LaShawna McCoy

10/9/14
Title: Can Matter Change?
Subject: Physical and Chemical Changes
Grade Level (s): 5th
Duration: 1 Hour
Type of Lesson: Compare and Contrast Strategy
Standards and Elements:
S5P2. Students will explain the difference between a
physical change and a chemical 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.
TAG Standards
(HO/CTS)
2. The student responds to questions with supporting
information that reflects in-depth knowledge of a topic.
3. The student conducts comparisons using criteria.
(ARS)
1. The student uses a variety of print and non-print
resources to investigate a topic of interest

Summary:
They will sort pictures into two groups. Students will
identify the attributes of physical and chemical changes
by comparing and contrasting two articles. Then they will
apply their knowledge to determine whether each picture
is an example of a physical change or a chemical change
and complete the performance assessment.
Enduring Understanding(s):
At the end of this unit, the student will understand
A chemical change occurs when atoms combine or
break apart and new substances are formed.
A physical change does not change the chemical
composition of matter, only physical characteristics
Chemical changes are different from physical
changes, and have certain observable signs.
Essential Question(s):
How can you determine whether a physical or
chemical change is happening?
Why do you think mass can or cannot be altered?
Explain.
Evidence of Learning: Knowing what a physical and
chemical change is and how they are different.
What student should KNOW:
Students will know that physical changes do not
change the matter, but the physical attributes.
Students will know that substances with different
properties may chemically react with each other to
form an entirely new substance.
What student should BE ABLE TO DO:
Students should be able to compare and contrast

 Students should be able to think critically and

problem solve
Suggested Vocabulary:
Products
Reaction
Properties
Mass
Atom
Chemical Change
Energy Transfer
Conservation
Bonding
Precipitate
Procedure:
Hook: I will show students pictures of physical and
chemical changes and ask them to put them into
groups.
Explain to students that their task is to now become
experts on both physical and chemical changes.
Divide students into 2 groups. Each group will
become experts in one area: physical or chemical
changes. Students must read all the information in
their article that focuses on their area, and complete
that portion of their graphic organizer independently
as they go. ( 15 minute time limit)
After the 15 minutes, have the students compare
notes with another expert in the same field. ( 8
minutes) Then repeat with another student.

 After the 8 minutes, have the students compare

notes with another expert in a different field. ( for 10
minutes each) Then repeat with another student.
Come together for a debriefing and discuss what
they learned about each change.
Then students will revisit pictures and complete
performance assessment.
Assessment: Performance Assessment
A local ice cream company is convinced that their ice
cream is melting because of chemical changes in their
containers. You must be a problem solver and determine
whether you think it is a physical or chemical change
based on what you have learned. Create a demonstration
to show them the difference between the changes. Good
luck!
Differentiation:
Auditory
Record a step by step procedure for a physical/ chemical
change experiment and have another student follow it.
Visual
Have students create a video/ PowToon/ etc. about the
changes.
Kinesthetic
Have students create a song with movement that
describes the changes.
Resource(s)/Material(s):
Pictures of physical and chemical changes
Articles ( Physical and Chemical Changes)

 Graphic organizer with questions

Venn Diagram