Eighth graders learn to tell physical changes (no new substance — like melting or cutting) from chemical changes (a new substance forms — like burning or rusting), using clues like color change, gas, or new odors.
Students will be able to…
Melting an ice cube and burning a log both “change” matter — but only one creates something new. How do you tell a physical change from a chemical one?
Project this and sort each change into physical (no new substance) or chemical (a new substance forms).
Tap any phase to open the teacher moves and student actions.
Melting ice and burning a log both change matter — but how are they different?
Students investigate.
Students explain.
Students elaborate.
Students conclude.
Aligned to the Next Generation Science Standards (Middle School Physical Science).
Analyze data on properties before and after substances interact to determine if a chemical change occurred.
Develop a model showing mass is conserved in a chemical reaction.
Model changes in particle motion and arrangement.
Analyzing and interpreting data.
Preview the three formative checks. Tap “Sample answer” to see what mastery looks like — hide them before you print for students.
Have students explore how physical changes are often reversible (melt and refreeze water) while chemical changes usually are not (you can’t “unburn” wood). A printable changes sheet is in the Science library.
Tap a card to flip it, then rate whether you knew it. Built from this lesson’s vocabulary.
A quick self-check with instant feedback, drawn from this lesson’s key terms.
A print-and-go review sheet with a built-in answer key. Tap “Show answer key” to reveal answers, or print the clean version for students.