Chemical vs.

Physical Changes
Name: Skylar Corey

Grade Level: 5th Grade

NGSS Performance Expectation:

5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type
of change that occurs when heating, cooling, or mixing substances, the total
weight of matter is conserved. [Clarification Statement: Examples of reactions or
changes could include phase changes, dissolving, and mixing that form new
substances.] [Assessment Boundary: Assessment does not include distinguishing
mass and weight.]

Learning Objectives:
1. At the end of this instructional sequence, the students will be able to explain how a
chemical change differs from a physical change.
2. At the end of this instructional sequence, the students will be able to describe what
happens during a chemical change.
3. At the end of this instructional sequence, the students will be able to explain how
energy is involved in chemical changes.

Big Ideas and Scientific Principles:

 Chemical and physical changes do not gain or lose mass. We know this from the law of
the conservation of mass.
 A physical change is a change that affects one or more physical properties of a substance.
• The appearance, shape, or size of a substance may be altered during a physical change.
 Physical changes, such as changes in state, do not change the chemical identity of a
substance.
 Chemical changes can occur when two substances, elements, or compounds interact and
produce one or more different substances whose physical and chemical properties are
different from the interacting substances. When substances undergo chemical change, the
mass of the reactants will be the same as the mass of the products. Mass is converted
when substances undergo chemical change but is not lost. Mass cannot be created or
destroyed.

Phenomenon and Driving Question:

Phenomenon: https://www.youtube.com/watch?v=nLmGacYEyIY

Driving Question: What happens to the logs in a campfire?

Unpacking the NGSS Performance Expectation:

Science and Engineering Disciplinary Core Idea(s) Crosscutting Concept(s)

Practice(s)
 Matter of any type can be  Cause and effect
Modeling in 3–5 builds on K–2 subdivided into particles relationships are
experiences and progresses to that are too small to see, routinely identified
building and revising simple models but even then the matter and used to
and using models to represent still exists and can be explain change.
events and design solutions. detected by other means. A (5-PS1-4)
 Use models to describe model showing that gases  Natural objects exist
phenomena. (5-PS1-1) are made from matter from the very small to
Planning and carrying out particles that are too small the immensely large.
investigations to answer questions to see and are moving (5-PS1-1)
or test solutions to problems in 3–5 freely around in space can  Standard units are
builds on K–2 experiences and explain many observations, used to measure and
progresses to include including the inflation and describe physical
investigations that control variables shape of a balloon and the quantities such as
and provide evidence to support effects of air on larger weight, time,
explanations or design solutions. particles or objects. (5- temperature, and
PS1-1)
 Conduct an volume. (5-PS1-2),(5-
investigation  The amount (weight) of PS1-3)
collaboratively to matter is conserved when it
produce data to serve changes form, even in
as the basis for transitions in which it
seems to vanish. (5-PS1-2)  Science assumes
evidence, using fair
 Measurements of a variety consistent
tests in which
of properties can be used patterns in natural
variables are
to identify materials. systems. (5-PS1-
controlled and the
2)
number of trials (Boundary: At this grade
considered. (5-PS1-4) level, mass and weight are
 Make observations not distinguished, and no
and measurements to attempt is made to define
produce data to serve the unseen particles or
as the basis for explain the atomic-scale
evidence for an mechanism of evaporation
explanation of a and condensation.) (5-PS1-
phenomenon. (5- 3)
PS1-3)  When two or more different
substances are mixed, a
Mathematical and computational new substance with
thinking in 3–5 builds on K–2 different properties may be
experiences and progresses to formed. (5-PS1-4)
extending quantitative  No matter what reaction or
measurements to a variety of change in properties
physical properties and using occurs, the total weight of
computation and mathematics to the substances does not
analyze data and compare change. (Boundary: Mass
alternative design solutions. and weight are not
 Measure and graph distinguished at this grade
quantities such as level.) (5-PS1-2)
weight to address
scientific and
engineering questions
and problems. (5-
PS1-2)
NGSS language specific to NGSS language specific to your NGSS language specific to
your PE: PE: your PE:
 Cause and effect
Modeling in 3–5 builds on K–2 Before 5th Grade: relationships are
experiences and progresses to Before they reach 5th grade, they routinely identified,
building and revising simple models tested, and used to
and using models to represent should have learned about energy explain change.
events and design solutions. and what it is. They should know  Events that occur
that energy can be in numerous together with regularity
 Identify limitations of forms, such as heat, light, or might or might not be a
models. cause and effect
mechanical. They should also have
 Collaboratively develop relationship.
and/or revise a model learned that it derives from natural
based on evidence that resources.
shows the relationships
among variables for
frequent and regular After 5th Grade:
occurring events.
Once they are done in 5th grade,
 Develop a model using an
analogy, example, or the students should know that a
abstract representation to chemical reaction is when you mix
describe a scientific two substances together and create
principle or design solution. a new substance. The students
 Develop and/or use models should also know that the particles
to describe and/or predict
phenomena. in matter are too small to see and
 Develop a diagram or they never “vanish”.
simple physical prototype to
convey a proposed object,
tool, or process.
 Use a model to test cause
and effect relationships or
interactions concerning the
functioning of a natural or
designed system.

