5E LESSON PLAN TEMPLATE Page |1

SUBJECT: Science

GRADE: 8

DATE: January 2018

DURATION: 60 minutes

TOPIC: Investigating physical and chemical changes

ATTAINMENT TARGET:
 Understand the existence of materials such as solids, liquids and gases, the particulate
nature of matter, and simple chemical reactions that change one material into another.
 Demonstrate a positive attitude towards the use of scientific language

BENCHMARKS:
 Understand physical and chemical changes and know that chemical changes take place
through the re-arrangement of atoms.
 Know how substances can be classified by their chemical nature and how this relates to
the way they react.

LEARNING OBJECTIVES:
 Explain the differences between physical and chemical changes in terms of composition,
reversibility and properties
 Perform investigations to distinguish physical and chemical changes
 Infer that chemical changes lead to formation of compounds and physical changes lead to
formation of mixtures
 Collect and display information on physical and chemical changes
 Develop a logical argument for classifying substances
 Value individual effort and team work by completing investigations
 Manipulate the materials and equipment given safely

KEY SKILLS: Observe, manipulate, collaborate, communicate, think critically – analyse,

classify, draw conclusions, interpret, evaluate, define operationally

KEY VOCABULARY: physical change, chemical change, reactants, products, elements,

mixtures and compounds

MATERIALS/RESOURCES: Iron(II) sulphide, sulphur, iron, Bunsen burner (heat source),

magnet, evaporating dish, internet, multimedia projector, samples of different mixtures, materials
for making poster, multimedia material on mixtures, elements and compounds, video on the
heating of the elements iron and sulphur to form the compound iron (II) sulphide.

CONTENT OUTLINE:
 Compounds are formed when two or more atoms combine in a chemical reaction.

Prepared by Science Section, CCU, MoE January 2018

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 Chemical change produces a new substance (compound), is usually irreversible and

involves changes in heat, mass or energy.
 During a physical change (e.g. state changes), the process is reversible and no new
substance is formed.
 Mixtures are formed when two or more elements and/ or compounds join physically.

PRIOR LEARNING: Check that students can:

 Show that matter is made up of particles
 Explain the difference between reversible and irreversible changes.
 State that elements are made of atoms

LEARNING OUTCOME:
 Explain the difference between elements, mixtures and compounds
 Carry out investigations to distinguish physical and chemical changes
 Deduce that chemical changes lead to formation of compounds and physical changes lead
to formation of mixtures

ASSESSMENT CRITERIA:
 Correct definition for mixtures given.
 Two correct differences between mixtures and compounds given.
 Substances correctly classified as elements, mixtures and compounds
 Justifiable reasons given for grouping

PROCEDURES/ACTIVITIES
Engage - How can I get students interested in this? Use of an interesting picture. (5 min)
Students will complete a pre-assessment activity on the differences between reversible
and irreversible changes. OR A test tube of water will be placed in a container of ice and
salt. A discussion will follow and a determination made whether it is a reversible or an
irreversible change. Teacher groups students based on their responses and gives
direction for the next activity.

Explore - What tasks/questions can I offer to help students puzzle through this? Use of a simple
investigation. (20 min)
 Students will carry out the following activities from which they will determine which
changes can be reversed or not.
 Heating wax or iodine or butter; Mixing vinegar and chalk
 Burning wood or paper; Burning magnesium
 Mixing sugar (salt) and water
 Mixing solutions of lead nitrate and potassium iodide
 Students will group the investigations and give reasons for their placement.
 Teacher monitors groups, offering suggestions and direction.

Prepared by Science Section, CCU, MoE January 2018

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Explain - How can I help students make sense of their observations? Class presentation and discussions.
(10 min)
 Students will discuss their findings and present to the class. Students will be introduced
to the terms physical and chemical changes based on the groups the investigations were
placed in. Students will construct definitions for physical and chemical changes.
 Teacher notes students’ definitions on the board, clarifies and provides additional
information.

Elaborate - How can my students apply their new knowledge to other situations? Application of what
they learned. (15 min)
 Students will carry out the following investigations and try to separate the components.
 1. Mix iron filings and sulphur
 2. Heat iron filings and sulphur.
 Whole Class: Students suggest whether a compound or a mixture is formed in each case
 Advanced Group: Students will infer what change leads to formation of compounds or
mixtures.
 Teacher and students discuss answers and misconceptions are cleared up by the teacher.

Evaluate - How can I help my students self-evaluate and reflect on the teaching and learning, and how
can I evaluate the students learning of concepts and skills. Assessment (10 min)
 Students will operationally define compounds and mixtures.
 Given picture/video/list of different substances, construct a table with appropriate
headings to group the substances as elements, mixtures and compounds, suggesting
reasons for the classification.
 Students will complete an ‘Exit Card’ to indicate what they did or did not understand.
 Teacher assesses students’ responses and include in further plans.

EXTENDED LEARNING:
Students will suggest how the substances in a given list of mixtures can be separated.

LINKS TO OTHER SUBJECTS:

 Matter (Grade 7), Mixtures (Grade 6)

POST-LESSON REFLECTION:

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Prepared by Science Section, CCU, MoE January 2018