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Science lesson plan · 5th grade (Year 6 in England) · 30 minutes

Physical and chemical changes

Chemical reactions, acids and bases

CCSS NGSS.5-PS1-4CCSS NGSS.MS-PS1-2England: KS2 Y5 Properties and changes of materialsEngland: KS3 Chemistry: Chemical reactions

Objective and success criteria

Students will: Physical and chemical changes.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: no earlier skill in the map; start from what students know.

Leads to: Reactants, products and word equations; Acids, alkalis (bases) and the pH scale; Spot the evidence that a chemical reaction happened

Materials: Teacher demo or video, Indicator color chart, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval: three short questions students should already manage. Answers on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Is this a physical or a chemical change: water boiling? (physical change / chemical change) → physical changePrompt: Is a new substance made?
  2. Which observation shows that a chemical reaction has happened? (A gas is given off and the colour changes / Ice turns to water / Salt dissolves / The substance changes shape) → A gas is given off and the colour changesPrompt: Look for signs of something new being made.
  3. Physical and chemical changes: which statement is NOT true? (Rusting needs both oxygen and water. / All bubbles mean a chemical reaction. / In a chemical reaction, atoms are rearranged to make new substances. / Burning is a chemical change.) → All bubbles mean a chemical reaction.Prompt: Does each change make a new substance?

Hook · 3 min

  • Drop an antacid tablet in water (or show a clip) and ask whether a new substance is being made.
  • Share the objective: Physical and chemical changes. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Is this a physical or a chemical change: baking bread?
  • Step 1: In a chemical change new substances are made.
  • Step 2: So the answer is: chemical change
  • Answer: chemical change
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Is this a physical or a chemical change: crushing a can? (physical change / chemical change) → physical changePrompt: Is a new substance made?
  2. Which is a chemical change you might see in a kitchen? (chopping carrots / freezing juice / toasting bread / melting butter) → toasting breadPrompt: Which one makes a new substance with a new colour and smell?

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Is this a physical or a chemical change: iron rusting? (physical change / chemical change) → chemical changePrompt: Is a new substance made?
  2. Which observation shows that a chemical reaction has happened? (A gas is given off and the colour changes / The substance changes shape / Ice turns to water / Salt dissolves) → A gas is given off and the colour changesPrompt: Look for signs of something new being made.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Use concrete materials: teacher demo or video.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Reactants, products and word equations; Acids, alkalis (bases) and the pH scale; Spot the evidence that a chemical reaction happened.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-5.

Free lesson plan from eurekami.com/lesson-plan-builder

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Physical and chemical changes

Name

Date

Score/ 6

  1. Question 1

    Is this a physical or a chemical change: sugar dissolving in tea?

    • A. physical change
    • B. chemical change

  2. Question 2

    Physical and chemical changes: which statement is NOT true?

    • A. Dissolving is a physical change.
    • B. Rusting needs both oxygen and water.
    • C. Melting is a chemical change.
    • D. In a chemical reaction, atoms are rearranged to make new substances.

  3. Question 3

    Why is boiling water a physical change?

    • A. It cannot be reversed
    • B. Water turns into hydrogen and oxygen
    • C. Bubbles always mean a chemical change
    • D. The steam is still water, just in a different state

  4. Question 4

    Is this a physical or a chemical change: water boiling?

    • A. physical change
    • B. chemical change

  5. Question 5

    Which is a chemical change you might see in a kitchen?

    • A. freezing juice
    • B. melting butter
    • C. chopping carrots
    • D. toasting bread

  6. Question 6

    Is this a physical or a chemical change: baking bread?

    • A. physical change
    • B. chemical change

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Answer key: Physical and chemical changes

  1. 1. A. physical change

  2. 2. C. Melting is a chemical change.

  3. 3. D. The steam is still water, just in a different state

  4. 4. A. physical change

  5. 5. D. toasting bread

  6. 6. B. chemical change