Teacher Monitoring Guide
Grade 7 · Cycle 2 · Week 1 — Evidence of Chemical
Reactions
Learning Goal
Students will investigate observable evidence that a chemical reaction has
occurred (color change, gas production, temperature change, precipitate)
and distinguish chemical from physical changes.
Station Checkpoints
Station 1 — Hook & Phenomenon
Look for: Students connecting the phenomenon to prior knowledge and
generating testable questions
Common misconception: Bubbles always mean a chemical reaction occurred —
show counter-example of dissolved CO2 releasing from soda (physical) vs.
acid-base reaction (chemical)
Station 2 — Investigation / Data Collection
Look for: Accurate data recording and identification of emerging
patterns in the evidence
Common misconception: Color change is always due to a chemical reaction
— demonstrate mixing food dye (physical) vs. pH indicator change
(chemical)
Station 3 — Sense-Making
Look for: Students revising their model based on evidence collected
during investigation
Common misconception: Chemical reactions are only dangerous in a lab —
connect to everyday reactions like cooking, rusting, and cellular
respiration
Exit Ticket Monitoring
| Score Range |
Interpretation |
Next Step |
| 18–23 pts |
Meeting target |
Extend with synthesis question |
| 10–17 pts |
Developing |
Small group re-teach at day start |
| 0–9 pts |
Needs support |
1:1 intervention before next station |
MTSS Tier 2 Supports
For students scoring below 10 pts on the exit ticket: use the sentence
frames below during the next class's hook.
- "I notice that _____ because _____."
- "The evidence shows _____, which means _____."