Students sort everyday changes into physical (same substance, new form) and chemical (a brand-new substance forms) — learning to spot the clues that a real chemical change has happened.
Students will be able to…
Melting ice is still water — but burning wood is gone for good. What’s the difference between changing a material’s FORM and making a whole new substance?
Project this and sort each change into “Physical” or “Chemical.” Tap one, then tap the bucket — and ask: is it still the same stuff?
Tap any phase to open the teacher moves and student actions.
Melt an ice cube, burn a log — can you undo each?
Students investigate.
Teacher explains.
Apply to examples.
Three quick checks.
Aligned to Next Generation Science Standards and Common Core literacy. State-standard crosswalks available on request.
Conduct an investigation to determine whether mixing two or more substances results in new substances.
Measure and graph quantities to provide evidence that mass is conserved in a change.
Identify materials based on their properties.
Explain relationships between events, ideas, or concepts in a scientific text.
Preview the three formative checks. Tap “Sample answer” to see what mastery looks like — hide them before you print for students.
Have students combine safe substances (like baking soda and vinegar), record the clues they observe, and decide whether a new substance formed. A printable reaction-lab 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.