Doc camera and
a. Entrance slip question/prompt: What is a chemical reaction? 1 min definition of
chemical
3. Show students the definition of a chemical change on the doc camera: “A reaction typed
chemical change occurs when new kinds of matter are formed. The on a piece of
composition of the matter changes, and the new kinds of matter have paper.
different properties from the old matter.” 7 min
4. “Please join me on the rug, we are going to relax, shift our thinking to
science, and watch a short clip introducing chemical reactions together so we
gain a better understanding of what we will be talking about the next few Overhead: watch
days.” YouTube video.
5. Watch: Chemical Reactions-Watts Up? 5th grade collaboration Ep.4.

Retrieved on October 19, 2014. Website:
http://www.youtube.com/watch?v=ZmFUC71QpCc 6 min
6. After video: “I would like you all to go back to your seats and we are going
to create anchor chart together based on what we learned from the video. “
10 min Doc camera with
7. Once students are back in their seats: “Before we start creating our anchor vocabulary list
chart, I would like you all to get out your science notebooks and write down on it: matter,
the definitions I have for you up on the doc cam. Next to each definition, atoms,
please draw a picture of how you envision the term to help you picture it 15 min elements,
better. You can work together in your pods if you would like. Some of these periodic table,
terms will be review from last week so if you already have them in your chemical,
notebooks that’s fine, you do not have to write them again.” molecule,
catalyst,
8. Discuss vocabulary and review already known vocabulary such as matter pressure,
and energy and the Periodic Table (Show the Periodic Table poster and hang in concentration,
front of the classroom). Review the scientific method (taught in the beginning energy, scientific
of the year). method
9. “ Now we are going to create our reaction anchor chart and our scientific Periodic Table
methods anchor chart together!” poster
Anchor charts
retrieved from
Image retrieved on October 19, 2014 from website: http://media-cache- Pinterest on
ec0.pinimg.com/originals/dd/10/33/dd1033d216a78bbfb4ef57eec804c0dd.jpg October 19,
2014.
14
Melissa and Brittany. “The Scientific Method” anchor chart. Retrieved on 5 min
October 19, 2014 from Frugal in First; Pinterest. WebsiteL
http://frugalinfirst.blogspot.com/2013/01/science-fair.html
10. “Since we have reviewed and learned new vocabulary that will help us
better understand chemical reactions and we have created two excellent
anchor charts that we will be adding to and referencing throughout the rest of
our unit, I would like to have you each do an activity of a short experiment of
what a chemical reaction looks like.”
11. “After I give my directions I would like the team leader from each pod to go
to the back of the classroom and get a plastic bin which has all of the
ingredients you will need in it. First, listen to what you will be doing please.”
12. “Each bin will have typed directions for you to follow but essentially what
you will be doing is creating your own color art! You will be creating your own
experiment but working together as a pod. So if you have questions, please ask
your pod mates before you ask me. Also, you will be writing up a quick
scientific method reflection. I am passing out the outline for your reflection
and you should begin working on this right when you receive your bin and read
over the directions. REMEMBER! Before you do ANYTHING, you must what? 15 min
That’s right, make a hypothesis. The components of the scientific method are
up on our anchor chart in the front of the classroom if you need to use it. Any
questions? Alright, each pod leader please go and get your pods materials.”
In each pod’s
bin:
13. Students will get bin full of ingredients needed to complete science 2 min • A smock
experiment. to
protect
a. REMINDER: Please wear your smocks so you do not stain your clothes their
from the food coloring. clothing
• 4
14. Have students clean up their pods and come together on the rug. different
5 min colors of
14. Say/Explain: “What did we learn from that? Let’s talk about it. Milk is food
mostly water but it also contains vitamins, minerals, proteins, and tiny droplets coloring
of fat suspended in solution. Dish soap weakens the chemical bonds that hold • 2 cups
the proteins and fats in solution. The fat molecules freak out as the soap milk
molecules race around to join up with the fat molecules until the solution is
15
evenly mixed. That’s why we see the color spread out so fast.” • 1
tablespo
Final Step: Closure- Have pods come to the front of the rug where students are on dish
seated one by one to share one portion of their scientific method with their soap
peers. As they share, fill out the scientific outline the students used and show • 4 plastic
on the overhead to create a class scientific method reflection regarding the plates
“Milky Colors” experiment. Collect each student’s scientific method reflection • 4 q-tips
(assessment). Outline of
Scientific
“Thank you for sharing and working so hard today scientists! Tomorrow we Method
will be talking more about chemical reactions so come with your scientist hats attached below.
on again!
Doc camera,
copy of scientific
method
framework.
Differentiation
• Students could have more time to watch a more in depth video (i.e. Bill Neye the Science Guy).
• There could be groups of students working on the experiment rather than independently.
• Students could also type their scientific method rather than writing it.
16
My scientific method…
Name of Experiment:
1. Ask Questions: I wonder…
2. Hypothesis:
3. Do the experiment! 
4. Data (observe…):
5. Draw Conclusions and report results:
**From what you learned today, in your own words explain what a chemical reaction is and 1-2 things you
learned from completing the experiment.
17
Lesson Plan Day 2
Name of Planner: Anna Klapoetke Date: 10/23/14
Grade/Setting: 5th grade Total Length of Lesson: 1 hour-Day 2
Subject/Unit Topic:
Chemical Reactions-Using Chemical Change to
Identify an Object
Additional Areas of Integration
Science and Language Arts
• Students will be able to explain that a substance reacts chemically in characteristic ways and that
these characteristics can be used to identify an unknown substance.
• Why do some substances react with others?

• What are characteristics of a chemical reaction?

