This document provides resources and guidance for teaching a 6th grade science unit on chemical changes. It includes a pacing calendar, overview of relevant TEKS standards, links to videos and articles to support teacher content knowledge, examples of higher-level questioning strategies, and suggestions for embedding formative assessments and differentiation techniques into lesson plans. The goal is to help teachers effectively plan and implement the chemical changes unit to support student understanding of chemical reactions and new substance formation.

1. Core Content Coaching
Science Grade 6

2. To provide support for grade-level, unit content planning for the Chemical Changes Unit
Purpose

3. Resources for planning
• Teacher Yearly Resource Document (or Yearly Itinerary)
• CRM 3: Properties of Matter
• Blank Pacing Calendar
• 6th Grade 2nd Six Weeks Lessons: Chemical Changes Pacing Guides, Chemical Changes Daily
Lesson Pages
• Computer with Internet Access

4. Teacher yearly resource document

5. 2nd Six Weeks Planner (24 days)
Monday Tuesday Wednesday Thursday Friday
Oct. 6
Density
7 8 9 10
Oct. 13
Student Holiday
14
Density
15 16
Chemical
Changes
17
Oct. 20
Chemical
Changes
21 22 23
Energy
Transformations
24
Oct. 27
Energy
Transformations
28 29 30 31
Nov. 3
Potential &
Kinetic Energy
4 5 6 7

6. TEKS & Student expectations
Content TEKS Skills TEKS
6.1A-B, 6.2A, 6.5: Matter and energy. The student knows the B, & E, 6.3A, 6.4A-B
differences between elements and compounds.
The student is expected to:
6.5D identify the formation of a new
substance by using the evidence
of a possible chemical change
such as production of a gas,
change in temperature, production
of a precipitate, or color change

7. CRM 3: TEKS & Acquisition section

8. ACS Teacher Background Video
http://www.middleschoolchemistry.com/teacherbackground/chapter6/chemical_reactions.php
NSTA Leaning Center- http://learningcenter.nsta.org/
Search Resources & Opportunities: Chemical Reactions
ScienceFusion Grade 6 Teacher Edition: Physical and Chemical Changes p. 138
Teacher Content support

9. Vertical alignment
6TH GRADE
•6.5D identify the
formation of a new substance
by using the evidence of a
possible chemical change
such as production of a gas,
change in temperature,
production of a precipitate, or
color change
7TH GRADE
•7.6B distinguish
between physical and
chemical changes in matter
in the digestive system
8TH GRADE
8.5: Matter and energy. The
student knows that matter is
composed of atoms and has
chemical and physical
properties. The student is
expected to:
8.5E investigate how
evidence of chemical
reactions indicate that new
substances with different
properties are formed

10. 2014 STAAR-Released Question for 8.5E
investigate how evidence of chemical reactions indicate that new substances
with different properties are formed
15%
78%
4%
2%

11. 2014 STAAR-Released Question for 8.5E
investigate how evidence of chemical reactions indicate that new substances
with different properties are formed
9%
15%
65%
12%

12. 2014 STAAR-Released Question for 8.5E
investigate how evidence of chemical reactions indicate that new substances
with different properties are formed
9%
71%
11%
10%

13. Based on the data and distractors, what key points should teachers
emphasize during lessons?
• Dissolving and an increase in temperature by an outside energy source are not evidence of a
chemical reaction.
• Students should create an acronym or use another memorization strategy to remember the 4 pieces
of evidence. Color Change, Temperature Change, Gas, Precipitate
Example: Click the green pen.
OR
E (Effervescence- bubbles, gives off gas)
P (Precipitate)
O (Odor, change of smell)
C (Color Change)
H (Heat, heats up or cools down)

14. Components of a good lesson plan
1. Engage Student Interest
2. Review/Scaffold to TEKS
3. Student-Centered Activities directly relating to the depth and complexity of the TEKS
• Labs, Activities, Videos
1. Organize and Practice Vocabulary
2. Reading & Comprehension Strategies
3. Writing Opportunities & Scaffolds
4. Daily Listening & Speaking Opportunities
5. Differentiation
6. Formative Assessment & Reteach

15. Embedded in lessons:
Engage Student Interest
• Journal Entry: You will be given an unknown powder that is the same as one of
the powders you have been testing, and you will have to identify the powder.
How will you solve this problem?

