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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE
approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework
Unit One Organizer: What’s Happening?(Physical & Chemical Changes)
(5 weeks)
OVERVIEW: The class is about to embark on a journey through the wonderful world of change. Physical changes and chemical changes
are about to take over and you will have life-changing experiences. Our first journey will be through the state of water. Watch as water freely
flows (liquid), becomes hard as a rock (solid), and disappears into thin air (gas). No matter the state, it is always water. Our second journey
will be through the state of reaction. Chemical changes produce reactions and once there is a chemical change, the original substance cannot be
recovered. Enjoy your travel through the world of physical and chemical change. Be on the lookout for the wonderful world of exciting
reactions!
STANDARDS ADDRESSED IN THIS UNIT
Focus Standards:
S5P1. Students will verify that an object is the sum of its parts.
a. Demonstrate that the mass of an object is equal to the sum of its parts by manipulating and measuring different objects made of various parts.
b. Investigate how common items have parts that are too small to be seen without magnification.
S5P2 Students will explain the difference between a physical change and a chemical change.
a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change.
b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change.
c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 5  Physical/Chemical Changes
June 1, 2008  Page 1 of 7
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
STANDARDS ADDRESSED IN THIS UNIT
Supporting Standards:
S5CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.
b. Measure and mix dry and liquid materials in prescribed amounts, exercising reasonable safety.
ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary
and informational texts.
d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, logical order, cause and effect, classification
schemes).
e. Distinguishes cause from effect in context.
M5M3. Students will measure capacity with appropriately chosen units and tools.
a. Use milliliters, liters, fluid ounces, cups, pints, quarts, and gallons to measure capacity.
b. Compare one unit to another within a single system of measurement (e.g., 1 quart = 2 pints).
LITERATURE SELECTIONS
Source of Recommendation
NSTA Book: Picture Perfect Science
GYSTC
Title
Author
Pancake, Pancake
What Is the World Made
Of? All About Solids,
Liquids, and Gases )
ISBN
Eric Carle
Kathleen Weidner
Zoehfeld and Paul Meisel
ENDURING UNDERSTANDINGS
Water changes from ice to water to vapor due to the addition or subtraction of heat.
Physical changes are easily observed and manipulated.
Once a chemical change takes place, the change cannot be reversed.
Physical change is a change where no new substances are formed. In a Chemical change a new substance is formed.
Temperature variations cause a physical change to the state of water.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 5  Physical/Chemical Changes
June 1, 2008  Page 2 of 7
Copyright 2008 © All Rights Reserved
0-689-87833-8
0-618-49641-6
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ESSENTIAL QUESTIONS:
How do you distinguish between the three states of matter as seen in water?
How do pancakes change as they are cooked – chemically or physically? Explain.
How can I tell if matter has undergone a chemical change or a physical change?
How do different forms of water exist on Earth?
MISCONCEPTIONS
PROPER CONCEPTIONS
Physical changes are always easily observed.
Physical changes are easy to manipulate but those changes are
not always easily observed.
Students often believe that matter can be destroyed or created.
They see things blow up on television all the time.
Matter is neither created nor destroyed. It merely changes.
Students may believe that water must be boiled in order to change
from a liquid to a gas.
Freezing only happens when it is cold.
Students are often unsure if an object has undergone a chemical
change, physical change, or both.
Water does change from a liquid to a gas when it reaches boiling
temperature. It can also evaporate at room temperature or even
when it is cold outside.
Matter freezes (becomes a solid) at different temperatures. For
example glue and wax freeze at room temperature. Water freezes
at 0o C.
In 5th grade we want to keep it simple regarding chemical and
physical changes. Ensure students that scientists continue to
debate this concept. In simple terms, a chemical change cannot
be reversed and a physical change can. Chemical changes
require the addition or subtraction of heat.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 5  Physical/Chemical Changes
June 1, 2008  Page 3 of 7
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
CONCEPTS:
Investigate physical changes by
separating mixtures and
manipulating (cutting, tearing,
folding) paper to demonstrate
examples of physical change.
Recognize that the changes in state
of water (water vapor/steam, liquid,
ice) are due to temperature
differences and are examples of
physical change.
Investigate the properties of a
substance before, during, and after a
chemical reaction to find evidence
of change.
KNOW AND DO
Manipulate paper
LANGUAGE
physical change
mixture
EVIDENCE OF LEARNING
Write a description of the paper
as it changes from one size to
another.
Work with water, ice, and vapor.
states of matter, solid , liquid, gas
Describe the process of
changing water. Take and
compare measurements of water
in solid and liquid states.
Prepare pancake batter and cook
pancakes.
chemical change
chemical reaction
Follow the directions for making
pancakes. Describe the mixture.