Standard Number and Applicable Wording (quote relevant parts of standards, i.e., Common Core State
Standards, Wisconsin Model Academic Standards, Next Generation Science Standards)
• C.4.4: Use simple science equipment safely and effectively, including rulers, balances, graduated
cylinders, hand lenses, thermometers, and computers to collect data relevant to questions and
investigations.
• A.4.3: When investigating a science – related problem, decide what data can be collected to
determine the most useful explanations.
Identify what your learners will know (knowledge), will be able to do (skills), and value/appreciate
(dispositions) as a result.
• Students will identify features of chemical reactions.

• Students will be able to conduct a chemical reaction.
Please keep in mind that formative assessment is an on-going process throughout your unit. Your
commentary should include 1) the type of assessment chosen; 2) an explanation about why you chose the
assessment; 3) how the assessment aligns with your learning targets or outcomes; 4) how you will provide
18
feedback (or grades) to the student; and 5) how the results of the assessment will be used to inform future
instruction.
1. Exit slip
2. I chose this assessment because I wanted a quick snap shot of what my students understood or didn’t
understand about the lesson.
3. This exit slip aligns with my learning outcomes because I created the exit slip questions directly from my
learning outcomes.
4. If the students complete the exit slip they will receive one point under class participation.
5. I will use the exit slips to guide my instruction for the next science class. If I find that students had a
difficult time with a question I can review it before class.
Academic Language
• mL- a thousandths of a meter. A unit of measurement
• solution- is a homogeneous mixture composed of only one phase. In such a mixture, a solute is a
substance dissolved in another substance, known as a solvent. (a mixture of something)
• iodine- Iodine is a chemical element
• tincture- A tincture is an extract of a sample into a solution.
• Chemical Reaction- a process in which one or more substances are changed into others
• Concentration- The amount of a particular substance in a given amount of another substance,
especially a solution or mixture.
Lesson Procedure
Instructional Plan Time Resources, Materials and
Estimate Technology
Step 1: Opening – Explain to the class that we will (for each
continue our lesson from yesterday. Review what a step)
chemical reaction is and the involved vocabulary. (this will
be used as a reassessment. I can use this to go over 5 min
material again or clarify.)
Today we will talk about what the properties of chemical

reactions are, and how they happen. When chemical
reactions occur the particles of the substance are broken Science notebook
20 min
apart, and the atoms are rearranged into new particles,
forming a new substance. Does anyone have examples of a Pen or pencil
chemical change? Talk to a neighbor and discuss. Will any
partners share their ideas with the class?
A few examples I have are: milk going sour, your body
19
digests food, a nail tarnishes.
Do any of you know how to tell if a chemical reaction is
happening? Turn a talk and write your ideas down in your
science notebook. Anyone willing to share?
A few things to look for are; easy to see physical
effects, like light, heat, color change, precipitate.
Class, today we will be identifying which substance is

having chemical reaction when the "magic" solution is
poured on it.
(Place students in groups of three or four.) In front of each 20 min Iodine solution: 10 drops of
station you will find 2 cups that each have different powder in tincture of iodine to 100 mL
them. You will notice that they look the same, but are they? In of water. Pour 50 mL of this
your science notebook, record what you think is going to solution into a cup for
happen. After recording your predictions pour 25 mL of the demonstration.
iodine solution in each cup and swirl. Record your observations Place ¼ teaspoon corn starch
in your science notebook. The expected results of the activity in a clear plastic cup and ¼
will show that the solution turns a light brown(same color as teaspoon baking soda in
mixture) in the baking soda and the corn starch will turn a dark another cup.
purple.
Questions for their science notebook: Both powders looked

similar at first, how did you know that they are different?
Which do you think is probably a chemical change?(Sample
answer: The iodine and the cornstarch are probably the
chemical change because the dramatic color change seems like
something new may have been produced. The iodine does not
change color when it combines with the baking soda.)
Final Step: Closure- The class will complete an exit slip. This exit 15 min
slip will have two questions on it. The first question will ask:
What is a chemical reaction and what is one example other
than our lab experiment. The second question will ask: List two
characteristics of a chemical reaction.
Differentiation
Instead of writing the questions and answers in their science notebook, if the students feel more comfortable
they are able to verbally tell me their answers. They can also do this for the exit slip.
20
Lesson Plan Day 3

Name of Planner: Lisa Ingels Date: 10/21/14
th
Grade/Setting: 5 Grade/ General Education Total Length of Lesson: 45-50 Minutes-Day 3
Classroom
Subject/Unit Topic:
Physical Reactions/ Chemical and Physical Reactions
Science, writing, reading



have occurred.
investigations.
• (Knowledge) Students will be able to describe what a physical reaction is.

