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Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Bubbles and Colors and Smells...Oh My! : | In this lesson, students will conduct observational and experimental investigations to differentiate between physical changes and chemical change. Students will make and record observations as well as identify experimental variables. Students will conduct several investigations to help them to understand the differences between chemical and physical changes. Students will record investigative observations and use their observations to provide evidence that a physical or a chemical change has occurred. |
| Maintaining Mass: | The student will demonstrate that mass is conserved when substances undergo chemical and/or physical changes through experimentation and evaluation of experimentation procedures. Students will be able to analyze the demonstration and provide evidence for or against the law of conservation of mass.Students will first view and then hypothesize, based on their knowledge of the law of conservation of mass, why a teacher demonstration does not seem to prove the law. Students will then explore a modified version of the experiment to determine ways that the teacher demonstration should have been changed to show conservation of mass effectively. |
| Chemical and Physical Changes in the City: | This is a lesson about chemical and physical changes encountered on a daily basis. |
| What's Your Change?: | Students will identify the best material to use for playground equipment by analyzing the physical changes that happens to each type. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Physical and Chemical Changes Introductory Lesson: | In this POE lesson, students will explore different visual and verbal representations of physical and chemical changes to predict the definition and indicators of the types of changes, observe the different changes, and explain how their definition compared to that of the class. |
| Chemical and Physical Change: | This yummy lesson on physical and chemical changes will require students to apply their scientific knowledge to a backyard treat. |
| The Mystery of Mass: | This lesson is a set of two activities:
- The conservation of mass is illustrated during a teacher demonstration of dissolving salt into water. The mass of the system will be calculated before and after the substances are combined so that students can compare them. Students investigate whether mass stays the same, increases, or decreases during the physical change.
- Students complete a paper atom and molecule activity showing the connection between a proper balanced equation and the conservation of mass. Students will use paper atom manipulatives to show the relationships between the reactants and products of a chemical reaction. The balancing of a chemical reaction is the conservation of mass in action.
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| Temperature and Chemical Reactions: | In this lesson students will investigate how temperature influences chemical reactions. Students will conduct an investigation and complete a simulation to determine what is happening at the molecular level of a chemical reaction when there is a change in temperature. |
| Timing is Everything for Reactions!: | This predict, observe, and explain lesson allows students to investigate the influence of temperature on the rate of reactions. Students will have the opportunity to perform a lab activity that will help them discover that as temperature increases, so does reaction rate. This lesson includes a reaction rate demonstration, probing questions throughout the lesson, a meaningful class discussion, and a final product. Students will use what they've learned in the lab, to apply it everyday examples where reaction rates are influenced by temperatures. |
| The Nerve to Conserve: | While not explicitly stated in the standard, the idea that the Law of Conservation of Mass is conditional to a closed system and this is the focus of my lesson. This lesson starts with an investigation of seeds growing in a jar with students quickly recording the mass each day for 5 days. On the 5th day, students complete 2 more investigations, half with closed systems and half with open systems. They will compare the final masses and draw conclusions independently and through class discussions about the condition of the Law of Conservation of Mass. |
| Let's Make a Change!!!: | This lesson has students conduct 11 different experiments, make observations of changes, and determine whether a physical or chemical change has occurred. The experiments allow students to observe different kinds of physical changes (changing state, dissolving, change size) and chemical changes (color change, new substances formed). |
| Matter Changes but Mass is Saved!: | The focus of this lesson is for students to gain an understanding of how to identify if changes in matter are a physical or chemical change. Also, students will see that the mass before and after a physical and chemical changes will be the same which supports the Law of Conservation of Mass. The lesson consists of teacher demonstrations, student lab activities. a writing activity to support student findings and the creation of presentations for students to share their results and applications of concepts to the real world. |
