Exploring Physical and Chemical Changes
Colourful chemicals in test tubes and flasks (iiievgeniy, iStockphoto)
Colourful chemicals in test tubes and flasks (iiievgeniy, iStockphoto)
How does this align with my curriculum?
Students observe and classify physical and chemical changes of matter.
Overview
| Activities | Timing | Student grouping | Description |
|---|---|---|---|
| Minds-On: Introduction to Physical and Chemical Changes | 10-15 minutes | Large group | Students are introduced to the concept of physical and chemical changes in matter. |
| Action: Exploring Physical and Chemical Changes | 30-45 minutes | Small group | Students observe demonstrations of physical and chemical changes and determine the characteristics of each. |
| Consolidation: Gallery Walk | 15-20 minutes | Small group or independent | Students summarize their learning and share with their peers. |
This lesson can be done over a few days.
Students will:
- Explore the properties of different solids and liquids
- Demonstrate an understanding of physical and chemical changes
Learning Goals
Students will:
- Explore the properties of different solids and liquids
- Demonstrate an understanding of physical and chemical changes
Students can:
- Predict and observe what happens when various solids and liquids are combined
- Identify and describe the properties of a variety of solids and liquids
- Describe and classify physical and chemical changes
Success Criteria
Students can:
- Predict and observe what happens when various solids and liquids are combined
- Identify and describe the properties of a variety of solids and liquids
- Describe and classify physical and chemical changes
This icon indicates potential assessment opportunities.
Observations
- Observe and record anecdotally students’ understanding of the properties of solids and their use of appropriate vocabulary to describe the characteristics of solids and liquids (Minds-on, Action).
- Observe and record anecdotally students’ understanding of physical and chemical changes (Action, Consolidation).
Conversations
- Have conversations with students as they do the gallery walk (Consolidation).
Products
- Students could complete and submit the Physical or Chemical Change? reproducible (Action).
- Students could complete and submit the informational poster using the Physical and Chemical Changes Poster Checkbric as a guide (Consolidation).
Evidence of Student Learning
This icon indicates potential assessment opportunities.
Observations
- Observe and record anecdotally students’ understanding of the properties of solids and their use of appropriate vocabulary to describe the characteristics of solids and liquids (Minds-on, Action).
- Observe and record anecdotally students’ understanding of physical and chemical changes (Action, Consolidation).
Conversations
- Have conversations with students as they do the gallery walk (Consolidation).
Products
- Students could complete and submit the Physical or Chemical Change? reproducible (Action).
- Students could complete and submit the informational poster using the Physical and Chemical Changes Poster Checkbric as a guide (Consolidation).
Students will:
- Explore the properties of different solids and liquids
- Demonstrate an understanding of physical and chemical changes
Learning Goals
Students will:
- Explore the properties of different solids and liquids
- Demonstrate an understanding of physical and chemical changes
Students can:
- Predict and observe what happens when various solids and liquids are combined
- Identify and describe the properties of a variety of solids and liquids
- Describe and classify physical and chemical changes
Success Criteria
Students can:
- Predict and observe what happens when various solids and liquids are combined
- Identify and describe the properties of a variety of solids and liquids
- Describe and classify physical and chemical changes
This icon indicates potential assessment opportunities.
Observations
- Observe and record anecdotally students’ understanding of the properties of solids and their use of appropriate vocabulary to describe the characteristics of solids and liquids (Minds-on, Action).
- Observe and record anecdotally students’ understanding of physical and chemical changes (Action, Consolidation).
Conversations
- Have conversations with students as they do the gallery walk (Consolidation).
Products
- Students could complete and submit the Physical or Chemical Change? reproducible (Action).
- Students could complete and submit the informational poster using the Physical and Chemical Changes Poster Checkbric as a guide (Consolidation).
Evidence of Student Learning
This icon indicates potential assessment opportunities.
Observations
- Observe and record anecdotally students’ understanding of the properties of solids and their use of appropriate vocabulary to describe the characteristics of solids and liquids (Minds-on, Action).
- Observe and record anecdotally students’ understanding of physical and chemical changes (Action, Consolidation).
Conversations
- Have conversations with students as they do the gallery walk (Consolidation).
