Instructional Sequence Plan Part 1:

Learning Goals
Name: Laura Krieber
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.]

Unpacking the NGSS Performance Expectation:

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

Developing and Using Models PS1.A: Structure and Properties of Matter Cause and Effect
Modeling in 3–5 builds on K–2 experiences ● Matter of any type can be subdivided ● Cause and effect relationships
and progresses to building and revising into particles that are too small to see, are routinely identified and
simple models and using models to but even then the matter still exists and used to explain change. (5-
represent events and design solutions. can be detected by other means. A PS1-4)
● Use models to describe model showing that gases are made Scale, Proportion, and Quantity
phenomena. (5-PS1-1) from matter particles that are too small ● Natural objects exist from the very
Planning and Carrying Out Investigations to see and are moving freely around in small to the immensely large. (5-
Planning and carrying out investigations to space can explain many observations, PS1-1)
answer questions or test solutions to including the inflation and shape of a ● Standard units are used to
problems in 3–5 builds on K–2 experiences balloon and the effects of air on larger measure and describe physical
and progresses to include investigations that particles or objects. (5-PS1-1) quantities such as weight, time,
control variables and provide evidence to ● The amount (weight) of matter is temperature, and volume. (5-PS1-
support explanations or design solutions. conserved when it changes form, even 2),(5-PS1-3)
● Conduct an investigation in transitions in which it seems to
collaboratively to produce data vanish. (5-PS1-2) Connections to Nature of Science
to serve as the basis for ● Measurements of a variety of properties Scientific Knowledge Assumes an Order
evidence, using fair tests in can be used to identify materials. and Consistency in Natural Systems
which variables are controlled (Boundary: At this grade level, mass ● Science assumes consistent
and the number of trials and weight are not distinguished, and patterns in natural systems.
considered. (5-PS1-4) no attempt is made to define the unseen (5-PS1-2)
● Make observations and particles or explain the atomic-scale
measurements to produce data mechanism of evaporation and
to serve as the basis for condensation.) (5-PS1-3)
evidence for an explanation of PS1.B: Chemical Reactions
a phenomenon. (5-PS1-3) ● When two or more different substances
are mixed, a new substance with
Using Mathematics and Computational different properties may be formed. (5-
Thinking PS1-4)
Mathematical and computational thinking in
● No matter what reaction or change in
3–5 builds on K–2 experiences and
properties occurs, the total weight of the
progresses to extending quantitative
substances does not change.
measurements to a variety of physical
(Boundary: Mass and weight are not
properties and using computation and
distinguished at this grade level.) (5-
mathematics to analyze data and compare
PS1-2)
alternative design solutions.
● Measure and graph quantities
such as weight to address
 scientific and engineering
questions and problems. (5-
PS1-2)

NGSS language specific to your PE: NGSS language specific to your PE: NGSS language specific to your PE:
● Cause and effect relationships
Before 5th Grade: are routinely identified, tested,
Modeling in 3–5 builds on K–2 experiences and used to explain change.
Before they reach 5th grade, they should have
and progresses to building and revising ●
learned about energy and what it is. They Events that occur together with
simple models and using models to represent
should know that energy can be in numerous regularity might or might not be a
events and design solutions.
forms, such as heat, light, or mechanical. cause and effect relationship.

● Identify limitations of models. They should also have learned that it derives
from natural resources.
● Collaboratively develop and/or revise
a model based on evidence that
shows the relationships among After 5th Grade:
variables for frequent and regular Once they are done in 5th grade, the students
occurring events. should know that a chemical reaction is when
you mix two substances together and create a
● Develop a model using an analogy, new substance. The students should also
example, or abstract representation know that the particles in matter are too small
to describe a scientific principle or
to see and they never “vanish”.
design solution.

● Develop and/or use models to

describe and/or predict phenomena.

