Lesson Plan Template: General Lesson Plan
Learning Objectives: What will students know and be able to do as a result of this lesson?
The learning objectives are as follows:
- Students will be able to distinguish between physical and chemical properties and physical and chemical changes.
- Students will follow the scientific method during scientific inquiry, documenting collected data.
- Student will present/publish their lab findings to the class and teacher (for grading).
Prior Knowledge: What prior knowledge should students have for this lesson?
Prior student knowledge must include:
- The ability to distinguish between properties and changes.
- Understanding that a physical change does not produce a new substance.
- Understanding that chemical change is usually accompanied by physical change.
- Understanding that chemical change (chemical reaction) does product a new substance.
Guiding Questions: What are the guiding questions for this lesson?
Guiding questions for this lesson:
- Compare properties and changes.
- State the similarities and differences between physical and chemical changes.
- Why are physical and chemical changes important to scientists?
Engage: What object, event, or questions will the teacher use to trigger the students' curiosity and engage them in the concepts?
Student curiosity and engagement is achieved through making and consuming pancakes during class. Further engagement is gained by permitting students to bring supplies such as pancake mix (specify it must be complete; add water only), chocolate chips, syrup, whipped cream, fruit and other favorite toppings or add-in ingredients.
Explore: What will the students do to explore the concepts and skills being developed through the lesson?
During this lesson, students will prepare pancakes with the scientific requirements of pre-planning, organizing, thinking, questioning, and documenting. The follow-up lab report and class presentation will further encourage student organization, thought, and documentation.
Explain: What will the students and teacher do so students have opportunities to clarify their ideas, reach a conclusion or generalization, and communicate what they know to others?
The teacher will arrange the student scientists into lab groups, requiring each student to be a participating team member. Student observations, conclusions and generalizations will be discussed between students within the lab group, in the lab report, and during the class discussion (peer review). Decide what roles the students in their groups should have; such as preparer, recorder, cook, etc.
The class discussion (peer review) may consist of the lab group of students sitting in front of their peers and verbalizing their lab results using notes, shout-outs, questions and answers, etc.
Elaborate: What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision, perform a task, or make sense of new knowledge?
Students will utilize the scientific method for all future lab investigations and reports. Students will be encouraged to realize that science is constantly a part of their daily lives; all they need to do is to desire to seek answers to the questions "Why?" or "What if?"
See what students respond if asked, "What if you did not put enough water in the mix?" or "Why did the liquid turn to a pancake?"
Another scenario could be Thanksgiving dinner. What examples of physical and chemical changes happen when cooking the different dishes?
The student class discussion and individual lab report will be assessed to learn if the learning targets for this resource have been met. The impact of this resource on student learning will be measured on the chapter quiz using questions such as:
- List 3 examples of physical changes observed during the pancake lab.
- List 3 examples of chemical changes observed during the pancake lab.
The lesson began with discussion regarding the difference between properties and changes. Examples of physical and chemical properties and changes were presented including student examples of both.
In this follow up lab, the student (scientist) will document physical and sensory data during group pancake production. Review of student data during the lab and post-lab will be utilized by the teacher to evaluate student understanding. The data may be used comparatively during class to generate further discussion and to show students similarities and variance in individual scientists.
Feedback to Students
Teacher-student feedback will occur during the lab activity as the teacher circulates between lab groups, observing data, and asking probing questions (Did a change occur? How do you know a change occurred? What type of change occurred?).
Feedback will continue after teacher grades the individual student lab report (example format attached). Each group will present their data to the class to gain peer review. Students will have an opportunity to use this feedback to improve their understanding during class discussion. An additional performance incentive may be added: make pancakes at home with an adult. Student will complete and submit a lab data report (attached) showing
- Understanding of the physical and chemical changes occurring during pancake production.
- Use of the scientific method during scientific inquiry.
- Importance of documentation during scientific inquiry.