| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Science |
| What topic | Physical and chemical changes |
| What length (min) | 30 |
| What age group | Year or Grade 5 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 5 minutes | Briefly introduce the topic of physical and chemical changes. Pose a question to engage students. |
| 2 | Homework Review | 5 minutes | Collect students' homework without presentations. Quickly review key points from the homework assignment. |
| 3 | Group Activity | 10 minutes | Divide students into groups of 4. Provide each group with examples of changes, and ask them to categorize them as physical or chemical on chart paper. |
| 4 | Card Activity | 5 minutes | Distribute printable cards to each student. Explain the activity where they will fill in observations during the lesson. |
| 5 | Class Discussion | 3 minutes | Gather the class's thoughts on what they filled in on the cards. Encourage a brief discussion on their observations. |
| 6 | Random Checking | 2 minutes | Collect a few printed cards from different students to check their filled information. Provide feedback. |
| 7 | Conclusion and Review | 2 minutes | Summarize the lesson, highlighting the key differences between physical and chemical changes. Review the main points learned. |
"Good morning, everyone! Today, we are going to explore an exciting topic in science: physical and chemical changes. Can anyone tell me what they think these terms mean? How are they different? Think about some experiences where you've noticed these changes in your daily life. Keep those thoughts in your mind as we dive deeper!"
"Before we begin our main activity, let's take a few minutes to look back at last night's homework. I will be collecting your assignments. Although we won't present them today, I want to quickly highlight some key points that you may have written about physical and chemical changes. [Pause for a moment as you collect homework papers.] Alright, who can remind me of one example of a physical change? Great! And how about a chemical change? Fantastic! It seems like we are ready to move on."
"Now, let's get into some group work! I'm going to divide you into groups of four. You will receive some examples of changes that can happen around us. Together, your task is to categorize these changes into two groups: physical changes and chemical changes. Use the large chart paper I'll provide for your work. Remember to discuss your thoughts within your group! You have 10 minutes. Let’s get started!"
"Now that you've worked hard as a team, let's contribute individually. I'm handing out these printable cards to each of you. On these cards, you can write down your observations and thoughts that pop up during our lesson. This is your chance to record anything you find interesting or confusing as we go along. Be creative with your writing! You'll have five minutes to fill these out, so ready, set, go!"
"Alright, let’s gather back together. I want to hear what you all wrote on your cards. Who would like to share an interesting observation? [Encourage students to share.] That's really insightful! Now, think about how your observations relate to what we’ve learned about physical and chemical changes. What similarities do you see? Great discussion, everyone!"
"Now, I would like to check a few of your cards. I will randomly collect some cards to see what you've noted down. As I look through them, I’ll give you feedback based on your observations. Don't worry; this is all part of the learning process, and I want to hear your thoughts!"
"As we come to the end of our lesson, let’s review what we learned today. Can anyone summarize the key difference between a physical change and a chemical change? Perfect! Remember, a physical change does not alter the substance itself, while a chemical change transforms one substance into another. Great job today, everyone! Keep these concepts in mind as you observe the world around you."
| Slide number | Image | Slide content |
|---|---|---|
| 1 | {Image: A classroom with students} | - Introduction to physical and chemical changes |
| - Engage students with questions about their experiences | ||
| 2 | {Image: Hands collecting homework} | - Review of last night's homework |
| - Examples of physical and chemical changes shared by students | ||
| 3 | {Image: Students working in groups} | - Group activity to categorize changes |
| - Use large chart paper for discussing physical vs. chemical changes | ||
| - Time given: 10 minutes | ||
| 4 | {Image: Printable cards on a table} | - Individual card activity |
| - Write observations about physical and chemical changes | ||
| - Time given: 5 minutes | ||
| 5 | {Image: Students in a circle discussing} | - Class discussion to share and explore observations |
| - Relation of observations to physical and chemical changes | ||
| - Summary of key differences discussed in conclusion |
| Question | Answer |
|---|---|
| What is a physical change? | |
| Can you provide an example of a physical change from your everyday life? | |
| What is a chemical change? | |
| Can you give an example of a chemical change that you have observed? | |
| How do physical and chemical changes differ from one another? | |
| What are some common indicators that a chemical change has occurred? | |
| During the group activity, what were some examples of changes you categorized? | |
| How can writing down your observations help deepen your understanding of physical and chemical changes? | |
| What similarities did you notice in the observations shared during the class discussion? | |
| How does the knowledge of physical and chemical changes apply to real-life situations? |
Can you think of a situation at home where you witnessed a physical change? What happened, and why do you think it qualifies as a physical change?
If you were to mix baking soda and vinegar, what type of change would that create? Can you explain the evidence that shows it is a chemical change?
Reflect on a time when you saw an ice cube melt. What physical changes did you observe during that process?
Why do you think it’s important to understand the difference between physical and chemical changes in everyday life? Can you provide an example where this knowledge might be useful?
Can you brainstorm two more examples of chemical changes that occur in cooking? How can you tell they are chemical changes rather than physical changes?