States of Matter:

Irreversible vs.
Reversible Changes

Question to include:
______ Knows that if you heat or
cool matter that it will always
return to its original state. Is this
always true? Construct a response
to defend your answer. Use examples
from this week to support your
answer.

Day 1 (M)
Standard(s):
2PS1-4: Construct an argument with evidence
that some changes caused by heating or
cooling can be reversed and some cannot.
W.2.1: 1. Write opinion pieces in which they
introduce the topic or book they are writing
about, state an opinion, supply reasons that
support the opinion, use linking words (e.g.,
because, and, also) to connect opinion and
reasons, and provide a concluding statement
or section.

Activity:
Preassessment
Review of solid, liquid, gas
Review of reversible vs.
nonreversible

Assessment: Teacher observation

during review
Preassesssment

Day 2 (Tu)
Standard(s):
2PS1-4: Construct an argument with evidence that
some changes caused by heating or cooling can be
reversed and some cannot.
W.2.1: 1. Write opinion pieces in which they
introduce the topic or book they are writing about,
state an opinion, supply reasons that support the
opinion, use linking words (e.g., because, and, also)
to connect opinion and reasons, and provide a
concluding statement or section.
MTTS Technology standard for implementing
technology

Activity:
QR Code Scavenger Hunt
of review questions and
scenarios. Students will
record their answers on a
recording sheet and will
discuss whole group

Assessment: Post-it note exit ticket

reviewing states of matter.
Assessing of QR code recording sheet to
identify any need for reteaching

Day 3 (W)

Day 4 (Th)

Day 5 (F)

Standard(s):
2PS1-4: Construct an argument with evidence
that some changes caused by heating or
cooling can be reversed and some cannot.

Standard(s):
2PS1-4: Construct an argument with
evidence that some changes caused by
heating or cooling can be reversed and some
cannot.

Standard(s):
2PS1-4: Construct an argument with
evidence that some changes caused by
heating or cooling can be reversed and
some cannot.

W.2.1: 1. Write opinion pieces in which they

introduce the topic or book they are writing
about, state an opinion, supply reasons that
support the opinion, use linking words (e.g.,
because, and, also) to connect opinion and
reasons, and provide a concluding statement or
section.

W.2.1: 1. Write opinion pieces in which they

introduce the topic or book they are writing
about, state an opinion, supply reasons that
support the opinion, use linking words (e.g.,
because, and, also) to connect opinion and
reasons, and provide a concluding statement
or section.

W.2.1: 1. Write opinion pieces in which

they introduce the topic or book they are
writing about, state an opinion, supply
reasons that support the opinion, use
linking words (e.g., because, and, also) to
connect opinion and reasons, and provide a
concluding statement or section.

Activity:
Read aloud- If you Give a Pig A
Pancake
Small Group Pancake making
demonstration with observation
sheet. Is this a reversible or
nonreversible change?

Assessment: Teacher observation/

questioning during pancake making.
Assessing of question at the end of
activity through a question on their
observation sheet.

Activity:
Muffin cross-section activity.
Students will observe the muffin and
show a picture of what it looked like
before baking.
"What happened to my muffin" writing
response. Was this change reversible?
Could you see multiple states of
matter in the cooked muffin?

Assessment: "What happened to

my muffin" writing response
through the use of a
predetermined rubric.

Activity:
Jell-O Investigation. Students
will look at a video or picture of me
making the Jell-O at home. Then we will
get out some set Jell-O and talk about
its state of matter. Put in Ziploc baggies
and let sit during lunch. Reversible or
nonreversible change?
Post-assessment

Assessment: Post assessment