NGSS (Appendix F) language Briefly unpack the DCI (e.g., list NGSS (Appendix G)
progression for your grade key concepts, vocabulary, language progression for
band: instructional ideas, questions, your grade band:
etc.):
In grades 3-5, students
Grades 3-5 Important vocabulary words are identify similarities and
Obtaining, evaluating, and chemical change, physical change, differences in order to
communicating information states of matter, heat, energy, sort and classify natural
in 3–5 builds on K–2 condensation and evaporation. objects and designed
experiences and progresses to The key concepts I want the products. They identify
evaluating the merit and students to know is what a patterns related to time,
accuracy of ideas and chemical change and a physical including simple rates of
methods. change is as well as knowing what change and cycles, and to
 Read and happens when a substances use these patterns to
comprehend grade changes states of matter. make predictions
appropriate complex
 texts and/or other
reliable media to
summarize and obtain
scientific and
technical ideas and
describe how they are
supported by
evidence.
 Compare and/or
combine across
complex texts and/or
other reliable media
to support the
engagement in other
scientific and/or
engineering practices.
 Combine information
in written text with
that contained in
corresponding tables,
diagrams, and/or
charts to support the
engagement in other
scientific and/or
engineering practices.
 Obtain and combine
information from
books and/or other
reliable media to
explain phenomena or
solutions to a design
problem.
 Communicate
scientific and/or
technical information
orally and/or in
written formats,
including various
forms of media as
well as tables,
PLAN the Pre-Assessment: I will show the video of the campfire and pose the
question, “What do you see happening? Why is that?” After I show this video, I will
create an anchor chart with the word “campfire” in the middle. I will then have students
tell me what to write based on what they saw and why they think that happened. I will
create a web so they can build their ideas off of what they already see on the web. I will
also get multiple explanations to the same event happening and I think that will create a
better discussion.

Additional Questions: “Where else have you seen this happen?” “Is wood the only thing
that turns into ash?” “What do you think is happening to the piece of wood?” “What is
causing the piece of wood to change sizes?” “What are some vocabulary words we can
use to describe this?” “How would you explain the wood changing color?”

JUSTIFY your Pre-Assessment: I picked to do this because it is requiring the students

to think deeply about what they saw. Many students may have not ever thought about
why that phenomenon happens. I also wanted to do something visual so the students
who learn through visuals will have the ability to participate in the conversation. It will
also show the different ideas that the students have.

Analysis of Student Sense-Making during the Pre-Assessment:

1) What did you learn about your students from the pre-assessment that is
helpful for you to know as to how they are thinking about the science idea being
discussed?

My group of students knew more about what was happening than I expected. They were
not able to come up with any vocabulary words that we have discussed other than
chemical change. The students also mentioned how the fire caused the wood to change
and turn color. They didn’t say it was because of the heat, but rather it was because of
the flame. I don’t think they understood that the flame is caused because of heat. To
them, the flame was the only thing causing all of the changes in the campfire. Since they
didn’t come up with the vocabulary word of chemical change, I don’t think they have a
very clear understanding of what a chemical change is. I also thought it was interesting
that when I asked what a key word was that we could fit into this web, the only word was
instead of the paper “disappearing” it “vaporized”. This connects to our past unit on the
changing states of matter. They knew the word “vaporize” when we discussed water
evaporating.

2) What did you learn about your students’ sense-making that challenged
your thinking or surprised you?

