Grade Level: 4
Subject Area(s):
__ Reading,
Writing,
__ Mathematics
Title: Physical
and Chemical
Changes
Essential Question(s):




GT Differentiated Exemplar Lesson
Science TEKS/Student Expectations:
_X_ Science
__ Social
Studies
What is the world around us made of?
How do we describe, and compare matter?
What causes the properties of matter to change?
How can we put pieces and parts of matter together to
do something new?
Assessment(s):
__ Pre-Assessment __ Formative
X Summative
GT Scope and Sequence
Student Learning Styles:
Skills:
__ Auditory
(Aligned with 21st Century Skills
_X_ Visual/Spatial
Framework & College and Career
__ Kinesthetic
Readiness Standards)
__ Other
_X_ Creative Thinking
__ Critical Thinking
_X_ Communication
__ Research
4.5 Matter and energy The student knows that matter has measurable physical properties and those
properties determine how matter is classified, changed and used
(A) measure, compare, and contrast physical properties of matter, including size, mass, volume, states
(solid, liquid, gas), temperature, magnetism, and the ability to sink or float;
(B) predict the changes caused by heating and cooling such as ice becoming liquid water and
condensation forming on the outside of a glass of ice water
Elements of Depth and
Complexity:
_X_ Language of the
Discipline
_X_ Details
_X_ Patterns
_X_ Trends
__ Rules
__Ethical Considerations
__Unanswered Questions
__ Over Time
__ Different Perspectives
__ Big Ideas
Lessons and Activities
__ Whole Class
__ Small Group
__ Independent Activity
PART ONE:
Whole Class:
As a class, quickly brainstorm, how matter can change. Watch a video explaining
physical and chemical changes. Create an anchor chart with the definition of both
and 2-3 examples of each change. Students record the definitions in their
interactive notebooks.
Resources:
Video-brainpop-property changes
http://www.brainpop.com/science/matterandchemistry/propertychanges/
Video-frying an egg demonstrating property changes
http://www.youtube.com/watch?v=wFnR2ehmuC4&feature=youtu.be
Card Sorting page (attached below)
On Grade Level: Students work with a partner to sort examples physical and
chemical changes and record/glue them into their interactive notebooks.
Advanced Academic Services
Austin Independent School District
GT Level Group: Students work with a partner to sort examples physical and
chemical changes and record/glue in their interactive notebooks. When complete,
students will generate other examples not given to each category.
Pancakes, Pancakes by Eric Carle (85 copies available in AISD iBistro)
Whole Class:
Share results of the sorting activity and add additional examples to the anchor
chart.
PART TWO:
Whole Class: Read Pancakes, Pancakes by Eric Carle. Discuss examples of physical
and chemical changes involved in making and eating pancakes.
On Grade Level: Give students a copy of the pancake recipe. Students will work
with a partner to highlight the physical and chemical changes. Additional recipes
can be used with the same process. Students can search for their favorites online.
Pancake Recipe (attached below)
Menu Directions (attached below)
GT Level: Students will create a menu for a restaurant where some of the recipes
are only physical changes and others have chemical changes. See attached
directions.
Whole Class: Students share their menus and recipes.
Advanced Academic Services
Austin Independent School District
Directions:



