Chemical and Physical Changes Unit (7 weeks)

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Georgia Performance Standards Framework for Science – Grade 5

Georgia Department of Education Kathy Cox, State Superintendent of Schools

Chemical and Physical Changes Unit Grade 5 October 30, 2007 of 38

Copyright 2007 © All Rights Reserved

Chemical and Physical Changes Unit: (7 weeks)

OVERVIEW: In this unit students will begin to identify chemical and physical changes. It is not always easy to tell one from the other. Students should be aware that scientists sometimes disagree on whether a change is physical or chemical or both. At the 5th grade level we should keep it simple. Students should understand that a physical change is a change that can be reversed. The shape or size of the matter has been moved around, but not permanently altered. Students will also identify the basic physical changes of water, gas, liquid, and solid). Students will recognize that in a chemical change a new substance is created. The matter is changed forever. In a chemical change students may observe a color change, temperature change, light produced, gas given off, or odor produced. In this unit students will also begin to construct a basic understanding of the law of conservation of matter. The idea that matter cannot be created or destroyed is new to many students. Students will conduct basic experiments to see that matter which has been changed physically, has not been destroyed. The matter has merely changed shape or size. 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.

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.

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RELATED STANDARDS ADDRESSED IN THIS UNIT

Habits of the Mind S5CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator. b. Use fractions and decimals, and translate between decimals and commonly encountered fractions – halves, thirds, fourths, fifths, tenths, and

hundredths (but not sixths, sevenths, and so on) – in scientific calculations. c. Judge whether measurements and computations of quantities, such as length, area, volume, weight, or time, are reasonable answers to

scientific problems by comparing them to typical values. S5CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.

a. Choose appropriate common materials for making simple mechanical constructions and repairing things. b. Measure and mix dry and liquid materials in prescribed amounts, exercising reasonable safety. c. Use computers, cameras and recording devices for capturing information. d. Identify and practice accepted safety procedures in manipulating science materials and equipment.

S5CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.

a. Observe and describe how parts influence one another in things with many parts. b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features

of objects, events, and processes in the real world. Identify ways in which the representations do not match their original counterparts. c. Identify patterns of change in things—such as steady, repetitive, or irregular change—using records, tables, or graphs of measurements

where appropriate. d. Identify the biggest and the smallest possible values of something.

S5CS5. Students will communicate scientific ideas and activities clearly.

a. Write instructions that others can follow in carrying out a scientific procedure. b. Make sketches to aid in explaining scientific procedures or ideas. c. Use numerical data in describing and comparing objects and events. d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases.

S5CS6. Students will question scientific claims and arguments effectively.

a. Support statements with facts found in books, articles, and databases, and identify the sources used. b. Identify when comparisons might not be fair because some conditions are different.






RELATED STANDARDS ADDRESSED IN THIS UNIT The Nature of Science S5CS7. Students will be familiar with the character of scientific knowledge and how it is achieved. Students will recognize that:

a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties.

b. Some scientific knowledge is very old and yet is still applicable today. S5CS8. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:

a. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.

b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.

c. Scientists use technology to increase their power to observe things and to measure and compare things accurately. Science involves many different kinds of work and engages men and women of all ages and backgrounds.

ENDURING UNDERSTANDINGS • An object is the sum of its parts. • The mass of an object will always stay the same, but that the weight can change. • Some objects are too small to be seen without magnification. • 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.

ESSENTIAL QUESTIONS: • How can matter be changed? • How are mass and weight different? • Why does the mass of an object remain constant regardless of its location? • How can I tell if matter has undergone a chemical change or a physical change? • How do different forms of water exist on Earth? • How can matter change by just looking at it?






MISCONCEPTIONS PROPER CONCEPTIONS • Students often believe that matter can be destroyed or created.

They see things blow up on television all the time. • 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.

• Matter is neither created nor destroyed. It merely changes. • 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.






