Lesson Plan 1

Title Make That Change!

Teacher(s) Ms. Tamille Wilson
E-mail twilson@marietta-city.k12.ga.us
School Park Street Elementary
Lesson Title Physical and Chemical Changes
Grade Level 5th Concepts(s) Targeted Change
Performance Expectation Investigate physical and chemical changes
Science & Engineering Disciplinary Core Ideas Crosscutting Concept
Practice (Content)
1-Asking Questions When matter is changed, we can 1-Cause and Effect
make observations to determine 2-Energy and Matter
2-Planning and Carrying if the change was physical or
out investigations chemical

3-Analyzing and A physical change is a change

Interpreting Data where no new substances are
formed
4-Constructing
In a chemical change, a new
explanations substance is formed

Georgia Performance Standards - S5P1. Obtain, evaluate, and communicate information

to explain the differences between a physical change and a chemical change. a. Plan and
carry out investigations by manipulating, separating, and mixing dry and liquid materials and
communicate collected data to demonstrate examples of physical change.Plan and carry out an
investigation to determine if a chemical change occurred based on observable evidence (color,
gas, temperature change, odor, new substance produced).
Safety Considerations - Before beginning the experiments, remind students to refrain from
using their sense of taste.
The Learning Plan:
ENGAGE: http://media.buzzle.com/media/images-en/gallery/earth-science/water/450-115779804-
melting-ice-cubes.jpg
https://aos.iacpublishinglabs.com/question/aq/1400px-788px/temperature-burning-
match_c017826a9e115258.jpg?domain=cx.aos.ask.com
http://www.coralreefphotos.com/wp-content/uploads/2010/12/Old-Rusted-Ship.jpg
VIDEO: https://www.youtube.com/watch?v=4N0m95PExHY&feature=youtu.be
Do a demonstration modeling how vinegar and baking soda react. After the video, ask students
what kind of change took place and how they knew it was that change. Tell students that matter
has various chemical and physical properties.
EXPLORE: Have the following materials to each pair of students: clear plastic cups, plastic
teaspoons, magnifying lens, vinegar, baking soda, sugar, water, paper, pipe cleaners, clay, etc.
Using the Observation Sheet- have students plan investigations related to physical and
chemical changes. Students should make observations to produce evidence for whether the
investigation is a physical or chemical change.
EXPLAIN: Students view and discuss Name that Change! PowerPoint presentation, slides 1-7, in
light of their investigations, noting any cause and effect relationships.
https://view.officeapps.live.com/op/view.aspx?src=http%3A%2F
%2Fcobbteachingandlearningsystem.cobbk12.org%2FGetFile.aspx%3Ff%3D2fc7a511-94e6-4132-b04a-
fe86bb773817

Students will define the terms physical change and chemical change. Students will
distinguish between physical and chemical changes and cite examples of both types of changes.

As needed, discuss the idea that a physical change as a change that is reversible. During the
change, the basic particles that make up the material are not altered, although its shape and
size may be changed. Physical changes include changes in phase (like the boiling of water) and
changes in the shape and size of the material.
A chemical change on the other hand makes new substance/s. The matter is different. The
particles of the substance are broken apart and the atoms/molecules are re-arranged thus
forming a new substance. Signs of a chemical change include changes in color, odor,
temperature, and a change in state without adding energy (ex. a gas is produced when you add
baking soda and vinegar together).
EXTEND: As an extra activity, have students add a tablet of alka- seltzer to water in a ziploc
sandwich bag and seal the bag. Students should make observations, draw a diagram of what
they think is happening, and then classify the change as chemical or physical.
EVALUATE: . Review lesson by using Name That Change! PowerPoint slides 8-end The teacher
will ask students to summarize todays lesson and administer the Name That Change!
Summarizer.
Title of the Lesson:
Lesson Logistics/Materials: Name that Change! PPT Observation Sheet Summarizer
Index cards labeled with various physical properties (e.g.-size, shape, color, texture, etc.), dry-
erase or chalkboard, dry-erase marker or chalk , ball of clay , 2 clear plastic cups (8 oz.), 2
teaspoons, baking soda, vinegar , sugar ,observation sheet , 1 hand lens
Opening/Hook/Initial Focus: See Engage section
Work Session: See Explore, Explain, Elaborate / Extend
Closing: Evaluate Observation form
Documentation of Resources - Document sources used to develop units. Include useful
websites for content development of someone utilizing your unit.