I learned that my students understand things through basic ideas of science. For
example, the students knew that the ash was wood, but they only thought that it was the
wood just burned up from the flame. They made sense of the phenomenon based on
what they saw. There was no thought on how the flame was created or what else the
ash could be. There wasn’t much thinking beyond what the eye could see. This
surprised me because they were basing their science thoughts on what they are
experiencing at the moment, and not using their background knowledge on what was
happening. They also knew that the wood was changing sizes because the flame was
burning it. The idea of the flame being a product of heat did not come up with my class
at all. I also thought it was interesting that one of my students who participates all of the
time said that, “the newspaper didn’t turn into ash. Ash is just the old wood”. I then asked
the rest of the class if they agree or disagree with this statement and not a single kid
disagreed. I assume this is because the student who answered is usually right and the
rest of the class was afraid to be wrong going against him.

3) Given what you know about your students, why do you think they are
thinking about this idea in these ways?

I believe the students are thinking using only what they see because they have very
little exposure to science. They have not had a set science curriculum until this year and
I was told that they never really focused on science much until now. The little information
they brought in from past units was from this year and a very recent unit that we
discussed. This keyword that was brought in was only mentioned by one student and the
rest of the class made an “oh” sound like they completely forgot about that word even
though we used it regularly in science class the week before. Due to this, I believe that
science is the idea of things they see and they don’t question why it happens.

4) What are the differences between how you want students to be thinking
about this idea and how they are thinking right now?

I want them to be thinking about why this happens. I want them to think beyond what
they can see and understand what is happening at the micro level. This is important
because I noticed that not a single student came up with why this was happening or
question it. They all assumed that it happened because of the flame and there was
nothing else happening. I want to have them work at asking more questions and being
curious. I want to also have them think using their background knowledge more than
what I’ve been seeing. They are thinking at a surface level and are not digging any
deeper to come up with answers to why things are happening.

5) Share two instructional experiences you could provide in a science lesson

to support the students in moving towards thinking about the idea in a more
sophisticated way.

 I could show the same sort of phenomenon happening that doesn’t require a
flame. I would do this through an experiment of something changing sizes
through a chemical reaction rather than through the heat in a fire.
 I could have a class discussion about why these phenomena are happening and
have them build off of each other’s ideas and to question the thoughts of others.
The class discussion could allow for student’s to hear other experiences or
theories of why this happened and could then build until they come up with a
group answer.
 I could also focus more on vocabulary so it isn’t forgotten as quickly as previous
vocabulary. By doing this, we could write them down in our science journals and
use them more regularly in our class discussions.
Concept map my students created through discussion

Instructional Sequence:

Activity Title Activity Description (1-2 sentences) Framework Function

1 Observing a As a whole class, we will watch the video Engage- This brings the
campfire video of the campfire again and have them look student’s combined
for key concepts that I want them to focus experience that we have
on. shared together again and
have them look at it using
specific key ideas and
terms.

2 Discuss what We will discuss what we saw and why we Engage- This allows for
happened during saw that happen. us to discuss our initial
the campfire and thoughts and build a new
why it happened concept board with some
guided terms.

3 Explore chemical There will be stations set up around the Explore- Student-led
changes room for students to explore the idea of exploration of the new
something disappearing.They can draw idea of chemical change.
inferences from this and try to assume.

4 Write down Each student will take a note in their Engage- Allows for
hypothesis of a science journal of whether they personally students to write down
chemical change believe that it was a chemical change. what they initially think
They will write down thoughts they have about chemical change.
on what it is and why it happens.
5 Demonstration of I will provide the students with an Engage/Explore- Using
chemical change example of a chemical change by bringing exciting visuals to
baking soda and vinegar. I will show them introduce experiments in
the expectations of how to do an the classroom
experiment in class.

6 Investigate The students will have stations that allows Investigate- Student-led,
chemical changes them to explore chemical changes by hands-on activities to
following instructions. They will be doing experiment chemical
the experiment themselves and they will changes
be able to put chemicals together to see
how they change when they are mixed.

7 Discuss and We will go back to our notebooks and Explain- Student-led

describe chemical look at what they thought before the discussion on what they
changes experiments. They will have a different saw and possible
colored pen and add onto their previous explanation to why it
thoughts so they can see the growth in happened. Students may
their learning.This will be an introduction also write in their journal
to key terms and key ideas such as what they discovered.
“chemical change”. This will be an
important moment where they will put a
word to what they just investigated.

