Lesson Idea Name: Identifying Physical and Chemical Changes

Content Area Addressed: Physical Science

Grade Level(s): 8th Grade
Content Standard Addressed: S8P1. Obtain, evaluate, and communicate information about the
structure and properties of matter.
D. Construct an argument based on observational evidence to support the claim that when a change in
a substance occurs, it can be classified as either chemical or physical. (Clarification statement:
Evidence could include ability to separate mixtures, development of a gas, formation of a precipitate,
change in energy, color, and/or form.)

Technology Standard Addressed:

3.c. Curate information from digital resources using a variety of told and methods to create collections
of artifacts that demonstrate meaningful connections or conclusions.

5.b. Collect data or identify relevant data sets, use digital tools to analyze them. and represent data in
various ways to facilitate problem-solving and decision-making

Selected Technology Tool: Laptop (provided at the beginning of the year by the school.)

URL(s) to support the lesson (if applicable): Students must be logged into their Gismo to use.
https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=1060

Type of Instructional Software:

☐ Drill and Practice ☐ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☐ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☐ Accessible to students beyond the school day
☐ Accessible via mobile devices
☐ Multiple languages
☐ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating

☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4:Integration

☐ Level 5: Expansion ☐ Level 6: Refinement

Spring 2018_SJB
 Lesson idea implementation:

The student will construct an argument based on observational evidence to support the claim that
when a change in a substance occurs, it can be classified as either chemical or physical by exploring
the Gismo “Chemical Changes” virtual lab simulation and completing the lab report. The teacher will
observe and help students interpret the results of their virtual experiments. To introduce this activity,
the students will complete a sorting activity where the students will classify whether the reaction is a
physical or chemical change. This virtual lab simulation needs to be broken down into three or four
days due to the length and sections found on the lab report. Technology impaired students may need
extra assistance or given more time. As well as those students that may struggle with literacy.

The students will be informally assessed while they complete the introductory sorting activity and by
the teacher observation and interaction with the students during the lab. This will give the teacher
information on what the students know about chemical and physical changes before they being the
virtual lab simulation and what concepts need to be reinforced during and after completion of the
reports. The students will be formally assessed by the completion of the lab report.

To extend the student learning to a higher learning level and as a conclusion to the lesson the students
will complete their homework: Find 2 examples of each type of change at home. Then teach a family
member the difference between physical and chemical changes. Provide the examples of each change
to the family member and have them classify the change as physical or chemical and explain why you
know their answers are right or wrong. These will be turned in and graded as a formal formative
assessment to inform the teacher if the students understand the difference in the two changes. Once
the homework has been graded it will be returned with feedback about the physical and chemical
changes they chose as well as meaningful comments on their ability to explain the difference and
teach a family member.

Reflective Practice:

This lesson is great for those who do not have a big budget at their school. It is also a great way for
students to avoid injury with chemicals. This will be perfect to add to my unit due to the physical
changes being so plentiful and the chemical changes being either too dangerous or costly.

A way to improve the students not being able to come up with chemical or physical questions for
family members is to allow class time for them to come up with them.

Spring 2018_SJB