UDL integration into a 8 grade

physical science classroom.

Jack Turner
 Grade 8 Physical Science
Standard 8.PS.6.a.1: Compare and contrast physical
change vs. chemical change.
 Definitions and examples
Video that describes
of physical vs. chemical Physical vs. Chemical
change change
Physical change: Chemical change:
A usually reversible A usually irreversible
change in the physical chemical reaction involving
properties of a substance, the rearrangement of the
as size or shape atoms of one or more
substances and a change in
their chemical properties or
composition, resulting in the
formation of at least one
Examples: new substance
Now for in class examples with Engagement!
E1: The teacher took out a matchbook and lit a match in front of the class. The teacher then takes out a piece of
ice from a water bottle and places it on a table; the class then watches the ice melt. After seeing both of these
demonstrations, the students are asked which demonstration is which. Students who think that the ice is physical
will stand on one side of the room, and those who think that the lit match is physical will stand on the other side.

Answers: The ice is the physical change because we can freeze the water back into ice. The match is chemical
because once the match is burned, it changes chemically, and we cannot turn it back into a usable match.

E2: Now, the teacher takes out a hammer and a plastic bag with a piggy bank inside and proceeds to smash the
piggy bank. After this, the teacher takes a bag of popcorn and pops it into the microwave. The teacher again asks
the students which are which. Those who think that the popcorn is physical will stand on one side of the room, and
those who think that the piggy bank is the physical change will stand on the other side of the room.

Answers: The piggy bank smashing is physical because the glass is still glass when it is broken and can be glued
back together. The popcorn is chemical because the corn is chemically changing, and this popping process can
not be reversed.
Means of Expression
Students will now come up with one example of both physical and chemical changes that they perceive in
the world around them. However they get to choose how they go about this.

Option 1: Option 2:

Students will work in small groups and come up
with their own physical and chemical change.
However for this option they will bring in these
changes and presenting them to the class. This
will also be due in two days.
Students will work alone and come up with a slide
show detailing 2 physical and 2 chemical changes
and why they are either physical or chemical.
They will then bring this to class and will share
with one other student who also chose this
option. This will be due in two days.
Sources:
● https://www.in.gov/doe/files/Grade-8-Science-Content-Connectors.pdf
● https://www.dictionary.com/browse/physical-change
● https://youtu.be/yIJ2qnUOOwQ