7/24/2019 Resource 31715

1/4

Look How It ChangesResource ID#: 31715 Primary Type: Lesson Plan

This document was generated on CPALMS - www.cpalms.org

Students will have an opportunity to use informational text to explore the physical and chemical changes that occur throughout the seasons of the

year. and complete a graphic organizer.

Subject(s): English Language Arts, Science Grade Level(s): 2

Intended Audience: Educators Suggested Technology: Document Camera, LCD

Projector

Instructional Time: 2 Hour(s)

Resource supports reading in content area:Yes Freely Available:Yes

Keywords: physical change, chemical change, matter, seasons, fall, winter Instructional Component Type(s): Lesson Plan

Resource Collection: CPALMS Lesson Plan Development Initiative

ATTACHMENTS

Look How It Changes Vocabulary.docx

How Do You Know Graphic Organizer.docx

LESSON CONTENT

Lesson Plan Template: General Lesson Plan

Formative Assessment

To gather information on what students know about physical and chemical changes, the teacher will g ive the students the vocabulary graphic organizer (attached) to

complete. Students should give a definition and examples of physical and chemical changes.

Feedback to Students

Throughout the lesson the teacher will provide coaching and guided feedback on both the content of lesson (physical and chemical changes) and assist students with

reading the text for this lesson.

Summative Assessment

Students will complete A How Do You Know Graphic Organizer for the book How Do You Know It's Winter by Allan Fowler during the Independent Practice.

The graphic organizer will be assessed using the following checklist:

Three chemical changes must be listed - 5 points

Three physical changes must be listed - 5 points

Common words spelled correctly - 5 points

More difficult words spelled correctly - 5 points

Total possible points - 20 points

page 1 of 4

http://www.cpalms.org/uploads/Resources/final/31715/Document/6645/How%20Do%20You%20Know%20Graphic%20Organizer.docxhttp://www.cpalms.org/uploads/Resources/final/31715/Document/6644/Look%20How%20It%20Changes%20Vocabulary.docxhttp://www.cpalms.org/

7/24/2019 Resource 31715

2/4

Learning Objectives: What should students know and be able to do as a result of this lesson?

Using informational text, students will learn that matter around them responds to both physical and chemical changes depending upon the season of the year.

Using informational text, students will make connections to the scientific concepts presented in the text, that matter can make physical and chemical changes.

Guiding Questions: What are the guiding questions for this lesson?

Is this a physical or chemical change?

How do you know this is a physical or chemical change?

How did this physical change look in (name the season)?

How did the leaves on the tree look in the spring vs. the fall? What is a physical or chemical change that caused this?

Prior Knowledge: What prior knowledge should students have for this lesson?

Students should have an understanding that the information they read about can be recorded on a graphic organizer. They should also understand that authors can write

about events that occur in our world.

Teaching Phase: How will the teacher present the concept or skill to students?

With students gathered on the floor for a guided reading of the text Look How It Changes by June Young (Lexile Level 10L), the teacher begins the lesson by introducing

the vocabulary words (on the graphic organizer) physical change and chemical change. The teacher explains to the students that a physical change is when the object made

of matter is changed but keeps the same identity, and a chemical change is when a substance changes to form new substances. (**Previewing these vocabulary words prior

to reading the text will assist students in comprehending what they are reading.)

Optional - Teachers can provide pictures which show chemical and physical changes.

The teacher guides the students in reading the informational text Look How It Changes by June Young (Lexile Level 10L) and completing the vocabulary graphic organizer

(attached) to reinforce the meaning of the vocabulary words and to gain specific examples of physical and chemical changes which will also be added to the graphic

organizer. (The teacher may either put a copy of the book under a document camera if only one copy is available or multiple copies may be secured for students to read

individually or in small groups)

As the teacher and students are reading together the teacher stops and questions: What makes this a physi cal change? (The item changed f rom one state to another)

What makes this a chemical change? (The item changed from one thing into another) How do you know this is a physical change? (the item did not change into something

completely new) How do you know this is a chemical change? (The item changed into something completely new). The teacher guides students as they read through the

book page by page asking questions about the physical and chemical changes they are reading about noting the connection that matter can change physically and

chemically. (This section of the lesson works through LAFS.2.RI.1.3 Describing the connection between a series of scientific ideas or concepts.)

(**Note: the informational text Look How it Changes by June Young is a lLexile level lower then recommended for second grade. This book should be read by the students

and used as a guide in summarizing physical and chemical changes as well as using the text and illustrations for determining specific examples of these changes to the

properties of matter.)

Guided Practice: What activities or exercises will the students complete with teacher guidance?

The teacher tells the students that they read to find out what physical or chemical changes take place during the season of fall. The teacher introduces the informational

text How Do You Know it's Fall by Allan Fowler (Lexile Level 650). The teacher tells the students to look for physical and chemical changes that take place when the season

changes to fall.

