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Chemical and Physical Change Module

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A 2D Flash based module that runs in a web browser, if module doesn’t run download the latest version of the flash player from Adobe

Software Agreement

Grade and Content Area: 6th Grade – Physical Science


Students view examples of chemical and physical change and are asked to identify which change they observe.

Lesson Plan
  • The Chemical and Physical Change Lab should be used after presentation of the properties of matter lesson
  • The teacher should spend the first 5-10 minutes of class discussing the difference of physical and chemical change
  • Then the Students should have about 20 minutes on the computer to go through all twelve scenes
  • After finishing the lab the teacher should discuss some of the more difficult scenes from the module
  • The teacher could return to the module later to see how the students scores improved from the first time
Pre-test and Post Test Questions(doc)
Pre-test and Post Test Questions(pdf)

National Science Education Standards: Grade: K-4 Physical Science – PROPERTIES OF OBJECTS AND MATERIALS

  • Objects have many observable properties, including size, weight, shape, color, temperature, and the ability to react with other substances. Those properties can be measured using tools, such as rulers, balances, and thermometers.
  • Materials can exist in different states–solid, liquid, and gas. Some common materials, such as water, can be changed from one state to another by heating or cooling

Ohio Content Standards: 6th Grade Physical Science Standards #2, #3, #4

2. Describe that in a chemical change new substances are formed with different properties than the original substance (e.g., rusting, burning).
3. Describe that in a physical change (e.g., state, shape and size) the chemical properties of a substance remain unchanged.
4. Describe that chemical and physical changes occur all around us (e.g., in the human body, cooking and industry).

Comments from STEAM Teachers: “This is a great module to help bolster students understanding of physical and chemical changes at all levels of comprehension.”

This material is based upon work supported by the National Science Foundation under Grant No. 0538588. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.