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Shannon Williams Edat 6119 Physical And Chemical Changes Thematic Unit 1

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  • 1. Physical and Chemical Changes in Matter Thematic Unit Shannon Williams EDAT 6119 Dr. Kuforiji th April 15 , 2010 Physical Science Unit Overview
  • 2. Physical and Chemical Changes of Matter Rationale Matter, under normal conditions, exists as a solid, liquid, or gas, and can change its physical and chemical form. In the world around us, matter is changing state 9all around us) right before our eyes and for the most part we do not realize or think about it. The reason students should know about matter, as well as, physical and chemical changes because it is the very essence of everything in and around us. We must understand the part to whole make of substances (particles, a chair, a book, paper, etc…) and how they can be manipulated by man, machine, and/or nature. Realizing that the make up of different items is contrived out of matter (solid, liquid, gas). We will be learning, manipulating, and discovering more about matter, as well as, physical and chemical changes in this unit. This unit was created using the backwards design, in which I first created the assessment and work my way back to the beginning or starting point of this unit. This ensures that my assessment is a true representation of the data, models, and labs given to the my students. This task was completed using 5th Grade Georgia Performance Standards for Physical Science, Teachers’ Science Book, and other outside sources such as but not limited to united streaming. This unit focuses on major concepts and skills from Georgia Performance Standards for 5th Grade Science listed below. Major concepts/skills: Concepts/skills to maintain: Habits of mind 1. Introduction to 1. Record observations Conservation of Matter 2. Physical Changes 2. Offering and consider reasoning 3. Chemical Changes 3. Quantifies data 4. 5. Measures and estimates 6. 7. Identifies parts and makes models
  • 3. 8. 9. Describe changes 10. 11. Compare physical attributes 12. 13.Draws and/or sketches Georgia Performance Standards Fifth Grade Physical Science S5P1. Students will verify that an object is the sum its parts. S5P1a. Demonstrate that the mass of an object is equal to the sum of its parts by manipulating and measuring different objects made of various parts. S5P1b. Investigate how common items have parts that are to small to be seen without microscope. S5P2. Students will explain the difference between a physical change and a chemical changes S5P2a. Investigate physical changes by separating mixtures and manipulating paper (cutting, tearing, folding) to demonstrate examples of physical changes. S5P2b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to differences and are examples of physical changes. S5P2c. Investigate the properties of a substance before, during, and after a chemical Reaction to find evidence of changes. Changes in Matter BIG IDEA- Everything in the universe is made of matter. Matter can change, both physically and chemically. Essential Questions Lesson 1- What is Matter Made Of? Lesson 2- What are Physical Changes in Matter? Lesson 3- What are Chemical Changes in Matter? Calendar This is a unit that is undertaken in the month of March
  • 4. according to the pasting chart for State of Georgia. This unit will be taught of a 8 day period. Each lesson consisting of two day’s at about 30 to 45 minutes each. At the end of each lesson through PowerPoint the students will have some types of review through modeling, ticket-out the door, or drawings. Calendar Break Down Lesson 1- Monday and Tuesday (30 to 45 minutes each) What is Matter? Objective 1: Compare the properties of materials, including how they dissolve in water. Objective 2: Understand that the atom is the smallest particle of matter. Objective 3: Know that elements are substances made of just one kind of atom. Lesson 2- Wednesday and Thursday (30 to 45 minutes each) What are Physical Change in Matter? Objective 1: Compare evaporation rates for different materials. Objective 2: Describe states of matter and changes in state. Objective 3: Understand physical changes. Objective 4: Identify ways to separate mixtures. Lesson 3- Friday and Monday (of following week) (30 to 45 minutes each) What are Chemical Change in Matter? Objective 1: Identify the conditions that foster rusting. Objective 2: Understand chemical changes and know how they differ from physical changes. Objective 3: Understand compounds and know how they differ from elements. Performance Assessment- Tuesday and Wednesday (30 to 45 minutes each) Changing Foods Objective 1: Identify and understand the differences in physical and chemical changes. Objective 2: Create a visual representation of how food changes through the process of chemical changes. *denotes the topic of the lesson Materials List Digital camera Video camera Apple, banana, or potato
