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.