8 Present physical I will bring in a newspaper and I will Engage- Allows for
changes crumple up a paper and ask questions students to write down
about the change they just witnessed. I can what they initially think
then relate this back to the campfire video about chemical change.
that we have watched that includes
crumpling up a piece of paper and lighting
it on fire. After they watch this, they will
then write down their initial thoughts in
their journal.

9 Explore physical I will have stations set up where the Explore- Student-led
changes students will be tearing paper, putting exploration of the new
koolaid in a glass of water, and drawing concept of physical
on a piece of paper. change.

10 Discuss physical Students will have their journals back out Explain- Student-led
changes and work with their groups to come up discussion on what they
with an answer to what physical changes saw and how they can
are. They will then present these ideas to explain the changes they
the class and build in their own journals. saw.

11 Explore chemical I will have multiple stations set up in the Explore/Engage- Student-
vs. physical classroom and the students will have 10 led exploration of the two
changes minutes to explore that station and decide concepts and deciphering
if they are creating a physical or a the differences between
 chemical change. They will then rotate them.
through all stations.

12 Compare/ I will create a board that we have on our Explain- Interactive

Contrast physical curriculum website. I can send this out to website with videos and
and chemical the students and it has videos and activities to intrigue them
changes videos interactive games for them to learn about as well as explore at their
physical and chemical change and it shows own pace.
them the differences between the two.

13 Compare/ I have an activity that has multiple Explain- The students can
Contrast physical different changes. The students will cut use what they have learned
and chemical this up, and place them in the correct to see if they understand
changes category box based on whether they think specific examples and tell
it is a chemical or a physical change. if they are physical or
chemical changes.

14 Write new The students will now go back and Hands-on student-led
thoughts on reevaluate what they originally thought revision of their previous
physical change about physical changes. This allows for thoughts. Allows for them
them to see how their thoughts have to see what they learned
changed and how to fix their own and fix any
misconceptions. Introduce term “physical misconceptions they might
change” and have students add this to their have had previously.
notes.

15 Make a video of We will use an app on our iPads called Engage, Evaluation-
physical vs. Clips where the students will be able to Student-led activities
chemical changes make a video of their final thoughts on where they get to use their
physical and chemical changes. They will technology and show what
have to describe how to cook a meal and if they have learned through
each step is a physical or chemical change. the unit.

16 Group Reflection We will discuss what steps students put in Explain, Evaluation-
through their videos and if it was physical and Student-led discussion on
discussion chemical and how they knew which one it what they have learned
was. and included in their video
and how they knew what
to label it.
Assessment Plan:

Activity Number & Title Assessment Task Rationale:

Activity #11- Compare/Contrasting I chose this formative assessment
Chemical vs. Physical Changes because it is a hands-on activity that
requires the students to use their
knowledge from the experiments and
Mid-Unit FORMATIVE Learning discussions from class. This is also less
Objective: stress for the students who don’t test
The students will be able to explain how a well and get test anxiety when given a
chemical change differs from a physical question- filled test. This is also a way
change. for me to see their thinking as well as
their understanding this far into the unit.

NGSS Performance Expectation this task

addresses:

