Download Physical and Chemical Changes Introductory Lesson

Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 128968
Physical and Chemical Changes Introductory Lesson
In this POE lesson, students will explore different visual and verbal representations of physical and chemical changes to predict the definition and
indicators of the types of changes, observe the different changes, and explain how their definition compared to that of the class.
Subject(s): Science
Grade Level(s): 6, 7, 8
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection,
Overhead Projector, Smart Phone/Tablet
Instructional Time: 20 Minute(s)
Keywords: physical change, chemical change
Resource Collection: FCR-STEMLearn Physical Sciences
ATTACHMENTS
ChemicalandPhysicalChangePOE.docx
ChemicalandPhysicalChangeExamples.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will be able to create definitions and indicators of physical and chemical changes using picture card decks.
Students will be able to perform a mini-lab observation of physical and chemical changes using the scenario decks.
Students will be able to differentiate physical and chemical changes in a Kahoot game.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should know what a change is.
Students should know what a property is.
Students should know how a change is different from a property.
Students should know that physical means external appearance of matter.
Students should know that chemical means internal arrangement of matter.
Guiding Questions: What are the guiding questions for this lesson?
What is a change?
How is a change different from a property?
What indicates a changes?
What is the difference between a physical and chemical change?
What are the indicators of a chemical change?
What are the indicators of a physical change?
Is matter created or destroyed in a chemical or physical change?
Predict: What event, related to the focus topic, that may surprise students, will the students make a prediction about?
page 1 of 2 Students will review a deck of picture cards and predict which show physical changes and which show chemical changes. Students will then review the written
scenarios on the back of the cards to predict what visual and microscopic indicators show the different changes. Using the pictures and scenarios, groups will come up
with a definition for each change and the indicators for each change.
Observe: What will the students observe and/or infer during this step of the lesson? How will students communicate their
observations and inferences?
Students will observe as the teacher demonstrates two of the scenarios from the examples given and tells the students which scenario is a physical change and which
is a chemical change. Students will observe the demonstrations and, as a group, fine tune their definition and indicators for each type of change based on what they
observed.
Explain: How will students be encouraged to develop explanations using their observations and scientific or mathematical
concepts or principles?
As a class, students will explain how they came up with their definition and indicators for each type of change and arrive at a class consensus.
Summative Assessment
The teacher will collect observation worksheets at the end as a form of summative assessment. Students will also play a Kahoot game, which will allow the teacher to
gain individual data on each student's understanding of the difference between physical and chemical changes.
The Kahoot quiz is "Physical vs. Chemical Change" by Abnia Loriston. Teachers can access the quiz using the link provided or create an account at getkahoot.com and
search for it there.
Formative Assessment
The teacher will perform a formative assessment during the definition formation portion of the lesson. The teacher will ask each group to come up and post their
definition. Then students will work as a class to come up with a definition that incorporates everyone's understanding of a physical and chemical change as well as
possible indications of the changes.
Feedback to Students
The teacher will give students feedback during definition formation to guide them to the best form of the definitions as well as the best indicators. The teacher will
also give feedback during prediction and observation portion of lesson to probe students' understanding.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Have students work in mixed level groups so that students can work with other students at different levels.
Extensions:
Have students choose one of the scenarios and defend their response for what type of change it is and why.
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, Overhead Projector, Smart Phone/Tablet
Special Materials Needed:
Deck of physical and chemical change pictures (per group)
Activity Worksheet (per student)
Computers/mobile devices for students to access the Kahoot game
Further Recommendations:
Students can use their phones or school computers to play the Kahoot game.
SOURCE AND ACCESS INFORMATION
Contributed by: Abnia Loriston
Name of Author/Source: Abnia Loriston
District/Organization of Contributor(s): Orange
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.8.P.9.2:
Description
Differentiate between physical changes and chemical changes.
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