16. Embedded in lessons:
Review / Scaffold to TEKS
• Leveled Readers: Changes in Matter

17. Embedded in lessons:
Student-Centered Activities directly relating to the depth and complexity of the
TEKS (Labs, Activities, Videos)
• Powder Particulars
• Color Change Demonstration
• Identifying an Unknown Lab

18. Embedded in lessons:
Organize and Practice Vocabulary
• Chemical Changes Frayer Model
• Journal Entry: Write two test questions for a chemical changes quiz.
• Kagan Inside-Outside Circle

19. Embedded in lessons:
Reading & Comprehension Strategies
• Powder Particulars
• Shared Reading
• Mixed-Ability Partners

20. Embedded in lessons:
Writing Opportunities & Scaffolds
• Chemical Change Exit Ticket
• Journal Entry: You will be given an unknown powder that is the same as one of the powders you
have been testing, and you will have to identify the powder. How will you solve this problem?
• Identifying an Unknown Lab Questions
• Journal Entry: Summarize how you identified the unknown powder.
• Journal Entry: Write two test questions for a chemical changes quiz.
• Scaffolds: Sentence Frames, Sentence Starters, Word Bank

21. Embedded in lessons:
Daily Listening & Speaking Opportunities
• Powder Particulars Investigation
• Chemical Changes Presentation Checking for Understanding
• Identifying an Unknown Lab
• Kagan Inside-Outside Circle
“A chemical change
is…”
“Evidence of a chemical change
include…”

22. • Special Education:
1. Mixed-Ability Partners
2. Accommodated Two-Column Notes
for Chemical Changes Presentation
3. Chemical Changes Chart
4. Extended Learning Opportunities
• English Language Learners:
1. Mixed-Ability Partners
2. Anchor of Support
3. Word Bank
4. Sentence Frames
Embedded in lessons:
Differentiation

23. Embedded in lessons:
Formative Assessment & Reteach
Formative Assessment Reteach Opportunities
• Blossoms - Recognizing Chemical
Reactions Video:
http://www.youtube.com/watch?v=
9_LBtVeIxuA
• Mr. Andersen’s Physical and Chemical
Changes Video:
http://www.youtube.com/watch?v=X328AWaJXvI&feature=
related
• ScienceFusion Optional Lessons
• Other Lessons Folder Activities
• Chemical Changes Presentation
Checking for Understanding
• Chemical Change Exit Ticket
• Identifying an Unknown Lab Questions
• Journal Entries
• Kagan Inside-Outside Circle
• Chemical Changes Quiz

24. Higher level questions
• “Research shows there’s a link between critical thinking skills and increased student achievement in the
classroom.” (Moore & Stanley, 2010)
• Higher level questions must be planned in order to be implemented effectively in the classroom.
• Levels of Questions
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
• Plan and provide a variety of questions at each level and build student knowledge and critical thinking by providing
Higher Level Questions.

25. Lower Levels of questions

26. Higher Levels of questions

27. Sample Unit questions
• A sample from this unit using the Daily Guiding Questions.
Knowledge Comprehension Application Analysis Synthesis Evaluate
What is a chemical
change?
How would you
classify the type of
change in the
following example?
Give examples of a
chemical change that
occur in your kitchen
at home.
How do you know
when a new
substance has
formed during a
chemical change?
Design an experiment
to test the mixing of
sodium sulfite, citric
acid, and sodium
iodate as a chemical
change.
What information
would you use to
support your view that
oxidation is a
chemical change?

28. Recommended Anchors of Support
• Chemical Changes Unit Overview
• Chemical Changes Frayer Model

29. Anchors of Support
Other Resources
•Interactive Word Wall- Current, working models with student contributions
• Interactive Word Walls Article: http://learningcenter.nsta.org/files/ss1103_45.pdf
• “Word walls can be arranged on cupboard doors or classroom walls, or hung from
the ceiling with wire and string.”
• “Maximum instructional potential and efficiency are achieved when interactive word-wall
construction is aligned with lessons and students are allowed to participate in
the process. As a result, walls are usually built over many days and are finished as
a unit nears completion. Word walls support units and are changed or replaced as
units change.”
• Interactive Word Walls Rubric: Next Slide
• ScienceFusion Textbook, Science Glossaries, Dual Language Science
Glossaries

31. Academic vocabulary
DAILY LESSON PAGE
CURRICULUM ROAD MAP