Jan 27-31

2019/2020 Rowan County Middle School Lesson Plan

Week of: Jan. 27th-31st

Teacher: Mark Kidd

Subject: 7th science

PLAN:  (a)Goal Objective/(b)Learning Target –    I can determine the physical properties of a substance. I can determine the chemical properties of a substance.  I can analyze the properties of a substance to determine if a physical or chemical change has occurred. I can measure the mass of a substance before and after a chemical reaction has occurred.


Standard being taught/assessed: 07-PS1-2 analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.


Pre-Planned Questions: (2-3) What happens to the mass of a substance before and after a chemical reaction? Describe the motion of particles in a solid, liquid and gas.  What evidence can show how the physical and chemical properties of the substances change?

DO: Instructional activities each day (How will they learn it)






Bell Ringer:  Most tables are laid out in columns and rows.


Students will take the case test today.

Students will complete true and false questions and will use markers and boards to review content from skill sheets 1, 2 and 3.


Bell Ringer:  How do atoms respond to heat?


Students will use an annotated reading strategy to interact with a passage concerning physical changes to substances.

Students will watch 2 videos concerning physical changes and characteristics.

Students will describe the physical properties of various compounds and elements and record their descriptions in a chart.

Bell Ringer:  What is a physical change?


Students will take the case test today.

Students will use annotated reading strategy to interact with a passage concerning the chemical properties of matter.

Students will watch a video about chemical properties.

Students will complete a computer simulation called, Camping chemical and physical changes.

Bell Ringer: What is a chemical change?


Students will interact with the ck12 website in order to define chemical change, list signs that a chemical change has occurred and explain how some chemical changes can be reversed.

Students will then practice chemical change recognition on the website.

Bell Ringer:  What is a sign that a substance has changed chemically?


Students will read passage about the signs a chemical reaction has occurred.

Students will be given to substances in order to mix them and observe a chemical reaction.

Students will list the physical properties and the mass of the substances before and after mixing.  Students will be asked to explain how they are sure a chemical reaction occurred.






Monday:  Answers on markerboards.

Tuesday: Check the descriptions in their chart.

Wednesday: Observe their annotations and simulation.

Thursday:  Observe annotations and results of chemical change recognition activity.

 Friday: Answers to lab activity.

Interventions:  Use small group setting to review with each group having a student serve as group mentor.  Use Viking Success to review missed concepts due to absences.  Brainpop and Kahn academy are good resources for reviewing.

Specific Skills (non-negotiables) standard and student need specific

Vocabulary Focus/Word Wall

(Critical Vocabulary)


Atom, atomic number, atomic weight, periodic table, metals, non-metals, metalloids, reactive, mixture, element, compound, molecule, physical property, chemical property, physical change, chemical change, reactivity, column, row.













Mon: I can model the difference between elements, mixtures, molecules and compounds.

Tue: Create a data table and describe properties of matter.

Wed: Identify chemical and physical changes in a computer simulation.

Thu: Analyzing data in order to determine if a change was chemical or physical.

Fri: Describe physical and chemical properties of substances before and after a chemical reaction. Measure Mass


Differentiated Instruction:



Use more complex text to study newly produced substances.

Allow some groups to perform labs with more independence based upon their level of comprehension.




Students scored class average of 77% on pedigree exam.  Study notes and marshmallow lab data. Study skill sheets. Study reading passage. Study lab results.




Act:  .. Students thought prepared notes were more helpful than handwritten notes.

Students thought the songs and videos were helpful.  The most productive activities the marshmallow lab and models created.


Notes were somewhat helpful.   The least helpful part of class according to students was teacher lecture.