Science
SCI.IV.2.2
Grade: 6
Strand IV:
Using Scientific Knowledge in Physical Science
Standard 2:
Changes in Matter - All students will investigate, describe, and analyze
ways in which matter changes.
Benchmark 2:
Describe common chemical changes in terms of properties of reactants
and products.
Constructing and Reflecting:
SCI.I.1.1- Generate scientific questions about the world based on observation.
• Construct questions for each of the investigations suggested below to guide the design of the investigation.
SCI.I.1.2 - Design and conduct scientific investigations.
• Investigate the solidification of various substances.
• Experiment with iron (steel wool) to discover that rusting is a chemical change involving combining iron and oxygen.
SCI.II.1.4 - Describe the advantages and risks of new technologies.
SCI.II.1.5 - Develop an awareness of and sensitivity to the natural world.
Vocabulary / Key Concepts
Context
Common chemical changes:
• burning
• rusting iron
• formation of sugars during photosynthesis
• acid reacting with metal and other
substances
Mass/weight remains constant in closed systems
Chemical changes:
• burning
• photosynthesis
• digestion
• corrosion
• acid reactions
• common household chemical reactions such
as with alkaline drain cleaners
Knowledge and Skills
Students will observe and describe that all
chemical changes begin with original substances,
which are called “reactants”. During the chemical
change a new substance or product with new
properties is produced. However, mass remains
constant in chemical reactions in closed systems
(no matter escapes).
Resources
Coloma Resources:
Labs from “Chemistry for Everyday Kids,” by
Janice VanCleaves (attached).
Other Resources
• MSU Matter & Molecules
•
Bill Nye
•
Science Explosion: “Physical Changes”,
“Chemical Changes”
•
Michigan Teacher Network Resources
•
BCISD Resources – Changes in Matter
Resources (Continued)
Videoconferences Available
For more information, see
www.remc11.k12.mi.us/dl or call Janine Lim
471-7725x101 or email jlim@remc11.k12.mi.us
IV.2.MS.2
Chemistry Capers from the Discovery Center of
Springfield
Cool Chemistry, Hot Reactions from Hook's
Discovery and Learning Center
6th Grade Science Curriculum
Technology Resources
IV.2.MS.2 Describe common chemical changes
in terms of properties of reactants and products.
Vernier Probes available: Temperature Probe,
pH Sensor
Instruction
Benchmark Question: What happens to matter
when it undergoes a chemical change?
Focus Question: What are the reactants and
products when a paper burns?
Have students brainstorm and list different changes
observed in matter. Have students cut paper into
pieces. Remind students that this is a physical change
(IV.2.MS1). Place paper into aluminum pie pan. Have
students draw and describe these reactants (paper
pieces and oxygen molecules). Carefully burn paper in
pie pan. Have students record and draw what they
observe.
Assessment
Optional Assessment
After students have experienced and discussed
burning in terms of products and reactants (see
Instructional Strategy), they will be ready to assess
the burning of a candle. Working within a small
group, students will observe a burning candle.
Students will list and categorize the reactants (wax,
O2, wick) and products (smoke, CO2, and H2O vapor)
of the burning process.
The process of photosynthesis is related to a
burning candle because they both involve an
energy transfer utilizing reactants and producing
products. List the reactants and products of
photosynthesis III.2.MS.3.
Reactants (before burning)
•
•
paper (cellulose)
oxygen (invisible in air)
Reactants and Products
(during burning)
• smoke
• gases (CO2 and H2O)
• light
• heat (flame)
• ashes form
Students should observe products:
•
•
•
Smoke (CO2, H2O)
Color change in paper
Light and heat from flame
NOTE TO TEACHER: these are the conclusions that
students should make:
• Chemical change—paper chemically
changes into H2O vapor, CO2 and paper ash
(new substances)
• Reactants—paper and O2 changed into
products smoke and paper ash.
Criteria: Accuracy of identification - reactants
Apprentice - Identifies none of the reactants.
Basic - Identifies one of the reactants.
Meets - Identifies two reactants.
Exceeds - Identifies three reactants.
Criteria: Accuracy of identification products
Apprentice - Identifies none of the products.
Basic - Identifies one of the products.
Meets - Identifies two of the products.
Exceeds - Identifies three products
Teacher Notes:
Physical changes are ones in which no new substance is produced; chemical changes result in new
substances. The difference between physical and chemical changes can sometimes be subtle or obscure, but
generally physical changes can be reversed more easily than chemical changes. Heat energy is involved in
the physical changes of melting, evaporation, thermal expansion, etc. “Substances react chemically in
characteristic ways with other substances to form new substances (compounds) with different characteristic
properties. In chemical reactions, the total mass is conserved. Chemical elements do not break down during
normal laboratory reactions involving such treatments as heating, exposure to electric current, or reaction with
acids. There are more than 100 known elements that combine in a multitude of ways to produce compounds,
which account for the living and nonliving substances that we encounter.” (NSES)
Focus Questions
•
•
What are the common physical changes of matter and the processes that occur?
What are the reactants and products that are involved in a chemical change?
•
How does the arrangement and motion of molecules change when heat is added or taken away?