Edwin Galeano

Yorkville East Middle School

Hunter College
7th Grade Science

Topic: Chemical Changes

Do Now: Looking at the Electron Dot Diagram, what similarities can you see from groups 1A,
7A and 8A?

Aim/Focus Question: How can we determine when a chemical change is taking place between
two substances?

Standards:
- MS-PS1-2: Analyze and interpret data on the properties of substances before and after
the substances interact to determine if a chemical reaction has occurred.

Performance Objectives:
- SWBAT to observe, interpret and record data on chemical changes.

Academic Language
Vocabulary
1) Chemical Change - when 2 substances are mixed together to form something new.
2) Physical Change - a substance changing physical forms but still retains its original
properties.
3) Compounds - A compound is a substance formed when two or more chemical elements
are chemically bonded together. In mixtures, the substances present are not chemically
bonded together.
4) Products - a substance that is formed as the result of a chemical reaction.

Misconceptions
1) When mixing sugar and water, the sugar appears to be no longer present so children
assume a chemical change has happened when in reality the mixture can be separated back
into its original substances.
2) A chemical reaction will produce all four signs: a temperature change, a gas, a color change,
and a precipitate.
3) Chemical reactions require heat to begin.
4) All chemical reactions produce heat.

Materials:
1) Water bottles (3)
2) Vinegar
3) Baking Soda
4) Balloon
5) Chlorine
 6) Vinegar
7) Hydrogen Peroxide
8) Cups with lids (3)
9) Droppers

Safety and Disposal:

1) GOGGLES MUST BE ON AT ALL TIMES BEFORE STARTING EXPERIMENTS.
2) DO NOT DRINK, TOUCH or SMELL liquids at any time. The liquids can cause harm.
3) Students are to have desks clear. The only thing out should be their notebooks to write
down their observations and record their data.
4) Students are to have bookbags underneath the table, or put them aside where it won’t
be disturbing the path where other students walk as this can cause them to trip over
someone’s bag.
5) Any student not following instructions WILL NOT be able to participate in the lab activity
as we will be working with certain liquids that can cause harm to one's body or even
damage their clothing.
6) Students must be aware of what’s going around them at all times.
7) When disposing of liquids, not all liquids can be flushed down the sink.
8) Baking soda and vinegar mixture, vinegar, hydrogen peroxide can be flushed down the
sink.

Anticipatory Opening:
- Video on chemical changes will be shown.

Development of Lesson:

What the teacher does... What the student does...

Put up Do Now, Aim/Focus Question and Start Do Now, copy the Aim/Focus
HW (2 mins) Question and HW.

Go over the Do Now (3 mins)
Looking at the Electron Dot Diagram, what
similarities can you see from groups 1A, 7A
and 8A?
Students will share out what they wrote.
(This will serve as a diagnostic to assess
prior knowledge and a means of formal
assessment.)

Anticipatory Opening Watch video.

Show video. Answer question “why do you think this

Why do they think this happens? happens?

Brief lesson about chemical changes Take down notes.

A chemical change is when 2 substances are
mixed together to form something new. This
differs from a physical change, which is a
substance changing physical forms but still
retains its original properties. Sometimes
when a mixture is made it can be hard for
kids to tell if a chemical change has occurred.
Such as when mixing sugar and water, the
sugar appears to be no longer present so
children assume a chemical change has
happened when in reality the mixture can be
separated back into its original substances.
There are 4 main clues that a chemical
change has occurred.
1. There is a formation of gas which
can be seen by a fizzing or
bubbling
2. The reaction will cause heat, light
or odor to be emitted
3. A color change is produced
4. A solid is formed during the
change

Provide new vocabulary Copy vocabulary words into notebook

Chemical Change - when 2 substances are
mixed together to form something new.
Physical Change - a substance changing
physical forms but still retains its original
properties.
Compounds - A compound is a substance
formed when two or more chemical elements
are chemically bonded together. In mixtures,
the substances present are not chemically
bonded together.
Products - a substance that is formed as the
result of a chemical reaction.

Provide safety directions and instructions

for experiments

Experiment 1: Have the kids place a small
amount (a couple tablespoons) of baking
soda in the balloon using the funnel. Then
have them pour vinegar into the bottle so it is
about half full. Very carefully stretch the
Experiment 1: Students will place a small
amount (a couple tablespoons) of baking
soda in the balloon. Then will pour vinegar
into the water bottle so it is about half full.
Very carefully stretch the balloon around the
 balloon around the top of the bottle, making
sure you keep the balloon down so that the
baking soda doesn't fall into the bottle just
yet. Once the kids have formed their guesses
have them tip the balloon up to allow the
baking soda to drop into the bottle. Make sure
they hold the top of the balloon so that it
doesn't come off. Once they have observed
the reaction, ask questions. What type of
reaction occurred? How do they know? What
is inside the balloon?
Experiment 2: Have the kids add a couple of
drops of food coloring into each of the tubes
containing water. Tell them you are going to
add a different liquid to each of the 3 tubes of
colored water and they have to decide if a
chemical change happens or not. Have them
take one dropper full of the vinegar and add it
to one of the colored tubes. Cap and shake,
or stir, the tube. Allow them to make any
observations before repeating this process
with the remaining 2 liquids and tubes. The
bleach will produce a change in color
indicating that a chemical change has
occurred.
top of the bottle, making sure you keep the
balloon down so that the baking soda doesn't
fall into the bottle just yet. Students will then
write down their hypothesis. Once written,
students will tip the balloon up to allow the
baking soda to drop into the bottle. A student
will hold the top of the balloon so that it
doesn't come off.
Answer questions on handout.
Experiment 2: Students will add a couple of
drops of food coloring into each of the cups (3)
containing water. The teacher will tell them they
are going to add a different liquid to each of the
3 tubes of colored water and they have to
decide if a chemical change happens or not.
Students will take one dropper full of the
vinegar and add it to one of the colored tubes.
Cap and shake, or stir the tube. Students will
make any observations before repeating this
process with the remaining 2 liquids and
tubes.
Answer questions on handout.

Summative Assessment: Answer the summative assessment. Will be

What is something that you learned from collected.
today’s lesson?
What is something you found interesting?

Assign homework. Students are to answer Copy down homework.

question #7 on the expo project sheet.

Differentiated Instructions:
1) Low level students will receive a worksheet with a table to write down observations and
record data.
2) Different groups will be working on one of two chemical changes experiments which will
show a different property in determining a chemical change.
3) Summative Assessment:
- What are the four (4) main clues that a chemical change has occurred?
- In your own words, what occurred during your experiment?
- Did a chemical change occurred? Why or why not? Explain.
- What is something that you learned from today’s lesson?
Homework:
Question #7 in the summary part of the Expo Project.

Name: .

Yorkville East Middle School

Mr. Galeano

Experiment 1
 Hypothesis Observations Data

Name: .

Yorkville East Middle School

Mr. Galeano

Experiment 2
 Hypothesis Observations Data

Name: .

Summative Assessment

1) What are the four (4) main clues that a chemical change has occurred?
2) In your own words, what occurred during your experiment?

3) Did a chemical change occurred? Why or why not? Explain.

4) What is something that you learned from today’s lesson?