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Quarter: 2nd
Standards:
Science:
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.
Math:
MGSE5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.
MGSE5.NBT.7 Add, subtract, multiply and divide decimals to hundredths, using decimals to hundredths, using
concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
ELL:
CCGPS.5W.4 Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.
Technology:
5T6a. Understand and use technology systems.
Lesson Essential Question:
Vocabulary:
Interactive
Exhibit
Physical Change
Chemical Change
Matter
Lesson Materials
Lesson Assessment:
Glue
Whole Group: Tear a piece of paper in half, then using one half of the paper crumble it up and on the other half
catch it on fire and allow it burn into ash (Use caution when using open flame). Ask the students which was an
example of a physical and chemical change. Discuss the difference between physical and chemical changes.
Ask students to discuss with a thinking partner or elbow partner about some good ways to teach the differences
between physical and chemical changes. Share the Study Jams video on chemical and physical changes:
http://studyjams.scholastic.com/studyjams/jams/science/matter/changes-of-matter.htm After StudyJams, ask the
students what are other real world examples of chemical and physical change they see every day in their lives?
Introduce the challenge.
Challenge:
You are a designer at a company which designs interactive educational exhibits. Your company has a contract with the
Childrens Science Museum in Atlanta to design an interactive, hands-on exhibit which will teach children about
physical and chemical changes of matter in a fun, safe educational way. You have a budget of $30.00. You will produce
a brochure, using the computer, and an advertising poster, which the Museum will use to promote the exhibit.
Students should complete ask/engage part of their journal.
2. Imagine/Brainstorm - Extension of Day 1 (20 min.)
Each student will work independently to create 1 or 2 brainstorm designs for the exhibit. The designs should include
drawings, labels and brief descriptions.
Criteria:
1. The exhibit must have a minimum of 4 stations: 2 for physical changes, 2 for chemical changes. The stations do not
Extension: Have each student write a persuasive letter to the Childrens Museum, recommending the best exhibits.
Name: _______________________
Ch-ch-ch-changes!
5th Grade
Challenge:
You are a designer at a company which designs interactive educational exhibits. Your
company has a contract with the Childrens Science Museum in Atlanta to design an
interactive, hands-on exhibit which will teach children about physical and chemical
changes of matter in a fun, but educational way. You have a budget of $30.00. You will
produce a brochure, using the computer, and an advertising poster, which the Museum will
use to promote the exhibit.
Criteria:
1. The exhibit must have a minimum of 4 stations: 2 for physical changes, 2 for chemical
changes. The stations do not need to include actual practice materials.
2. The activities must be safe for children to participate in.
3. Each station must have: a title, directions, a materials list, illustrations, and an
explanation which tells the participant what makes it a physical change of matter or a
chemical change of matter.
4. Create a brochure, using the computer, and an advertising poster, which may/may not
be computer-generated, for the Museum to use in promoting the exhibit.
Constraints:
1. The exhibit must be made from available materials.
2. The exhibit must consist of a Tri-fold board (or a student-manufactured substitute from
recycled cardboard).
3. The total exhibit may not cost more than $30.00.
Materials:
Posterboard
Cardboard
Cardstock
Construction paper
Copy Paper
Markers
Tri-Fold Board
Colored Pencil
1. ASK / ENGAGE: What is the problem you are being asked to solve?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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1. IMAGINE/BRAINSTORM: What are some possible solutions to the problem that you are trying to solve? After you brainstorm,
draw and label your ideas below.
Idea #1
Idea #2
2. PLAN/DESIGN: Share your ideas with your group and collaborate to decide on a final design plan. Draw your teams design
below and make a list of the materials that you will need to complete your design.
Materials List
3. CREATE/TEST: Use your Final Design Plan to create and build your solution. Test your design. Did it work? Why or Why not?
____________________________________________________________________________________________________________________________
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4. EVAULATE/IMPROVE: How well did your design work? Did your solution solve the problem within the given constraints?
____________________________________________________________________________________________________________________________
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How can you improve your design? How can you make it better? Draw and label your improved design below.
Name: _____________________________________________________________________
Cost Sheet for Physical and Chemical Changes Project
$30.00 Budget
Material
Cost
for 1
#
Needed
Total