● Develop a diagram or 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 key NGSS (Appendix G) language
progression for your grade band: concepts, vocabulary, instructional ideas, progression for your grade band:
questions, etc.):
In grades 3-5, students identify
Grades 3-5 Important vocabulary words are chemical similarities and differences in
Obtaining, evaluating, and change, physical change, states of matter, order to sort and classify natural
communicating information in 3–5 heat, energy, condensation and evaporation. objects and designed products.
builds on K–2 experiences and The key concepts I want the students to know They identify patterns related to
progresses to evaluating the merit and is what a chemical change and a physical time, including simple rates of
accuracy of ideas and methods. change is as well as knowing what happens change and cycles, and to use these
● Read and comprehend grade when a substances changes states of matter. patterns to 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,
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.

Resource List:
1. Discovery Education- www.discoveryeducation.com
2. Study.com- www.study.com

Phenomenon and/or Driving Question:

Phenomenon: https://www.youtube.com/watch?v=nLmGacYEyIY
Driving Question: What happens to the logs in a campfire?

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.

Instructional Sequence Plan Part 2:

Pre-Assessment and Analysis
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:

Concept map my students created through discussion

Laura

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 students surprised me with all of the knowledge that they brought to the discussion. They
brought up the idea that fire gives off light and heat. This allowed me to understand that they
know the different properties that are contributed to the entire process of either a physical or
chemical change. They talked about how the wood turns to ashes after burning for a long time. I
don’t think they fully understand (yet) what causes the flame to come off a match or lighter and
how it can be added to a fire. (other than lighting the paper). They did not mention how you
have to add newspaper which surprised me a little but they did mention that you need smaller
sticks to help start the fire. They said you have to rub two sticks together to get fire. When I
asked them why that works they had a hard time explaining why. They struggled to understand
the idea that putting everything in a pile is a physical change and not a chemical change. They
will need some clarification on where the gas goes and how it doesn’t just “disappear” into the
air.

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

I learned that my students know the basics of physical and chemical change and the properties.
They could use more support on where matter goes and it challenged my thinking to try and
explain to them that the paper from the fire doesn’t just “disappear” It surprised me that they
think when something goes from one matter to another it just changes physically and therefore
is a physical change. I was surprised by their funds of knowledge. They used a lot from when
we had a campfire at our camp earlier in the year and that made me really happy. I was
surprised that they were able to explain that the food is turning to ash and was challenged when
they talked about how the rest of the wood disappears because it changes shape and gets
smaller.

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 this way because they do not have a lot of prior knowledge
or experience with science, especially with physical and chemical changes. For a lot of
students, the campfire we saw at camp was the first fire they have ever seen. For the students
who have no been exposed to a campfire they may have only seen pictures so they don’t
understand that there is a before process (putting all the materials in a fire pit) and an after
(ashes) let alone the processes that happen in between. I think that with little prior knowledge
this will help them explore more ideas and come up with their own ideas on how they work
through this unit.

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 my students to be thinking about the entire process from beginning to end and be able to
understand WHY this happens. I want them to think beyond just “a burning fire” and deepen
their understanding of how physical and chemical changes happen. They assume it all burns
but I want them thinking about the HOW. I think having started this unit with the topic of a fire
they already have that connection of camp and can draw on their past experiences to help dig
deeper.

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 use an experiment that would show a similar phenomenon but with materials that
students can use and mix themselves. This experiment would show a chemical change without
a flame. I could also create a thinking map with my students about these phenomenons in
general. Creating one for physical change and one for chemical change. Using vocabulary that I
want to focus on in order to keep important vocabulary used in the classroom and among
students. These concept maps can be used as resources for students to use throughout the
unit.

Instructional Sequence Plan Part 3:

Instructional Sequence & Assessment Plan
Instructional Sequence:

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

1 Observing a As a whole class, we will watch the video of the Engage- This brings the
campfire video campfire again and have them look for key student’s combined
concepts that I want them to focus on. experience that we have
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 saw Engage- This allows
happened during that happen. for us to discuss our
the campfire and initial thoughts and
why it happened build a new concept
board with some guided
terms.

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

4 Write down Each student will take a note in their science Engage- Allows for
hypothesis of a journal of whether they personally believe that it students to write down
chemical change was a chemical change. They will write down what they initially think
thoughts they have on what it is and why it about chemical change.
happens.