Students read from individual copies of this text or the teacher may use a document camera to share the text whole class or in small data driven groups based upon reading

levels.

As students and teacher work through the book together the teacher asks: Is this a physical or chemical change? How do you know?

The teacher guides the students to list their examples of changes found in the book on the How Do You Know graphic organizer (attached). The Teacher continues to

scaffold students in learning the difference between physical and chemical changes as was modeled in the teaching phase of the lesson (noting the connection that matter

can change physically and chemically) by asking questions such as: What makes this a physical change? (The item changed from one state to another) What makes this a

chemical change? (The item changed from one thing into another) How do you know this is a physical change? (the item did not change into something completely new)

How do you know this is a chemical change? (The item changed into something completely new). The teacher guides students as they read through the book page by

page asking questions about the physical and chemical changes they are reading about. (This section of the lesson works through LAFS.2.RI.1.3 Describing the connection

between a series of scientific ideas or concepts.)

As the students and teacher work through thi s step of the lesson the teacher gradually allows students to take more responsibil ity for deciding what type of change they

have read about and adding it to the graphic organizer.

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?

The teacher tells the children that physical and chemical changes happen during each season of the year. The teacher will introduce the informational text How Do You

Know it's Winter by Allan Fowler (Lexile Level 570).

Students read the book independently and complete the How Do You Know graphic organizer (attached) listing the physical and chemical changes that occur during the

season of winter. (This section of the lesson works through LAFS.2.RI.1.3 Describing the connection between a series of scientific ideas or concepts.) Students will be

assessed using the checklist found in the Summative Assessment portion of the lesson.

(The teacher may either put a copy of the book under a document camera if only one copy is available or pages maybe scanned and the book maybe made into a

page 2 of 4

7/24/2019 Resource 31715

3/4

Related Standards

Name Description

LAFS.2.RI.1.3:Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technicalprocedures in a text.

SC.2.P.9.1:Investigate that materials can be altered to change some of their properties, but not all materials respond the sameway to any one alteration.

Other Resources Related to the Same Standards

Lesson Plan

PowerPoint for students to read independently, or the book maybe put into a literacy center for one student to use at a time.)

*** Using information gathered from both texts the teacher guides students in discussion about how the physical or chemical changes looked across the two seasons. (see

Closure Instructions)

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?

The teacher reminds the students that physical and chemical changes happen all around us as a natural part of our world. As the students observe the seasons change the

teacher should reinforce the concept of physical and chemical changes so students have actually observed it happening around them. In addition the teacher should

encourage students to notice physical and chemical changes across time. For example: How a leaf changes across seasons. The students may take turns sharing the changes

they observe while the teacher puts the information on a class poster size of the How Do You Know graphic organizer.

ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:

Reduce the number of pages used from the text giving fewer examples.

Partially fill in the graphic organizer.

Students may draw examples on graphic organizer rather than write them out.

Students may work in pairs or small groups.

Teacher may read text to students (read aloud).

Extensions:

Increase the level of the text.

Have students complete written summaries the findings from their graphic organizers.

Have students find real objects that go through both a physical and chemical change and explained to the class.

Students may take photographs of objects and create their own book on physical and chemical changes.

Suggested Technology: Document Camera, LCD Projector

Special Materials Needed:

Text selections for this lesson include:

Look How It Changesby June Young (Lexile Level 10L)

How Do You Know it"s Fall?by Allan Fowler (Lexile Level 650).

How Do You Know it"s Winter?by Allan Fowler (Lexile Level 570).

There are two additional books in the series that also maybe used:

How Do You Know it"s Spring? By Allan Fowler (lexile level 620)

How Do you Know it"s Summer?(lexile level 520)

Further Recommendations:

The teacher may decide to use books as they correspond to the season as the lesson being taught, so the order of books can be changed to best meet instructional needs.

Additional Information/Instructions

SOURCE AND ACCESS INFORMATION

Contributed by: Lauri Christopher

Name of Author/Source: Lauri Christopher

District/Organization of Contributor(s): Polk

Is this Resource freely Available?Yes

Access Privileges: Public

License: CPALMS License - no distribution - non commercial

page 3 of 4

http://www.cpalms.org/Public/PreviewStandard/Preview/1616http://www.cpalms.org/Public/PreviewStandard/Preview/5748

7/24/2019 Resource 31715

4/4

Name Description

It's Attracted:In this lesson, students will use informational text to gather information on objects made of matter that haveproperties that make them either attracted or not attracted to magnets.

