| 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 | Chemical properties and changes |
| What length (min) | 45 |
| What age group | Year or Grade 8 |
| 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 |
Chemical Properties and Changes
Year 8 (Ages 13-14)
Science
20 students
This lesson aligns with the Next Generation Science Standards (NGSS) for middle school, focusing on the nature of science and engineering practices.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Chemical Properties | 10 | Teacher introduces the topic, defining chemical properties and providing real-life examples. |
| 2 | Explanation of Chemical Changes | 10 | Teacher discusses physical vs. chemical changes, using demonstrations or images to illustrate. |
| 3 | Group Activity | 15 | Students work in groups of 4 to identify examples of chemical changes using provided materials. |
| 4 | Distribution of Printable Cards | 5 | Teacher distributes reflection cards for students to fill in during the lesson. |
| 5 | Class Discussion and Reflection | 5 | Discuss answers as a class while students complete their reflection cards based on group activity. |
| 6 | Collection of Reflection Cards | 5 | Teacher collects or randomly checks reflection cards to assess understanding. |
| 7 | Assignment of Homework | 5 | Teacher assigns homework related to the lesson without requiring students to present in class. |
Summarize key points and clarify any misconceptions before the end of the lesson.
"Good morning, class! Today, we are going to dive into the fascinating world of chemical properties and changes. To get started, can anyone tell me what they think a chemical property might be? [Pause for responses]
Great thoughts! A chemical property is a characteristic of a substance that becomes evident during a chemical reaction. For example, think about rusting metal. When iron reacts with oxygen in the presence of moisture, it forms rust. That’s a chemical change! Let’s explore this topic further."
"Now, let’s differentiate between physical changes and chemical changes. [Show images or perform demonstrations of both types of changes].
A physical change does not result in the formation of new substances. An example would be melting ice into water. However, a chemical change results in new substances being formed. Like we discussed with rusting, baking soda reacting with vinegar to produce carbon dioxide is another perfect example of a chemical change. Can anyone think of other examples from their everyday life? [Pause for student responses] Excellent!
Understanding these concepts will help us in our next activity."
"Now, it’s time for a hands-on group activity! Please form groups of four. Each group will receive some materials that demonstrate chemical changes. I’d like you all to work together to identify and discuss the examples of chemical changes that you see.
Take notes on what you observe, and you will have 15 minutes for this task. Remember to assign roles within your group – someone to note down observations, someone to present, etc. Ready? Let’s start!"
"Time’s up, groups! I hope you had some enlightening discussions. Now, I will hand out these reflection cards.
As you fill these out, think about your group’s findings and consider questions like: What did you learn about chemical properties? What examples did you find most interesting? Take about 5 minutes to complete this, and I’ll check in with each group afterward."
"Let’s come back together as a class. I’d love for each group to share one example of a chemical change you discussed and why you think it’s important.
After we hear from each group, please take a moment to complete any remaining sections of your reflection cards. [Facilitate group sharing and discussion].
Awesome contributions everyone! Make sure your cards are complete."
"Alright, please pass your reflection cards to the front. I will be collecting them to assess your understanding of today’s lesson.
I might also randomly check a few cards for completeness and engagement. This will help me gauge what we need to cover more in future lessons. Thank you!"
"Before we finish up, I have a brief homework assignment for you. I would like you to research a real-world chemical change that interests you, and write a short paragraph about it.
You do not need to present this in class; just bring your paragraph printed or handwritten for homework. This will be due next week. Do you have any questions about the assignment? [Answer any queries].
Great! Thank you for your hard work today!"
"As we wrap up, let’s recap what we’ve learned. Who can summarize the difference between a physical change and a chemical change? [Pause for student responses].
Excellent! Remember, understanding these concepts is crucial for seeing how science applies to our daily lives. If anyone has lingering questions about today’s content, feel free to ask.
Thank you for your participation, and I look forward to our next lesson!"
| Question | Answer |
|----------------------------------------------------------------------------------|--------|
| What defines a chemical property? | |
| Can you give an example of a chemical change you've observed in everyday life? | |
| How does a physical change differ from a chemical change? | |
| What happens during the rusting of metal? | |
| Why is it important to understand chemical properties? | |
| Give an example of a physical change. | |
| What role does moisture play in the rusting process? | |
| How do baking soda and vinegar demonstrate a chemical change? | |
| Why do you think it's important for scientists to study chemical changes? | |
| Can you identify a chemical change that occurred in your group activity? | |
| How can you apply your understanding of chemical changes in real-life situations?| |
| What surprised you the most about today's lesson on chemical properties? | |Can you think of a chemical change you might have seen in your kitchen? Describe what happened and why it's considered a chemical change.
How would you explain the difference between a physical change and a chemical change to someone who has never studied science before?
Imagine you are a scientist observing rust form on a piece of iron. What would you note down about the process, and why is it significant in understanding chemical properties?
If you were to create a simple experiment to demonstrate a chemical change at home, what materials would you use, and what would you expect to happen?
Why do you think understanding chemical properties and changes is important in our everyday lives? Can you give a specific example?