  • 5. Computer with internet access Animoto video web site Changing Food Rubric What is Matter? PowerPoint What is a Physical Change? PowerPoint What is a Chemical Change? PowerPoint Physical and Chemical Changes Quiz (Turning Point) Turning Point downloads Turning Point equipment (clickers) Physical and Chemical Changes Video Changes in States Posters (Solid, Liquid, and Gas) LCD Projector HSP Science Book Highlighter Pencil Subject Matter Content All subject matter will be presented through PowerPoint. The teacher will have to look over the content before teaching it. The information in red is the vocabulary discussed through the unit, as well as, phrases within the PowerPoint that are key points are highlighted. The students are taught to circle or underline the key points, because they are clues and signals that something is important. Lesson #1- What is Matter? Introduction Have you every wondered what the items around you and even yourself consist of? Well let me tell you it is matter! If you where to cut your pencil, book, or desk in half. This is what you would observe. I will hold up a model of a solid with particle looking like orange circles. Outcome Upon successful completions of this less, the students will be compare the properties of materials, including how they dissolve in water, understand that the atom is the smallest particle of matter and know that elements are substances made of just one kind of atom. Standards
  • 6. S5P1b. Investigate how common items have parts that are to small to be seen without microscope. S5P2a. Investigate physical changes by separating mixtures and manipulating paper (cutting, tearing, folding) to demonstrate examples of physical changes. Resources HSP Science Book, Media Center Books on Physical and Chemical Changes, What Is Matter PowerPoint, Integration of Technology Technology will be integrated into this lesson through the use of PowerPoint and Interwrite Board. Students will be given various opportunities to aid in the instruction of this material through drawing and circle items within the PowerPoint. The will be able to add additional examples to the content. Students will also create the changes in state in their notes. Materials Computer LCD Projector Interwrite Board What is Matter? PowerPoint Highlighter Pencil Student copy- What is Matter? PowerPoint Changes in State Poster (Solid, Liquid, Gas) Color Pencils Process The students and teacher will walk through the PowerPoint information about what is matter. Each time they reach sentence written in red, they will highlight because these are their vocabulary. It aids them in reviewing of information by having them only have to make a quick glance to find them. As well as, the students will give ideas that they will as to the powerpoint by way of the interwrite board. The powerpoint will walk the students through each of the three states of matter. The will also write down examples of the states of matter. Assessment The students will be assessed informally through questions asked throughout the lesson, as well as, (ticket out the door)
  • 7. on the way to lunch. Lesson #2- What are Physical Changes? Introduction I will start out by giving all the students a sheet of paper and ask them to rip or tear it. I will then ask them to place them in a small grouping on their desk. Then I will ask them to look at the objects, what do you have before you? I am looking for them to say paper. I will ask them is it still paper since we ripped it up. And of course they will respond with yes. This will lead me into my discuss about how we can manipulate items and still have that item. Outcome Upon successful completions of this less, the students will be able compare evaporation rates for different materials, describe states of matter and changes in state, understand physical changes, and identify ways to separate mixtures. Standards S5P2a. Investigate physical changes by separating mixtures and manipulating paper (cutting, tearing, folding) to demonstrate examples of physical changes. S5P2b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to differences and are examples of physical changes. Resources HSP Science Book, Media Center Books on Physical and Chemical Changes, What Are Physical Changes PowerPoint Integration of Technology Technology will be integrated into this lesson through the use of PowerPoint and Interwrite Board. Students will be given various opportunities to aid in the instruction of this material through drawing and circle items within the PowerPoint. The will be able to add additional examples to the content. Materials Computer LCD Projector Interwrite Board What are physical Changes? PowerPoint
  • 8. Highlighter Pencil Student copy- What are physical changes? PowerPoint Process The students and teacher will walk through the powerpoint information about what is matter. Each time they reach sentence written in red, they will highlight because these are their vocabulary. It aids them in reviewing of information by having them only have to make a quick glance to find them. As well as, the students will give ideas that they will as to the powerpoint by way of the interwrite board. The powerpoint will walk the students manipulate paper in different ways that are physical changes (cutting, ripping, tearing, crumbling, folding, crushing, etc… The will also write down examples of the states of matter. Assessment The students will be assessed informally through questions asked throughout the lesson, as well as, (ticket out the door) on the way to lunch. Lesson #3 What are Chemical Changes in Matter? Introduction Have you every wondered why when your parents burned your toast in the morning at breakfast it did not look or taste the same. While to day, we will be learning what happens to a number of items when they are chemical changed. We will be looking at burning, bleaching, tarnishing and a host of other chemical changes. Outcome Upon successful completions of this less, the students will be able to distinguish between a chemical and physical change. As well as, know the clues that show that a chemical change has taken place. At the end of this lesson students will complete a Turning Point Quiz (in which they will use clickers to give their response to questions about chemical and physical changes).
