9.

1 Changes in Matter
Big Idea 9: Changes in Matter Benchmark(s): SC.4.P.9.1 Identify some familiar changes in materials that result in other
materials with different characteristics, such as decaying animal or plant matter, burning,
Topic: Chemical and Physical Changes rusting, and cooking. (L)

Lesson Length/Duration: 10 Days Also Assessed: SC.5.P.9.1

PMA #1: October 2018

Prior Knowledge: SC.K.P.9.1; SC.2.P.9.1; SC.3.P.9.1

Objectives:
 Understand the difference between a physical and chemical change.
 Observe and discuss the changes in matter (food) that result from cooking temperature), for example, the change in an egg as it is fried.
 Compare an iron nail that has rusted with one that has not and discuss possible reasons for this change.
 Observe fresh leaves and those that are decaying and suggest what type of change is occurring.

Essential Question
 What are physical and chemical changes?
 What is the difference between a physical and a chemical change?
 How does temperature affect a physical change?
 How does temperature affect a chemical change?

Higher Order Thinking Questions:

 How would you describe that matter is neither created nor destroyed even though it may undergo change?
 At the cookout hamburgers are served. There are slices of tomato, melted cheese, cooked all beef patties, and toasted buns. Which parts of the
hamburger have gone through a chemical change? Cite evidence to support your answer.
 How do materials change physically? 4. How do materials change chemically?

Vocabulary: Evidence of Learning:

 matter Developing
 rusting  Identify some familiar changes in materials that result in other materials with
 tarnish different characteristics, such as decaying animal or plant matter, burning, rusting
 decaying and cooking.
 burning Achieving
 combustion  Compare objects before and after a permanent or temporary change has
 digestion occurred.
 photosynthesis Excelling
 cooking  Design experiment relating temperature to chemical changes.
  physical change
 chemical change

Suggested Resources:

Day 1 Day 2 Day 3 Day 4 Day

5

Introduction to Changes in Matter Prompt: Introduction to Changes in Matter Prompt: Teacher will show Introduction to Introduction to
Teacher will ask students the Essential video Campfire – Changes in Changes in
Questions to assess prior knowledge of https://www.youtube.com/watch?v=geIsI5xV9V4&feature=channel Matter Matter Prompt:
content. Fruit and Vegetables decompose - Prompt: Teacher will ask
https://www.youtube.com/watch?v=c0En-_BVbGc Discuss videos Teacher will students
ask students fluency recall
the Higher questions from
Science Core: Science Core: Order Thinking journal notes.
Teacher will present PowerPoint slides: Teacher will present PowerPoint sildes: Questions to
Chemical change Cooking assess prior Science Core:
Burning Rusting knowledge of Continue with
Decaying Tarnish content. Lab
Digestion Demonstrations
Oxidation
Photosynthesis
combustion
BTT 4- Teaching for Mastery of Content, Skills,
Science Core: 5 Chemical
and Concepts
How can Reaction
End of Lesson: temperature Experiments
Slides 1-2 Introduction to PPT with CBC
influence a A short
Benchmark and Essential Question
Teacher Demos Chemical Change: See chemical demonstration
SC.4.P.9.1 Chemistry in a Bag change? of a chemical
Slide 3 Word Wall Vocabulary
Students can record observations in their journal. change using
Slide 4 Study Jams Video Physical and Chemical
Teacher the document
Changes. Students can write out 5 facts.
Demonstration: camera will re-
Slide 5 Chemical Changes defined
SC.4.P.9.1 Alka inforce lesson
Misconception Buster: Cooking is always a
Seltzer Lab content.
chemical change. Make sure students know
this. Students sometimes think that even
Make sure that Students can
when food is cooked, it is still that particular
you fill the 3 record
food and is a physical change, but it has
cups with the observations in
same amount their journal.
changed chemically. That is why it is brown of water, you
with a different texture and odor. may need
Slides 6-8 are examples of Chemical Changes. Pyrex due to End of Lesson:
Stop here: the heat, Discussion
1. Pass around bags of cooked pasta, i.e. record the questions that
spaghetti noodles, macaroni noodles and temperature students will
bags of uncooked noodles. Have before write in their
students to discuss how the noodles dropping in the journal.
differ. Students will use a T-Chart in tablet; time
their journal to record differences. how long it
takes for tablet
to dissolve.
Test each cup
one at a time.
A student
helper can
start the
stopwatch as
2. Show students this image by copying and soon as tablet
pasting it on to a word document or bring is dropped in
in real bread slices: un-toasted versus and stop it
toasted . once there is
no more
Emphasize the fact that the cooked noodles, fizzing.
cooked bread will never go back to being
uncooked. Discuss the
"Cooking makes a chemical change in results and
foods. It breaks some chemical bonds holding what you
compounds together. Breaking those bonds should do to
makes those foods softer, easier to chew, and make the
easier to digest." experiment
more valid,
Providing the opportunity for students to use how can others
their senses to observe the differences repeat the
between cooked and uncooked foods will experiment.
increase understanding of the content. (Repeat Trials,
Replicable
BTT 3- Designing the learning experience Procedure)
Additional Resource: End of Lesson:
Chemical Changes Discussion
questions that
End of Lesson: students will
Have students to share out what they learned. write in their
Exit Ticket- journal.
Describe the difference between physical and
chemical change.
Give 2 examples of chemical changes