Gus Garcia Middle School
Lesson Plan 2012-2013
Week 11/7/2012 – 11/16/2012
Today’s Big Idea(s):
Date: 11/7/2012-11/16/2012
Key Understandings:
A compound is a substance
made by chemically combining
two or more elements.
-Do compounds have different
properties than the substances
from which they are made?
The Formation of a new
substance may be identified by
the evidence of a chemical
change: production of gas,
change in temperature,
production of a precipitate or
color change.
Science 6
Ms. Rodriguez
Agenda & Time Estimates:
Topic
Objective: Wednesday 11/7/2012
Warm-Up
Students will observe and record the
Pre-Lab Review safety procedure
formation of a new substance as
Lab Stations
identified by the evidence of a chemical
change: production of gas, change in
temperature, production of a precipitate
(52 min.)
or color change.
Objective: Thursday 11/8/2012
Warm-Up
Students will observe and record the
Pre-Lab Review safety procedure
formation of a new substance as
Lab Stations complete.
identified by the evidence of a chemical
change: production of gas, change in
temperature, production of a precipitate
(52 min.)
or color change.
Objective: Friday 11/9/2012
FLEX DAY!!
Objective: Monday 11/12/2012
Students will go conduct post lab over
investigations from last week. We will
review what reactions occurred and
begin to explore chemical change.
Warm-Up
What is Chemical Change
Evidence of Chemical Change
Objective: Tuesday 11/13/2012
Students will create a graphic organizer
on chemical change. They will also learn
to differentiate between the 4 types of
change. Chemical change, Temperature,
Precipitate and gas bubbles.
Warm-Up
Create Graphic Organizer
4 Types of change
-Chemical Change
-Temperature Change
-Solid Precipitates form
-Gas bubbles form (52 min.)
Warm-Up
Create a tabbed book
Review Unit 4 Concepts
(52 min.)
Objective: Wednesday 11/14/2012
Students will create a tabbed book, they
will need to organize data they have
learned from unit 4.
Objective: Thursday 11/15/2012
Unit 4 Test
Objective: Friday 11/16/2012
½ Day – Data Analysis
6.5 Matter and Energy, The student knows the difference between
elements and compounds. The student is expected to:
TEKS Connections/Indicate
6.5C: Differentiate between elements and compounds on the most basic
whether
level.
Readiness/Supporting/Process: 6.5D: Identify the formation of a new substance by using the evidence of
a possible chemical change such as production of a gas, change in
temperature, production of a precipitate, or color change.
*Adapted from KIPP-Austin
Gus Garcia Middle School
Lesson Plan 2012-2013
Week 11/7/2012 – 11/16/2012
Science 6
Ms. Rodriguez
Wed
Materials, Texts
& Reminders:
Assessment/Evidence Of
Learning :
Checks for Understanding:
Triple beam balance, plastic
bags, calcium chloride, water,
thermometer, graduated
cylinder, timer, safety goggles,
cup baking soda, vinegar, spoon,
beaker, apron, baby food,
pipette, balloon, funnel, plastic
water bottle.
Index
cards,
markers,
glue/tape.
Wed
5 half sheets per
student. Scissors,
staples, tape/glue.
Creating a tabbed
book.
Thurs
 SWBAT Preform and record a series of chemical changes.
Mon
 SWBAT Identify chemical changes and categorize into one of the 4 categories.
Tues
 SWBAT Distinguish the 4 chemical changes categories.
Wed
 SWBAT List all concepts covered in unit 4.
Wed
Thurs
 What experiment did you preform? What was your outcome?
 What experiment did you preform? What was your outcome?
Mon
 Student understands what Chemical Change is.
Tues
 What are the 4 types of Chemical Change
Wed





Mon
Tues
Wed
*Adapted from KIPP-Austin
Periodic table
of elements.
Handouts:
elements,
compounds,
and evidence
of change.
Tues
 SWBAT Preform and record a series of chemical changes.
Thurs
Lesson
Include Time Estimates:
Wednesday
Mon
Wed
Wed
Higher-Order Thinking
Questions:
Thurs
What have we covered in Unit 4?
B: What are some safety procedures we need to follow?
M: What can we learn from the changes you observed?
E: What do you think the chemical change is needed?
B: What are some other safety procedures can you think of, that did not
occur to you yesterday?
 M: What changes have you noticed, that you didn’t yesterday?
 E: What would happen if the chemical changes you observed did not occur?
 B: What chemical changes did you notice?
 M: Did anything new happen to the substances?
 E: What do you thing the changes are called?
 B: What are some changes you noticed?
 M: Which one most surprised you?
 E: What are some changes you noticed everyday?
 B: What changes have to happen everyday/Chemically?
 M: What if they stopped?
 E : What would happen?
What the TEACHER is saying/doing…
Motivation/Hook:
 Go over safety procedure
What the STUDENTS are saying/doing…
Motivation/Hook:
 Students will need to identify safety
equipment needed.
Gus Garcia Middle School
Lesson Plan 2012-2013
Week 11/7/2012 – 11/16/2012
Science 6
Ms. Rodriguez
Intro to New Material:
 Go over lab procedures and safety
procedures.
Intro to New Material:
 Students will suit up with apron,
goggles, and gloves.
Guided Practice:
Guided Practice:
 I will demonstrate lab safety to
students.