  • 9. Standards S5P2c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of changes. S5P1a. Demonstrate that the mass of an object is equal to the sum of its parts by manipulating and measuring different objects made of various parts. Resources HSP Science Book, Media Center Books on Physical and Chemical Changes, What Are Chemical Changes PowerPoint, Turning Point Downloads, Turning Point Equipment Integration of Technology Technology will be integrated into this lesson through the use of PowerPoint and Interwrite Board. Students will be given various opportunities to aid in the instruction of this material through drawing and circle items within the PowerPoint. The will be able to add additional examples to the content. Students will also complete a Turning Point Quiz at the end of the lesson, in where they will response using clickers. This makes their learning current, I am able to give them immediate feedback on the correct answer and figure out their thinking behind an answer they chose. Materials Computer LCD Projector Interwrite Board What are chemical Changes? PowerPoint Turning Point Equipment Turning Point downloads Chemical and Physical Changes Quiz (Turning Point) Highlighter Pencil Student copy- What are chemical changes? PowerPoint Process The students and teacher will walk through the powerpoint information about chemical changes. Each time they reach sentence written in red, they will highlight because these are their vocabulary. It aids them in reviewing of information by having them only have to make a quick glance to find them. As well as, the students will give ideas that they will as to the
  • 10. powerpoint by way of the interwrite board. Assessment The students will be assessed using turning point. Turning Point is a program in where students are able to take quizzes or test using hand held devices and receive immediate response on their answer choice. The quiz is attached. Performance Assessment: Culminating Activity Food Changes Performance Task Introduction Activity Prompt Design an experiment to observe the chemical changes of apples, bananas, or potatoes. Record your observation (using either a video camera, digital camera, Publisher, etc…) of your materials before, during, and after the chemical reaction. Be sure to include qualitative observations, such as color, texture and odor, and quantitative observations, such as temperature changes. Outcome Upon successful completion of this lesson, the students will be able distinguish between physical and chemical changes, as well as, identify what matter is. Standards S5P2. Students will explain the difference between a physical change and a chemical changes. S5P2c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of changes. Resources Offline: HSP Science Book, Media Center Books on Physical and Chemical Changes, digital camera Online: Animtio, www.hspscience.com Integration of Technology Technology will be integrated into this performance assessment in the students will have to create a video showing the effects of food (banana, apple, or potato over time). As
  • 11. well as, use a video camera and/ digital camera to capture pictures of the changes occurring. Materials Digital camera Video camera Apple, banana, or potato Computer Animoto video web site Changing Food Rubric Process Step 1 Design your experiment. Think about how you could observe how food changes before, during, and after a chemical reaction. Write notes about your ideas. Use the hints suggested in the project activity suggestions. Step 2 Write your plan. Refer to the Investigate portion of the lesson and study The format of the materials you will write and record. Use that format to Write the steps of your experiment. 1. List the materials you will need. 1. Write the steps in the process you will take. 1. Draw the table you will fill out as you collect your data, as well as, think about what pictures or record each step for illustration and narrative later. 1. Draw a graph that will summarize your data. Step 3 Summarize the experiment by writing what you predict the investigation Will show and what variables will be measured. (Make it one or two slides Of your animation video. Step 4 Correct any errors in grammar, punctuation, spelling, and capitalization. Make a final version, and show it to me (teacher) for approval.
  • 12. Step 5 Conduct your experiment. Record the data on the data table. Fill in the Graph to display your results, as well as, take pictures or video tape each Step to be created in your video. Step 6 Consider the data you collected, and summarize the results of your Experiment, as well as, create animoto video show the process and results. Assessment The students will complete a performance-based assessment. The students will create a video detailing how food changes by way of a physical change over time. The will present this demo to the classmate for viewing. The students will be graded using the rubric below. It was created by me and the students will be given a copy in advance to insure the know what is expected of them. Food Changes Performance Rubric Score 4 Score 3 Score 2 Score 1 1. Contains a 1. Contains a 1. Contains a 1. Contains an clear adequate somewhat unclear plan plan for plan for clear plan for conducti conducting for conducting ng the the conducting the experim experiment the experiment ent written experiment written with written mostly in the written incorrect in the correct mostly in the format correct format correct format format 2. Display a 2. Displays an 2. Displays a 2. Displays a clear adequate general poor understandin understandin understandin understandin g of the g of the g of the g of the variables of variables of variables of variables of the the the the experiment experiment experiment experiment 3. Conducted 3. Conducted 3. Conducted 3. Poorly the the the conducted experiment experiment experiment the according to mostly by generally by experiment the plan the plan the plan
  • 13. 4. Contains 4. Contains accurate data adequate and clear data and a graph in generally video clear graph 5. Contains an to display accurate data in video summary Contains little data and an unclear or inaccurate graph in video 1. Contains a poor summary Extensions/Modification This lesson can be expanded for my gifted students by having them research in more depth about the different chemical process that the food is going through and adding it to the video. Students will special needs would be given more time and the requirements will be limited to three items. For my minority students with out the use of a home computer or camera, they will be allowed class time to complete and work on this assignment.