Provide a self- reflection to the lesson plan attached below : Daily Lesson Plan 8

Topic: Science

Objectives: P.5.5C.1- analyze and communicate the results of chemical changes that

result in the formation of new materials.

P.5.5C.2- analyze and communicate the results of physical changes to a substance that

results in a reversible change.

Materials: Science Fusion Book, Short Paragraph Handout

Key Vocab Terms:

Chemical Change: a change in matter where a new substance is being made.

Physical Change: a change in matter where a substance stays the same but

only the size, texture, or shape changes.

Irreversible: a substance that can't be changed back into its original state.

Reversible: a substance that can be changed back into its original state.

Burning: the act of being on fire

Decaying: A rotten substance

Matter: anything that has weight and takes up space.

states of matter: Solid, liquid and gas

formation: the act of being put together

rusting: a reddish coating formed on metal.

Substance: is the material, or matter of which something is made.

Motivation:

1. Ask: "Have you ever seen rust on a bike? Or watched bread bake in the oven?" Show images and ask students to brainstorm what might be happening in each case. Discuss as a class.

ACQUISTION:

1. Divide the class into small groups. Provide each group with a set of 10 real-life event cards (e.g., candle melting, fireworks, breaking glass, milk souring).

2. Groups sort cards into "physical change" or "chemical change" piles.

3. After sorting, each group selects two examples and explains their choices using complete sentences and science vocabulary.

Introduce a graphic organizer for students to complete independently, comparing the characteristics of both types of change using examples.

Extension:

1. Have students create a short paragraph answering: "Why is it important to know the difference between physical and chemical change in everyday life?"