CONCEPTS KNOW AND DO LANGUAGE EVIDENCE

• Investigate Physical Changes

• Investigate Chemical

Changes • Compare/contrast

chemical and physical changes

• Water Changes States • Objects are the sum

of their parts

• Demonstrate and explain examples of how cutting, tearing, and folding are physical changes; Separate mixtures; Draw, identify, and explain physical changes

• Describe a substance before, during (bubbling,

temperature change, gas release), and after a chemical reaction; Create a chemical reaction

• Compare/contrast how the properties of a substance

can change physically and chemically • Demonstrate examples of how physical changes occur

in water – solid, liquid, and gas • Manipulate and explain the total mass of objects and

its parts Weigh and measure various objects

• physical change, separate, mixture

• chemical change,

chemical reaction, substance

• physical properties,

chemical properties • states of matter, solid,

liquid, gas • mass, weight, gravity,

matter

• See Assessment Plan listed below.






EVIDENCE OF LEARNING:

By the conclusion of this unit, students should be able to demonstrate the following competencies: Culminating Activity: GRASPS Goal: Students will work collaboratively to create the tasks for a “Science Survivor” reality show. Students will also successfully complete the tasks created by their classmates. Role: Students will be contestants on a reality show called “Science Survivor.” They will work in teams to solve Science Survivor tasks and earn immunity. Teams with the most immunity science tools earned will be crowned “The Science Survivors!” All team will win. They may repeat each task until they earn immunity. A recording sheet is included in the game. The final slide of the Science Survivor Game contains a certificate to award each student when they have mastered each task. Audience: The audience will be contestants on a reality show. Scenario: Students teams will participate in a series of tasks related to chemical and physical changes. Other members of the class will also work in teams to successfully complete additional tasks and move on to the next round and earn immunity science tools. Teams have the option of a do-over on any task. When each team successfully completes the task, then they earn an opportunity to move on to the next round. The game may be played over the course of several days. Teams can participate in two to three tasks each day. Product: Students will work in collaboratively in teams of two or three to create a task for their classmates to complete. Tasks will involve identifying or creating a chemical or physical change in matter. Students will earn immunity for each task they complete successfully. Sample tasks to play the game and immunity record keeping sheet are included in the Science Survivor Game. Blank task cards have been included so the game may be customized for your students. *Teacher Safety Note: Students should be properly supervised at all times when working to generate chemical changes. Basic chemical changes such as oxidation of rusting iron filings or an iron nail, oxidation of apple slices, oxidation of potato slices, oxidation of banana slices, combining vinegar and baking soda, Effervescent tablet in water, cooking food such as an egg, compost and decaying matter, chewing a piece of cracker, etc. Students should NEVER be allowed to randomly mix chemicals together, especially kitchen chemicals.






TASKS The collection of the following tasks represents the level of depth, rigor and complexity expected of all students to demonstrate evidence of learning. Task 1: What’s Happening? Students will pour white powder into a clear liquid. One will have a very obvious chemical reaction. The other will not. Students will make observations as they conduct each experiment. Answers will NOT be given. We will use this experiment as a hook for beginning this unit. Make connections back to this experiment through out the unit. Students will able to discover what happened in this experiment as they learn about chemical and physical changes. Students will also create a Physical & Chemical Changes journal they will use during the course of the unit. Description: Allow students to work in groups of 2-3. Teacher preps this prior to class. Provide each group with:

• A bottle 1/3 full of white vinegar and a balloon filled with baking soda stretched over the top, labeled “A” • A bottle 1/3 full of water and a balloon filled with baking soda stretched over the top, labeled “B”

Ask each group to carefully place bottle “A” into the center of the group. Tip the balloon over allowing the contents of the balloon (baking soda) to spill into the liquid inside the bottle. Ask students to take notes and record everything they are seeing. Watch carefully looking for any changes they may see. Repeat the process using bottle “B.” Ensure that students carefully observe and record all changes they see. Discussion, Suggestions for use: Create a Physical & Chemical Changes journal to use during the course of the unit. Students may record their observations using a T-chart or Venn Diagram to compare and contrast the two experiments on page 1 of the journal. Encourage each group to review and compare their individual observations. Next complete a K-W-L chart as a class. Suggestion for K-W-L chart use. Draw a large outline of a “K,” “W,” and “L” on chart paper. Provide each group with small sticky notes. Have the groups write the things they know on the sticky notes and post on the “K” and the “W” poster. Save the “L” for later in the unit. Bring the whole class together to share the information they posted. Discuss the common observations and questions. As you progress through the unit. Students will use sticky notes to add comments to the “L” poster. Possible Solution: When the students combine the ingredients in bottle “A,” they will see bubbles, gas produced, and balloon will be blown up. White powder (baking soda) will mix and with the vinegar. Bottle “B” students will see virtually no change. The white powder will clump and mix with the water. Something was different about the contents of the bottles. Either the liquids were different or the powers were different. Some students may even recognize that vinegar and baking soda might have been in the containers. Allow students to respond in one or two sentences to the Unit EQ: How does matter change? They may write down questions they have or observations they made related to the EQ.






