Georgia Standard: S5P1. Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.
- Plan and carry out investigations of physical changes by manipulating, separating, and mixing dry and liquid materials.
- Construct an argument based on observations to support a claim that the physical changes in the state of water are due to temperature changes, which cause small particles that cannot be seen to move differently.
- Plan and carry out an investigation to determine if a chemical change occurred based on
observable evidence (color, gas, temperature change, odor, new substance produced).
Objective:
Students will be able to distinguish between physical and chemical changes by completing a crossword puzzle that includes vocabulary and concepts related to physical and chemical changes. Students will also be able to identify observable evidence of a chemical change.
Materials:
Chemical and Physical Changes Crossword Puzzle worksheet
Pencils
Classroom whiteboard or chart paper
Markers
Introduction (10 minutes):
Begin the lesson by introducing the topic of physical and chemical changes. Explain that physical changes are changes in the physical properties of a substance, while chemical changes involve the creation of new substances with different properties.
Review the S5P1 standard with the students and explain that they will be working on a crossword puzzle to help them understand the differences between physical and chemical changes.
Instruction (30 minutes):
Distribute the Chemical and Physical Changes Crossword Puzzle worksheet to each student.
Review the vocabulary terms related to physical and chemical changes that are included in the crossword puzzle. Encourage students to ask questions and provide examples of each term.
Demonstrate how to complete a crossword puzzle by filling in a few of the squares on the board. Explain that students will need to use the clues provided to fill in the words that match the definitions.
Allow students to work individually or in pairs to complete the crossword puzzle.
Once students have completed the puzzle, review the answers as a class. Ask students to explain the differences between physical and chemical changes and provide examples of each.
Assessment (20 minutes):
After reviewing the crossword puzzle answers as a class, ask students to work in pairs or small groups to come up with a list of observable evidence that would indicate a chemical change has occurred.
Provide materials such as vinegar, baking soda, and food coloring, and have students plan and carry out an investigation to determine if a chemical change has occurred.
Students should record their observations and share their findings with the class.
Conclusion (10 minutes):
Review the key concepts related to physical and chemical changes that were covered in the lesson.
Encourage students to continue exploring the properties of matter and to look for examples of physical and chemical changes in their everyday lives.
View/Download Resource by completing the form below
