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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE
approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.
MISCONCEPTIONS
PROPER CONCEPTIONS
CONCEPTS
KNOW AND DO
LANGUAGE
Investigate Physical
Changes
physical change,
separate, mixture
Investigate Chemical
Changes
chemical change,
chemical reaction,
substance
Compare/contrast
chemical and physical
changes
physical properties,
chemical properties
EVIDENCE
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.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Chemical and Physical Changes Unit y Grade 5
October 30, 2007 y Page 6 of 38
Copyright 2007 All Rights Reserved
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: Whats 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.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Chemical and Physical Changes Unit y Grade 5
October 30, 2007 y Page 7 of 38
Copyright 2007 All Rights Reserved
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. Rewatch 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.
Selected Response
Constructed Response
Chemical & Physical Changes
Journal
T-Chart
Venn Diagram
K-W-L Chart
Changes in Your Environment
Performance Assessment
Return to Balance
Assessment Plan
Return to GRASPS
Return to GRASPS
Return to GRASPS
Return to GRASPS
Return to GRASPS
Return to GRASPS
Return to GRASPS
Return to GRASPS
Return to GRASPS
Return to GRASPS
Return to GRASPS
Return to GRASPS
Return to GRASPS
Return to GRASPS
Return to GRASPS
Return to GRASPS
Return to GRASPS
Return to Balance
Assessment Plan
Return to Task 1
T-Chart
Name:
Return to Balance
Assessment Plan
Return to Task 1
Venn Diagram
Name:
Return to Balance
Assessment Plan
Return to Task 1
KWL Chart
K What do I know?
Return to Balance
Assessment Plan
Return to Task 1
Return to Task 1
Return to Task 1
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Chemical and Physical Changes Unit y Grade 5
October 30, 2007 y Page 33 of 38
Copyright 2007 All Rights Reserved
Return to Task 1
Return to Balance
Assessment Plan
Change Observed
Return to Task 2
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.
Return to Balance
Assessment Plan