IC Lesson Chemical Romance
This is lesson _1_ of _7_in this IC
A. Title of this lesson Chemical Reactions or Not?
B. Summary of this lesson
Students will take a formative assessment regarding whether or not common
occurrences represent chemical or physical reactions. The results of this
formative assessment will help the teacher to identify common
misconceptions held by his/her students. Students will be expected to justify
one of their responses using Claim-Evidence-Reasoning (Cl-Ev-R) writing.
Students will also be given colored “garage sale dots” so that they may
graphically depict their answers on a class data sheet. The class data sheets
will be posted for the length of the unit and used again as a summative
assessment.
C. Objective(s)/Learning Goal(s)/ Key Student Learning(s) of this lesson
Teaching Objective: Analyze student misconceptions regarding chemical vs.
physical reactions
Learning Objective: Identify and explain your opinion regarding certain
changes that happen in the world around you
D. Teacher Background Knowledge for this lesson
Teacher must be clear about the differences between chemical reactions and
physical changes. During a chemical reaction, atoms/molecules are
rearranged and one or more new substances are formed. Signs of chemical
reaction include an unexpected color change, a change in temperature without
the purposeful addition or subtraction of heat, gas formation, and the forming
of a precipitate. It is important to remember that changes that do not alter a
substance (changes in state of matter, volume, mass, texture, etc.) do not
constitute a chemical change. Teacher must also be able to analyze written
student justifications to gather data about the class.
Created by San Lorenzo USD Teachers: Chris Bing, Sue Ogden, and Lara Sepulveda (2012)
IC Lesson Chemical Romance
This is lesson _1_ of _7_in this IC
E. Prior knowledge that students need to understand this lesson - with an assessment to
determine what they already know (if appropriate).
Students should have experience writing using the Cl-Ev-R method.
The formative assessment will give us an idea of students’ prior knowledge.
F. Standards covered in this lesson
Current California Science Standards
5. Chemical reactions are processes in which atoms are rearranged into
different combinations of molecules. As a basis for understanding this
concept:
c. Students know chemical reactions usually liberate heat or absorb
heat.
d. Students know physical processes include freezing and boiling, in
which a material changes form with no chemical reaction.
NGSS
MS-PS1-2
CCSS that apply
Reading:
Writing: 1
Listening & Speaking:
Created by San Lorenzo USD Teachers: Chris Bing, Sue Ogden, and Lara Sepulveda (2012)
IC Lesson Chemical Romance
This is lesson _1_ of _7_in this IC
Math:
G. Suggested time to complete this lesson
30-35 minutes
H. Materials Used in this lesson
Garage sale dots (i.e. Avery colored dot stickers)
- You need enough of each color to cover the possibility that all students in
all of your classes will choose 6 of a single color. You will use only 2 colors
today, but will use the other two colors included in the packet for the
summative assessment.
I. Materials Prep for this lesson (should include number of copies needed (e.g. one probe per
student, one set of directions per lab group)
1 copy for each student of the “Reaction or Not?” Probe
1 copy for each student of the “Reaction or Not?” chart
garage sale dots (see Materials Used above)
J. Lesson Plan – detailed, numbered step-by-step plans.
Warm Up: Request a copy of “Reaction or Not?” probe from your teacher.
Instruction: After 5 minutes has elapsed, review the instructions from
“Reaction or Not?” with your students; be explicit about the fact that it is a
pre-assessment and is simply being used to figure out what they already
know. Offer tips about the Cl-Ev-R method to refresh their memories.
As students compose their Cl-Ev-R responses, circulate around to each student
and give them colored garage sale dots according to the answers offered on
their formative assessment (e.g. 4 chemical change responses and 2 physical
change responses = 4 red and 2 yellow dots). After all students have received
their dots, allow table groups to take their “Reaction or Not?” worksheet and
garage sale dots to the class data sheet and mark their answers accordingly.
Created by San Lorenzo USD Teachers: Chris Bing, Sue Ogden, and Lara Sepulveda (2012)
IC Lesson Chemical Romance
This is lesson _1_ of _7_in this IC
Do not share the data with the class today to ensure that the data for the rest
of your class periods are authentic.
Exit ticket: Turn in your “Reaction or Not?” worksheet as you finish your Cl-EvR justification. Get a stamp from your teacher as proof you did this.
K.
Vocabulary words – key vocabulary words that are targeted or taught as part of the lesson.
(Understanding these words is essential for students to understand the key concepts of this
lesson.)
Depending on your students, you may need to explain that frost on a
windshield is the ice that forms on a cold night.
L. Potential Pitfalls for: a. student understanding; b. laboratory mishaps and common procedural
errors; c. academic vocabulary issues, etc.
N/A
M.Differentiation: Modifications for English Learners, advanced learners, struggling learners, etc.
All students should have some sort of information regarding Cl-Ev-R from a
point prior in the school year. Remind them to refer to this information if they
need to. Pictures are shown on the class data sheet for each example of
change. Sentence frames may be used to help struggling writers.
N. Please list all worksheets used in this lesson.
O.
“Reaction or Not?” chart (See attached)
P. Please list all assessments that require a separate sheet.
“Reaction or Not?” probe (See attached)
Created by San Lorenzo USD Teachers: Chris Bing, Sue Ogden, and Lara Sepulveda (2012)
IC Lesson Chemical Romance
This is lesson _1_ of _7_in this IC
Q. Photos/Illustrations
N/A
R. Other Resources
N/A
Created by San Lorenzo USD Teachers: Chris Bing, Sue Ogden, and Lara Sepulveda (2012)
IC Lesson Chemical Romance
This is lesson _1_ of _7_in this IC
Name ______________________________________ Date ______________ Period _________
Reaction or Not?
Decide whether each statement describes a chemical change or a physical change. If it is a
chemical change, write a C on the line. If it is a physical change, write a P on the line.
__________ Ice cream left out on the counter begins to soften.
__________ A girl leaves her bicycle outside through the winter and it rusts.
__________ Fireworks explode to make colors and patterns in the sky.
__________ A student is upset about his test score so he tears his paper into tiny bits.
__________ Frost forms on the windshield of a car on a cold morning.
__________ Milk left in the refrigerator past its expiration date turns sour.
Choose one of the examples above and use the Cl-Ev-R method to explain why you chose physical
or chemical change.
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Created by San Lorenzo USD Teachers: Chris Bing, Sue Ogden, and Lara Sepulveda (2012)
IC Lesson Chemical Romance
This is lesson _1_ of _7_in this IC
Created by San Lorenzo USD Teachers: Chris Bing, Sue Ogden, and Lara Sepulveda (2012)
IC Lesson Chemical Romance
This is lesson _1_ of _7_in this IC
Reaction or Not Chart
Milk left in the refrigerator past its expiration date turns sour
Frost forms on the windshield of a car on a cold morning
A student is upset about his test score so he tears his paper into tiny bits
Created by San Lorenzo USD Teachers: Chris Bing, Sue Ogden, and Lara Sepulveda (2012)
IC Lesson Chemical Romance
This is lesson _1_ of _7_in this IC
Fireworks explode to make colors and patterns in the sky
A girl leaves her bicycle outside through the winter and it rusts
Ice cream left out on the counter begins to soften
Created by San Lorenzo USD Teachers: Chris Bing, Sue Ogden, and Lara Sepulveda (2012)