Lesson Code (Course - Master Objective # - Benchmark # - Lesson # - #)
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Physical Science 2-1-1-1
Title - Author
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Changes of Matter - Debbie Lyons
Benchmark/Expectation/Concept/Process/Skill
 2-1 Compare and contrast the chemical and physical properties and the changes of matter.
Relevant Goals
Show-Me
Process
 1.6
 1.8
Show-Me
Science Content
 1
Missouri
Science G(C)LE(s)
 1.1.G.a
 1.1.A.a
 1.1.D.b
 1.1.D.c
SJSD
6
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National
(5-8, 9-12)
 A
Learning Path
Previous Learning
 1.1.A.6.a: Identify
matter is anything
that has mass and
volume.
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Targeted Learning
1.1.G.a) DOK 2 Distinguish
between physical and chemical
changes in matter
(1.1.A.a) DOK 1 Compare the
densities of regular and irregular
objects using their respective
measures of volume and mass
(1.1.D.b) DOK 2 Predict the
effect of a temperature change
on the properties (e.g., pressure,
density) of a material (solids,
liquids, gases)
(1.1.D.c) DOK 2 Predict the
effect of pressure changes on the
properties (e.g., temperature,
density) of a material (solids,
liquids, gases)
Future Learning
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1
Possible Misconceptions
 Matter can be created and/or destroyed.
Teacher Notes
 Have all supplies and/or worksheets prepared prior to class.
 Modify and adapt each lesson for the student’s individualized needs per the I.E.P.
Engage: Engages the learner’s mind in the concept, process, or skill to be learned, and makes
connections between prior experiences and the current learning goals.
 Tape butcher paper to the board with the columns: Gas, Liquid, Solid.
 Ask students the following questions and fill in the chart with their answers.
 What is a liquid? (have student’s give examples)
 Can you see a liquid? (yes or no)
 What is a gas? (have student’s give examples)
 Can you see a gas? (yes or no)
 What is a solid? (have student’s give examples)
 Can you see a solid? (yes or no)
 Formative Assessment(s):
 Ask class for choral answers.
 Listen and observe as student’s answer questions.
Explore: Provides or creates a common experience for all learners and helps the teacher
identify the prior knowledge of each learning to build on. This stage allows time for the learner
to explore their ideas. This stage should be concrete and meaningful to the learner.
 Ask students:
 How do you change a solid to a liquid? (ice melts into water)
 How do you change a liquid to a gas? (Puddle of water on the sidewalk disappears – where? Or heat
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Water in a tea pot until steam rises. Ask students what just happened?)
Demonstrate “Sublimation” (changing from a solid to a gas). Place a piece of dry ice in a dish.
Instruct the students that nobody is to touch the dry ice and keep it away from their reach. Add a drop
of water to increase the process.
Wait for questions and discuss.
Formative Assessment(s):
Explain: Allows the learner to construct an explanation (claim  evidence  reasoning). The
teacher provides information in common terms to increase the accuracy of the explanation.
 State “A melting sculpture…a spectacular bonfire…a cake baking in the oven…a milkshake in the
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making…an explosion…all of these involve changes in matter. How do we know which is which?
Discuss physical changes (changes in shape, color, or state). Students brainstorm a list.
Discuss chemical changes (changes involving chemical reactions). Students brainstorm a list.
Discuss why physical changes can go back to the regular state of matter, but chemical changes do not.
Complete attached worksheet entitled “Two Ways to Change.” Go over answers. Ask students:
“What do you think happened to the objects based on evidence and reasons why it happened.”
In science notebooks, record their claim, evidence found, and reasons they made the claim.
Formative Assessment(s):
Worksheet “Two Ways to Change.”
Science notebook entry.
Elaborate: Pushes learner understanding, building on current understanding to increase the
depth and breadth of understanding. Allow the learner to extend and apply the concepts,
processes, or skills. Allows learner to experience new situations to apply to their learning.
 Tell the students they are now going to practice the medieval art of Alchemy. (Transferring base
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metals into gold.) Pair up students.
Procedure:
Each lab partner should obtain 3 pennies.
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Weigh approximately 0.50 g. of zinc mesh. Place in a beaker.
Carefully pour 25 ml. of sodium hydroxide solution into the beaker. Place the pennies in the beaker.
CAUTION: Sodium hydroxide is caustic. If any of it gets on your skin, immediately wash the
affected area with cold water and tell the teacher.
Place a watch glass over the beaker. Heat the beaker gently with the Bunsen burner until the solution
just begins to bubble. Lower the burner flame to continue gentle bubbling. CAUTION: DO NOT
allow the solution to boil vigorously or heat it to dryness.
Continue heating until no further changes in the coins appear.
Use beaker tongs and a glove to remove the beaker from the stand.
Using tongs, carefully remove the coins from the beaker and place them into a beaker of water.
Remove the heat from the sodium hydroxide solution. Keep at least one of the coins aside for
observations. Dry the coins carefully.
Briefly heat the other treated, dried coins in the outer cone of the burner flame, holding it vertically
with tongs. Heat the coin until you observe a change – approximately 3-5 seconds. DO NOT
OVERHEAT!!!
Immediately immerse the coin in a clean beaker of water or under running water from the faucet.
Remove the coin from the water and dry.
Observe the three pennies.
If students brought their own pennies they need to take them home CAREFULLY.
Formative Assessment(s):
Teacher observes procedures and an open discussion is created.
Evaluate: Provides and opportunity for the learner to assess their own understanding and be
able to demonstrate the depth and breadth of that understanding to others. Teacher assesses the
learner’s level of understanding and mastery.
 Summative Assessment(s): Students will describe the physical characteristics of the untreated penny,
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the penny treated with sodium hydroxide and zinc, and the penny treated with sodium hydroxide and
zinc with heat added. Create a chart.
Students will compare the colors of the three types of coins (untreated (copper colored), heated in
sodium hydroxide and zinc (silver colored), and heated in the flame (gold colored).
Teacher will ask the following questions and students will respond aloud and in their science
notebooks.
1.” Does the appearance of the treated coins remind you of other metals? “ (Copper, silver, and gold.)
If so, explain.(because they look like those metals)
2. “If someone says that gold was made in this activity, how can you decide whether it was?” (Gold
was not made. Check for physical properties like density, or scratch it to see what is underneath.)
3. “Can you think of any practical uses for the metallic changes you observed in this activity?”
(Plating jewelry, making inexpensive objects look more expensive.)
4. “What happened to the copper atoms originally present in the treated pennies?” (Nothing, they are
still there. A physical change does not alter the substance. The original atoms were rearranged and
covered up.)
5. “Do you think we could convert the treated pennies back to normal coins?” (Yes. You simply have
to wear the plating off.)
Additional Resources:
 Text:
 Websites:
 Video:
 Attachments: “Two Ways to Change.”
Teacher Review: Include date, course, and name of teacher.
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