5 E Inquiry Lesson Plan Format

Date: 10/29

Grade Level: 5

Target Students: all

Theme/Topic: Review of key vocabulary, physical and chemical changes

Rationale: Physical and chemical changes are all around us. Students need to know this
information for their unit assessment and for future grade level science work, but one of the
goals of science education is to better understand the world around us.
Common Core State and NC Essential Standards:
5.P.2 Understand the interactions of matter and energy and the changes that occur.
5.P.2.3 Summarize properties of original materials, and the new material(s) formed, to demonstrate that a change
has occurred.
NextGen science standards
5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new
substances.

Behavioral Objectives / Performance Objective

1) Students will be able to summarize properties of original matter, including its state of matter
Students will
(solid, liquid, or gas) in order to understand if a change has occurred later.
be able to:
2) Students will be able to determine if a physical or chemical change has occurred by
observing evidence, drawing conclusions, and giving reasons for their thinking.
3) Students will be able to review important unit vocabulary in order to make scholarly
responses during class discussions.

Student Friendly Objective or Essential Question:

Today we're going to review what we've learned so far and apply our knowledge of physical and chemical changes
to observe new material changes.

Materials: paper for review game, activity sheet, extension slip,

blendspace http://blnds.co/1uScbv7
Guiding Question(s) or Problem(s):
How can we determine if a physical or chemical change has occurred?

Time:

Lesson Activities
Engage
Today we're going to start with an activity where you can show me what you know!

~5min

Activity - List it!

Groups will receive one sheet of paper. On that paper, they will write as many vocabulary words
from the unit so far that they can remember. The goals are to try to think of the most words of
any group but also praise will be given to groups who could think of words that no other group
remembered.
If you can't define it, don't write it!
Since the desks are separated, students in a group can gather around one desk.
Students will have 2 minutes to list words.
(countdown music: http://youtu.be/LZ5KzuafA7E)
After, groups will take turns sharing a word (do not repeat words) AND its definition.

I have a list of words from the chapter that I will be using to check definitions/guide the
discussion.

Explore
~15min

I'm glad groups remembered to mention physical and chemical changes. (If they don't, I'll lead
them there during the last activity.)
Next we're going to view some matter going through a change.
Each time, we'll watch a video.
1) Before the video, you will make observations about the matter. What state is it in? What else do
you observe? Knowing what our matter is like before it changes helps us determine which
change has happened - physical or chemical.
2) During the video, you will watch the change take place.
3) After the video, using the evidence you saw in the video, you will discuss with your group the
change that occurred and decide whether it was a physical or chemical change.
4) Finally, on your response sheet you will record your answer and explain your reasoning. Each
time you should be using the word "because!" When you explain your reasoning, make sure
you restate the question and state why.
So, what does that look like?
Example - ripping paper
Before: It is a solid. It is a plain piece of paper.
Change: Physical change
Reasoning: I think it was a physical change because the paper changed shape but it did not
become a new substance.
Remember: we just reviewed your vocabulary, so there's no excuse to not use it in your
responses. Be scientists!

Explain
How can we determine if a physical or chemical change has occurred?
Groups will offer their answers and explanations from the videos.
Other groups can respond. Respectful discussion!
I will guide, when necessary, to the correct conclusion.

~10min
Review:
Physical change - matter changes in size, shape, or state without also changing identity
--change of state is an example of a physical change (ice is still water)
--a solution is another physical change - the two substances can be separated back into the original
substances (even salt water- while difficult, the water can evaporate, leaving the salt behind)
Chemical change - chemical changes cause new compounds to form
the new compound has different properties different from any of the original substances (vinegar
and baking soda - liquid and a solid making a gas)
Signs of a chemical change:
--color change
--formation of gas
--formation of light and heat
Outside text help from: http://www.learner.org/courses/essential/physicalsci/session4/closer1.html

~5min

Elaborate
Using what we reviewed today, I want you to think of a physical or chemical change that you see
everyday. It could be in the kitchen. It could be outside. It could be in the classroom.
1) Pick a change.
2) Describe the change. (words or pictures - if pics you must label, if words you must be very
descriptive)

3) Describe whether it is a physical or chemical change.

4) Explain your reasoning. Always use the word BECAUS E.

Evaluate/Closure of the lesson

Turn and talk to your partner about the change you wrote about. (If you're not finished, talk
about what you have worked on so far and have your partner help you.)

~5min
Have some students share with the class.
If time, have students who completed extension slip talk about what they wrote.
More time? Vocabulary riddles!
I'm thinking of a word that has to do with _____,

Supervising Teachers Signature:

Student Teachers Signature:

Plans for Individual Differences:

Early Finishers:
can check to see if they explained their reasoning, wrote in complete sentences
can think of more examples
can help their partner finish their work

can complete the extra extension slip - apple changes - describe / compare
Late Finishers: can finish as much as they can and then allow their partners to help them.

Extension of Lesson:
In the next few lessons, students will continue to review important topics from this unit.

Exceptionalities:
follow IEP
allow students to write shorter responses as long as key words are there
allow students to talk about their answers
--------------------give more detailed responses, push them to use all of that vocabulary
explain their reasoning to the class
come up with more than one everyday change
complete the extra extension slip

English Language Learners:

a review lesson helps students because the vocabulary is not new, just reinforced
students can draw pictures or talk about their answers

21st Century Skills:

Collaboration - working together in teams
Problem-solving - which reaction is it?
Creativity - what are some other everyday changes?
Communication - sharing their ideas and reasoning

Learning Styles:
*Visual (spatial): watching videos of real reactions

*Verbal (linguistic): speaking about their thoughts

*Physical (kinesthetic/tactile):

Aural (auditory-musical): listening to videos and student discussion

Logical (mathematical):

Social (interpersonal): working together

Solitary (intrapersonal): working alone on the final task