Science - 5th Grade
Standard 1 Objective 2
Science - 5th Grade
Standard 1 Objective 3
At the conclusion of this activity students will be able to describe and compare physical changes.
Copy of "Physical Changes and Chemical Reactions Journal Page" for each student.
Physical changes and chemical reactions are taking place all around us and all the time. This activity will challenge students to identify some of those physical changes and chemical reactions and share what they discover with the class. Conduct this activity at the end of the this unit when your students have a good understanding of physical changes and chemical reactions. You can use this activity as an assessment of students' understanding of physical changes and chemical reactions.
1-Use science process and thinking skills.
2-Manifest scientific attitudes and interests.
3-Understand science concepts and principles.
4-Communicate effectively using science language and reasoning.
Invitation to Learn:
For this demonstration you will need one sheet of ordinary notebook paper and a pair of scissors.
Ask the class to describe the physical properties of the paper before and after the hole was cut in it. Was the paper changed chemically or physically? (Physically. Only the physical properties of the paper were changed; no new substances were formed by cutting the paper.)
Adapted from: Invitations to Science Inquiry by Tik L. Liem
To help students further understand phase changes, set out a piece of dry ice and have students observe it. Since dry ice (frozen carbon dioxide) sublimates, goes from a solid to a gas, at room temperature students will be able to watch it disappear. Have them describe the properties of the dry ice before and after it sublimates. How have the physical properties changed? (Solid to a gas ). Have any new substances been created? (No, just a phase change ) How could the carbon dioxide be changed back into a solid again? (Getting it cold enough)
Use this rubric to assess your students ' performances:
Compare and Describe Physical Changes
Student 's Name ____________________________________
||Clelar, accurate, descriptions. All observations completed.||Descriptions mostly clear and accurate. All observations
||Descriptions somewhat clear and accurate. All obervations
|Descriptions unclear and inaccurate. All observations incomplete.|
|Presentation||Demonstration well-prepared, and within time limit. Presenter show confidence.||Demonstration fairly well-prepared, and within time limit. Presenter a little unsure of self.||Demonstration prepared but not within time limit, presenter unsure of self.||Demonstration shows no evidence of preparation.|
This lesson is part of the Fifth Grade Science Teacher Resource Book (TRB3) http://www.usoe.org/curr/science/core/5th/TRB5/. The TRB3 is designed to be your textbook in teaching science curriculum to your students. This book covers all the objectives of each standard and benchmark. If taught efficiently, a student should do well on the End-of-Level (CRT) tests. The TRB3 is designed for teachers who know very little about science, as well as for teachers who have a broad understanding of science.