This lesson plan covers physical and chemical properties and changes over six weeks. It uses 5 phases of instruction: engage, explore, explain, elaborate, and evaluate. Students will classify examples and non-examples of physical and chemical properties and changes. They will conduct experiments to observe these concepts firsthand and complete Frayer model diagrams. Density is a key focus, with students performing three density labs. Later phases include building a density column and a recycling factory simulation to extend their understanding. The plan concludes with a quiz to evaluate learning.

1. 5 E Model Lesson Plan- Chemistry
1st
six weeks
Physical and Chemical Properties
Objectives:
TEKS: 1 A, B; 2 A-E; 3 A-C; 4 A
ELL’s: 74 A grades K-12
Listening: C,D Speaking : C,D Reading: C,D Writing: C,D
College Readiness: SRS VII Chemistry Matter and its Properties 1 AB, 2AB
Phase of Instructional Model:
- Engage- Examples and Non examples Physical and Chemical Properties
and Changes
- The instructor initiates this stage by asking well-chosen questions,
defining a problem to be solved, or by showing something intriguing.
The activity should be designed to interest students in the problem and to
make connections to past and present learning.
Materials/ Preparation:
- Physical and Chemical Properties Cards
- Physical and Chemical Changes Cards
- Classifying Properties Diagram
- Classifying Changes Diagram
- Butcher paper for student questions
- Place students in groups of ~ 4
- Prepare an Example/ Non example Table on the board:
Example Non Example
Instructional Procedure:
- Part I: Physical and Chemical Properties Cards
o Hand each group a set of Physical and Chemical Properties Cards to
read through.
o Place a Physical Property Card under the Example section of the
diagram on the board.
o Place a Chemical Property Card under the Non example section of the
diagram on the board.

2. o Ask groups one by one to place an additional card on the diagram
where they believe it fits. Make corrections to placements along the
way.
o Discuss what the Examples can be labeled as- Physical Properties and
what the Non Examples can be labeled as- Chemical Properties
- Part II: Physical and Chemical Properties Cards
o Hand each group a set of Physical and Chemical Changes Cards to
read through.
o Place a Physical Change Card under the Example section of the
diagram on the board.
o Place a Chemical Change Card under the Non Example section of the
diagram on the board.
o Ask groups one by one to place an additional card on the diagram
where they believe it fits. Make corrections to placements along the
way.
o Discuss what the Examples can be labeled as- Physical Changes and
what the Non Examples can be labeled as- Chemical Changes.
- Part III: Complete Classification Diagrams
o Students will complete Classifying Properties Diagram and
Classifying Changes Diagram based on the Example/ Non Example
diagrams that were completed.

3. Phase of Instructional Model:
- Explore- Physical and Chemical Properties and Changes Exploration
- The exploration stage provides the opportunity for students to become
directly involved with the key concepts of the lesson through guided
exploration that requires them to probe, inquire, and question. In this
stage, instructors observe and listen to students as they interact with each
other and the activity.
Materials/ Preparation:
- Arrange students in groups of 4. Each group at a table setting.
- Physical and Chemical Properties and Changes Exploration handouts
- Goggles, aprons
- For each student group:
o Sugar cube
o Salt- small sample
o Paper
o Matches- 1 or 2
o Hot plate
o Metal pie tin- meant for burning of paper
o Small metal cupcake holder (aluminum folded in a cupcake holder
shape will work)- meant for burning of sugar or salt
o Mortar and pestle (or materials for crushing)- meant for crushing of
sugar, salt
o Water access
o Measuring equipment- ruler, triple beam balance, graduated cylinder
chose materials that are readily available)
o Butcher paper for questions
Instructional Procedure:
- Teacher review lab safety procedures with students.
- Supply each group of 4-5 students with materials and Physical and
Chemical Properties and Changes Exploration handouts
- Advise students to use materials given to them to identify as many
physical and chemical properties and changes as they are able to.
- Students should record observations on their handouts and questions they
generate along the way on their butcher paper.
- Ask students to think about what other properties and changes they
might be able to observe if other materials were available to them. What
are these materials?
- Have students present their findings and questions to the rest of the class.
- Discuss observations and questions as a class.

4. Phase of Instructional Model:
- Explain- Frayer Model Cards
- In the explanation stage, collaborative learning teams begin to sequence
logically events/ facts from the investigation and communicate these
findings to each other and the instructor. The instructor, acting in a
facilitating role, uses this phase to offer further explanations and provide
additional meaning or information, such as terminology.
Materials/ Preparation:
- Frayer Model Cards- Physical Properties, Chemical Properties, Physical
Changes, Chemical Changes, Density, Buoyancy, Viscosity
- Frayer Model Outline handouts
- Cut out all Frayer Model cards without titles
- Create student groups of ~4 students
Instructional Procedure:
- Teachers pass out Frayer Model Cards and handouts to student groups (1
set of cards per group, 1 set of handouts per student)
- Using one set of the Frayer Model handouts, ask students to place the
cards in the appropriate spot on the handouts. Students should be looking
to identify the definition, characteristics, examples, and non examples of
each topic.
- Discuss with the class how the Frayer Model handouts should look once
completed. Correct placement of all cards in the model handouts.
- Have students fill in their individual model handouts using the group’s
final product.