• (Skills) Students will be able to perform an experiment that is a physical reaction.
• (Disposition) Students will be able to imagine how the molecules move in a physical reaction.
21
instruction.
1. I have chosen to do a pre-assessment of what my students have learned from the previous days of
our unit. 2. I have chosen this type of assessment because then I am aware of what my students know
so I am able to build off of it. 3. The pre-assessment aligns with my learning targets for our unit
because then I am aware if the students have learned what the learning objectives were for the
previous two days. 4. I will provide feedback to the students by assuring them if their answers are
correct while we are doing a whole class discussion. If a student does not give the correct response
then I will talk to that student individually to check their understanding on the previous lessons as a
whole. 5. By doing this assessment I will form my future instruction to include more details and
examples or know if I am using the correct amount.
Academic Language
Molecule- A group of atoms
Chemical reaction- Breaking the bond between atoms and forming new bonds
Physical reaction- Rearranging molecules, nothing breaks
Sublimation- When a solid turns into a gas, liquidation is skipped
Melting- When a solid turns into a liquid
Lesson Procedure
Estimate Technology
Step 1: Opening – As students walk into the room have these (for each
directions on the board: “Take out a sheet of paper and answer step) White board, Markers
the questions.
A. What is a molecule? 5 minutes
B. What is a chemical reaction?
C. How can you tell if something in a chemical reaction?
(List 3 of the 4 ways)
D. What is a physical reaction?”
2. After students have answered the questions go over the
answers in class. 2 minutes
3. For the students who do not know what a physical reaction 2 minutes
(Physical change); explain that a physical reaction is when
molecules are arranged in a different way than the way they
started. This means that the molecules themselves are not
22
breaking apart but they are just changing the shape that they
make when put together. Some examples could be when a
piece of paper is ripped then it is still paper but smaller, or Paper, pencil
when you dissolve sugar in water. The sugar molecules are still
there, that is what gives the water the sweet taste but you do 3 minutes Glass bowl, water, safety
not physically see the sugar in the water. gloves, paper towel, plastic
4. With a partner have students come up with as many container, dish soap with a
examples of physical reactions/change as they can. little water
5. While students are discussing, go to the back of the room
and set up the necessary supplies for the experiment. At each
lab table there will need to be a glass filled with water bowl, a
pair of safety gloves, paper towel, and a container with bubble
solution (dish soap).
6. After setting up the stations, and students have discussed
examples of physical reactions/change, have each pair of Lab Instructions
students give one example of a physical reaction and write it 8 minutes
on the board. This will serve as a way for students to connect
to prior knowledge or with something they have experience
with.
7. Instruct students to take out their instructions for the lab
that they will be completing today. It is important to go over
the lab before it is actually performed so students can conduct
the lab on their own.
8. Have students read the steps one by one and explain what it
means.
A. When arriving at lab station one student at each station
should put on a pair of safety gloves.
B. Teacher will walk around and hand each station a piece of
dry ice. IMPORTANT!!!! ONLY THE STUDENT WITH THE SAFETY
GLOVES ON SHOULD TOUCH THE DRY ICE! IF NOT WEARING
PROPER PROTECTION YOU CAN GET FROST BITE!
C. After receiving your dry ice, place it in the glass bowl that 15 minutes
is filled with water. This will cause the ice and water to
bubble/produce a fog.
D. Soak the paper towel in the bubble solution and then pull
the towel and solution over the glass container that has the
water and dry ice. Be sure that a bubble forms over the whole
glass container. 5 minutes
E. Make observations about what will happen.
9. Students should then grab a pencil and head to their lab
spots. Remind students to not touch anything that has been
laid out until they are instructed to.
10. After all students have arrived at their station allow
students to begin the experiment. Walk around the room to
23
assist students if they would like it.
11. Once students have completed the lab ask them to return 5-10
to their seats and have them finish the lab worksheet. minutes
A. What type of reaction did this lab show?
B. What was your prediction?
C. What is sublimation?
D. How is this different from melting?
E. Write a complete paragraph (3-4 sentences) about what
happened in this lab.
12. Discuss the questions that were presented.
A. Physical Reaction: because a solid changed to a gas.
B. Will vary amongst students.
C. When a solid goes directly to being a gas. It completely
skips the stage of becoming a liquid.
D. When a solid melts it changes into a liquid and then the
liquid can evaporate into being a gas. Sublimation is solid to
gas.
E. Will vary amongst students.
Final Step: Closure- Explain that tomorrow we will be working
more with physical reactions and that students should come
prepared to perform another lab. Also remind students to
continue working on their partner projects.
Differentiation
• One way to differentiate this lesson is to have the students work with more peers instead of only with
one other person.
• The experiment could also be done as a whole class demonstration instead of having each group
complete it individually.
24
Lesson Plan Day 4

Name of Planner: Amy Boritzke Date: 10/22/2014
th
Grade/Setting: 5 Grade Total Length of Lesson: 45-50 Minutes-Day 4
Subject/Unit Topic: Physical Reactions/Chemical and
Physical Reactions

