Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 28739
Did It Change?
Through demonstrations and lab/investigate rotations, students will explore physical and chemical changes.
Subject(s): English Language Arts, Science
Grade Level(s): 4
Intended Audience: Educators
Suggested Technology: Document Camera, Internet
Connection, Probes for Data Collection
Instructional Time: 1 Hour(s) 30 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Chemical Change, Physical Change, Change of State
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Chemical or Physical Change Probe CPLAMS Lesson.doc
Student Directions Lab Stations.docx
LESSON CONTENT
Lesson Plan Template: Learning Cycle (5E Model)
Learning Objectives: What will students know and be able to do as a result of this lesson?
The student will be able to identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant
matter, burning, rusting, and cooking.
Prior Knowledge: What prior knowledge should students have for this lesson?
Matter- students should be familiar with what matter is. (takes up space, has mass)
Temperature - students will describe how physical and/or chemical changes are affected by temperature (exothermic reaction)
Students should know the properties of a solid, liquid, and a gas change of state (characteristics and classifications)
Guiding Questions: What are the guiding questions for this lesson?
What is the difference between a chemical change, a physical change, and a change of state?
In which category would you place fresh squeezed lemonade?
How about a burning candle?
Melted Ice Cream?
Whipped Cream?
Engage: What object, event, or questions will the teacher use to trigger the students' curiosity and engage them in the concepts?
Probe: "Is It New or The Same?" The teacher will give the students the probe and tell them they have ten minutes to complete.
The students will answer the questions in pairs (shoulder or face partners), and may debate or give each other reasons why they feel the item is a chemical change or
a physical change, but the teacher will not provide any information or answers.
page 1 of 4 After ten minutes, the teacher will ask the students to turn their papers over and save them for later.
Explore: What will the students do to explore the concepts and skills being developed through the lesson?
The teacher will provide a few demonstrations with the students, and will generate a list of characteristics to watch for with the students, to use during their Lab
rotations.
Teacher will present a piece of notebook paper and ask the kids what it is.
Teacher will take that same piece of paper and crumble it and ask again, what is it?
Teacher will tear the paper up into tiny pieces of confetti and ask again, what is it?
On the board, the teacher will write Physical Change, and ask the kids to describe what changes they saw and will list their ideas. (same matter, physically different,
etc.)
The teacher will then burn the pieces of paper in a covered jar and revisit with the students what happened.
The teacher will write the words Chemical Change on the board, and ask the kids to describe what changes they saw. Probing and facilitating to ensure they come up
with a color change, a gas, temperature change, etc.
The teacher will set up the following centers and the students will rotate every ten minutes. Students can be placed into groups of 2 or 3 per group. The teacher
should set a timer or Timer Tools to ensure the students are kept on time. Students are responsible to fill in the lab report as they go, discuss with partners what is
happening, and look for important factors, such as; is it a new product or still the same, temperature change, color change, formation of a gas, bubbles, etc.
StudentDirectionsLabStations.docx
Station 1. Popsicle or Ice Station - place a piece of ice/popsicle into the cup, describe what is happening and why with your partner(s). Decide if it is a chemical,
physical change, or both. Record your answers and explanations on your lab sheet.
Station 2. Lemonade Station - make powdered lemonade and fresh squeezed lemonade, and describe what is happening and why with your partner(s). Decide if it
is a chemical, physical change, or both. Record your answers and explanations on your lab sheet.
Station 3. Apple Slice Station - (students are to observe the browning of the apple) Take a pre-sliced apple from the container, make and discuss any observations
with your lab partner(s). Is it a chemical, physical change, or both? Record your answers and explanations on your lab sheet. (Teacher should pre-slice apples to keep
the children from possibly hurting themselves.)
Station 4. Candle Station - The teacher does not have to light the candle in order for this station to run. The students simply need to imagine the candle lit and
burning. Again, the students need to make and discuss any observations with their lab partner(s), and record their answers & thoughts on the lab sheet. (if using a lit
candle, students should wear goggles at this station and a lab apron, keep the candle away from the student lab sheets.)
Station 5. Alka-Seltzer Station ­ The students will measure out enough water to fill their film canister ¾ of the way, place a half of seltzer tablet in the canister,
quickly place the top on it and walk away, and then make observations. The students will want to try this station again... they can use the second half of the tablet to
do it again. Again, the students need to make and discuss observations with their lab partner(s), and record their answers and explanations on their lab sheet.
