FOR EXPERTS IN EDUCATION: Creating a SIOP Lesson Plan Part I: SEI Strategies

SIOP LESSON PLAN

Teacher’s Name: Grade: 5

Subject: Science Date:

Theme

Science

Lesson Topic

Physical and Chemical Changes

Rationale

Students have a difficult time differentiating between physical and chemical changes. Allowing the students to have hands-on experience by going through the physical and chemical stations will help reinforce the concepts.

Standards

AZ Standards, Strand 5 Physical Science,

Concept 1: Properties and Changes of Properties in Matter

PO 3: Describe changes of matter

AZ ELL Standards, Vocabulary,

Standard 2: The student will acquire English language vocabulary and use it in relevant contexts.

B-12: using word parts and context clues to determine the meaning of grade-level content words within a given sentence.

Objectives:

Language

Students will be able to define the meaning of vocabulary words found in the text: chemical reaction, physical change, chemical changes, appearance, and substance

Objectives:

Content

Students will observe physical and chemical changes.

Students will identify which change has occurred.

Learning Strategies

Modeling, Cooperative learning, Hands-on activities, Lesson Cycle - I do, We do and You do, Graphic organizer (Cornell Notes), Scaffolding: verbal (reinforcing contextual definitions) and procedural (small group work)

Key Vocabulary

Physical change, chemical change, appearance, chemical reaction, substance

Materials

Vocabulary Word Wall, instructions for each station 1-5, Physical and Chemical Changes Lab Worksheet, 30 cookies, 2 plastic knife, napkins, vinegar, egg shells, baking soda, ice, bowl, 4 plastic beakers, 4 pipettes, 5 apples, pencils, Leveled Texts for Science Physical Science Shell Education book with Leveled Texts reading for Chemical Reactions (ELL student level, Sped student level, Regular Student level, Gifted Student level), Prompt paper, lighter, folder paper, paper plates, student science composition book, Small dry erase boards, dry erase markers, socks (to be used as erasers), pictures: bicycles, fruit, trees, water

Motivation

(Building Background)

Have the students seat at their desk as the teacher lights a corner of folder paper over a paper plate. Have the students make observations as to what they see happening to the paper and share with their group. Teacher walks around the classroom repeating observations heard from each group. Then the teacher informs the students that today they will be learning about physical and chemical changes.

Students have already learned about matter, states of matter, and the difference between physical and chemical property earlier in the week. To refresh their memory and vocabulary, the class will do In-and-Out Circle Vocabulary. Students will take their science composition book with them as half of the students will form a inner circle while the other half of the students form an outer circle where each student is paired with another looking at each other. On the teacher's go, the inner circle will give one vocabulary word and the outer circle student will give the definition. If the outer circle student is incorrect, the inner circle student gives the correct definition. On the teacher's go, the outer circle students will move 3 places to their left and the outer circle students will move 1 place to their right. Now, on the teacher's go, the outer circle students will give the definition of a vocabulary word as the inner circle student gives the correct vocabulary word. Again, if the inner circle student is incorrect, then the outer circle student gives them the correct vocabulary word. If a student gets an answer wrong, the student circles that vocabulary word in their science composition book to remind them that they need to review that word.

Introduce key vocabulary words: physical change, chemical change, appearance, chemical reaction, substance (key vocabulary words will be written on the whiteboard with definition for students to see and copy into their science composition book using Cornell Notes and drawing pictures.

Presentation

(Language and content objectives, comprehensible input, strategies, interaction, feedback)

The teacher will repeat the vocabulary words and use subject-verb-object sentences to help ELL and Sped students to understand the concepts. The teacher will also show visual pictures of "before" and "after" change of an object and the students will discuss at their groups and write their answer on the group's dry erase board as to if the change was physical or chemical. Through cooperative learning and interaction, the students will gain practice and formality with the vocabulary words and concepts. Next, the teacher will write sentence frames on the board for the groups to fill in after seeing the pictures, such as This is an example of a ___________ change because a new substance was created or This is an example of a ___________ change because the substance stayed the same and on the appearance changed. On the teacher's go, the students show their answers on the dry erase board while the teacher moves around the classroom. The teacher gives thumbs up or smiles to show immediate feedback. If an answer is incorrect, the teacher will stop and redirect the students using the vocabulary words and concepts for the students to get to the right response.

