Science

Date
Teacher Name Dylan Eastcott 08/12/2020
(DD/MM/YYYY)
Subject Area Science Grade 4-6
Topic Changes in Matter Time/Duration 1 hour

General Learner
Outcome(s) Describe the properties and interactions of various household liquids and
Taken from Alberta
Program of Studies
solids, and interpret their interactions.

4. Demonstrate a procedure for making a crystal.

Specific Learner 6. Produce carbon dioxide gas through the interaction of solids and liquids,
Outcome(s) and demonstrate that it is different from air.
Taken from Alberta 7. Distinguish reversible from irreversible changes of materials, and give
Program of Studies
examples of each

Learning Students will be able to:

Objectives 1) Explain the difference between a physical and chemical change
What do you want your 2) Compare reversible and irreversible changes
students to learn? 3) Create their own crystal out for sugar
Assessment 1. Discussion in class
How will you know your 2.
students have learned? 3.
 Sponge
 Paper clip
 Bottle of pop
 Matches
Materials  Simple syrup mixture
What resources will you  Raspberries
need?  Wooden sticks
 Clips
 Water
 9 clear cups
 Food coloring (make 9 different colors)
- Before class starts, I will have 9 cups set up in 9 different spots on the tables
- I will have, a jug of water, a t-shirt, paper clips, matches, raspberries, melting snow, pop bottle,
balloons, glass bottle, candle, skewers, and clips.

- “Chevy Dancing Crew can I get 5”

Introduction - “When I say honey, can you grab your binder, pencil and go sit by the cup with your name on it.
(attention grabber) - “DO NOT TOUCH ANYTHING!!!’
- “You can look at your cup, no touching anything on the table or messing with the food coloring in
your cup.”
- “Honey”
-
Body o “Mr. Eastcott what are the cups for?” (We will get to them when we get to them please be
(Activity #1) patient)
o “Today we are going to go over changes of matter. Does anyone remember the 3 states of
matter?” (Gas, Liquid, Solid)
o “Did you know that you can change solids into liquids and liquids into gases and vise versa.
o “What are some examples of a solid changing into a liquid? (Ice – water, rocks and lava)
o “What is the process called?” (Melting)
o “What are some examples of a liquid turning to gas (water – water vapor)
o “What is the process called? (Evaporating)
o “What about when you have a gas turning into liquid?” (Condensing)
o “What is formed when condensing happens?” (Clouds, dew on the grass, when you are
bowling water hold something about the steam!)
o “What is it called when a liquid turns into a solid?” (Freezing)
o Examples (water – ice, sugar water into crystals)
o “These changes are all apart of what is called a physical change”
o “There are two different ways matter can change” – Physical and Chemical
o “Physical changes are everything we just talked about.” (freezing, condensing, melting and
evaporating)
o “This is important to remember physical changes have two very distinct characteristics (the
change is reversible, and no new substance is formed. (when you have liquid chocolate and let
it harden into a solid piece of chocolate, the form in which it takes has changed so it isn’t a
liquid anymore, but we still have chocolate … just less messy) in the same sense thing about if
you have that same chocolate bar and you put it in your pocket on a hot summer day, or you
leave it in the car what happens?”
o “Exactly it melts but we still have chocolate, right?”

o “Matilda can you please grab the pop and please do not open it and Esther can you please
grab the balloon.”
o “Now Matilda when I say honey, I want you to open the pop and hold it on the table at the
bottom of the bottle.”
o “Esther you are going to take the balloon and stretch it as far down as the balloon can go over
the bottle. You have to do it as quick as you can.”
o Let it stand for 10 minutes
o “Have you ever seen rust on anything? Nails on old wooden buildings, under old trucks, on the
rim of trucks and cars.”
o “Girls have you ever baked any of those delicious buns. What do you have at the beginning
before you have started baking.”
o “Then you mix it all up into a bowl right!”
o “Then what?” (You bake it)
o “Has anyone ever started a match before?” (I will start one)
o “What do you think is happening?”
o “When you take the wood end of the match to the box can it start a fire?” (no)
o “The tip of the match has two chemicals called phosphorus and potassium chlorate when
struck they mix together causing a mini explosion.” (kind of like we talked about in social with
avalanche control)
o “When you see rust on metal, a freshly baked loaf of bread or cookies or this match igniting is
the original substance the same as the result. Does your loaf of bread look like the batter you
mixed together first? (no) What about the match is it the same of your burn it?”
o “The best way to know if something is a chemical change think of these two tips; the change
made is irreversible. If I bake a loaf of bread can I get it back to the batter? (No) so that means
it is irreversible.”
o “The second thing is a new substance is formed (when I light the match, what is left? A
perfectly good match?” (ash)
o “What is the difference between physical and chemical changes?” (P-reversible/C-irreversible)
o (P – no new substance is formed/C- a new substance is formed)
o What do you notice about the balloon now that we left it?”
o What do you guys think happened? How did the balloon just blow up?”
 o Do you know what CO2 is?”
o Carbon dioxide is the gas we breath out tree’s breath it in and life goes on”
o We put carbon dioxide into water that’s how you get soda water so any pop is water, carbon
dioxide and sugar”
o When you mix oxygen with the soda the pop starts fizzing and the co2 is escaping from the
water.”
o All the CO2 that is being released is blowing up the balloon”
o “What kind of change is that?”
 “We are going to end the class by starting our crystal experiment.”

 “Does anyone know what a crystal is?”

 “Crystals form when liquids begin to “freeze” and they are becoming a solid. Each
substance that is freezing is made up of different particles. So they will create different
patterns. If you look at salt and sugar they look they exact same but when you take a
microscope they are actually very different.”

 “This is called crystallization”

 “Have you ever looked at a puddle that has frozen over?”

 “Is it normally just flat ice? perfectly smooth? No, it generally freezes in unique patterns
or layers and makes ice which is a crystal.”
Body
 “I want everyone to grab their cup that has food coloring and water in it line up nicely
(Activity #2) and I will pour the sugar water in your cup and then please go sit down and wait for
instructions.”
 “Grab a stick out of the sugar.”
 “I will give you all a clip.”
 “I want you to put the skewer in the middle of the clip in that small hole.”
 “Then I want you to balance it on the top of the cup closer to the side is easier, also make
use the sure end of the stick is in the water that will be your crystal seed and make sure it
isn’t touching the walls of the cup or the bottom.”
 “Tomorrow we will talk more about crystals and check ours out. On Friday ours should be
ready so be patient.”
 “When I say chocolate I want you all to clean up everything we have used today, wipe the
tables, move the tables and chairs back to where they belong.”
 “And after you are dismissed or lunch”
 “Chocolate”
I am really proud of this lesson the entire thing was fun and engaging. This was by far the most
engaged the students have been in a lesson. Even at the beginning when we were going over
physical and chemical changes. They were giving lots of good answers and made it easy for me to
go through the lesson without much trouble. The kids loved the pop and balloon experiment which
we were able to check in on throughout the day. They were also quite excited to make their own
crystals, I tried to make everyone’s a different color but some of them looked similar. Something I
Personal need to improve on still is time management. Today things were a bit different, usually I over plan,
Reflection this time I under planned/ went way to fast through the first part of the lesson. I was able to save
myself by doing some extra reading at the end and then we discussed what we had went over and
what was going to happen with the crystals we were making. I learnt today that the students I am
teaching are mostly visual learners, specially when an English speaker is doing the teaching. I know
they have trouble processing and comprehending my words fully, todays lesson I was really able to
combine visualizes with words and the students were able to recall them at the end of the class.
This is good for all students, but I think it has an extra benefit to ESL students.