1. Topic-
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| Physical and Chemical changes in matter. |
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2. Content-
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matter
physical change
chemical change
chemical
sodium chloride
acetic acid (or salt and vinegar). |
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3. Goals: Aims/Outcomes-
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1.Students will understand that chemical and physical changes occur
in matter.
2.Students will learn the chemicals sodium chloride and acetic acid
(or salt and vinegar).
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4. Objectives-
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1.Evaluate evidence that indicates a physical change has occurred.
2. Analyze all changes that are observed
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5. Materials and Aids-
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Dirty pennies
Clean Pennies data sheet
Safety goggles
Cups
Salt
Vinegar
Paper towel
Paper clips
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6. Procedures/Methods-
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A. Introduction-
1.Give each student a dirty penny. Observe pennies. Stress the importance
of using all the senses, except for taste. Students record observations
on the Clean Pennies data sheet.
2.Pass out goggles. Students should keep the goggles on until the
cups are put away in step six. Give each pair of students a cup with
a small amount of salt in the bottom. Students place the pennies in
the cup. Allow students to rotate cups. Ask what changes to the penny
they see. (none) |
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B. Development-
1.Add a small amount of vinegar to each of the cups. Allow students
to rotate cups and observe changes.
2.Pennies will become bright pink and copper colored. All the discoloration
may not be removed, but most pennies will show a dramatic difference.
3. Remove pennies and place them on a paper towel to dry. Continue
observations.
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C. Practice-
1.Place a paper clip in each cup of vinegar and salt solution. Leave
the paper clip in the solution overnight. After cups are put away,
remove goggles.
2.Observe paper clips next day. Wear safety goggles to avoid splash
danger. Allow students to remove the paper clip from solution and
handle it. The copper coating will rub off easily. Ask students if
the paper clip's change to copper-colored was a chemical or physical
change. (It was a physical change. No new substance was formed. The
copper was there all the time"�dissolved in the solution.)
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D. Independent Practice-
1.Make a list of Important Science Words to use in the assigned
paragraph.
2.To introduce the idea of physical properties, have each student
bring an object from home. Each student describes a number of physical
properties, such as color, shape, texture, etc. Other students take
turns guessing the identity of the item. |
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E. Accommodations (Differentiated Instruction)-
1.Allow students with special needs to list or draw examples of
chemical change instead of writing a paragraph.
2.Allow students with special needs to dictate their paragraph to
another student, an aide, or the teacher. |
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F. Checking for understanding-
1.Create a rubric to score the paragraph including attributes such
as, science content, organization, presentation, conventions, and
use of science language.
2.Make a T-chart with Physical Changes on one side and Chemical Changes
on the other side. Give students a list of changes to categorize.
Include examples of change from daily life.
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G. Closure-
| 1.The students must complete a "ticket out the door" activity in
which they will demonstrate their understanding that chemical and
physical changes occur in matter. |
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7. Evaluation-
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1.Create a rubric to score the paragraph including attributes such
as, science content, organization, presentation, conventions, and
use of science language.
2.Make a T-chart with Physical Changes on one side and Chemical Changes
on the other side. Give students a list of changes to categorize.
Include examples of change from daily life.
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8. Teacher Reflection-
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| What worked well in this lesson? What needs to change the next time
this lesson is taught? Are there any additional accommodations needed? |
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