K5 Science Endorsement GPS Lesson Plan

Title Physical and Chemical changes

Teacher(s) Kelly Barrere
E-mail Kelly.barrere@bartow.k12.ga.us
School Euharlee Elementary
Lesson Title Physical/chemical changes
Grade Level 5th grade Concepts(s) Causes of matter changing states
Targeted
Performance Expectation
The students will be able to construct and argument based on observations that the physical
changes in the state of water are due to temperature differences, which cause small
particles to move differently.
Evaluate and communicate information to explain the differences between a physical
change and a chemical change.
Science & Engineering Disciplinary Core Ideas Crosscutting Concept
Practice (Content)
1. Asking questions S5P1The student will obtain, Compare and contrast
2. Construct and Evaluate and communicate
argument information to explain the Cause and effect
differences between a
3. Developing and physical change and a
using models chemical change.
Georgia Performance Standards - S5P1. Obtain, evaluate, and communicate
information to explain the differences between a physical change and a chemical
change.

Safety Considerations

Students must wear safety glasses

*Whole group Teacher will show students a piece of paper and ask the students what
could be done to change it, students will make suggestions. Teacher will ask is it still
paper?. The teacher will roll it, put in glass jar, and light it on fire and allow students to
watch it burn then ask Is it still paper? How do you know? It is different matter now with
different properties.
*Discovery Ed. Techbook Fun-damental section. Students discuss, decide about the
different changes and why. (whole-group)
*Students will observe sugar cube in one beaker of water, antacid tablet in another beaker
of water. Have them make claim (physical or chemical change), Give evidence, and reason
(gass bubbles/fizz)
*Discover yEd. making cake video and discuss reversible changes (NOT new matter) and
irreversible changes (NEW matter is formed).
*The students will be shown Lego figures and then will divide into cooperative groups to
take the Lego figure apart and put into a new type of figure (student created)- use ALL
pieces and cannot add new pieces.
*Discuss that like the Lego figure, in the three states of matter the matter does not become
new matter, it just changes how it is organized physical change.
*Have students rebuild lego figure, this time replacing at least one or two new pieces
(molecules, atoms), use new pieces and/or leave out a piece or two. Have students
explain how this is a CHEMICAL CHANGE.

*Whole group Teacher will show students a piece of paper and ask the students what
could be done to change it, students will make suggestions. Teacher will ask is it still
paper?. The teacher will roll it, put in glass jar, and light it on fire and allow students to
watch it burn then ask Is it still paper? How do you know? It is different matter now with
different properties.

Documentation of Resources Discoveryeducation Science Techbook, legos,

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