GT Differentiated Exemplar Lesson Science TEKS/Student Expectations:

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1 Grade Level: 4 Subject Area(s): Reading, Title: Physical Writing, and Chemical Mathematics Changes Essential Question(s): _X_ Science Social Studies What is the world around us made of? How do we describe, and compare matter? What causes the properties of matter to change? How can we put pieces and parts of matter together to do something new? GT Differentiated Exemplar Lesson Science TEKS/Student Expectations: 4.5 Matter and energy The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed and used (A) measure, compare, and contrast physical properties of matter, including size, mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float; (B) predict the changes caused by heating and cooling such as ice becoming liquid water and condensation forming on the outside of a glass of ice water Assessment(s): Pre-Assessment Formative X Summative GT Scope and Sequence Skills: (Aligned with 21 st Century Skills Student Learning Styles: Auditory _X_ Visual/Spatial Framework & College and Career Kinesthetic Readiness Standards) Other _X_ Creative Thinking Critical Thinking _X_ Communication Research Elements of Depth and Complexity: _X_ Language of the Discipline _X_ Details _X_ Patterns _X_ Trends Rules Ethical Considerations Unanswered Questions Over Time Different Perspectives Big Ideas Whole Class Small Group Independent Activity Lessons and Activities PART ONE: Whole Class: As a class, quickly brainstorm, how matter can change. Watch a video explaining physical and chemical changes. Create an anchor chart with the definition of both and 2-3 examples of each change. Students record the definitions in their interactive notebooks. On Grade Level: Students work with a partner to sort examples physical and chemical changes and record/glue them into their interactive notebooks. Resources: Video-brainpop-property changes Video-frying an egg demonstrating property changes Card Sorting page (attached below)

2 GT Level Group: Students work with a partner to sort examples physical and chemical changes and record/glue in their interactive notebooks. When complete, students will generate other examples not given to each category. Pancakes, Pancakes by Eric Carle (85 copies available in AISD ibistro) Whole Class: Share results of the sorting activity and add additional examples to the anchor chart. PART TWO: Whole Class: Read Pancakes, Pancakes by Eric Carle. Discuss examples of physical and chemical changes involved in making and eating pancakes. On Grade Level: Give students a copy of the pancake recipe. Students will work with a partner to highlight the physical and chemical changes. Additional recipes can be used with the same process. Students can search for their favorites online. Pancake Recipe (attached below) Menu Directions (attached below) GT Level: Students will create a menu for a restaurant where some of the recipes are only physical changes and others have chemical changes. See attached directions. Whole Class: Students share their menus and recipes.

3 Directions: Cut the examples of physical and changes apart. Work with a partner to sort them into the correct category of physical or chemical change. Record in your science journal. A ball moves across the road Fireworks explode in the sky Mowing the lawn A light bulb is broken Burning wood in a fire leaving behind ashes Frying an egg An apple rotted to the core Rolling clay into a snake Sand going through an hour glass Rust on a bicycle chain Boiling water Ice cream melting Folding a piece of paper Digesting pizza Cracking an egg Milk turning sour Sharpening a pencil Lighting a match Using vinegar and baking soda to make a volcano model Cutting a piece of cake Dissolving sugar into lemon juice Making pancakes Crumbling a graham cracker Toasting a marshmallow

4 Use the pancake recipe below. Directions: Highlight chemical changes. Underline the steps that are physical changes. Ingredients 1 1/2 cups all-purpose flour 3 tablespoons sugar 1 tablespoon baking powder 1/4 teaspoon salt 1/8 teaspoon freshly ground nutmeg 2 large eggs, at room temperature 1 1/4 cups milk, at room temperature 1/2 teaspoon pure vanilla extract 3 tablespoons unsalted butter, plus more as needed Directions 1. In a large bowl, whisk together the flour, sugar, baking powder, salt, and nutmeg. 2. In another bowl, beat the eggs and then whisk in the milk and vanilla. 3. Melt the butter in a large cast iron skillet or griddle over medium heat. 4. Whisk the butter into the milk mixture. Add the wet ingredients to the flour mixture, and whisk until a thick batter is just formed. 5.Keeping the skillet at medium heat, ladle about 1/4 cup of the batter onto the skillet, to make a pancake. Make 1 or 2 more pancakes, taking care to keep them evenly spaced apart. Cook, until bubbles break the surface of the pancakes, and the undersides are golden brown, about 2 minutes. 6. Flip with a spatula and cook about 1 minute more on the second side. Serve immediately or transfer to a platter and cover loosely with foil to keep warm. Repeat with the remaining batter, adding more butter to the skillet as needed. 7. Procedure for adding fruit to pancakes: Once the bubbles break the surface of the pancakes, scatter the surface with sliced or diced fruit, or chocolate chips, nuts, etc. 8.Flip with a spatula and cook for 1 minute more, being careful not to burn toppings Television Food Network, G.P. All Rights Reserved.

5 Congratulations! You are going into the restaurant business. To maximize your profits, you have decided to have two ways to reach your customers: You will have a Chemical Change Café, where you can use ovens, stoves etc. to create recipes and meals. The menu items at the café will all be made with chemical changes. You will also be sending out a Physical Change Food truck. Since this is a mobile restaurant, you will serve simple menu items that only involve physical changes. Each of your restaurants needs to have at least three items on the menu with a full description. Your description needs to sound tasty and entice your customers to order it! You may rename your café and food truck to fit with your food choices. Be creative! Use the bottom of the page to brainstorm, then, publish your menus separately. Physical Change Food Truck Chemical Change Café

6 Process Assessment Teacher observes the following: Process Observation - Frequency Student uses correct terminology during interactions with peers and teacher. Seldom/Never Occasionally Often Consistently Process Observation Frequency The student is able to guess the genre of a book by its criteria. Seldom/Never Occasionally Often Consistently Process Observation Quality of Creative Thinking Student uses creativity throughout the stages of the task. Typical of Peers Fluent Thinker Flexible Thinker Unique and Original Process Observation Quality of Analytical Thinking Student analyzes information during the task. Typical of Peers Fluent Thinker Flexible Thinker Unique and Original Product Assessment Score Genres Booklet Critical Thinking 3 2 Student compares and contrasts fiction and non-fiction books. Student compares fiction and nonfiction books. 1 Student distinguishes between fiction and non-fiction books. The content highlights unique information for the two genres and shows connections to books not previously read aloud in class. Includes distinctive information for each genre in the booklet. The content easily connects to the books read aloud in class. Includes distinguishing information for each genre in the booklet. Student applies knowledge of the distinguishing characteristics of genres to make predictions and verify the predictions. Student applies knowledge of the distinguishing characteristics of genres to make predictions. Student predicts the contents of a book.