5 Demonstration of I will provide the students with an example of a Engage/Explore-

chemical change chemical change by bringing baking soda and Using exciting visuals
vinegar. I will show them the expectations of how to introduce
 to do an experiment in class. experiments in the
classroom

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

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

8 Present physical I will bring in a newspaper and I will crumple up Engage- Allows for
changes a paper and ask questions about the change they students to write down
just witnessed. I can then relate this back to the what they initially think
campfire video that we have watched that includes about chemical change.
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 students will Explore- Student-led
changes be tearing paper, putting koolaid in a glass of exploration of the new
water, and drawing on a piece of paper. concept of physical
change.

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

11 Explore chemical I will have multiple stations set up in the Explore/Engage-

vs. physical classroom and the students will have 10 minutes Student-led exploration
changes to explore that station and decide if they are of the two concepts and
creating a physical or a chemical change. They deciphering the
will then rotate through all stations. differences between
them.
12 Compare/ I will create a board that we have on our Explain- Interactive
Contrast physical curriculum website. I can send this out to the website with videos and
and chemical students and it has videos and interactive games activities to intrigue
changes videos for them to learn about physical and chemical them as well as explore
change and it shows them the differences between at their own pace.
the two.

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

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

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

16 Group Reflection We will discuss what steps students put in their Explain, Evaluation-
through videos and if it was physical and chemical and Student-led discussion
discussion how they knew which one it was. on what they have
learned 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 Chemical vs. Physical I chose this formative assessment because
Changes it is a hands-on activity that requires the
students to use their knowledge from the
experiments and discussions from class.
Mid-Unit FORMATIVE Learning Objective: This is also less stress for the students who
The students will be able to explain how a chemical don’t test well and get test anxiety when
change differs from a physical change. given a question- filled test. This is also a
way 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
1. All of the cards will be put in the
the other box is labeled chemical changes. The students have to
correct box.
separate the 12 cards into the correct box. They will then have to write
2. Correct reasoning to why they put the
next to the card why they put it in the specific box they put it in. I will
cards in the specific boxes. I will be
come around with a long piece of tape and tape all of the students
looking for them to write at least one
slips down. While I’m doing this, the students will be discussing with
of the specific pieces of evidence that
their elbow partners why they put the cards in the boxes. This will
we have discussed. For example, if
allow for them to justify with their own reasonings and to hear other
they put it in the “Chemical Changes”
reasonings. They will then be able to use this sheet as a study guide.
box, I will be looking for “change of
color”, “new substance created”,
“change of 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 Objective(s): Assessment Task Rationale:

The students will be able to explain how a chemical change differs I chose this task because this was a
from a physical change. way to see what the students learned
without the pressure of a test. This
helps a lot of students who have testing
NGSS Performance Expectation this task addresses: anxiety and allows for me to see if they
5-PS1-2. understood the key ideas of physical
Measure and graph quantities to provide evidence that and chemical changes. It can show me
regardless of the type of change that occurs when heating, that the meet the standards because
cooling, or mixing substances, the total weight of matter is they are giving me examples of what is
conserved. [Clarification Statement: Examples of reactions or a chemical and physical change. There
changes could include phase changes, dissolving, and mixing that is clear evidence that they know what
form new substances.] [Assessment Boundary: Assessment does they mean and can provide examples. I
not include distinguishing mass and weight.] also picked to make a video because
the students are interested by the use
of technology. They have made a video
using this app before and have loved
doing it.
Task Detailed Description: Exemplary Assessment Response
Features:
The students will be creating a video based on them cooking a
meal and labeling each step as a chemical or a physical change. 1. They have at least 10 steps on
The video will be made on an app that our students have on their how to cook their meal.
iPads called Clips. The students can take pictures from the 2. They have all of their steps
Internet, speak into the microphone, put words on the screen, correctly labeled whether it’s a
create transition screens, and record themselves on this app. physical or chemical change.
3. They have at least two physical
and two chemical changes.
4. Appropriate grammar and
correct spelling.
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.

Instructional Sequence Plan Part 4:

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

○ “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.
○ 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.
○ “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

○ “Please open up your iPads and go to Discovery Ed.”
○ The students will log in to their Discovery Education account.
○ 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
○ “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
○ “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.
○ “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

○ “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
○ “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

○ “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.
○ “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
○ “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

○ 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
○ 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
○ “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
○ “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.