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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: crushing a can? (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 / Salt dissolves / Ice turns to water / 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. / Dissolving is a physical change. / Atoms are destroyed in chemical reactions. / Burning is a chemical change.) → Atoms are destroyed in chemical reactions.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. A nail left outside turns orange-brown and flaky. What has happened? (Iron reacted with oxygen and water to make rust / The nail dissolved / Paint fell on it / The nail melted) → Iron reacted with oxygen and water to make rustPrompt: Rusting needs both air and water.

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. Physical and chemical changes: which statement is NOT true? (Burning is a chemical change. / Rusting needs both oxygen and water. / Atoms are destroyed in chemical reactions. / Dissolving is a physical change.) → Atoms are destroyed in chemical reactions.Prompt: Does each change make a new substance?
  2. Which is a chemical change you might see in a kitchen? (freezing juice / chopping carrots / melting butter / toasting bread) → toasting breadPrompt: Which one makes a new substance with a new colour and smell?

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

    Physical and chemical changes: which statement is NOT true?

    • A. All bubbles mean a chemical reaction.
    • B. Rusting needs both oxygen and water.
    • C. Burning is a chemical change.
    • D. Dissolving is a physical change.

  2. Question 2

    Is this a physical or a chemical change: crushing a can?

    • A. physical change
    • B. chemical change

  3. Question 3

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

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

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

  6. Question 6

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

    • A. physical change
    • B. chemical change

  7. Question 7

    Is this a physical or a chemical change: fireworks exploding?

    • A. physical change
    • B. chemical change

  8. Question 8

    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. All bubbles mean a chemical reaction.

  2. 2. A. physical change

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

  4. 4. A. physical change

  5. 5. D. toasting bread

  6. 6. A. physical change

  7. 7. B. chemical change

  8. 8. B. chemical change