Cookie Cravings: How to Readand Understand a Recipe:

This lesson begins with a read aloud of The Gingerbread ManBy Eric Kimmel. After that, students will learn how to reada recipe for gingerbread men. They will discuss author's purpose and the genre of the writing. They will use sequencingwords to aid in their understanding of the recipe. Students will answer who, what, when, why, and how questions aboutthe nonfiction text during a guided reading lesson. Students will be assessed on their ability to read and comprehend arecipe by doing a "cold read" of a different recipe and answering comprehension questions.

The Physical Changes ofMatter:

Students will be using the open inquiry (student-driven) approach to conducting a science investigation. They will belooking at matter and how it can be affected physically by it's size, shape, color, and by adding/taking away heat.

Holey Rusted Metal!:Students will conduct a guided inquiry lab involving the chemical change that creates rust. This lab is meant to be setup in one day and then observed over the course of 3 weeks.

Virtual Manipulative

Name Description

Matter: This resource allows students to virtually manipulate objects into different states of matter.

Response of Solids to Heatingand Freezing:

This resource will allow you to explore the affects of heating and freezing different solids. Put the objects, such as icecubes, rocks, bones, ice cream, wax, and oatmeal into a virtual oven or freezer. The effects or lack of effects on thesolids are shown in a slow animated enactment.

Sorting and Using Materials (atBBC):

This activity will help the students to:

Recognize that everyday objects can be made from a variety of materials.

Understand that materials have different properties.

Sort materials in a variety of ways according to their properties,

Explore materials and objects using their senses.

Educational Game

Name Description

Materials Characteristics:Materials have different properties that make them useful for different jobs.Learn about :Material properties, Metals, Plastics, Glass, Wood and Fabrics.

Resource Collection

Name Description

Solids and Liquids-FOSSModule:

The Solids and Liquids Module provides experiences that heighten students' awareness of the physical world. Matterwith which we interact exists in three fundamental states: solid, liquid, and gas. In this module first and second gradershave introductory experiences with two of these states of matter, solid and liquid.

To go to the archived site, click here: http://archive.fossweb.com/modulesK-2/SolidsandLiquids/index.html

Teaching Idea

Name Description

Wood and Paper-FOSSModule:

In the Wood and Paper Module, students will observe the properties of these materials and discover their interactionswith other materials. Students will have ample opportunity to compare different types of paper and wood. Students willlearn that wood and paper can be recycled to create new forms of paper or wood that has new properties. Finally,students will use what they know about the properties of the materials as they change wood and paper into a varietyof products.

How Degrading-SeaWorldClassroom Activity:

In this activity, given examples of trash generated by a family over a 24-hour period, the student will be able todemonstrate how some materials degrade in salt water better than others. They will be able to generate ideas forways to reduce plastic pollution.

The Gummi Bear Experiment: Students will have an opportunity to conduct an investigation about Gummi Bears and how they dissolve.

Student Center Activity

Name Description

Comprehension: Cause andEffect Match:

In this FCRR Student Center Activity, the student will identify the relationship between cause and effect.

page 4 of 4

http://www.cpalms.org/Public/PreviewResourceLesson/Preview/31339http://www.cpalms.org/Public/PreviewResourceLesson/Preview/46542http://www.cpalms.org/Public/PreviewResourceUrl/Preview/51231http://www.cpalms.org/Public/PreviewResourceUrl/Preview/22815http://archive.fossweb.com/modulesK-2/SolidsandLiquids/index.htmlhttp://archive.fossweb.com/modulesK-2/SolidsandLiquids/index.htmlhttp://www.cpalms.org/Public/PreviewResourceUrl/Preview/22820http://www.cpalms.org/Public/PreviewResourceUrl/Preview/25789http://www.cpalms.org/Public/PreviewResourceUrl/Preview/28017http://www.cpalms.org/Public/PreviewResourceUrl/Preview/36264http://www.cpalms.org/Public/PreviewResourceUrl/Preview/36264http://www.cpalms.org/Public/PreviewResourceUrl/Preview/28017http://www.cpalms.org/Public/PreviewResourceUrl/Preview/25789http://www.cpalms.org/Public/PreviewResourceUrl/Preview/22820http://archive.fossweb.com/modulesK-2/SolidsandLiquids/index.htmlhttp://www.cpalms.org/Public/PreviewResourceUrl/Preview/22815http://www.cpalms.org/Public/PreviewResourceUrl/Preview/42142http://www.cpalms.org/Public/PreviewResourceUrl/Preview/51231http://www.cpalms.org/Public/PreviewResourceUrl/Preview/10323http://www.cpalms.org/Public/PreviewResourceUrl/Preview/2148http://www.cpalms.org/Public/PreviewResourceLesson/Preview/46542http://www.cpalms.org/Public/PreviewResourceLesson/Preview/46489http://www.cpalms.org/Public/PreviewResourceLesson/Preview/39993http://www.cpalms.org/Public/PreviewResourceLesson/Preview/31339