Activity Overview
A chemical change occurs when a substance or substances change to make a new substance or substances. Chemical change occurs through chemical reactions. Chemical reactions are normally not easily reversible because the atoms of a substance are rearranged. A physical change occurs when a substance or substances combine, but the result does not change the original substances. Some physical changes are easier to reverse than others, such as dissolving salt in water.
In this activity, students will create a T Chart that illustrates examples of chemical and physical changes. To extend this activity, ask students to describe what happens during the change and why it's an example of a physical or chemical change.
Chemical vs. Physical Changes
| Examples of Chemical Change | Examples of Physical Change |
|---|---|
| Cooking an Egg | Melting Ice |
| A Rusting Nail | A Bottle of Soda Freezing |
| Burning a Match | Crumpling Paper into a Ball |
| Milk Turning Sour | Butter Melting on Toast |
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Identify and illustrate different types of chemical and physical changes.
- Click "Start Assignment".
- Label the columns as "Examples of Chemical Change" and "Examples of Physical Change".
- Identify three examples of each and write the name in the title of the cell.
- Use a combination of scenes, character and props to illustrate your examples.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 16 Points | Beginning 0 Points | |
|---|---|---|---|
| Examples | There are at least five cells giving a correct example of an indicator of chemical change. | There are at least three cells giving a correct example of an indicator of chemical change. | There are a least two cells giving a correct example of an indicator of chemical change. |
| Illustration | The storyboard cell clearly illustrates indicator example. | The storyboard cell relates to the indicator example, but is difficult to understand. | The storyboard cell does not clearly relate to the indicator example. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
Activity Overview
A chemical change occurs when a substance or substances change to make a new substance or substances. Chemical change occurs through chemical reactions. Chemical reactions are normally not easily reversible because the atoms of a substance are rearranged. A physical change occurs when a substance or substances combine, but the result does not change the original substances. Some physical changes are easier to reverse than others, such as dissolving salt in water.
In this activity, students will create a T Chart that illustrates examples of chemical and physical changes. To extend this activity, ask students to describe what happens during the change and why it's an example of a physical or chemical change.
Chemical vs. Physical Changes
| Examples of Chemical Change | Examples of Physical Change |
|---|---|
| Cooking an Egg | Melting Ice |
| A Rusting Nail | A Bottle of Soda Freezing |
| Burning a Match | Crumpling Paper into a Ball |
| Milk Turning Sour | Butter Melting on Toast |
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Identify and illustrate different types of chemical and physical changes.
- Click "Start Assignment".
- Label the columns as "Examples of Chemical Change" and "Examples of Physical Change".
- Identify three examples of each and write the name in the title of the cell.
- Use a combination of scenes, character and props to illustrate your examples.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 16 Points | Beginning 0 Points | |
|---|---|---|---|
| Examples | There are at least five cells giving a correct example of an indicator of chemical change. | There are at least three cells giving a correct example of an indicator of chemical change. | There are a least two cells giving a correct example of an indicator of chemical change. |
| Illustration | The storyboard cell clearly illustrates indicator example. | The storyboard cell relates to the indicator example, but is difficult to understand. | The storyboard cell does not clearly relate to the indicator example. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
How Tos about Chemical Reactions: Chemical and Physical Changes
Engage Students with a Simple Chemical Reaction Demo
Capture attention by performing a quick, safe demonstration—like mixing vinegar and baking soda—at the start of the lesson. Visuals and excitement help students grasp the concept of chemical changes before diving into the activity.
Guide Students to Predict Outcomes Before the Demo
Ask students what they think will happen before you combine the substances. Encourage predictions to activate prior knowledge and get students thinking critically about chemical and physical changes.
Facilitate Small Group Discussions After the Demo
Organize students into small groups to discuss what they observed during the demonstration. Peer discussions help solidify understanding and allow students to share their ideas about why a change is chemical or physical.
Connect Demo Results to the T-Chart Activity
Refer back to the demonstration when students complete their T-Charts. Linking hands-on experiences to the assignment makes the learning more meaningful and memorable.
Frequently Asked Questions about Chemical Reactions: Chemical and Physical Changes
What is the difference between a chemical change and a physical change?
Chemical changes create new substances and are usually hard to reverse, while physical changes alter the form or appearance of a substance but do not create something new and are often reversible.
What are some easy classroom examples of chemical and physical changes?
Common classroom examples include cooking an egg (chemical change), melting ice (physical change), burning a match (chemical change), and crumpling paper (physical change).
How can I teach students to identify chemical vs. physical changes?
Use a T-chart for students to sort and illustrate examples, then discuss the evidence for each type of change, such as new substances formed or reversibility.
Why are chemical changes usually not reversible?
Chemical changes involve rearranging atoms to form new substances, making it difficult or impossible to return to the original substances by simple means.
What are signs that a chemical reaction has occurred?
Signs include color change, formation of a gas, temperature change, precipitate formation, or new odor, indicating a chemical reaction has taken place.
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