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K5 Science Endorsement GPS Lesson Plan

Title Physical and Chemical changes


Teacher(s) Kelly Barrere
E-mail Kelly.barrere@bartow.k12.ga.us
School Euharlee Elementary
Lesson Title Physical/chemical changes
Grade Level 5th grade Concepts(s) Obtain, evaluate, and communicate
Targeted information to explain the differences
between a physical and chemical
change.
Performance Expectation
The students will be able to construct and argument based on observations that the physical
changes and physical changes are occurring.
Evaluate and communicate information to explain the differences between a physical
change and a chemical change.
Science & Engineering Disciplinary Core Ideas Crosscutting Concept
Practice (Content)
1. Asking questions S5P1The student will obtain, Compare and contrast
2. Construct and Evaluate and communicate
argument information to explain the Cause and effect
3. Developing and differences between a
using models physical change and a Vocabulary and reading
4. Constructing chemical change. practice
explanations

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


information to explain the differences between a physical change and a chemical
change.

Safety Considerations

Students must wear safety glasses and protective gloves.


*Students will move to 7 stations and explore and observe changes in matter in each station
and record observations on data sheet provided by teacher.

Station 1 pieces of bubble wrap


Station 2 cup of vinegar, cup of baking soda, wax paper, spoon, pipette

Station 3- cup of fresh milk covered with foil & cup of sour milk covered with foil (both l
labeled).
Station 4 lump of play dough
Station 5 new steel wool & rusted steel wool
Station 6 sandwich bags, 2 spoons, 25 ml graduated cylinder, cup of cream of tartar,
cup of baking soda, room temperature water, 3 thermometers labeled 1,2,3.

On data record sheet, students will record:


* How do we know a chemical change is happening and new matter is being formed? What
is the EVIDENCE?

*Discuss Properties/evidences of Physical Change that students observed: gas bubbles or


fizzing, temp change when matter combined WITHOUT external source of heat, color or
odor changes when matter combined WITHOUT external assistance (other source of color,
etc.), a solid formed when two liquids combined, light emitted.

*Discoveyeducation.com tech book The students will see different examples of chemical
reactions/changes.

Day 2
*Review Properties/evidences of Physical Change that students observed: gas bubbles or
fizzing, temp change when matter combined WITHOUT external source of heat, color or
odor changes when matter combined WITHOUT external assistance (other source of color,
etc.), a solid formed when two liquids combined, light emitted.
*The students will make a chemical change (new matter) by mixing Borax solution and glue
(2 liquids) making GAC (Glubber) AIMS, Physical Science.
*The students will record: What was the STATE of the 2 agents before mixing? What is state
of Glubber? Was this a physical change or a chemical change? How do you know? (two
liquids mix together and make a solid= a chemical reaction/change).

*Students will construct/ complete a double bubble map comparing and contrasting physical
propterties/changes and chemical changes/reaction. (Students glue into journal.)
(tier 2)- will be given sentence fact strips to glue into double bubble after categorizing.

*Leveled reading passages from Discovery Education: A Small Sacrifice, A special Day,
Keep it in the Dark: Students will read with partner and give summary and one example
each of a physical change and chemical change from passage.

Extension Activities (may dos):


*BrainPop Science Matter and Chemistry States of Matter and Property
Changes
*Studyjams- matter- physical and chemical changes

Documentation of Resources Discoveryeducation Science Techbook, legos,

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