Practice/Application

(Meaningful activities, interaction, strategies, practice/application, feedback)

Students will work in groups and each group will be given the Chemical Reaction leveled reading text from the Leveled Texts for Science Physical Science Shell Education. The teacher will first model by reading the sentence with the vocabulary word and will underline the vocabulary word. If there aren't any words in that particular sentence that help to define the word, then the teacher will model reading the sentence before and after. The teacher will then model circling the context clues that assisted in defining the specific vocabulary word. The teacher will work with the ELL and Sped students' group to help with their ELL leveled reading text. Students will use context clues to define the key vocabulary words. Students will circle key words in the text that assist in defining the vocabulary words. The groups will return to their original groups and share at least one concept they learned while reading their selected text.

The teacher will speak to the entire class and summarize the important aspects of the reading material. The important aspects and main ideas will be listed on chart paper displayed on the whiteboard.

The next activity will be the stations. There are 5 stations, cookie station, eggshells station, baking soda and vinegar station, ice station, and apple station. Each station will have the instructions posted including the name of the station, the problem, materials, procedure, and conclusion. For example: Cookie Station #1, Problem: Is the change physical or chemical? Materials: 1 cookie, napkin, and plastic knife, Procedure: Use the plastic knife to cut the cookie into the amount of people in your group (if they are 4 people, then cut the cookie into fourths). 2. Discuss in your group if cutting a cookie is a physical or chemical change. Conclusion: Write down whether this station was a physical or chemical change on your Lab worksheet and remember to circle the reason for change – new substance, change in appearance, bubbles, color change.

Before the class begins the station activity, the teacher models how to read the instructions, first the problem, then the materials, and finally each step of the procedure before doing the activity. The students will work in groups while rotating on the teacher's go to the next station. The teacher will walk around giving immediate feedback by giving a nod, thumbs up, a smile or redirecting the students by using the posted definitions of the key vocabulary words on the board.

After the students are finished rotating through all the stations, the teacher will have the students return to their seats. The students will write down the type of change on the dry erase board give the reason why as circled on their Lab worksheet. The teacher will give the entire class the answers and giving the specific reasons why. The class is able to change their answers if they are incorrect. The teacher will ask for a temperature by having the students give a thumbs up if they are understanding the physical and chemical change concepts, or a thumbs to the side showing they sort of understand, or a thumbs down showing they need more help. Based on the temperature check, the teacher can have the entire class move on or will have to reteach the ones who need more help.

For those students that understand the concepts, they will work in groups and will be given pictures of various objects, such as a bicycle, fruit, tree, and water. The pictures will be labeled either physical or chemical change. The students have been give the "before" picture and now they will have to draw the "after" picture of the object to show a physical or chemical change. Before the group begins, the teacher will model how to draw a physical change for paper. Each student will be given a different picture and they will work independently; however they will share their drawing and explanation as to why their drawing shows either the physical or chemical change of the object. If the student drew an incorrect picture, such as a physical change instead of a chemical change, then the group can assist that student with drawing the correct change for the "after" picture of that object.

After the students finish this activity, the teacher will post some of the "before" pictures with the "after" student drawings on the whiteboard and have the students explain why these pictures represent the type of change.

(For those students that need reteaching or extra assistance, the teacher will work with that small group in drawing and explaining examples of physical and chemical changes.)

Review/Assessment:

Content

(Review Objectives and vocabulary, assess learning)

Each student will be given a short passage about a son making breakfast for his mom. In the passage, the students will be given examples of physical and chemical changes, such as the son cut the toast in half. The students will be asked to write or draw at least one physical change from the passage and at least one chemical change from the passage. The students will need to also write or label their drawing as to why this is an example of that type of change. The students will work on this independently; however, the teacher will work with any ELL or Sped students that need extra assistance in reading the passage. The teacher will read the passage to the students and the students can either draw their answers or speak their answers.

On the back of the short passage, the teacher will have the students write at least one new concept they learned that day and any questions they have about physical and chemical changes.

Extension:

Take the students outside for them to look for examples of physical and chemical changes around their school. The students will take paper, pencil, and a clipboard to write down any physical and chemical changes they saw during the walk around the campus.

The teacher will model on the walk examples that are seen for physical and chemical changes such as the freshly cut grass is an example of a physical change.