5. Phase of Instructional Model:
- Explain- Density- A Property of Matter Lab
- In the explanation stage, collaborative learning teams begin to sequence
logically events/ facts from the investigation and communicate these
findings to each other and the instructor. The instructor, acting in a
facilitating role, uses this phase to offer further explanations and provide
additional meaning or information, such as terminology.
Materials/ Preparation:
- Density- A Property of Matter Lab- see materials section, arrange
students in lab groups depending on material availability (4-5 students)
Instructional Procedure:
- Teacher review lab safety procedures with students prior to all lab
activities.
- Teachers host pre lab discussions prior to lab activities. This might
include working a selection of density calculations, and discussing
density as a physical property of matter.
- Teachers host post lab discussions after lab activities.

6. Phase of Instructional Model:
- Explain- Physical and Chemical Properties Lab
- In the explanation stage, collaborative learning teams begin to sequence
logically events/ facts from the investigation and communicate these
findings to each other and the instructor. The instructor, acting in a
facilitating role, uses this phase to offer further explanations and provide
additional meaning or information, such as terminology.
Materials/ Preparation:
- Physical and Chemical Properties Lab- see materials section, arrange
students in lab groups depending on material availability (4-5 students)
Instructional Procedure:
- Teacher review lab safety procedures with students prior to all lab
activities.
- Teachers host pre lab discussions prior to lab activities. This might
include working a selection of density calculations, and discussing
density as a physical property of matter.
- Teachers host post lab discussions after lab activities.

7. Phase of Instructional Model:
- Explain- Measuring the Density of Pennies Lab
- In the explanation stage, collaborative learning teams begin to sequence
logically events/ facts from the investigation and communicate these
findings to each other and the instructor. The instructor, acting in a
facilitating role, uses this phase to offer further explanations and provide
additional meaning or information, such as terminology.
Materials/ Preparation:
- Measuring the Density of Pennies Lab- see materials section, arrange
students in lab groups depending on material availability (4-5 students)
Instructional Procedure:
- Teacher review lab safety procedures with students prior to all lab
activities.
- Teachers host pre lab discussions prior to lab activities. This might
include working a selection of density calculations, and discussing
density as a physical property of matter.
- Teachers host post lab discussions after lab activities.

8. Phase of Instructional Model:
- Elaborate- Construct a Density Column
- The elaboration stage allows for students to extend and expand what they
have learned in the first three stages and connect this knowledge with
their prior learning to create understanding. It is critical that instructors
verify students’ understanding during this stage.
Materials/ Preparation:
- create student groups ~ 4 students
- see materials section of Construct a Density Column
Instructional Procedure:
- Teacher review lab safety procedures with students prior to all lab
activities.
- Provide all students with Construct a Density Column handout
- Teachers introduce objective prior to lab activities.
- Teachers host post lab discussions after lab activities.

9. Phase of Instructional Model:
- Elaborate- Recycling Factory
- The elaboration stage allows for students to extend and expand what they
have learned in the first three stages and connect this knowledge with
their prior learning to create understanding. It is critical that instructors
verify students’ understanding during this stage.
Materials/ Preparation:
- create student groups ~ 2 students
- Recycling Factory handouts- 1 per student
Instructional Procedure:
- Provide all students with Recycling Factory handout
- Teachers introduce objective and problem posed in the Recyling Factory
- Teachers explain the job of the student in solving the Recycling Factory
problem
- Host discussion with students after activity to share ideas for separating
the materials. Have students share their letters with the class.

10. Phase of Instructional Model:
- Evaluation- Physical and Chemical Properties- Quiz
- Throughout the learning experiences, the ongoing process of evaluation
allows the instructor to determine whether the learner has reached the
desired level of understanding the key ideas and concepts. More formal
evaluation can be conducted at this stage.
Materials/ Preparation:
- Physical and Chemical Properties- Quiz- 1 per student
- Calculators
- pencils
Instructional Procedure:
- Provide all students with Physical and Chemical Properties- Quiz
- Teacher should grade quiz and then provide students with feedback.

11. Phase of Instructional Model:
- Evaluation- All labs and activities in other sections of this 5 E Lesson
Plan
- Throughout the learning experiences, the ongoing process of evaluation
allows the instructor to determine whether the learner has reached the
desired level of understanding the key ideas and concepts. More formal
evaluation can be conducted at this stage.