5-PS1-2.
Measure and graph quantities to
provide evidence that regardless of the
type of change that occurs when
heating, cooling, or mixing
substances, the total weight of matter
is conserved. [Clarification Statement:
Examples of reactions or changes could
include phase changes, dissolving, and
mixing that form new substances.]
[Assessment Boundary: Assessment
does not include distinguishing mass and
weight.]
Task Detailed Description: Exemplary Assessment Response
Features:
The students will be given 12 cards with changes
on them. They will also get two boxes. One of the
boxes is labeled physical changes and the other 1. All of the cards will be put in the
box is labeled chemical changes. The students correct box.
have to separate the 12 cards into the correct box. 2. Correct reasoning to why they put
They will then have to write next to the card why the cards in the specific boxes. I will
they put it in the specific box they put it in. I will be looking for them to write at least
come around with a long piece of tape and tape all one of the specific pieces of
of the students slips down. While I’m doing this, evidence that we have discussed.
the students will be discussing with their elbow For example, if they put it in the
partners why they put the cards in the boxes. This “Chemical Changes” box, I will be
will allow for them to justify with their own looking for “change of color”, “new
reasonings and to hear other reasonings. They will substance created”, “change of
then be able to use this sheet as a study guide. smell”, “gas created”, or “heat or
light energy formed”. In the
“Physical Changes” box, I will be
looking for “color change”,
“melting”, “change of state”,
“change of shape”, or “form
changes”.
End-Unit SUMMATIVE Learning Assessment Task Rationale:
Objective(s):
I chose this task because this was a way to
The students will be able to explain see what the students learned without the
how a chemical change differs from a pressure of a test. This helps a lot of students
physical change. who have testing anxiety and allows for me to
see if they understood the key ideas of
physical and chemical changes. It can show
NGSS Performance Expectation this me that the meet the standards because they
task addresses: are giving me examples of what is a chemical
5-PS1-2. and physical change. There is clear evidence
Measure and graph quantities to that they know what they mean and can
provide evidence that regardless of provide examples. I also picked to make a
the type of change that occurs when video because the students are interested by
heating, cooling, or mixing the use of technology. They have made a
substances, the total weight of video using this app before and have loved
matter is conserved. [Clarification doing it.
Statement: Examples of reactions or
changes could include phase changes,
dissolving, and mixing that form new
substances.] [Assessment Boundary:
Assessment does not include
distinguishing mass and weight.]

Task Detailed Description: Exemplary Assessment Response

Features:
The students will be creating a video
based on them cooking a meal and 1. They have at least 10 steps on how to
labeling each step as a chemical or a cook their meal.
physical change. The video will be 2. They have all of their steps correctly
made on an app that our students have labeled whether it’s a physical or
on their iPads called Clips. The chemical change.
students can take pictures from the 3. They have at least two physical and
internet, speak into the microphone, two chemical changes.
put words on the screen, create 4. Appropriate grammar and correct
transition screens, and record spelling.
themselves on this app. 5. Students include justification to why
they labeled each step the way they
did.
6. Students provide a summary of what
chemical changes and physical
changes are.
 Lesson Plans

Lesson Plan 1: Compare/ Contrast physical and chemical changes videos

Learning Objective(s): At the end of this instructional sequence, the students will be able
to explain how a chemical change differs from a physical change.

Time Estimate: 40 minutes

Connection to Framework Function: Explain- Interactive website with videos and activities to
intrigue them as well as explore at their own pace.

Materials:
 Each student will need their individual iPad- 26 iPads
 Each student will need their individual headphones- 26 headphones
 28 print out copies of the physical vs. chemical change chart
 28 pencils
 Each student will need a pen or different colored marker- 28 extra markers/pens

Introduction (10 minutes)

 Starts with a science talk

o “For 3 minutes, write down everything you remember about chemical and
physical changes from lessons in the past on the chart that I handed out.” During
this time, I will be walking around and making sure students are writing and
following directions. This time is meant for them to be able to get their initial
thoughts out and to see what they remember from the last lesson.
 o As a class, discuss what students wrote down and allow them to build off the
ideas of other students. I will be writing down what the students say so the
students can have a visual of what others are saying.
o “Today you will be exploring different videos and activities about chemical and
physical changes. We are adding on to what we already know and we will be
answering questions that we may have come across already.”

Main Teaching Activities (20 minutes)

 Logging into their accounts

o “Please open up your iPads and go to Discovery Ed.”
o The students will log in to their Discovery Education account.
o I will use a student’s iPad to airplay how to do this on the screen so they can see
what they are supposed to do. I will also be walking around and helping the
students who need the help to log in to their accounts.
 Instruct students on how to get to their board
o “When you log into your account. Click the button labeled ‘Assignments’ that’s
in the top right corner. Then there will be a button that says, ‘Physical and
Chemical Changes Board’. Please click on that and wait until further
instructions.” The students will be doing this as I walk around and help those
who are struggling.
 Explain to the students how to go through their boards
o “As you can see the board is split up into two sides. This side has multiple videos
and activities that go with physical changes. The other side has the same thing
for chemical. Please go through each of these videos and take notes on your
chart on what you didn’t know previously. Use a different colored pen or marker
to make these additions.” During this time, students will work independently on
their own to take notes on what they are hearing and experiencing through the
virtual experiments. I will walk around and monitor to make sure that they are
following directions as well as taking notes with different colored pens.
o “If you discover something new that can be added to our chart, come on up and
write one new idea in a different colored pen so we can see what was added.”

