Subject: Physical
Science
Grade Level: 4th
and 5th Grade
Class Dates: One
class period
Overview: A physical change occurs when a substance changes form but maintains its chemical composition. A chemical change involves a change in a substance’s chemical composition. These changes can be observed in many different scientific areas and activities. Sometimes, in the case of the oxidation of biodiesel, for example, both chemical and physical changes can be observed.
Objectives: Through humor and a wide variety of examples at various stations around the classrooms, students will learn how to tell the difference between physical and chemical changes.
Materials:
• Clothes for one student to wear (Funny hat, coat, scarf,
etc.)
• Copy of the think sheet for each student
For each station:
#1—Cup of ice and
cup of water
#2—Rust on a
metal object
#3—Package of yeast
#4—Small plant
and a larger plant (same type of plant)
#5—Moldy bread in
a bag
#6—Curdled milk
#7—Picture of cake
#8—Match
#9—Candle
#10—Water and
colored water
#11—Picture of digestion
#12—Two pieces of
identical paper, one colored with marker and one blank
Activities:
1. Instruct one student to exit the classroom and put on the
extra clothes and then reenter the room when the clothes are on.
2. Ask the class to describe what has happened to this
student. Discuss the concept of physical change and how it differs from
chemical change.
3. Introduce the lesson. Tell students that they will be
figuring out the difference between a physical change and a chemical change.
Describe how this can be applied to many different areas and activities in
science. By the end of the lesson, students should be able to distinguish the
difference.
4. Explain to the students how they will be moving around
the room to look at different objects in order to establish and reinforce their
understanding of physical and chemical change.
5. Distribute the think sheet handout to each student.
6. Instruct students to come up with a hypothesis for both a
chemical and a physical change at the top of their think sheet.
7. Direct students to move around the room in groups to each
station and complete the chart in the “Do An Activity†section as they move
from station to station.
8. Once students have visited each station and completed
their charts, review which stations are physical changes and which are chemical
changes.
• Station #1–Physical Change
•
Station #2–Chemical Change
•
Station #3–Chemical Change
•
Station #4–Physical Change
•
Station #5–Chemical Change
•
Station #6–Chemical Change
•
Station #7–Chemical Change
•
Station #8–Chemical Change
•
Station #9–Physical Change
•
Station #10–Physical Change
•
Station #11–Chemical Change
•
Station #12–Physical Change
9. Have students complete their Venn diagram. (See below.) Discuss it with the class.
10. Establish a definition for a physical change and a definition for a chemical change.
11. Have students go back and complete their hypothesis #2 (revised), and report back to the class to discuss how hypotheses changed over the activity.
Evaluation:
Upon completion of the lesson, students should complete the
proficiency assessment.
1. Use caution: No horseplay, practical jokes, or pranks are
allowed in the science classroom.
2. Follow all instructions carefully, and ask your teacher
if you do not understand something.
3. Do not touch any equipment until instructed to do so.
4. Do not eat, drink, chew gum, or taste anything in the
science classroom.
5. Wash your hands with soap and water before entering and
leaving class.
6. Wear safety goggles when instructed.
7. Keep work area neat and clean. Remove all unnecessary
materials.
8. Clean work
area and equipment when you're finished with the experiment. Dispose of all
waste properly.
9. Tell your
teacher about any accident immediately.
10. Most chemicals used in the science room are dangerous.
Do not touch or smell any chemicals unless told to do so.
11. Students are not allowed to enter any storage closet at
any time.
12. Do not remove any supplies from the science classroom
without your teacher’s permission.
13. Use care when handling glassware. Never pick up broken
or hot glassware with your bare hands.
14. Use extreme caution when using matches, burners, or hot
plates. Only light burners when told to do so by your teacher, and do not put
anything into a flame unless specifically instructed to do so. Do not leave lit
burners unattended.
15. Dress properly: Long hair must be tied back, and no
dangling sleeves or jewelry is allowed. Wear closed-toe and heeled shoes. Wear
lab aprons as instructed.
16. Memorize the location of all safety equipment and
emergency exits.
Adapted from middleschoolscience.com.
