Developmental Lesson Plan Three

Teacher Candidate: Ashlyn Phifer Date:

Group Size: 20 Allotted Time 45 minutes Grade Level 4th

Subject or Topic: Chemical Changes

Common Core/PA Standard(s):

Standard 3.2.4. A4 Recognizing that combining two or more substances may make new
materials with different properties.

Learning Targets/Objectives:
Students will understand that combining two or more substances can change the
behavior of what they are working with

Assessment Approaches: Evidence:

1. Heads down thumbs up 1. Student will put their head down and put
2. Exit ticket their thumbs up if they feel like they know the
difference between solids liquids and gases
2. Student will answer questions accurately
Assessment Scale:
3-studnent answers all three questions accurately
2-student answer two of the three questions correctly
1- student answer one of the three questions correctly
0-student doesnt answer any of the questions correctly

Subject Matter/Content: Understanding Physical Changes

Prerequisites:
Mass
Weight
Volume
Solid
Liquid
Gas
Density
Scientific method
Hypothesis
Knowledge of experiment from yesterday

Key Vocabulary:
Hydrophilic: dissolves in water
Hydrophobic: attaches to the fats in milk
 Chemical Change: change in matter that produces a new substance with different
properties from the original
Chemical bonds: force that holds atoms together
Reactant: substance presented before a chemical change
Product: substance produced by a chemical change

Introduction/Activating/Launch Strategies:
Yesterday we got to see what physical changes look like, but today we are going to look at a
different type of change. Lets watch this video of one of my favorite scientists:
Bill Nye the Science Guy: https://www.youtube.com/watch?v=fBc1iO_ZQmQ (20 minutes)

Development/Teaching Approaches
Ask students if they have any questions about physical changes
Teacher will now introduce chemical changes: Some things change into something
else. These changes are called chemical changes, and in my opinion, they are a lot
cooler!
Students will complete a KWL chart from what they know about physical changes and
chemical changes, and what they want to know about chemical changes (in practice,
tomorrow I would cover any material in the want to know column)
Students will be engaged in a PowerPoint presentation to help guide them in defining
terms in their vocabulary notebook on chemical changes
Students will create a foldable with the key terms reactant, product, hydrophilic, and
hydrophobic they will use these foldable for their inquiries tomorrow
Students will then play four corners so the teacher can see who knows the difference
between a chemical and physical change there will be two of each letter so the
students can spread out. Each letter goes in a corner

Closure/Summarizing Strategies:
Awesome job everyone! Tomorrow I want to do my favorite experiment with all of you!

Accommodations/Differentiation:
For students with a visual impairment, I would make sure that I am reading off the slide, as
well as adding to the lesson to make sure that student has access to all the information the
other students have.

Materials/Resources:
PowerPoint
Vocabulary Journal
Foldable
Four Corners materials

Reflective Response:
Personal Reflection Questions
1- Did my lesson take as long as I thought it would?
2- Did I hook the attention of the classroom?