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Science lesson plan · 5th grade (Year 6 in England) · 60 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 · 6 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: milk going sour? (physical change / chemical change) → chemical changePrompt: Is a new substance made?
  2. Which observation shows that a chemical reaction has happened? (Ice turns to water / Salt dissolves / The substance changes shape / A gas is given off and the colour changes) → 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. / Dissolving is a physical change. / In a chemical reaction, atoms are rearranged to make new substances.) → All bubbles mean a chemical reaction.Prompt: Does each change make a new substance?

Hook · 6 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 · 12 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 · 12 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: wood burning? (physical change / chemical change) → chemical changePrompt: Is a new substance made?
  2. Why is boiling water a physical change? (Water turns into hydrogen and oxygen / The steam is still water, just in a different state / Bubbles always mean a chemical change / It cannot be reversed) → The steam is still water, just in a different statePrompt: What are the bubbles made of?

You do: independent practice · 17 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Which is a chemical change you might see in a kitchen? (toasting bread / chopping carrots / melting butter / freezing juice) → toasting breadPrompt: Which one makes a new substance with a new colour and smell?
  2. Physical and chemical changes: which statement is NOT true? (Melting is a chemical change. / Burning is a chemical change. / Dissolving is a physical change. / Rusting needs both oxygen and water.) → Melting is a chemical change.Prompt: Does each change make a new substance?

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/ 8

  1. Question 1

    Is this a physical or a chemical change: iron rusting?

    • A. physical change
    • B. chemical change

  2. Question 2

    Which observation shows that a chemical reaction has happened?

    • A. A gas is given off and the colour changes
    • B. Ice turns to water
    • C. Salt dissolves
    • D. The substance changes shape

  3. Question 3

    Physical and chemical changes: which statement is NOT true?

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

  4. Question 4

    Is this a physical or a chemical change: cutting paper?

    • A. physical change
    • B. chemical change

  5. Question 5

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

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

  6. Question 6

    Is this a physical or a chemical change: wood burning?

    • A. physical change
    • B. chemical change

  7. Question 7

    A nail left outside turns orange-brown and flaky. What has happened?

    • A. Iron reacted with oxygen and water to make rust
    • B. Paint fell on it
    • C. The nail dissolved
    • D. The nail melted

  8. Question 8

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

    • A. physical change
    • B. chemical change

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Answer key: Physical and chemical changes

  1. 1. B. chemical change

  2. 2. A. A gas is given off and the colour changes

  3. 3. C. Melting is a chemical change.

  4. 4. A. physical change

  5. 5. B. toasting bread

  6. 6. B. chemical change

  7. 7. A. Iron reacted with oxygen and water to make rust

  8. 8. A. physical change