Chemical and Physical Changes

Grade 5 

Click Here for Presentation 

Be Prepared the be EMAZED

Science Standard 1

Students will understand that chemical and physical changes occur in matter.

Objective 2

Evaluate evidence that indicates a physical change has occurred.

Identify the physical properties of matter (e.g. solid, liquid, gas). 

1. Compare changes in substances that indicate a physical change has occurred. 
2. Describe the appearance of a substance before and after a physical change. 

Objective 3 

Investigate evidence for changes in matter that occur during a chemical reaction.

Identify observable evidence of a chemical reaction (e.g., color change, heat or light given off, heat absorbed, gas given off).  Explain why the measured weight of a remaining product is less than its reactants when a gas is produced.  Cite examples of chemical reactions in daily life.  Compare a physical change to a chemical change.  Hypothesize how changing one of the materials in a chemical reaction will change the results.  Ed Tech Standards: Standard 8  Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities.  This topic to be discussed over three to five weeks.  I used eMaze to create a slide show for my students.  I will have my students watch the slide show before the start of class or they can watch it at home as many times as they want.  I loved using eMaze.  It was easy to use and quick to put together.  I will be using this again.

Activity #1 At the start of class I will ask students how I can change the appearance of a sheet of paper.  I will do what they say i.e. rip paper, draw on paper, tear paper, burn paper.  Then show the class what happened.  And discuss what change occurred.  I will write on the board: 

• A physical change is when a material keeps it identity.  
• A chemical change is one substance or kind of matter changes completely into another substance or matter.

Go over safety while doing experiments.  No tasting, touching with fingers, safety goggles, etc.  I will perform the following experiments and discuss with the class the changes and what they are:

• Balloon popping-Physical change
• Polyurethane-chemical change

The students will perform experiments in groups and discuss what changes they see and record their findings: 
Worksheet #1      Worksheet #2

• Steal wool  
• Fake snow
• Baking soda and calcium chloride- chemical change

steel wool and vinegar experiment

Activity #2
Experiments Root beer Floats 

Take one glass and put a generous scoop of ice cream in it. In the another glass, fill it half full of root beer.  Ask students about their predictions about what the differences will be when you finish off these floats. 

• Will they look the same, and if not, what will be the differences?  

When the ice cream is added to the soda it doesn't create as many bubbles as when the soda was added to the ice cream.  In either case, when the ice cream and the root beer meet, the gas trapped in the root beer is released into a lovely bubble foam.  A lovely physical change.  

You are knocking the carbon dioxide in the soda out of solution. Bubbles of carbon dioxide do something called nucleation shortly after the pressure is released from a container of carbonated liquid. Nucleation is a reaction which occurs when components in a solution start to precipitate out, forming nuclei which attract more precipitate. Nucleation often occurs more easily at a pre-existing interface (a point of interaction between two systems) such as the ice cream.  Some ingredients in the ice cream lower the surface tension of the soda so the gas bubbles can expand, while other ingredients trap the bubbles in much the same way as small amounts of protein in seawater trap air to form seafoam.

So, when the ice cream is added to the soda, the soda had time to release most of the carbon dioxide into the air before the ice cream was added, but when the soda was added to the ice cream, the ice cream provides nucleation sites around which the carbon dioxide bubbles could form and grow.

Here are more experiments for in class.

Hop Skip and Learn Pinterest

Welcome to Utah!

Grade 4

Standard 5

Students will understand the physical characteristics of Utah's wetlands, forests, and deserts and identify common organisms for each environment.

Objective 2

Describe the common plants and animals found in Utah environments.

a. Identify common plants and animals that inhabit Utah's forests, wetlands, and deserts.

Ed Tech Standards: Standard 8 

Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities. 

I used Google slides to introduce students to Utah's Wetlands, Forests, and Deserts.  I have included animals and plants that are in each area and facts about each animal and pictures of each plant. Google slides is a great way to present information so the students can learn about and on their own. Google Slides was easy to use and fun to create.  I enjoyed creating this project.  I will be using Google Slides more in the future.

I will have the students watch the Google slides on their own and then discuss the information in class.  This information will be over 1 week.

Activity #1

The class will be split into groups where they will discuss by answering questions with pictures of wetlands, forest and desert at each group table.

• What habitat is most likely to be lowest in elevation: deserts or forests?
• What will most likely be the highest in elevation: deserts or forests?
• What environment can be at any elevation? Why?
• Why can a wetland be at any elevation?
• What environment, or environments, do you see?
• What time of year is it?
• What might the temperature be?
• Is there any evidence of precipitation?
• Do any of the pictures have common characteristics?
• What clues (inferences) were used to decide any information?

Activity #2
The class will get to create new animals and plants for an environment. The students will create an animal for one of three environments. We will put it all together.  Here are some questions to ask to decide where to place their animals.

• What shall we name this new animal? (For example, a boy named Dylan who likes to skateboard could be called “Dylan Skateboardicus.”)
• What is the weather like in this animal’s habitat?
• How does this animal find shelter?
• How does this animal find food?
• Does this animal have any predators?
• What behaviors show this animal has "adapted" to its environment?
• What would happen if the animals switched habitats?
• What adaptation features would be useful or useless in the new habitat?
• Do you think the animal could survive in the unfamiliar habitat?
• What does that tell you about how animals adapt to their environments?

