7th+Grade+Physical+Science+Day+10

[7th Grade] [7th Grade Assignment Sheets] Geography] Language Arts] Math] Physical Science] Physical Science Unit Plan] Day 1] 2] 3] 4] 5] 6] 7] 8] 9] [10]


 * Subject: **Science
 * Topic: **Changes in Matter
 * Grade Level: **7th
 * Teacher: ** Ms. TenBroeck


 * Time Frame: ** 45 minutes

change and what is a chemical change. They will get a brief introduction to energy and develop a foundation for the following unit on energy.
 * Overall purpose/goal: ** The purpose of this lesson is for students to be able recognize what is a physical

12.C.3a > Explain interactions of energy with matter including changes of state and conservation of mass and energy.
 * State Standards: **

Students will create a list of at least four chemical changes and six physical changes that can occur. Students will identify other students’ list of changes as either chemical changes or physical changes.
 * Instructional Objectives: **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Materials: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">film canister, alka seltzer, water, paper towels, paperclip

Put alka seltzer and a small amount of water into a film canister and turn it upside down. The bottom will fly off and demonstrate a __physical change__. It is a physical change because of the change in state (liquid to gas). Explain to students that it is still the same substance after the change which is why it is a physical change and not a chemical change. Instruction //** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Explain that other kinds of physical changes include changes in shape, form or appearance. For example, bend a paperclip to show that its physical change is a change in shape.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Procedures: **
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Focus Attention/Motivation //**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">

Have students think of a burning candle and the flame and what it looks like. Ask: is this a physical change? (no) why not? The reason is because combustion takes place; when the fuel (candle wax) combines with oxygen, it produces heat, light, and new substances. Therefore, when a new substance is created, a __chemical change__ has taken place.

Look at the table on page 52 in the students’ text books which shows different examples of chemical change (combustion, electrolysis, oxidation, tarnishing). Talk about what students already know about energy and explain that for every chemical or physical change in matter, there is a change in energy. Going back to the example of the candle, when candle wax burns, it gives off energy. **//<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">

Student Engagement //** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">In partners, have students come up with 10 changes that they can think of. They should include both physical and chemical changes, but they should write the changes and the type of change on separate sheets of paper. They will exchange these changes with another set of partners who should identify whether they are chemical or physical changes. Give the example: I would write on my paper //crushing a soda can//. On another piece of paper I would write down that it is a physical change. Make sure students include at least 4 chemical changes in the changes they come up with because chemical changes might be harder to think of. Closure //** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Have students share a few examples of both physical and chemical changes that they came up with. As an assignment, students will pay attention for a single day to changes that they come across in their environment. They can be changes in the weather or things that happen during activities. For example, changes might occur when cooking or lighting a fire in the fireplace. Students should keep a list of the changes and try to identify which type of change occurs. Students will be given 2 days to complete the assignment.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Students will hand in the changes they think of and their partners identification which will be a formative assessment (They should write their names on the changes they come up with and their identifications). They will also be assessed in 2 days on their ability to identify changes that they observe in a single day.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Assessment: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">If struggling students cannot develop a list of 10 changes, they may have a few less. It is important that they see the difference between chemical and physical change, though. I might also give students pictures of changes so that they can see what takes place.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Accommodations: **

To challenge students, I would have them go one step further and identify which type of chemical change (combustion, electrolysis, oxidation, tarnishing) each chemical change is.