It's Nothing New: Physical Changes
Created on: July 11, 2008
Website Address: https://library.curriki.org/oer/It-s-Nothing-New--Physical-Changes
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Introduction:
Prior knowledge: students will be able to describe physical properties including density, and recognize solids and liquids. A 2-day lesson plan.
Group Size: Any
Learning Objectives:
SWBAT describe physical changes.
Materials:
Hot plate, pan, chocolate chips, wooden spoon; candles, scissors, pizza Lunchable, plastic cup, pitcher of water, kool-aid powder, white scrap paper, crayon, aluminum foil.
Procedures:
Assessment:
Whiteboard quiz (day 1), exit card.
Benchmark or Standards:
TEKS 6.2B, 6.7B
Attached Files:
Prior knowledge: students will be able to describe physical properties including density, and recognize solids and liquids. A 2-day lesson plan.
Group Size: Any
Learning Objectives:
SWBAT describe physical changes.
Materials:
Hot plate, pan, chocolate chips, wooden spoon; candles, scissors, pizza Lunchable, plastic cup, pitcher of water, kool-aid powder, white scrap paper, crayon, aluminum foil.
Procedures:
| Time | Learning Task | Methods/Procedures |
|---|---|---|
| DAY 1 | ||
| 8 min | Review density/Activate prior knowledge about phase changes. Answer: Predict what will happen when chocolate chips are released into a pot of melted chocolate. | Bellwork, pair share |
| 2 min | Observe that chocolate chips sink in the melted chocolate. | Teacher-led demonstration |
| 10 min | Explain why the chocolate chips sunk in the melted chocolate, and give other examples of solids sinking in fluids (solids are generally more dense than liquids). | Class discussion/guided notes |
| 10 min | Return to the pot of chocolate, and try to find the chocolate chips we put in the pot earlier. Debate whether they are gone, or a different substance. Conclude that they are still there, and are still the same substance as before, but experienced a phase change (teacher defines phase change and describes the different types). | Teacher-led questioning |
| 5 | Give examples of other phase changes in everyday life | Think-pair-share |
| 5 | Categorize examples as melting, freezing, vaporizing, condensing, sublimating. | Guided practice (as class, then in pairs) |
| 5 | Assess/close: True or false? A phase change results in a new type of matter. Categorize several examples of phase changes as melting, vaporizing, etc. | Whiteboard quiz |
| HW--Complete categorization of phase changes begun in class (independent practice). | ||
| DAY 2 | ||
| 10 | Review/Assess LP1 and LP2 | Quick Quiz |
| 10 | Using physical properties graphic organizer from LP1, brainstorm other possible types of physical changes besides changing the phase. (Change in shape, size, texture, malleability, conductivity, appearance, etc.) | Think-pair-share |
| 20 | Observe various physical changes: Chocolate from yesterday re-hardening in pot, cutting a candle into pieces, crumpling up a piece of foil, mixing kool-aid powder and water, coloring a piece of paper with a crayon, making a Lunchable pizza. | Lab rotation around room in pairs. |
| 5 | Assess/close: Describe four physical changes a glass of milk could undergo. | Exit card |
Assessment:
Whiteboard quiz (day 1), exit card.
Benchmark or Standards:
TEKS 6.2B, 6.7B
Attached Files:
| 6thgradephysicalscienceunit.xls |