TASKS

Task 2: Matter and Its Properties: Changes In Matter Students will view segments of a video from United Streaming site and complete a variety of vocabulary, hands-on experiments, and tasks related to the video. Many resources are included with the streaming video. Description: Visit http://www.unitedstreaming.com and type the title of this task (Matter and Its Properties: Changes In Matter) into the search bar. Prior to viewing segments 1 & 2 (Intro. & Physical Changes) distribute the Pre-test from United Video Streaming. Ask students to complete only numbers 1-4. These questions will serve to preview to the material students will be learning in the video. Watch the first two segments of the streaming video. The section is short (4 min and 13 sec). Next, re-watch the video segments with the Pre-test in hand. Check your answers to the first 4 questions. Turn to page 2 of the Physical & Chemical Changes journal. Have students answer the following discussion questions in their journal: 1. What is a physical change? 2. What are some examples of physical changes in matter? Encourage students to illustrate one or two physical changes they saw in the video segment. Prior to viewing segment 3 (Chemical Changes) answer questions 5-7 on the pre-test. Put the pre-test aside and watch video segment 3. Re-watch segment reviewing your answers for questions 5-7. Turn to page 3 of Physical & Chemical Changes journal. Have students answer the following discussion questions in their journal: 1. What is a chemical change? 2. What are some examples of chemical changes in matter? Encourage students to illustrate one or two chemical changes they saw in the video segment. Discussion: Have students to share some of the observations they recorded in their journals. Revisit the K, W, L poster charts. Add new sticky notes to the charts. Extend learning from school to home. Students will use the data table Changes in Your Environment provided to record physical and chemical changes they observe at home, around school, and their neighborhood.

http://www.unitedstreaming.com/






Balanced Assessment Plan For Organization Informal Observations Selected Response Constructed Response Performance Assessment

• Teams creating / playing Science Survivor

• Chemical & Physical Changes Pre/Post Test

• Streaming Video Pre-test

• Chemical & Physical Changes Journal

• T-Chart • Venn Diagram • K-W-L Chart • Changes in Your Environment

• Playing Science Survivor Game • What’s Happening Hook Lab

Teacher Information and Resources Descriptions & differences between chemical & physical changes http://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/chem_react_intro.shtml http://www.chem4kids.com/files/matter_chemphys.html http://chemistry.about.com/od/lecturenotesl3/a/chemphyschanges.htm http://www.ric.edu/ptiskus/chemical/ http://www.physlink.com/Education/AskExperts/ae244.cfm Interactive site for students & teachers to become more familiar with mass and weight. http://www.edinformatics.com/math_science/mass_volume_density.htm Good information on the differences between solids, liquids, and gases. http://www.harcourtschool.com/activity/states_of_matter/ PowerPoint on matter. http://www.schools.pinellas.k12.fl.us/educators/tec/Davis2/matter.ppt/sld001.htm Webquest and experiments on Chemical & Physical Changes http://mypage.direct.ca/k/kasmith/gina/index.html

http://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/chem_react_intro.shtml