Independent Practice:
 Students will be responsible for
completing lab.
Closing:
 Lab clean up.
What the TEACHER is saying/doing…
Motivation/Hook:
Go over lab safety procedures with
students.
Intro to New Material:
Lesson
Include Time Estimates:
Thursday
 Students will conduct a series of lab
experiment’s in different stations. They
will rotate every 10 mins.
Closing:
 Students will clean up lab.
What the STUDENTS are saying/doing…
Motivation/Hook:
 Students will go over the importance of
lab safety.
Intro to New Material:
 Students will need to take notes on
proper lab techniques used.
Guided Practice:
Guided Practice:
 Students will conduct experiments
 Students will independently complete
lab experiments.
Closing:
 Clean up lab and start concussion on
experiments.
What the TEACHER is saying/doing…
Motivation/Hook:
 Students will view a clip from one of
their experiments.
Intro to New Material:
As students recall prior info teacher will
explain what chemical reaction took
place.
Guided Practice:
 The teacher will introduce types of
chemical change.
*Adapted from KIPP-Austin
Independent Practice:
 I will demonstrate safety protocol
with conducting lab experiments.
Independent Practice:
Lesson
Include Time Estimates:
Monday
 Students will observe proper lab
techniques.
 Students will observe proper lab
techniques.
Independent Practice:
 Students will conduct a series of lab
experiments in different stations. They will
rotate every 10 mins.
Closing:
 Students will clean up area, and get
stations ready for nest group use.
Students will need to gather info and
data collected, and develop a conclusion.
What the STUDENTS are saying/doing…
Motivation/Hook:
 As a warm-up students will need to
identify which experiment took place and
recall any observations they had.
Intro to New Material:
 Students will record notes in their
journals regarding what changes
occurred.
Guided Practice:
 Students will write down chemical
changes in their journals.
Gus Garcia Middle School
Lesson Plan 2012-2013
Week 11/7/2012 – 11/16/2012
Science 6
Ms. Rodriguez
Independent Practice:
 TSW be expected to identify the four
types of chemical change.
Closing:
What the TEACHER is saying/doing…
What the STUDENTS are saying/doing…
Intro to New Material:
Motivation/Hook:
 Students will need to identify what
chemical change occurred from a video
clip.
Teacher will model how to create a
graphic organizer.
Intro to New Material:
Students will follow along, folding their
index card.
Guided Practice:
Guided Practice:
 Students will review chemical
changes.
Independent Practice:
 Students will write on the back if their
graphic organizer examples of the
chemical change they observed in
their experiments.
Closing:
 Students will need to give me a
example of one type of chemical
change.
What the TEACHER is saying/doing…
Motivation/Hook:
 Warm-up is a picture of a compound
and element
Intro to New Material:
 Students will need to identify chemical
changes.
Independent Practice:
 Students will need to identify which
changes are in one of the four types of
chemical changes.
Closing:
 Students will need to give examples of a
chemical change.
What the STUDENTS are saying/doing…
Motivation/Hook:
 Students will need to identify the
difference between a element and a
compound.
Students will be introduced how to
create a tabbed book.
Intro to New Material:
Students will need to follow along as
teacher creates tabbed book.
Guided Practice:
Guided Practice:
 Students will complete tabbed book.
Independent Practice:
 In tabbed book students will insert
notes in pages…..for compound,
molecules, elements, types of
chemical changes.
*Adapted from KIPP-Austin
Closing:
 Students will exit class when they
identify the 4 types of chemical change.
 Warm-up students will need to
identify what change occurred for a
scenario.
Lesson
Include Time Estimates:
Wednesday
 Student will need to give example of all 4
types of chemical changes.
 Students exit ticket will be to identify
the 4 types of chemical change.
Motivation/Hook:
Lesson
Include Time Estimates:
Tuesday
Independent Practice:
 Students will create their own tabbed
book.
Independent Practice:
 Students will need to fill in book with
info covered in unit 4. Students will need
fill in info: definitions, Difference
between elements and compounds, and
chemical changes.
Gus Garcia Middle School
Lesson Plan 2012-2013
Week 11/7/2012 – 11/16/2012
Science 6
Ms. Rodriguez
Closing:
 Students will need to show book to
exit class.
Homework:
Modifications/
Accommodations/
Differentiated Instruction:
Closing:
 Students will need to show book to exit
class.
Students will be given vocabulary words: to enrich vocabulary: Precipitate, Compound,
Molecule, element, change on Monday and Tuesday.
SPECIAL EDUCATION:
1.  Preferential seating
2.  Extended time on Assignment
3.  Cooperative grouping
4.  Emphasis critical content
5.  Daily agenda on board/Teacher review
6.  Reduce/minimize distractions
7.  Use pictorial directions
8.  Use positive reinforcement
DYSLEXIA:
9.  Emphasis: Visual, Auditory, and Tactile skills
10.  Provide course syllabus/outline
ESL/LEP/ELL:
11.  Give directions in small distinct forms
12.  Use written backup or oral directions
13.  Establish routines in classroom
14.  Simplify instructional language, NOT content
15.  Pre-teach vocabulary, modeling, hands-on, pictures and visual aids
GT:
16.  Opportunity to accelerate in areas of strength; independent research
17.  Multiple disciplines are integrated into the unit
Teacher Reflection: What worked/what didn’t work? Why?
*Adapted from KIPP-Austin