• Assess each student’s learning by having the student write a GIST statement to explain chemical and physical properties.

• Observe lab and assessment for individual understanding of physical and chemical properties. Collect the GIST statement worksheet and provide feedback about the statement for individual assessment.

Day 1

In this lesson, students will learn about chemical and physical properties of matter and build on the basic principles of the three states of matter. Emphasis will be placed on the following vocabulary: physical properties and chemical properties. At the end of the lesson, students will be able to define physical properties and chemical properties, as well as give examples for each.

Say to students, “Today we are going to be discussing properties of matter. All substances have properties that we use to identify them. (Hold up the soccer ball.) How would you describe this soccer ball to someone, if you didn’t know the name of it?”

Record the list of student suggestions on the board and review any student questions. When finished, display a list of matter vocabulary and hand out copies to all students (S-6-5-1_Matter Notes.doc).

Read through the vocabulary words and provide an example of each, while addressing student questions.

After the class has completed its list, explain to students that people describe objects in many ways using size, shape, color, and texture. Explain to students that these are properties. The two different types of properties are physical and chemical.

Example of both types of properties are listed below:

Have students complete the following Physical and Chemical Properties Lab Sheets (S-6-5-1_Physical and Chemical Properties Lab.doc).

• Step 1: Physical Properties Lab

• Step 2. Chemical Properties Lab

• Step 3. All data should be recorded in the students’ lab sheets.

• Step 4: Allow students five minutes to discuss the physical and chemical properties. Students should engage in conversations with other students to discover similarities and differences about their labs. After the discussion, allow students time to make additions and changes to their data recording.

• Step 5: Have students complete the Properties and Changes Practice Sheet (S-6-5-1_ Properties and Changes Practice Sheet.doc). Review the worksheet as a class.

Day 2

Split the class into four groups. Hand out the List of Properties Worksheet (S-6-5-1_List of Properties Worksheet and KEY.doc) to each student. Advise students that they will be rotating to five different stations to observe the physical properties of the following objects: cheese cloth, leaf, rock, construction paper, and an inflated latex balloon.

Allow students about 5 minutes at each station to write down as many physical properties as they can about each object.

After students have traveled to each station, ask them to tell you the physical properties that they wrote for each object. Make an ongoing list of the physical properties for each item on the board.

Ask students to take out their “Matter Vocabulary Unit” graphic organizer (S-6-5-1_Vocabulary Graphic Organizer.doc). Have students fill in physical property and chemical property under the Vocabulary Term column. Have students brainstorm what they believe the definitions are under the column, “This is what I think this means.”

Discuss with students the correct answer and have them write the information in their graphic organizers. Assist students in using each word in a sentence.

Next, show students an apple. Cut the apple into small pieces. Give students several pieces of the apple to observe. Provide hand wipes so students can clean their hands afterward.

Ask students to observe the apple and discuss with a partner the apple’s physical properties. List students’ responses on the board. Say to students, “What will happen to this apple if I leave it sitting out for a long time?” Students should respond by saying that the apple will turn brown. Explain to students that this is an example of a chemical property.

Cut additional apple slices or hand out prebagged apple slices so each student can have a few slices while working on the next worksheet.

Hand out a copy of the Physical and Chemical Properties Cheat Sheet graphic organizer to each student (S-6-5-1_Physical and Chemical Property Cheat Sheet and KEY.doc). Explain to students that they will have approximately 15 minutes to begin creating pictures for each of the properties listed. Walk around the classroom to gauge students’ understanding of the properties of matter.

Give each student a copy of the Physical OR Chemical Properties worksheet (S-6-5-1_Physical OR Chemical Properties.doc). Have students work individually to complete it. Go over the correct answers with the entire class after everyone has completed the worksheet.

For an additional learning opportunity, hand out copies of the GIST statement (S-6-5-1_GIST Statement and KEY.doc) to provide an opportunity for students to summarize the main points of the lesson as an informal assessment. This exercise should be modified to accommodate student needs and abilities. It can also be used as a modification for individual student needs.

Extension:

• Students who may need opportunities for additional learning can create a T-chart on a large sheet of construction paper to show the differences between physical and chemical properties. The posters should include pictures, examples, and the definition for each term. The T-chart should be colorful and creative. Once students have completed their T-charts, display them in the classroom to help remind students of what each term means.

GIST Rubric: This rubric should be modified to show changes for student accommodations.

• Students who are going beyond the standards can create a set of seven flashcards that feature the physical and chemical properties of seven items. The flashcards should have the item and a picture of that item on one side. The opposite side should have a list of three chemical properties and three physical properties. The flashcards should be graded on content accuracy, neatness, and creativity.