Westbury High School
Science Department Lesson Plan
A merger of Madeline Hunter’s Lesson Cycle and the 5-E Method of Instruction
Teacher: Malbrue
Subject: Chemistry
Date: 10/06/14 – 10/10/14
Lesson: Matter
LESSON OBJECTIVE: What will your students be able to do by the end of the class?
The students will differentiate between physical and chemical changes and properties. The students will classify
matter as pure substances or mixtures and perform investigations to further classify substances. Students will
distinguish between elements, compounds, homogeneous mixtures, and heterogeneous mixtures.
Lesson Cycle
Defining Success
STANDARDS ADDRESSED: STAAR and ELPs
CHEM.1A Demonstrate safe practices during laboratory
and filed investigations, including the appropriate use of
safety showers, eyewash fountains, safety goggles, and
fire extinguishers.
CHEM.2E Plan and implement investigative procedures
including asking questions, formulating testable
hypotheses, and selecting equipment and technology.
CHEM.2F Collect data and make measurements with
accuracy and precision.
CHEM.2H Organize, analyze, evaluate, make
inferences, and predict trends from data.
CHEM.2I Communicate valid conclusions supported by
the data through methods such as lab reports, labeled
drawings, graphs, journals, summaries, oral reports,
and technology-based reports.
CHEM.4A Differentiate between physical and chemical
changes and properties.
CHEM.4D Classify matter as pure substances or
mixtures through investigation of their properties
-------------------------------------------------------------------------ELPS C.1.f Use accessible language and learn new and
essential language in the process.
ELPS C.3.f Ask and give information ranging from using
a very limited bank of high-frequency, high-need,
concrete vocabulary, including key words and
expressions needed for basic communication in
academic and social contexts, to using abstract and
content-based vocabulary during extended speaking
assignments.
ELPS C.4.g Demonstrate comprehension of
increasingly complex English by participating in shared
reading, retelling, or summarizing material, responding
to questions, and taking notes commensurate with
content area and grade level needs.
MISCELLANEOUS INFORMATION Marzano’s
Strategies, key concepts or questions
 Comparison and Contrast
 Summarization
 Graphic Organizers
 Whiteboards
 Classroom Discussion
 Small Groups Activity
 Think Pair share
ANTICIPATORY SET: (ENGAGE): A “hook” to get the students interest and attention.
(A question, picture, 2-3 minute long video clip, a demonstration).
M/T: Warm-Up / Mini Lesson – connected to content covered in previous classes
(Matter- Pure Substances vs. Mixtures): Separating Iron Filings & Sulfur Mixture
W: Warm-Up / Mini Lesson – connected to content covered in previous classes- (Pure
Substances vs. Mixtures) ECM Particle Diagrams
R/F: Warm-Up / Mini Lesson – connected to content covered in previous classes- (Pure
Substances vs. Mixtures) ECM Particle Diagrams & Physical vs. Chemical Changes
7E Lesson Plan Template 2010
MATERIALS
Composition notebooks
Spiral notebooks
Sponges
Graduated cylinder(s)
Beaker(s)
Sulfur
Aluminum
TEACHING/INSTRUCTIONAL PROCESS: (EXPLORE/EXPLAIN): Provide students
with a common experience (Labs, hands on activities). Debrief activity, teach concept.
M/T:: Explore and Explain –– Rice U: Mission-Separation (Pure Substances vs.
Mixtures)– Collaborative and Small Group Activity
W: Explore and Explain – Matter & Its Changes Lesson 3 Observation (Video on Pure
Substances vs. Mixtures) with Follow-up questions – Literacy: Practice justification of
answers – Reading strategies
R/F: Explore and Explain – Matter & Its Changes Lesson 3 Observation (Video on Pure
Substances vs. Mixtures) with Follow-up questions – Complete Rice U: Changes Lab
Collaborative and Small Group Activity
Rice U. Materials
Conductivity Tester
Centrifuge
Pencils
Worksheets
Calculators
GUIDED PRACTICE AND MONITORING: (EXPLAIN). Interactive discussions between
teacher and students. Guide/help students as they solve problems and/or answer
questions. Clarify misconceptions and check for understanding.
M/T: Explain – Discuss Mission: Separation Lab and Notes on Pure Substances vs.
Mixtures– Collaborative and Think Pair Share
W: Explain – Discuss Observations from Video. Notes: Clear up any misconceptions on
pure substances vs. mixtures. Discuss and define academic vocabulary – Collaborative
and Think Pair Share
R/F: Explain – Discuss Observations from Video. Notes: Clear up any misconceptions
on pure substances vs. mixtures. Discuss and define academic vocabulary. Discuss
results from Changes Lab if complete. Notes: Physical/Chemical changes. –
Collaborative and Think Pair Share
INDEPENDENT PRACTICE: (ELABORATE) Students apply the information learned in
the Explain to answer questions or solve problems.
M/T: Elaborate and extend learning experiences for student to apply their knowledge –
Classification of Matter POGIL Activity
W: Elaborate and extend learning experiences for student to apply their knowledge –
Rice U – Matter & Its Changes Lesson 3– Changes Lab
R/F: Elaborate and extend learning experiences for student to apply their knowledge –
Rice U – Matter & Its Changes Lesson 3– Changes Lab
EVALUATE: Assess student mastery. (Quizzes, Lab Reports, Unit tests)
M/T: Assess student mastery with H.O.T. Questions Exit Ticket, Use Literacy strategies
to assess mastery of content. Grade lab activities
W: Assess student mastery with H.O.T. Questions Exit Ticket, Use Literacy strategies
to assess mastery of content. Grade lab activities
R/F: Assess student mastery with H.O.T. Questions Exit Ticket, Use Literacy strategies
to assess mastery of content. Grade lab activities
SpEd/ ELL Modifications: Simplified instructions, notes written on the board, oral and written instructions will be given.
Modified assignments and quick guide notes. Pictures and charts will be shown as demonstrations.
7E Lesson Plan Template 2010