Products
- Students could complete and submit the Physical or Chemical Change? reproducible (Action).
- Students could complete and submit the informational poster using the Physical and Chemical Changes Poster Checkbric as a guide (Consolidation).
Materials and Preparation
Teaching and Learning Activities
This icon indicates potential assessment opportunities.
Minds-On: Introduction to Physical and Chemical Changes 10-15 mins.
| Instructions | Teaching Tips |
|---|---|
|
Show students the Physical and Chemical Changes slideshow [Google slides] [pptx] [PDF]. Note: the title of each slide is a prompting question. Allow students a chance to answer the question before showing them the body text outlining the explanation. 
|
DiscussionsDiscussion prompts can include:
Images and VideosPause the slideshow to describe the images using the alt text for students who are blind or have low vision. |
Action: Exploring Physical and Chemical Changes (30-45 min.)
| Instructions | Teaching Tips |
|---|---|
|
Model some physical and chemical changes to students. You could choose one demonstration from each of the two categories listed below. These demonstrations are quick and can be conducted within a class period. Note: Crosscheck for student allergies (egg, dairy, fruit, etc.) before choosing a demonstration. Physical Changes
Chemical Changes
Alternatively or in addition to, you could choose a physical and a chemical change experiment that requires more than one class period to complete with students. Physical Changes
Chemical Changes
To help students keep track of the experiment over the course of the week, use the Physical and Chemical Change Experiments Predict and Observe Chart [Google doc] [Word doc] [PDF] reproducible to monitor the changes day by day. |
LanguageConsider creating a word wall of terminology that students will encounter over the course of this lesson such as chemical reaction, physical reaction, precipitate, property, matter, etc. 
SafetyWhen conducting experiments that involve burning (e.g., carbon snake) or dangerous materials (e.g., steel wool) ensure that you (or students) wear safety goggles as well as gloves. Warning! If using chemical hand-warmers as an example, students should not put the warmers in direct contact with their skin as they can be very hot. Also, ensure students do not cut open the warmers. |
|
Have students complete the Physical or Chemical Change? quiz from Wordwall. Alternatively, you could have students complete the worksheet version of the quiz Physical or Chemical Change? reproducible [Google doc] [Word doc] [PDF] individually or in pairs. 
The reproducible could be collected and used as an assessment of learning. |
Community ConnectionsIf students are not familiar with the examples in the reproducible, you can substitute with examples of your own. Computational ThinkingWhen students decide whether a change is physical or chemical, they are using the computational thinking skill of logical thinking. |
Consolidation: Gallery Walk 15-20 min.
| Instructions | Teaching Tips |
|---|---|
|
Individually or in small groups of 2-4 students, have them create informational posters or infographics about physical and chemical changes. Students could do this using poster paper with markers or a digital program such as Canva, Visme, or Piktochart.
Students could use the Physical and Chemical Changes Poster Checkbric reproducible [Google doc] [Word doc] [PDF] to guide the creation of the poster. 
Hang the completed posters around the classroom and have students do a Gallery Walk to look at the work of their peers.
During the gallery walk, have conversations with students regarding what they have learned about physical and chemical changes. |
IdeaYou may wish to first do a mini-lesson on creating an infographic using the Infographic Creator Learning Strategy. 
TechnologyUsing a digital infographic program gives students the opportunity to develop digital literacy skills as well as show off their creativity. |
Background Information for Teachers
Physical and Chemical Changes Around Us
Image - Text Version
Shown is a colour photograph of frozen and liquid water in a cave.
Bright green, liquid water fills the floor of the cave, in the foreground. The edge of the pool is white, as if it might be starting to freeze. Behind, the back wall is streaked with long white icicles. It looks as if this water has been falling from above, where sunlight shines into the cave.
Image - Text Version
Shown is a colour photograph of fireworks exploding in dark sky.
Seven fireworks, in different colours, explode in round bursts across the top of the image. Smaller, bright yellow bursts float at the edges of some shapes. Below, five tall, narrow explosions burst up from ground level. They resemble bouquets of sparkling purple flowers. The one in the centre is made of bright green streaks. The light from the fireworks is reflected in calm black water along the bottom edge of the image.