Conclusion (10 minutes)

 Logging out and closing iPads

o “Now is the time to please log out of Discovery Ed and close your iPads.” The
students will be logging out and closing their iPads while I walk around and
monitor.
 Final Discussion
o “What did you add to your charts with your new colored pen?” This is another
time when the students will be using accountable talk and build off of each
other’s ideas that they got from the videos and experiments. I will be writing in a
new colored pen on my sheet that is projected on the overhead that will show the
growth that we made as a class.

Lesson Plan 2: Explore chemical vs. physical changes

Learning Objective(s): At the end of this instructional sequence, the students will be able
to explain how a chemical change differs from a physical change.

Time Estimate: 40 minutes

Connection to Framework Function: Explore/Engage- Student-led exploration of the two

concepts and deciphering the differences between them.

Materials:
 12 tablespoons of calcium chloride
 8 tablespoons of baking soda
 6 cups of water
 6 spoons
 6 instructions sheet
 26 exploration sheets
 6 trays
 6 plastic bags
 30 sheets of paper

Calcium Chloride and Baking Soda Experiment Instructions

Paper Airplane Experiment Instructions

PowerPoint of groups and roles

Introduction (10 minutes)

 State rules and expectations

o “As you can see, we have some science stations set up. What should be some
rules that we follow to make sure that we are safe and the experiments work?
What should we do if we break these rules?” Students will be discussing with
their partners some safe rules and expectations we should have. They should also
be discussing what should happen if they don’t follow the instructions or rules.
They will then be sharing with the whole class their thoughts. I will make a list
on the board of rules and expectations that we have.
o “Now turn and talk with your elbow partner about what you see around and what
you can predict we are going to do? Also talk about what you already know
about physical and chemical changes and ask questions that you may have about
them.” Ask a few partners to share what they talked about. Specifically prompt
for any questions students might have at this point.
 Explain the instructions
o “Each station has a sheet that tells you exactly what to do. Please follow these
instructions exactly. If the instructions are not followed, you will not have the
results we are looking for. After you finish each experiment, make sure you clean
up and have everything back to the way it was. You will then need to write down
on your exploration sheet whether it was a physical or chemical change and why
you believe that. While you are doing this, I want you to keep in mind what kind
of change is happening, why it’s happening and how you know what kind of
change it was.”

Main Teaching Activities (25 minutes)

 Station 1: Calcium Chloride and Baking Soda Experiment

o Students will use their instruction sheets to create the experiment. They will
create a chemical reaction that forms heat. They will add calcium chloride,
baking soda, and water together to create this reaction. They will then mark down
on their Observation Sheet what they saw. I will be walking around to make sure
they are following directions and to help those who need it.
 Probing Questions: What is happening here? What kind of change is it?
How do you know that’s happening? Why do you think that’s
happening? What evidence of change can we see here? What questions
do you have about this?
 Station 2: Paper Planes Experiment
o Students will use their instruction sheets to form a paper airplane out of paper
that is on the table already. They are also able to make their own if they know
how to. This allows for the freedom in experimenting. They will then throw the
airplane in the designated throwing area. They will then have to answer their
answers on their Exploration Sheet. I will be walking around the class and
helping the students who need it.
 Clean Up
o “Time’s up! We will now clean up our stations. Please put everything back in the
middle of the desk and leave it exactly as you found it. Once your station is
cleaned up, take a seat at the station you’re at. We will go over our findings” The
students will put their stuff back and take a seat at the group they are already at.
We will be rotating stations after 10 minutes so the groups will have the opportunity to do both
experiments.

Conclusion (10 minutes)

 Wrap Up
o “Let’s think back to our fire. What kind of change was that? Why do we think
that? What evidence did you see with the fire? How can we relate that to what we
just saw? What did you write in the observation column for Station 1? What did
you write in the explanation column? What kind of change did you determine it
as? Why did you decide that? What about Station 2? What happened when you
threw it? Did it change what kind of change it was? Why do you think that? How
was this similar or different to what we saw in the campfire” This will be a
classroom discussion and the students will lead it based on their observations.