Cook the pancakes. Describe the
difference in the mixture and the
final product.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 5  Physical/Chemical Changes
June 1, 2008  Page 4 of 7
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
GRASP
Culminating Activity: GRASPS activity
GRASPS
Goal: You and your classmates will create a comic book demonstrating various physical changes and chemical changes.
Role: Illustrator or Author
Audience: Other fifth grade students
Scenario: As a superhero, you are charged with providing a thorough understanding of physical and chemical changes. Throughout the unit
you have experimented with various chemical and physical changes and it is now up to you and your class to illustrate and author a comic book
that all fifth grade students can use to help understand these concepts. The first scene should be a brief overview of the language used in the
unit. The second scene should illustrate and explain the states of matter using water as your example. The next scene will encompass all of the
effects of a chemical change. The last scene should provide reassurance of understanding of the differences between physical and chemical
changes. The comic strip should encourage students to experiment with basic substances while under the guidance of an adult that is following
all of the safety precautions.
Product: A comic book to be housed in the classroom and used as a hook for students in future years. The comic strip may also be used as a
remediation tool.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 5  Physical/Chemical Changes
June 1, 2008  Page 5 of 7
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
TASK
Lesson Title: Solid, Liquid, or Gas
Essential Question: How do you distinguish between the three states of matter as seen in water? Are these changes chemical or physical –
why?
Teacher Instructions:
A teacher demo will need the following supplies:
Water, Ice, Aluminum pan, Single eye burner or water kettle, Paper towels, Several glasses or plastic cups, Hot pad/ pot holder
The teacher will pour a liquid from one cup to another, pour ice from one cup to another, and pour a hot liquid from the kettle into a glass.
As the teacher pours one substance from one glass into another glass the following questions are asked:
What state of matter is this?
Once the students answer correctly: solid, liquid, gas the teacher will introduce the term physical change. All of these states of “water” are
due to the addition or depletion of heat.
Assessment:
The students will be paired into groups of three. Each member of the group will receive a term or phrase “water as solid”; “water as liquid”;
and “water as steam”. Together the group will demonstrate their understanding of the physical change of water.
Enrichment/Extension/Homework:
Ask students to find a book, article, or Internet resource about one or more of the various states of matter involving water. For example, you
may wish to read a selection from “Recess at 20 Below” (see additional resources below). Students may select from many topics related to
weather such as frozen precipitation or melting ice caps or topics related to cooking such as boiling water for a recipe.
TASK
Lesson Title: You Can’t Have Pancakes without a Change!
Essential Question: How do pancakes change as they are cooked – chemically or physically? Explain.
Teacher Instructions: Read aloud from Eric Carle’s book, “Pancake, Pancake”. If multiple copies are available, have students read in small
groups. Lead a class discussion about where the pancakes came from in the story (What were the ingredients that were put together to make
the pancakes? What state(s) of matter were represented? What kind of change took place? How?) Ideally, students working in small groups
will mix their own pancakes from ingredients provided by the teacher. An easy heat source for an activity like this is an electric griddle with a
no-stick surface. If this is not available, a one burner hot plate and a frying pan will work for cooking pancakes. Another option may be to
work with the cafeteria manager and have students mix the pancakes but have them cooked in the cafeteria.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 5  Physical/Chemical Changes
June 1, 2008  Page 6 of 7
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
Assessment: Have the students write step by step detailing their process. They should note the point at which any change in state of matter
takes place. They should also note any chemical or physical changes. If a digital camera is available, students may photograph the process and
write captions. Students should be assessed on the proper recognition of chemical/physical changes in the process.
Enrichment/Extension/Homework: Students may compile a Chemical & Physical Change Recipe Book. A recipe in the physical change
section might be a simple sandwich in which the ingredients are not cooked but only put together in their current physical state. The chemical
change section recipes could have heat – where an item is cooked and changed through the heat.
TEACHER RESOURCES
Additional Children’s Literature:
Recess at 20 Below by Cindy Lou Aillaud, Alaska Northwest Books, ISBN 0-88240-604-3 (Use for States of Matter)
Climate Change by Helen Orme, Bearport Publishing, ISBN 1597167231(NSTA Recommends)
Web Resources:
http://www.chem4kids.com/files/matter_chemphys.html
http://www.saskschools.ca/curr_content/science9/chemistry/lesson8.html
Additional Teacher Resources:
Teaching Physical Science Through Children’s Literature, by Gertz, Portman, and Sarquis, Terrific Science Press, ISBN 1883822343
Melting, Freezing, and Boiling Science Projects with Matter, by Robert Gardener, Enslow Publishers, ISBN 0766025896
Seeing the Science in Children's Thinking: Case Studies of Student Inquiry in Physical Science--A Staff Developer's Guide
by David Hammer & Emily Van Zee, Heinemann. ISBN: 9780325009483
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 5  Physical/Chemical Changes
June 1, 2008  Page 7 of 7
Copyright 2008 © All Rights Reserved