Cut the examples of physical and changes apart.
Work with a partner to sort them into the correct category of
physical or chemical change.
Record in your science journal.
A ball moves across
the road
Mowing the lawn
Fireworks explode in A light bulb is broken
the sky
Burning wood in a
fire leaving behind
ashes
Frying an egg
An apple rotted to
the core
Rolling clay into a
snake
Rust on a bicycle
chain
Boiling water
Folding a piece of
paper
Digesting pizza
Sand going through
an hour glass
Ice cream melting
Cracking an egg
Milk turning sour
Sharpening a pencil
Lighting a match
Using vinegar and
baking soda to make
a volcano model
Dissolving sugar into
lemon juice
Crumbling a graham
cracker
Cutting a piece of
cake
Making pancakes
Toasting a
marshmallow
Advanced Academic Services
Austin Independent School District
Use the pancake recipe below.
Directions: Highlight chemical changes. Underline the steps that are
physical changes.
Ingredients
1 1/2 cups all-purpose flour
3 tablespoons sugar
1 tablespoon baking powder
1/4 teaspoon salt
1/8 teaspoon freshly ground nutmeg
2 large eggs, at room temperature
1 1/4 cups milk, at room temperature
1/2 teaspoon pure vanilla extract
3 tablespoons unsalted butter, plus more as needed
Directions
1. In a large bowl, whisk together the flour, sugar, baking powder, salt, and nutmeg.
2. In another bowl, beat the eggs and then whisk in the milk and vanilla.
3. Melt the butter in a large cast iron skillet or griddle over medium heat.
4. Whisk the butter into the milk mixture. Add the wet ingredients to the flour mixture, and whisk until a thick batter is
just formed.
5.Keeping the skillet at medium heat, ladle about 1/4 cup of the batter onto the skillet, to make a pancake. Make 1 or 2
more pancakes, taking care to keep them evenly spaced apart. Cook, until bubbles break the surface of the pancakes,
and the undersides are golden brown, about 2 minutes.
6. Flip with a spatula and cook about 1 minute more on the second side.
Serve immediately or transfer to a platter and cover loosely with foil to keep warm. Repeat with the remaining batter,
adding more butter to the skillet as needed.
7. Procedure for adding fruit to pancakes:
Once the bubbles break the surface of the pancakes, scatter the surface with sliced or diced fruit, or chocolate chips,
nuts, etc.
8.Flip with a spatula and cook for 1 minute more, being careful not to burn toppings.
© 2014 Television Food Network, G.P. All Rights Reserved.
Advanced Academic Services
Austin Independent School District
Congratulations! You are going into the restaurant business. To maximize your profits, you have decided to have two ways
to reach your customers:

You will have a Chemical Change Café, where you can use ovens, stoves etc. to create recipes and meals. The menu items at the café will all be made
with chemical changes.

You will also be sending out a Physical Change Food truck. Since this is a mobile restaurant, you will serve simple menu items that only involve physical
changes.
Each of your restaurants needs to have at least three items on the menu with a full description. Your description needs to sound tasty and entice
your customers to order it! You may rename your café and food truck to fit with your food choices. Be creative! Use the bottom of the page to
brainstorm, then, publish your menus separately.
Chemical Change Café
Physical Change Food Truck
1.
1.
2.
2.
3.
3.
Advanced Academic Services
Austin Independent School District
Process Assessment
Teacher observes the following:
Process Observation - Frequency
Student uses correct terminology during interactions with peers and teacher.
Seldom/Never
Occasionally
Often
Consistently
Process Observation – Frequency
The student is able to guess the genre of a book by its criteria.
Seldom/Never
Occasionally
Often
Consistently
Process Observation – Quality of Creative Thinking
Typical of Peers
Student uses creativity throughout the stages of the task.
Fluent Thinker
Flexible Thinker
Unique and Original
Process Observation – Quality of Analytical Thinking
Typical of Peers
Product Assessment
Score
Student analyzes information during the task.
Fluent Thinker
Flexible Thinker
Unique and Original
Genres
Booklet
Critical Thinking
3
Student compares and contrasts
fiction and non-fiction books.
The content highlights unique information
for the two genres and shows connections
to books not previously read aloud in class.
Student applies knowledge of the
distinguishing characteristics of genres to make
predictions and verify the predictions.
2
Student compares fiction and nonfiction books.
Includes distinctive information for each
genre in the booklet. The content easily
connects to the books read aloud in class.
Student applies knowledge of the
distinguishing characteristics of genres to make
predictions.
Includes distinguishing information for each
genre in the booklet.
Student predicts the contents of a book.
1
Student distinguishes between fiction
and non-fiction books.
Advanced Academic Services
Austin Independent School District