👩‍🏫 Teacher’s Guide

Objective
Students will distinguish changes that alter form from those that create new substances.

Vocabulary
physical change, chemical change, evidence, irreversible, reaction

Teaching Notes

• Start with a quick demo or model to visualize the concept.
• Pre-teach key vocabulary with gestures or sketches.
• Prompt students to predict, observe, and explain in full sentences.
• Check for understanding using either/or and short-answer prompts.

🧒 Student Worksheet

Concept and Helping Material

Definition. Physical changes keep the same substance; chemical changes create new substances with different properties.
Helping ideas and samples:

• Try a quick sort, draw-and-label, or compare-and-contrast.
• Name one place you see this idea at home or at school.
• Safety: follow teacher directions and handle materials carefully.

Vocabulary and Definition

• — a change in size, shape, or state without new substances
• — a change that makes new substances
• — signs that a change occurred
• — cannot be easily changed back
• — process where substances change into new ones

Words to Learn

, , , ,

Sentences to Fill In

1. Melting ice is a __ change.
2. Rusting iron is a __ change.
3. Bubbling gas can be __ of a chemical change.
4. Burning paper is usually __ to reverse.
5. A chemical __ makes new substances.

Hands-On Experiment or Activities

What You Need: simple classroom items.
What You Do: Fizz test: mix vinegar and baking soda; observe gas, temperature change, and new substances forming.
Think and Talk: What changed? What stayed the same?

Reflection

• Why is dissolving sugar in water a physical change?
• Which evidence helped you decide the fizz test was chemical?