It's a Bird, It's a Plane, It's a Cloud

Grade 4 

What Type of Cloud?

Science

Standard 2 

Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns.

Objective 1

Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds). 

EdTech Standard: Standard 6 
Use telecommunications efficiently and effectively to access remote information and communicate with others in support of direct and independent learning and for pursuit of personal interests. 

The idea behind this lesson is for students to learn about the three basic types of clouds and to know some basic cloud making knowledge.  

Activity #1
To begin I will do a Cloud Experiment where students watch me make a cloud in a bottle.  I will not tell them what we are learning this week.  I will ask questions where the students will hypothesis what will happen and why.

How to Make a Cloud
Cloud Maker Sheet

Activity #2
The students will be in groups of 4 and will conduct an experiment. 

Water in the Air?

Activity #3
I will read Little Cloud by Eric Carle outside.  They we will lay back and watch the clouds.  I will encourage my students to see shapes and objects out of the clouds and voice what they see.

Activity #3
My students will be identifying clouds.  Students will chart clouds and record what they observe and identify what clouds they see outside for 2 weeks.

Cloud Chart
Cloud Identification Chart

Resources
Weather
Cloud Song
Weather Experiments

I used http://www.easel.ly.  I loved, LOVE working with this tool.  Easy to work and many free templates.  I have made a few others just for fun.  I will be using this tool in the future.  It is great to put lessons into an infographic where students see all the information in a quick way.  My eight year old loves reading and learning what I have created.  He told me I need an A+++++++.

Pinterest Teaching Board

Grade 5

Pinterest Link

Standard 1 
Students will understand that chemical and physical changes occur in matter. 

EdTech Standard 5 

Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. 

A Pinterest board where students and myself can come to for ideas of Chemical reaction science projects and videos.  Students will look at project ideas to collaborate and communicate with fellow students for in class science project when we learn about chemical reactions.  This application will also be useful when I am looking for inspiration for experiments for the class.

Life Cycle of a Frog

Grade 1

Frog Life Cycle

Science

Standard 4 

Objective 1 
Describe changes in animals that are fast or slow.  Frogs go from eggs to an adult in a few months.

EdTech Standards: Standard 6
Use telecommunications efficiently and effectively to access remote information and communicate with others in support of direct and independent learning and for pursuit of personal interests. 

In class we will observe the life cycle of a frog.  I will introduce students with the life cycle of a frog using Globster.  We will discuss the different life stages and facts about the frog.  We can see changes all around us.  Whether it is a frog, seasons or landscape where we live. I will ask my students what other changes they see around them.  Change is a positive.  It is interesting when we see and recognized it.  

Activity #1
I will bring in live tadpoles and as a class we can watch them morph into their Adult forms.  The students will take turns observing the tadpoles in groups of two or three.  We will have a discussion each day about the frogs life cycle as the frogs do their thing.  After the frogs are Adults we will release them into the wild so they may life a happy life...(or be a meal).

Activity #2
I will read "Leap back Home to Me" by Lauren Thompson, "Once Upon a Lily Pad" by Joan Sweeney, and "From Tadpole to Frog" by Wendy Pfeffer.

Activity #3
The students will make a pop up frog out of construction paper.

Pop Up Frog Instructions
Pop Up Frog Template

Activity #4

My students will make their own frog life cycle.  They can use the frog pictures or can make their own frogs.  The students will paint paper plates blue o represent water.  Then they will glue the frogs life cycle in order on the plate.  Since the adult frog lives both in and out of the water make a lily pad for the frog to be on.

Frog Template




Resources
Frog Activities
Frogs
Frogs

I loved using Globster.  I was fun and enjoyable.  A great way to incorporate technology into the classroom.  I will use this in class as we learn about life cycles and changes in animals.  I have made many Globster projects.  It is addicting. 

Parts of a Flower

Kindergarten

Science

Standard 4 

Life Science. Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.

Objective 2 
Describe parts of a living thing.

EdTech Standards: Standard 5 
Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.

I will introduce my students to the parts of a flower on ThingLink.  It labels and names the different parts of a flower and gives a brief explanation.  The different parts are color coded the parts into female, male and neutral.  This is basic science where the students will expand on later in their education career. We will discuss each part and what it does.

Activity #1 In class I will put this diagram on the board and have one student at a time click or choose the dot to be clicked.  We will read and discuss as a class the parts of the flower and why the parts are important.  

Activity #2

I will have my students cut out and glue the parts of a flower and label their picture to instill their learning.  We will hang these on the wall outside the classroom.







Activity #3
We will read "Planting a Rainbow" by Lois Ehlert, "The Reason for the Flower" by Ruth heller, "Miss Rumphuis" by Barbara Cooney and "The Flowers are Calling" by Rita Gray

Activity #4
Each my students will plant a flower seed and we will water them and give them sunlight.  The students will measure and record what the seed is doing and how much it has grow each day.

Resources
Flower Crafts
Thinglink is a great tool.  Thinglink is very useful in labeling and identifying parts of things.  I will be using this tool in my lessons.