Two Ways to Change Concept Sort

Objectives:

Students will be able to define and provide examples of physical changes and chemical changes.

Students will be able to apply what they know about changes in matter to determine whether a scenario describes a physical change or a chemical change.

Materials:

• Building Blocks of Physical Science series, specifically Matter and How It Changes, optional: Heat

• Two Ways to Change Sort Cards (1 per pair)

• Scissors

• Two Ways to Change Answer Key

• Blank Frayer Model (2 per pair)

• Pencils

• Optional: Scissors (either cut the sort cards ahead of time or provide time for pairs to cut their own cards during the activity)

Differentiation Considerations:

Consider rereading pages 20-22 in the Heat book with students who need more support before engaging in this activity. Use this as an opportunity to pre-teach vocabulary terms such as heat, physical change, chemical change, as well as the different states of matter. This may benefit English Language Learners, students with learning differences, and/or students struggling with these concepts.

Consider using strategic grouping during this lesson. Heterogenous pairs can be used to help engage and benefit all learners during this activity.

Consider the following support and extension options for use during Step 4:

Support: Have students look in the text for examples to use on their Frayer Models.

Extension: Have students consider their real-world experiences to determine examples for their Frayer Models.

For an optional extension activity, have students re-sort their cards based on the type of mixture they represent (solution, suspension, or not a mixture). Consider allowing students to complete an open sort where they use their creative and higher-order thinking skills to come up with their own sorting categories based on the cards they have.

Procedures:

1. Download and print the sort cards, sort answer key, and blank Frayer Model from the downloads section.
2. Reread pages 16-25 in the Matter and How It Changes book to review the concepts of physical and chemical changes. Review the idea that physical changes occur when matter changes shape or form whereas chemical changes occur when one substance is converted into one or more substances with different properties.
3. Explain that students will work in pairs to sort scenarios into two categories: physical changes and chemical changes. Students will read each scenario and discuss what type of change it represents, using evidence and reasoning to support their answers. Consider modeling an example or two with your students if you believe they would benefit from this. Provide students the Two Ways to Change sort cards and time to collaborate and sort the scenarios.
4. After students have finished their sorts, review the answers in the whole group setting. Discuss what students notice about the scenarios for each type of change. If possible, post these generalizations on chart paper or the board for students to refer to as needed.
5. Explain that pairs will now work to complete a Frayer Model for each type of change. These Frayer models will ask students to provide a definition, an example and explanation, a list of characteristics, and an image to help them remember the vocabulary term. Provide time for pairs to collaborate and complete these Frayer Models based on what they know about physical and chemical changes.
6. Close the lesson by reviewing the objectives. Review the idea that physical changes involve a change in shape, color, or state, whereas chemical changes involve chemical reactions. Explain that students not only know the definition of these terms, but they can apply their knowledge to real-world scenarios.