Science, writing, and reading



have occurred.
investigations.
Knowledge
• Determine what the physical change was in the experiment.
• Describe what a physical reaction is.
Skills
• Perform an experiment that is a physical reaction.
25
Dispositions
• Imagine how the molecules move in a physical reaction.
instruction.
KWL Booklet
1.) I chose to have the students create a KWL booklet when they enter class. This booklet can be used as
a formative assessment. 2.) I choose this type of assessment because it assesses my students’ prior
knowledge of physical reactions from the previous day’s lesson. It also allows me to see new
information learned. 3.) The formative assessment aligns with the learning outcomes because then I
am aware if the students have learned what the learning objectives were for the previous day on
physical reactions. It allows the students to explain another physical reaction they learned in the L
part of their booklet. 4.) I will provide feedback to the students through their KWL booklet. The
students will receive a check plus if they have all parts of the booklet filled out. I will also write
comments in the student’s booklets when appropriate. 5.) By using the KWL booklet, I will be able to
determine where the students are in their understanding of physical reactions. From this information
I will be able to determine if I need to include more information on the content as well as provide
more examples to help them better understand the subject.
Academic Language
• Physical Reaction
• Charles’ Law
• Molecules
• Pressure
• Steam
Lesson Procedure
Estimate Technology
Step 1: Opening – As the students enter the classroom they will (for each Directions written on the
notice at each of their tables a blank white sheet of paper. step) whiteboard and blank white
26
Directions for this white sheet of paper read on the board 5 min piece of paper
“Create a KWL mini book for Physical Reactions”. (Students
know how to create a KWL mini book from earlier in the year.)
• Remind the students with “The front cover should read
Physical Reactions: Charles’ Law, open up the first two
pages and write KNOW across the top, turn to the next
two pages and write WANT TO KNOW on the top, and
on the last two pages write LEARNED”.
• Tell the students to put their pencils down when they
are finished creating there mini book.
• Once every student has finished creating their mini
book, tell the students to write down two things they
already know about physical reactions. Tell them to
think back to yesterday’s lesson on physical reactions.
Step 2: Introduction – Inform the students that today’s lesson
is going to continue from yesterday’s lesson on physical
reactions but today we are focusing on Charles’ Law.
• Ask the students “What do you know about Charles’ KWL booklet and pencil
Law?”
• Give the students a minute to think and then have the 2 min
students write down in their KWL book one thing they
think they know about Charles’ Law and one thing they
want to learn about it.
• Have the students share what they know about Charles’
Law with the rest of the class.
• Then have them share what they want to learn about
Charles’ Law.
Step 3: Have the students take out their notebooks to take
some notes on what Charles’ Law is.
• Charles’ Law is also known as the law of volumes; it is
an experimental gas law which describes how gases ten Notebook and pencil/pen
to expand when heated.
Step 4: Explain to the students that we are going to do an 3 min
experiment.
• Explain to the students that we are going to be doing an
experiment called “Ivory Soap Cloud”. Hypothesis worksheet
• Before heading back to the lab station, the teacher will
10 min
pass out a worksheet for the students to fill out what
they think is going to happen to the bar of ivory soap
when placed in the microwave for 2 minutes.
• The students are going to make a hypothesis and draw
a picture of what they think the bar of soap is going to
look like when it comes out of the microwave.
27
• While the students are making their predictions, the
teacher will be lab setting up 2 cups of water with two
types of soap (regular bar of soap and ivory soap) at
each station. Paper towels, cups, water,
• After the students have made their predictions, inform paper plate, regular bar of
them of some safety instructions about going back into soap, ivory bar of soap (have
the lab area. one of each soap for each
- Do not eat or drink any of the materials in the lab. pair of students)
- Do not touch the materials until instructed to do so
by the teacher. 2 min
- Walk quietly back to the lab station.
• Then, have the students find their lab partner and head
back to a lab station with their worksheet they just
filled out along with a pencil.
Step 5: Have the students talk with their partner about what
they think is going to happen when each bar of soap gets
dropped into the water. Worksheet and pencil
• Allow the students to pick up the regular bar of soap
and the ivory soap and see if they notice anything
different about the two bars.
• Have them write their predictions down on their sheet 2 min
of paper of what they think is going to happen when
dropped into the water.
• Give the students permission to drop each bar of soap
into its own glass of water. Watch what happens.
• Ask the students
- “What did you notice?”
- “What happened to the regular soap/ivory soap”?
- “Why did this happen”?
• Explain to the students that the reason behind the ivory
bar of soap sinking is because there are pockets of air in
the soap that are making it float. “It’s the soap that
floats”.
• The reason it has pockets of air in it is because it was 3 min
whipped to long when making the soap. (Legend).
Step 6: Now have the students gather around the microwave.
• Have the students share what they think is going to
2 min
happen to the ivory soap when it is heated for 2 min.
• Since there is only one microwave in the classroom, the
teacher will seat the bar of soap on a paper plate and
place it in the microwave for 2 min.
• The students will watch and think out loud about what
Microwave, paper plate,
is happening to the soap.
10 min paper towel, ivory bar of
28
• Once it is done, have the teacher pull it out of the soap
microwave and set on the table.
• Ask the students “What happened to the soap?” (Don’t
let the students touch it right away because it will be
hot).
• The students will notice that the soap inflated because
the pockets of air produce steam and the water pushes
out a little bit allowing it to get bigger and bigger.
• As it dries the soap deflates and returns back to its solid
state.
Step 7: Have the students return to their tables and write down
what happened to the soap as well as create a picture of what
the soap looked like after being heated.
• Have a discussion with the whole class as to why that
was a physical change.
• What happened to the bar of soap and why?
• What do you think would have happened to the regular
bar of soap? Why?
Inform students that it was a physical change because when 2 min
gas is heated, its volume will increase. All that air in the soap
had been pumped into the soap when it was heated in the
microwave, making its volume increase dramatically, causing it 3 min
to puff out.
• The molecules were expanding as more heat was
added, and then once the heat was taking it away, the
molecules shrunk tightly back together putting it back
to its original state, solid.
2 min
Final Step: Closure- After the discussion, have the students
take out their KWL book and write something they learned
today about physical reactions and Charles’ Law. Once they
have their book filled out have the place it on the front table.
Remind the students that tomorrow they will be given some
work time to work on their science discovery learning centers.
5 min KWL booklet
29
Differentiation
• Have the teacher demonstrate what happens to the regular bar of soap when heated so the students
can see the difference and have a discussion on what happens.
• I could spilt the class up into groups and bring hot plates in so each group could do this experiment on
their own without the teacher doing it for them.
• After learning about Charles’ law, have the students try and think of examples that relate to the law
to get a better understanding.
Name__________________________
Worksheet
Hypothesis:
After Microwave Picture:
30
Lesson Plan Day 5

Name of Planner: Anna Klapoetke Date: 10/23/14
Grade/Setting: 5th Total Length of Lesson: 1 hour-Day 5
Subject/Unit Topic:
Chemical and Physical Reactions- Lets Review!
Science and Language Arts
• Students will understand that chemical reactions involve the breaking of certain bonds between
atoms and their reactants.
• Students will understand that physical reactions are the rearrangement of molecules in a material.
• Students will understand that there is a difference between physical and chemical reactions.

• What is the difference between chemical and physical reactions?
• What are the similarities of chemical and physical reactions?