Station 6. Baking Soda & Vinegar Station ­ Students will place 1/3 cup of baking soda in a plastic baggie (quart size) and then fill their canister ¾ of the way with
vinegar. Without spilling the vinegar, the students are to place the canister inside the plastic bag, holding the canister upright, and seal the plastic bag tightly. Once the
bags are sealed, the students may tip over the vinegar. The students need to make and discuss any observations with their lab partner(s), and record their answers &
thoughts on the lab sheet. The baggie may over inflate, just instruct the students to open the bag carefully to allow some of the gases produced to escape. Warn the
students to never place the baggies directly under their nose to smell for a chemical change... they should simply waft it towards them with their hand.
Station 7. Calcium Chloride, Baking Soda, and Phenol Red Solution Station - Students are to follow the same directions as they did for Station 6.
Explain: What will the students and teacher do so students have opportunities to clarify their ideas, reach a conclusion or
generalization, and communicate what they know to others?
The teacher will review each lab station and hold an open discussion among the students to gauge their level of understanding. The teacher will then reveal the
correct answers to each station, one by one as he/she demonstrates and reviews each station.
ANSWERS:
Station 1: Physical Change
Station 2: Physical Change
Station 3: Chemical Change
Station 4: Both - Physical (wax melting) and Chemical (burning wick)
Station 5: Chemical Change
Station 6: Chemical Change
Station 7: Chemical Change
Elaborate: What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision,
perform a task, or make sense of new knowledge?
The students will now use the pre-cut picture physical/chemical change cards with the same selections from the probe and sort them out according to whether they
are a physical or chemical change. Once they have separated them out with their face or shoulder partner, then they can compare their answers to their original
probe. Did they make any changes? Why or why not? The teacher will then review each and every probe/card to discuss and finally give the correct answers.
Summative Assessment
Chefs use physical and chemical changes in their kitchens. Design a meal plan, include appetizers, main course, dessert, and drinks. Then categorize which items
would be a physical change or a chemical change. Student must be able to justify with evidence how they know each item is either a chemical change, physical
change, or both.
Formative Assessment
Teacher will provide the probe, "Is It New or Still The Same?" ChemicalorPhysicalChangeProbeCPLAMSLesson.docx
page 2 of 4 The students will classify each item as a chemical or physical change. The students will have to explain their thinking, and describe the rule or reason why they
decided to place the presented example as a physical or chemical change.
Feedback to Students
Students will be given feedback during the discussion of the probe and during the activity investigations.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
ELL & ESE: Pictures will be placed on the cards and at each station to provide a visual of directions and for the closing activity.
Extensions:
Students can use different amounts of materials to investigate whether or not their results change.
Create a triple Venn Diagram or Concept Map explaining the difference between physical and chemical changes and changes of state.
*Educators note: Changes in State (melted butter, water, ice cream) are Physical Changes, but not all Physical Changes (torn paper, broken glass) are Changes in
State.
Write an obituary for the "old" substance and how it became a "new" substance.
Suggested Technology: Document Camera, Internet Connection, Probes for Data Collection
Special Materials Needed:
Materials for student use:
Lemons
Water
Ice or popsicles
Powdered lemonade
Plastic cups
Apples to slice (do not purchase the pre-sliced, as they are treated to not discolor)
Non-scented wax candle
Alka-seltzer tablets
Film canisters or similar
Baking soda
Vinegar
Calcium Chloride
Phenol Red Solution
Quart Size Plastic Self Sealing Bags
Materials for teacher use:
Covered Jar or Beaker
Lighter or matches
Notebook paper
Further Recommendations:
Create picture cards of various examples of physical or chemical changes.
Go through magazines to cut out images and attach to index cards.
Follow lab safety rules:
No running or horseplay during a lab
Wear protective lab aprons and goggles (especially for stations 4-7)
Wash hands after using/handling chemicals
Never place face directly in front of the opening of the chemical container (or plastic bags)
Clean up any spills immediately
Additional Information/Instructions
By Author/Submitter
Common Misconceptions: Students tend to confuse chemical change with a change of state. The also tend to think all physical changes are changes in state. Students
should be able to provide evidence of a chemical change... i.e., color change, a different scent, a temperature change.
SOURCE AND ACCESS INFORMATION
Contributed by: Olga Wood
Name of Author/Source: Olga Wood
District/Organization of Contributor(s): Seminole
Is this Resource freely Available? Yes
page 3 of 4 Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
Description
Compare the methods and results of investigations done by other classmates.
SC.4.N.1.5:
Remarks/Examples:
Florida Standards Connections: MAFS.K12.MP.6: Attend to precision.
Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences
about the observations.
SC.4.N.1.6:
SC.4.P.9.1:
LAFS.4.RI.2.4:
LAFS.4.SL.1.1:
Remarks/Examples:
Florida Standards Connections: MAFS.K12.MP.5: Use appropriate tools strategically and, MAFS.K12.MP.6: Attend to
precision.
Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying
animal or plant matter, burning, rusting, and cooking.
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic
or subject area.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and
other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute
to the discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
page 4 of 4