| Faster Phizz: | This activity allows students to test the reaction rate of a chemical change using an effervescent tablet in different temperatures of water. |
| Ch-Ch-Changes!: | This lesson is is used to introduce students to the concepts of physical and chemical changes in substances. The lesson instructs students how to identify which type of change has taken place. The lesson also contains an opportunity for students to produce a substance change and identify this as being a chemical or physical change. |
| Chemical or Physical Change? That is the Question!: | Students will conduct an investigation on the effect of laundry detergent on water temperature, use technology to graph their data, and determine whether a physical or chemical change occurred. Students will also read articles to gather evidence to write an evidence-based claim using the CLEVER method. |
| Change or Not - Same Mass: | The students make observations and take the mass of various structures constructed by the teacher. They rearrange the structures and measure the mass again. During the whole class discussion the students come to understand that during a chemical or physical change the mass is conserved. |
| Law of Conservation of Mass: | In this lesson, students will learn the difference between physical and chemical changes and their relationship to the Law of Conservation of Mass. The major concept that students should learn is that mass is conserved when substances undergo a physical or chemical change (Law of Conservation of Mass). |
| Tranquilizer Chemistry - Temperature and Reaction Rates: | Students must select a tranquilizer dart to be used by the US Fish and Wildlife Service for researching large animals. Next, they must help the US Geological Survey choose a new drilling device. Each projectile has varying characteristics based on the temperature of the chemicals inside. Students must select which temperature lends itself to a reaction suitable for service in animal research or geological studies. Other factors due to temperature come into play as well, such as density and melting point.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Balancing Chemical Equations Using a Visual Aid: | Students will use this kinesthetic activity to further their knowledge regarding balancing chemical equations. |
| Chemical and Physical Changes Lesson 2 of 4: | At the end of this lesson, students will be able to list the signs of a physical or chemical change and have a high degree of confidence in their ability to recognize them and differentiate between them in daily life. |
| “It's Time for a Change”: | Physical changes do not change what things are made of, but chemical changes do change what things are made of. |
| Chemical and Physical Changes Lesson 1 of 4: | Used to assess prior knowledge of chemical change and physical change.
** THIS IS LESSON 1 IN A SERIES OF 4 LESSONS. ** |
| Chemical and Physical Changes Lesson 3 of 4: | During a physical change, particles at the microscopic level, re-arrange themselves, but no new substance is formed. During a chemical change, particles are broken apart and the atoms are re-arranged into new particles, thereby forming a new substance. |
| Conservation of mass lab: | This activity may also be used as a demonstration lab, if materials aren't available, time, or other problems exist. |
| Conserve the Mass: | Students work through different activities examining the changes of physical and chemical and how mass is conserved. |
| Iced: | The students will demonstrate understanding of the Laws of Conservation of Mass by drawing conclusions based on their observations. |
| Lord of Fries Conservation MEA: | This is an 8th grade MEA. This MEA will ask students to investigate different types of hamburger patties and choose the one that is best for the restaurant. Some of the areas that students will examine is how the hamburger patties undergo a chemical change, but mass is not lost only changed into different substances. They will also investigate how the hamburger patties are chemically changed due to a change in temperature. Students will also be exposed to how the Law of Conservation of Mass is used in our daily lives. For example, cooking a hamburger patty, the mass is not lost but sometimes the juices are separated from the meat. Also, in French fries, matter is not created but cooking oil is absorbed by the fries. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| The Effect of Temperature on Chemical Changes: | Students will describe how temperature influences chemical changes.
Content statements:
- Increasing the temperature will cause chemical changes to occur faster.
- Decreasing the temperature will cause chemical changes to occur slower. |
| Time to Change the Baby!?!?!?: | In this open inquiry activity, students will explore what it is that keeps a diaper-wearer "dry" and whether it is chemical change or physical change. |
| Tip the Scales, Part One: | Students will find evidence to support the Law of Conservation of Mass which states that matter is neither created nor destroyed, it only changes form. |
Vetted resources students can use to learn the concepts and skills in this topic.
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