A.4.3: When investigating a science – related problem, decide what data can be collected to determine the
most useful explanations.
C.4.2: Use the science content being learned to ask questions, plan investigations, make observations, make
predications, and offer explanations.
C.4.4: Use simple science equipment safely and effectively, including rulers, balances, graduated cylinders,
hand lenses, thermometers, and computers to collect data relevant to questions and investigations.
31
• Students will be able to identify the differences of chemical and physical reactions.
• Students will be able identify similarities of chemical and physical reactions.
instruction.
1. Pre assessment
2. I chose this assessment because I wanted to know what my students understood and what I need to recap
or retouch on.
3. This aligns with all of our learning targets because our overall goal was for them to know similarities and
differences of chemical and physical reactions. We also wanted the students to be able to explain what each
reaction was.
4. My feedback will be in the form of talking with the students and working through their answers and
misconceptions.
5. This will inform my instruction for the day. While asking the students my various probing questions I will
know how to start my class lesson.
1. Turn and talk exit slip

2. I chose this assessment because I want to hear what my students learned and I want them to share with
their partner about what they learned.
3. This aligns with all of our learning targets because our overall goal was for them to know similarities and
differences of chemical and physical reactions. We also wanted the students to be able to explain what each
reaction was.
4. I will listen to groups talk and will converse with the groups and provide answers if needed.
5. By listening to my students I will feel confident about what my students learned and if need be I will start
my next class period reviewing what I feel they need more content on.
Academic Language
• Chemical reaction- the original material becomes a new substance(s) with properties that are
different from the original substance (s). In a chemical reaction the bonds holding the molecules are
32
broken and the atoms reform into different molecules.
• Physical Reaction- The molecules in the substances haven’t changed but it may look, act, or feel
different.
Lesson Procedure
Estimate Technology
Step 1: Opening – "Class today we will be talking about the (for each
similarities and differences between physical and chemical step)
reactions. Today I am going to start class by asking you a few
questions about what we have learned over the last few days.
To start us out, what is a chemical reaction, think back to the Depending
first and second day of our unit. What things did we talk about, on the
what did the experiments look like?" amount of
I would continue to ask my students probing questions time I feel
about what we learned about both chemical and physical the
reactions. And also what questions they might have had. students
Essential, I will use this as a pre assessment tool. If I feel that need:
the students understand the content I will move on, but if I feel 10 min-15
that the students are struggling I can spend more time on the min
content or review the ideas they didn’t quite understand.
After the reviewing the content I will start my lesson.

"Class, are chemical and physical reactions different? Turn and
talk to your neighbor and discuss." After a few min a discussing
I will ask the students to share a few of the things that they
thought of and discuss as a whole class. "Now, discuss if
chemical and physical reactions are similar?" The students will
share their answers. And as a whole class we will discuss.
"As we have just talked about and through the multiple labs we
knew that there are similarities and differences between the
two. A few similarities could be, change in appearance-ice to
water (physical) or a lit match (chemical), both have energy
changes, and changes of states of matter." 30 min
Leave time for students to ask questions.
"As we also know there are many differences between them as

well. With physical changes we know that molecules are
rearranged, but the overall structure is the same. While with All materials needed for
chemical change, the bonds are being made or broken, their project.
33
changing and creating a new substance." "Students which
reaction can be reversed? Discuss and provide examples." The
class discusses and shares examples.
"You are correct, chemical changes cannot be reversed. I like

all your examples."
"Before I release you to work on your projects I would like

everyone to turn and talk with a neighbor and discuss what we
learned through this unit."
Students talk and discuss. Have students share answers with
class.
"Now I would like everyone to have the chance to finish up any

last minute touches on your science discovery learning center.
Remember we will be presenting these the next time we meet. 10-15 min
I will be available for any help or questions."
Differentiation
• Students will have the option of completing a KWL chart while we are reviewing content in the
beginning of class. The students can use this to help our whole class discussion.
34
Lesson Plan Day 6: Core Performance Task

Name of Planner: Amy Boritzke, Lisa Ingles, Anna Date: 10-24-14
Klapoetke, and Leah Koenig
Grade/Setting: 5th grade general education Total Length of Lesson:1 hour and 20 min- Day 6
classroom.
Subject/Unit Topic: Chemical and Physical Reactions
Additional Areas of Integration Language Arts
Students will understand that…
• Chemical reactions involve the breaking of certain bonds between atoms and their reactants.
• There is a difference between physical and chemical reactions.
•

• A.4.3: When investigating a science – related problem, decide what data can be collected to
determine the most useful explanations.
have occurred.
investigations.
35
Knowledge:
• Explain that a chemical reaction occurs when two or more molecules interact and the molecules
change.
Determine what the physical change was in each experiment.
Skills:

• Role-play how to properly use equipment.
Dispositions (Value/Appreciate):
• Appreciate different chemicals create different reactions.
Exit Slip:
1) The students will complete an exit slip-formative assessment. 2) I chose the formative assessment of the
exit slip to quickly assess my students’ knowledge of chemical and physical reactions to better understand
where my students are at with the content at the end of the lesson and unit. 3) The formative assessment
aligns with the learning outcome under the knowledge portion of the lesson plan in that it shows where the
student content knowledge is towards the end of the unit; specifically whether or not they are able to
identify what a chemical and physical reaction is. 4) Students will be given feedback by receiving a point for
either doing it or not and then I will thank them all for completing it. 5) By having the exit slips, I will know
after reading them if I need to go back and revisit a portion of the content or not. I will also have a better
understanding of what the students know and do not know so I am able to gage whether or not we are ready
to move onto other science topics.
36
Scientific Method Paper:
1) Students will be graded according to a rubric on their presentation of their experiment and more
importantly their scientific method paper regarding their experiment-summative assessment. 2)I chose this
type of summative assessment in order to see whether or not the students fully understand how to write in
the scientific method format and how to explain their scientific understandings and knowledge. The science
experiment presentation will also be assessed in order to see students’ ability to verbally explain what a
chemical and/or physical reaction is and what is happening while they are occurring successfully. 3) The
summative assessment aligns with the learning outcomes under the knowledge, skills (the first and last one),
and dispositions portions of the lesson plan in that it shows where the student content knowledge is towards
the end of the unit; specifically whether or not they are able to identify what a chemical and physical reaction
is. 4) Students will be given feedback according to the paper rubric which was handed out at the beginning of
the unit. The papers will be graded and feedback will be given to each student separately. 5) The papers will
show the understandings of the students as far as if they are able to complete the scientific method
successfully for an experiment or not, whether or not they can explain what a chemical and physical reaction
is and the difference between the two, and whether or not they express their scientific thinking clearly and
appropriately
Academic Language
Academic
Present
Paper
Exit Slip
Unit
Matter
Atoms
Bonds
Elements
Periodic table
Chemical
Molecule
Catalyst
Pressure
Concentration
Energy
Scientific Method
Chemical Reaction
Physical Reaction
Science Discovery Center
37
Lesson Procedure
Estimate Technology
Step 1: Introduction-“Are you ready scientists to show us your (for each
reaction experiments?! I am so excited to see what you have step)
put together to help teach your peers and community
members about in regards to chemical and physical reactions!”
2. “When I am finished explaining to you what we will be doing

before we begin our science discovery centers, I would like you
all to get together with your partner and prepare your
Note cards with the
experiment and to be displayed for the class. Each pair will partner’s names on them at
have a desk to set up their experiment on located in the front 5 min each desk station.
of the classroom so everyone is sure to see; I have put your
names on the desk you will be assigned to for your
presentation already so please just go to your assigned desk
once I am finished with my directions. I am handing out a
sheet for your to reference today so you know what my
expectations are. I will quickly go through them with you:”
a. First, you and your partner will have 5-10 minutes to:
i. Conduct your experiment and remember you
are presenting as if a group of people from the
community came to the presentation with little
background knowledge of chemical or physical
reactions so you have to explain all of the parts
listed below in part ii well!
ii. Explain your experiment (i.e. what happened
throughout the experiment, why, any data
collected, and your findings)
iii. Answer any questions or concerns your peers
may have regarding the material you presented
to us today.
b. Second, as you are watching and learning from your
peers, please make notes in your science journals
about each one your see. Be prepared to hand in the
38
Exit Slip I am passing around for you before we move
onto math for the day.
i. On the Exit Slip: Each student will need their
science notebooks, a pencil,
1) What was something new you learned about
and an Exit Slip.
either a chemical reaction or a physical
reaction?
2) What experiment stood out to you the most
and why?
c. Finally, REMEMBER: When you turn in your Exit Slip
please turn in your Scientific Method paper regarding
your experiment. You may use your paper to reference
back to while explaining your experiment, what
happened, your findings, etc.
**This list (a-c) will be handed out in class for students to

know what the expectations are for the day as well.
3. “Any questions about what you are to be doing while your

peers are presenting or what I need from your before science
if over today? Great! You may now go meet with your partner
and get set up”
4. At this time, students should be preparing their science

stations. 5 min
5. Science Discovery Center time: pick groups from the

popsicle stick jar (both group members names will be on one
stick for random choosing for the order of presenting). 10 min
Each student will have to
a. Each pair will have 5-10 minutes to present their bring their materials
experiment and explain what happened in throughout 50 min (this necessary for the Science
the experiment, why, any data collected, and their may vary Discovery Center.
depending
findings.
on
6. Final Step: “Wow! All of the experiments and findings I experiments,
questions,
heard and saw today were outstanding! I love the use of
etc.)
materials and seeing how well you all collaborated together;
you worked well together. When I finish explaining what we
are going to do next, I would like all groups to clean up their
stations."
10 min
39
a. Here is what I need from each one of you:
1. Your scientific method paper with the rubric
stapled (I have extra rubrics by the “Finished
Bucket” where you turn your papers in incase
you lost your other copy and a stapler up here Each student will turn in
as well). their Scientific Method
2. Your exit slip paper.
b. Then I would like you to clean up your stations, put
what materials need to go home in your locker and
then come to the rug so we can begin math.
7. Great work scientists, I am truly impressed!
Differentiation
• Students could also have a sheet with each experiment’s title already written on it and numbered in a
specific order that the pairs would present (a piece of classroom management).
• Another way to organize the “Science Discovery Centers” would be to have half the students present
at one time and the other half of the class walk around and watches/interacts with each experiment
or pair at that time. After a 20 minute viewing time, the class could switch so the half of the class
switches roles.
40
Science Fair Experiment : SDLC
Teacher Name: Chemical and Physical Reactions
Student Name: ________________________________________
CATEGORY 3 2 1 .5
Description of Procedures Procedures Procedures Procedures
Procedure were were were that were
(On their outlined in a outlined in a outlined in outlined
presentation board) step-by-step step-by-step a step-by- were
fashion that fashion that step seriously
could be could be fashion, but incomplete
followed by followed by had 1 or 2 or not
anyone anyone gaps that sequential,
without without require even after
additional additional explanation adult
explanations. explanations. even after feedback
No adult help Some adult adult had been
was needed help was feedback given.
to needed to had been
accomplish accomplish given.
this. this.
Display Each Each Each The display
element in element had element seemed
the display a function had a incomplete
had a and clearly function or chaotic
function and served to and clearly with no
clearly illustrate served to clear plan.
served to some aspect illustrate Many
illustrate of the some labels were
some aspect experiment. aspect of missing or
of the Most items the incorrect.
experiment. were experiment.
All Items correctly Most items
were labeled. were
correctly labeled
labeled. incorrectly.
Conclusion/Summary Student Student Student No
(orally given to class provided a provided a provided a conclusion
while they present) detailed somewhat conclusion was
conclusion detailed with some apparent
clearly based conclusion reference OR
on the data. clearly based to the data. important
on the data. details
were
overlooked.
41
Annotated Bibliography
5th grade science physical changes in matter. (n.d.). Retrieved October 22, 2014, from
http://schools.bcsd.com/fremont/5th_sci_matter_physical_changes.htm
I used this website to help with my lesson plan.
All Things Beautiful: Summer Days #54 : Ivory Soap "Cloud". (n.d.). All Things Beautiful: Summer
Days #54 : Ivory Soap "Cloud". Retrieved October 23, 2014, from http://homeschooljournal-
bergblog.blogspot.com/2011/08/summer-days-54-ivory-soap-cloud.html
This website was used for an idea for an experiment to use in one of the lessons.
Charles's law dictionary definition | Charles's law defined. (n.d.). Charles's law dictionary
definition | Charles's law defined. Retrieved October 22, 2014, from
http://www.yourdictionary.com/charles-s-law
This website was used for the purpose of definitions of Charles’ Law.
Chemical vs Physical Reactions anchor chart: Image retrieved on October 19, 2014 from
website: http://media-cache-
ec0.pinimg.com/originals/dd/10/33/dd1033d216a78bbfb4ef57eec804c0dd.jpg
The anchor chart regarding the differences between physical and chemical reactions will
be used in the class to introduce chemical reactions to the students as well as conclude the
content portion of our unit with a comparison between the two reactions. The anchor chart
shows the differences while acting as a visual aid for students to see the differences between
the two.
Chemical Reactions-Watts Up? 5th grade collaboration Ep.4. Retrieved on October 19, 2014.
Website: http://www.youtube.com/watch?v=ZmFUC71QpCc
I am using this video as an attention grabber in the opening of my lesson to introduce