http://www.chem4kids.com/files/matter_chemphys.html

http://chemistry.about.com/od/lecturenotesl3/a/chemphyschanges.htm

http://www.ric.edu/ptiskus/chemical/

http://www.physlink.com/Education/AskExperts/ae244.cfm

http://www.edinformatics.com/math_science/mass_volume_density.htm

http://www.harcourtschool.com/activity/states_of_matter/

http://www.schools.pinellas.k12.fl.us/educators/tec/Davis2/matter.ppt/sld001.htm

http://mypage.direct.ca/k/kasmith/gina/index.html






Using Oobleck with kids http://student.biology.arizona.edu/sciconn/oobleck/oobleck.html Leaves changing are chemical changes http://www.esf.edu/pubprog/brochure/leaves/leaves.htm On-line Quiz on chemical & physical changes http://www.mcwdn.org/chemist/pcchange.html http://www.quia.com/quiz/303980.html

http://student.biology.arizona.edu/sciconn/oobleck/oobleck.html

http://www.esf.edu/pubprog/brochure/leaves/leaves.htm

http://www.mcwdn.org/chemist/pcchange.html

http://www.quia.com/quiz/303980.html






Return to Balance Assessment Plan Return to GRASPS






Return to GRASPS






Chemical & Physical Changes Journal Directions

Steps for Journal Creation

1. Create front and back copies the blank journal page included following these directions.

2. Provide each student with 8 blank pages and a single piece of construction paper or

colored paper.

3. Fold each in half the “hamburger” way.

4. Staple along the spine to hold the pages and cover in place.

5. Provide each student with a blank table of contents card to glue/tape behind the front

cover.

6. Have student write Chemical & Physical Changes Journal and their name on the cover.

7. Under the title have students write the unit EQ: How can matter be changed?

Return to Balance Assessment Plan Return to Task 1






T-Chart

Name:







Venn Diagram

Name:







KWL Chart

K – What do I know? W – What questions to I have? L – What have I learned?

Return to Task 1

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Return to Task 1






Changes in Your Environment

Name:

Observation Change Observed Type of Change Observed







Chemical & Physical Changes Pre/Post Test

Name: 1. A different chemical substance is formed when A. a cloth is cut B. a cup breaks C. a candle burns D. a piece of chalk falls apart 2. When water in an open pan is heated for a long time, it becomes A. a solid B. a vacuum C. a gas D. dew 3. Which object would be most likely to rust? A. an iron nail B. a plastic comb C. a glass marble D. a paper cup 4. Which of the following is an example of MELTING? A. stirring some sugar in water until you cannot see the sugar B. heating a pan of water until the water is all gone C. heating a block of ice until the ice turns to water D. cooling water in the freezer until the water becomes solid 5. David added a little baking soda to a beaker that contained vinegar. Bubbles started coming from the mixture as a gas was released. The gas was evidence that A. the mixture was starting to boil. B. the air in the flask contracted. C. a chemical reaction took place. D. the vinegar and baking soda expanded. 6. Iron is most likely to rust when it is A. damp B. dry C. painted D. covered with grease






7. An example of a liquid turning into a gas is A. a chocolate bar melting B. an ice cream cone dripping C. a stick of butter getting warm D. steam escaping from a cup of hot chocolate 8.Use the table below to answer this question.

Vinegar is an acid that bubbles when it interacts with calcite. Which mineral contains calcite? A. limestone B. sandstone C. granite D. gneiss 8. An example of a liquid turning into a gas is A. a chocolate bar melting. B. an ice cream cone dripping. C. a stick of butter getting warm. D. steam escaping from a cup of hot chocolate. 9. If you dissolved a lot of salt in some water in a large flat dish and put the dish in bright sunlight on a hot day, what would be left in the dish after a long time? A. dry salt B. water with no salt C. the same salty water as before D. nothing 10. Mark is observing a burning candle. He notices that the candle wax makes a pool and dribbles down the side of the candle, where it hardens again. The candle wax has undergone A. a physical change. B. a chemical change. C. a physical and a chemical change. D. the formation of a new substance.






Answer Key 1. C) a candle burns. 2. C) a gas. 3. A) an iron nail 4. C) heating a block of ice until the ice turns to water 5. C) a chemical reaction took place. 6. A) damp. 7. D) steam escaping from a cup of hot chocolate. 8. A) limestone 9. A) dry salt 10. A) a physical change.

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Chemical and Physical Changes Unit (7 weeks)

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