Comparing Irreversible changes and reversible changes

Lesson 1 and part of 2

Stage 1Stage 1

What are the desired Results)

State the Cambridge Content Course Objectives

Distinguish between reversible and irreversible changes

Students will know …..

Students will: Know that burning and

cooking can change materials permanently, in irreversible changes new products are usually formed. Changes of states and dissolving are reversible changes.

Know key terms: change, irreversible, reversible, solid, liquid, gas, melting, evaporation, condensation, dissolving

Students will be able to do……

• Classify activities into reversible and reversible changes and explain your reasons why.

Stage 2

What evidence will show that students

understand?(evidence should be

aligned with your desired goals, ie.

Stage 1)

Formative Assessment WorksheetsPrompt QuestionQuizzes DiscussionsInformal observationsGraphic organizers (Venn diagram, T Charts)Summative Assessment End of unit examPerformance task (project, investigation, oral presentation, written piece of work ( ALL should be accompanied by a rubric)

• Teacher will observe answers group comes up with while she monitors groups.

• Students responses during explain phase

• Exit card Cambridge type question on irreversible/reversible change

• Venn Diagram on irreversible and reversible changes

• Investigation – students will predict and conduct several activities to decide which ones are irreversible and reversible. They will use the evidence they collect to explain what they found out

Stage 3 Learning Plan

List the sequence of teaching and learning experiences will equip students to engage develop and demonstrate the desired understandings. Consider these things: that you have a hook, how will you equip students for expected performances (what instruction and skills will you need to teach), how will you tailor learning to varied needs, interests and learning styles, what opportunities will you provide for students to review, revise, rethink their work based upon timely feedback.

Teacher will Engage: Teacher will mix baking Soda with vinegar. Teacher will answer the question: Can you separate the original materials out of the mixture?

Challenge!!!Students will get several scenarios and will place them in a T-chart - original materials can be separated; original materials can not be separated. Teacher will construct class t-chart. Teacher will review melting, freezing, evaporation, condensation and dissolving (as indicators) of changes in which original materials can be obtained and cooking, burning are indicators when changes occur and you can not obtain original materials. Let students think of other things that would indicate this…accept all answers and clarify misconceptions along the way.

Students willEngage:Students will observe all the changes that take place. They will answer the question: Can you separate the original materials out of the mixture?

Challenge!!!Students will get several scenarios and will place them in a T-chart - original materials can be separated; original materials can not be separated. Groups will share answers

Stage 3 Learning Plan

List the sequence of teaching and learning experiences will equip students to engage develop and demonstrate the desired understandings. Consider these things: that you have a hook, how will you equip students for expected performances (what instruction and skills will you need to teach), how will you tailor learning to varied needs, interests and learning styles, what opportunities will you provide for students to review, revise, rethink their work based upon timely feedback.

Teacher will Explore: • Provide materials

and instructions for students to preform investigation in groups

• monitor groups

Students willExplore: - mix the following substances. Make observations, from those observations decide if original materials can be obtained or not; from observations decide evidence that would lead them to those conclusions1.) lemon juice and baking powder2.) vinegar added to chalk3.) vinegar added to salt4.) Lemon juice added to sugar.

Stage 3 Learning Plan

List the sequence of teaching and learning experiences will equip students to engage develop and demonstrate the desired understandings. Consider these things: that you have a hook, how will you equip students for expected performances (what instruction and skills will you need to teach), how will you tailor learning to varied needs, interests and learning styles, what opportunities will you provide for students to review, revise, rethink their work based upon timely feedback.

Teacher will Explain: Teacher will facilitate discussion .key terms to reinforce: irreversible and reversible. Also that indicators of irreversible changes are fizzing, heat changes, smell. Question students do they think color change indicates whether something is irreversible. For example, mixing koolaid with water? or when a tea bag changes the color of the water brown?

Students willExplainStudents will share responses. Class chart will be produced – students will explain why they identified each mixture as reversible or irreversible.

Stage 3 Learning Plan

List the sequence of teaching and learning experiences will equip students to engage develop and demonstrate the desired understandings.

Teacher will Evaluation - exit card identifying irreversible/reversible change

Students willEvaluation - exit card identifying irreversible/reversible change

Resources Vinegar and baking soda, beaker, spoonFollowing solid mixtures already prepared: lemon juice and baking powder, vinegar added to chalk, vinegar added to salt, Lemon juice added to sugar.4 cups per group (16); T - chart paper with reversible/irreversible changes, lab worksheet, exit card, glue sticks