students to the concept of chemical reactions while having a short video to hold their attention.
The video talks about what chemical reactions are and the big ideas behind them.
Dry Ice Bubble Lesson Plan.(n.d.). Retrieved October 21,2014, from Mind Trekkers website:
http://mindtrekkers.mtu.edu/docs/DryIceBubble.pdf
I used this website as a reference for my experiment. I used the idea of the lesson and
part of the lesson but did not follow it completely.
Los Angeles Charter Science Partnership. (n.d.). Retrieved October 22, 2014.
42
Melissa and Brittany. “The Scientific Method” anchor chart. Retrieved on October 19, 2014
from Frugal in First; Pinterest. WebsiteL http://frugalinfirst.blogspot.com/2013/01/science-
fair.html
I used this anchor chart to model for my students what components are necessary to
successfully complete the scientific method. I also created the anchor chart for a visual aid for
my students throughout the learning and planning processes.
Microwave Ivory Soap - Cool Science Experiment. (n.d.). YouTube. Retrieved October 23, 2014,
from http://www.youtube.com/watch?v=z1hzatoE1tg
This video was used for information on the experiment that was done in the lesson.
Similarities and differences of Physical Changes vs Chemical Changes - 2013_104_HO MY XUAN.

(n.d.). Retrieved October 22, 2014, from
https://sites.google.com/site/2013104homyxuan/others/similarities-and-differences-of-
physical-changes-vs-chemical-changes
Tincture Definition. (n.d.). Retrieved October 22, 2014, from

http://chemistry.about.com/od/T_Chemistry_Terms/fl/Tincture-Definition.htm
I used this website to find a definition for tincture.
Using Chemical Change to Identify an Unknown. (n.d.). Retrieved October 22, 2014, from
http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson6
I used this resource to help me with my lesson plan.
What is the difference between chemical and physical change? (2010,February 15). Retrieved
October 21, 2014, from General Chemistry Online! Website:
http://antoine.frostburg.edu/chem/senese/101/matter/faq/physical-Chemical.shtml
This website was used for the purpose of definitions for chemical and physical
reaction/change. It also was used for examples of physical reactions/change.
43
Children’s Literature Resources
1) Green, Dan, and Simon Basher. Chemistry: Getting a Big Reaction. (2010). Retrieved on
October 22, 2014 from New York: Kingfisher. Print.
Summary
Discover the properties of matter including the ways they interact, combine and change
as well as learn all about chemical reactions in the children’s’ book, Chemistry: Getting a Big
Reaction. This book is designed as the characters in the book take form as everything around
us. Chemistry comes to life through this book with bright colors and excellent descriptions of
chemistry and science.
Image received on October 22, 2014 from website:

http://www.walmart.com/ip/13262565?wmlspartner=wlpa&adid=22222222227005650417
&wl0=&wl1=g&wl2=c&wl3=52959714528&wl4=&wl5=pla&wl6=56952287465&veh=sem
2) Biskup, Agnieszka, Cynthia Martin, and Barbara Schulz. The Dynamic World of Chemical
Reactions with Max Axiom, Super Scientist. (2011). Retrieved on October 22, 2014 from
Mankato, MN: Capstone. Print.
Summary
Hang with Max Axiom in the graphic novel, The Dynamic World of Chemical Reactions
with Max Axiom, Super Scientist, as explores chemical reactions. This graphic novel will give you
44
plenty to look at and tons of excellent information to help you with your next science
adventure! Students will love the action hero look and the comic book feel which puts a spin
the topic of chemical reactions.
Image retrieved on October 22, 2014 from website:

