1. Comparing Irreversible changes and reversible changes
Lesson 1 and part of 2

2. What are the desired Results)
Stage 1
Stage 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.

3. What evidence will show that students understand?
Stage 2
What evidence will show that students understand?
(evidence should be aligned with your desired goals, ie. Stage 1)
Formative Assessment
Worksheets
Prompt Question
Quizzes
Discussions
Informal observations
Graphic organizers (Venn diagram, T Charts)
Summative Assessment
End of unit exam
Performance 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

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

5. 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 will
- 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 conclusions
1.) lemon juice and baking powder
2.) vinegar added to chalk
3.) vinegar added to salt
4.) Lemon juice added to sugar.

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

7. 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 will
Resources
Vinegar and baking soda, beaker, spoon
Following 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