https://www.google.com/shopping/product/15852261039995553549?biw=1280&bih
=643&sclient=psy-
ab&q=children%27s+books+about+physical+reactions&oq=children%27s+books+about+physica
l+reactions&pbx=1&bav=
on.2,or.r_qf.&bvm=bv.77880786,d.aWw&tch=1&ech=1&psi=fDJIVK_TMo39yQSg9YDICQ.14140
17671037.9&ei=_DJIVN3EI32yQTkpIHoDA&ved=
0CH4QpiswAQ.
3) Beech, Linda, Cole, Joanna, and Enik, Ted. (1995). The Magic School Bus Gets Baked in a
Cake: A Book About Kitchen Chemistry. Retrieved on October 22, 2014 from Scholastic. Print.
Summary
Hop on The Magic School Bus Gets Baked in a Cake: A Book About Kitchen Chemistry to
experience what it is like to be inside an actual chemical and physical reaction. It is Ms. Frizzle’s
birthday and her students want to bake her a cake when they some how end up inside of it.
Along their journey they learn about all sorts of mixtures and reactions that occur inside a cake.
It is delicious fun, enjoy the ride!
Image retrieved on October 22, 2014 from website: http://www.amazon.com/Magic-School-

Gets-Baked-Cake/dp/0590222953
45
4) Baldwin, Carol. Chemical Reactions. (July, 2005). Retrieved on October 22, 2014 from
Chicago, IL: Raintree. Print.
Summary
Chemical Reactions is an educational book that is designed to help students better

understand chemical reaction by exploring experiments, looking at photos, and learning fun
and interesting facts that explode on every page! There is even a part of the book designated
just for students about further research that will help them with homework.
Image retrieved on October 22, 2014 from website: http://www.amazon.com/Chemical-

Reactions-Material-Matters
Baldwin/dp/1410916812/ref=sr_1_fkmr1_1?s=books&ie=UTF8&qid=1414018908&sr=1-1-
fkmr1&keywords=national+geographic+books+
about+chemical+reactions
5) Robinson, Tom. The Everything Kids’ Science Experiments Book. (October 1, 2001). Retreived
on October 22, 2014 from website: http://www.amazon.com/Everything-Kids-Science-
Experiments-Gravity-Challenge-
ebook/dp/B001OLRLF6/ref=sr_1_1?ie=UTF8&qid=1414019200&sr=8-
1&keywords=childrens+books+about+experiments
Summary
46
The Everything Kids’ Science Experiments Book is packed with science experiment ideas
that call for mainly easily to obtain household items! Kids will have a blast trying a large array of
different types of experiments that this high school teacher Tom Robinson has compiled
together. Kids will get a solid understanding of science through hands on exploration and
investigation.
Image retrieved on October 22, 2014 from website: http://www.amazon.com/Everything-Kids-

Science-Experiments-Gravity-Challenge-
ebook/dp/B001OLRLF6/ref=sr_1_1?ie=UTF8&qid=1414019200&sr=8-
1&keywords=childrens+books+about+experiments
47

UbD Unit Plan Science

Caricato da

Informazioni sul documento

Descrizione originale:

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

UbD Unit Plan Science

Caricato da

Copyright:

Formati disponibili

University of Wisconsin-Stevens Point

UbD Integrated Unit Plan

Chemical and Physical Reactions

Day 6: Core Performance Task 35

Stage 1 – Desired Results

STANDARDS (Wisconsin Model Academic Standards/Common Core / Next Generation

Students will understand that…

• What is a chemical reaction?

Students will be able to/can…

Students will be able to/can…

• Conduct a chemical reaction.

Students will be able to/can…

• Appreciate different chemicals create different reactions.

Stage 2 – Assessment Evidence

Core Performance Task: Summary in GRASPS form

Product, Performance, and Purpose

Standards/Criteria for Success

Other Assessment Evidence:

Stage 3 – Learning Activities

This lesson is an introductory lesson to physical reactions. Students will be completing an

Lesson Plan Day 1

Lesson Plan Template for UbD Unit Lessons

Additional Areas of Integration Language Arts

Enduring Understandings (should connect to unit Enduring Understandings)

Essential Questions (should connect to unit Essential Questions)

• What is a chemical reaction?

Lesson Content Standards (should connect to unit Content Standards)

• Conduct a chemical reaction.

• Appreciate different chemicals produce different reaction.

Scientific Method outline:

5. Watch: Chemical Reactions-Watts Up? 5th grade collaboration Ep.4.

1. Ask Questions: I wonder…

5. Draw Conclusions and report results:

Enduring Understandings (should connect to unit Enduring Understandings)

Essential Questions (should connect to unit Essential Questions)

• Why do some substances react with others?

Lesson Content Standards (should connect to unit Content Standards)

• Students will identify features of chemical reactions.

Today we will talk about what the properties of chemical

Class, today we will be identifying which substance is

Questions for their science notebook: Both powders looked

Lesson Plan Template for UbD Unit Lessons

Enduring Understandings (should connect to unit Enduring Understandings)

Essential Questions (should connect to unit Essential Questions)

Lesson Content Standards (should connect to unit Content Standards)

• (Knowledge) Students will be able to describe what a physical reaction is.

Lesson Plan Template for UbD Unit Lessons

Additional Areas of Integration

Enduring Understandings (should connect to unit Enduring Understandings)

Essential Questions (should connect to unit Essential Questions)

Lesson Content Standards (should connect to unit Content Standards)

5 min KWL booklet

After Microwave Picture:

Lesson Plan Template for UbD Unit Lessons

Enduring Understandings (should connect to unit Enduring Understandings)

Essential Questions (should connect to unit Essential Questions)

Lesson Content Standards (should connect to unit Content Standards)

1. Turn and talk exit slip

After the reviewing the content I will start my lesson.

Leave time for students to ask questions.

"As we also know there are many differences between them as

"You are correct, chemical changes cannot be reversed. I like

"Before I release you to work on your projects I would like