Physical and Chemical Changes: a full term of science

Ten ready-to-teach lessons for Year 8 Chemical sciences. Print this pack and the term is prepared: every lesson has a plan, talk prompts, a student worksheet, cards or tickets, and answers.

Start here: five minutes to Monday

1. Skim the term at a glance on the next page.
2. Print the lesson you need (plan, worksheet, cards).
3. Gather everyday items under You need on the plan.
4. Open the free interactive unit on your board.
5. Teach from the plan: timings, prompts and answers are on one page.

No science background needed

Written for the busy generalist teacher. Plain words, common muddles, and model answers are on every plan. Safety: no open flames or boiling water unless an adult controls a warm-water step named on the plan.

The term at a glance

One lesson a week for a term. Run in order where you can.

Curriculum links (Australian Curriculum V9)

The term teaches AC9S8U07. Lessons also work these Inquiry and Human Endeavour descriptors:

Assessment

• Every plan ends with answers and look-fors.
• The assessment kit near the front has a rubric and class checklist.
• Lesson 10 is the summative check and model task.

Materials for the whole term

One gathering session covers all ten lessons. Prefer classroom and home items. No science cupboard required. Adult handles any warm water.

Safety in one look

• No open flames, hotplates or boiling water for children.
• Adult pours warm water when a plan needs heat.
• Wipe spills; keep floors clear.
• Food allergy checks before any tasting stations.

Assessment without extra work

Lesson plans carry look-fors. Lesson 10 is summative. Use this sheet for ongoing notes.

The three levels

Class observation checklist

A tick a lesson is plenty.

Word wall cards

Cut out and build the wall as words arrive across the term.

Dear families

This term in science, Year 8 explores physical and chemical changes. We use observation, simple tests and clear science words. Ask: What did you notice today? What evidence did you use?

Try this at home

• Talk about a pattern you both notice outdoors or in the kitchen.
• Ask for one science word from the week and use it in a sentence.
• Draw a simple diagram of something they investigated.

Warm regards,

The Year 8 team

seegongsik.com/au/y8/chemical/AC9S8U07/pack

Physical or chemical?

Children explore “Physical or chemical?” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind physical or chemical? in Year 8 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Physical or chemical?” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about physical or chemical?.
• Drawings or numbers match the board story.

Physical or chemical?

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

A physical change, particle by particle

Children explore “A physical change, particle by particle” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind a physical change, particle by particle in Year 8 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “A physical change, particle by particle” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about a physical change, particle by particle.
• Drawings or numbers match the board story.

A physical change, particle by particle

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

A chemical change, particle by particle

Children explore “A chemical change, particle by particle” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind a chemical change, particle by particle in Year 8 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “A chemical change, particle by particle” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about a chemical change, particle by particle.
• Drawings or numbers match the board story.

A chemical change, particle by particle

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Clues that a reaction has happened

Children explore “Clues that a reaction has happened” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind clues that a reaction has happened in Year 8 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Clues that a reaction has happened” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about clues that a reaction has happened.
• Drawings or numbers match the board story.

Clues that a reaction has happened

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Energy change: heat given out or taken in

Children explore “Energy change: heat given out or taken in” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind energy change: heat given out or taken in in Year 8 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Energy change: heat given out or taken in” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about energy change: heat given out or taken in.
• Drawings or numbers match the board story.

Energy change: heat given out or taken in

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Deeper look: Physical or chemical?

Children explore “Deeper look: Physical or chemical?” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind physical or chemical? in Year 8 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Deeper look: Physical or chemical?” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about physical or chemical?.
• Drawings or numbers match the board story.

Deeper look: Physical or chemical?

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Deeper look: A physical change, particle by particle

Children explore “Deeper look: A physical change, particle by particle” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind a physical change, particle by particle in Year 8 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Deeper look: A physical change, particle by particle” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about a physical change, particle by particle.
• Drawings or numbers match the board story.

Deeper look: A physical change, particle by particle

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Deeper look: A chemical change, particle by particle

Children explore “Deeper look: A chemical change, particle by particle” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind a chemical change, particle by particle in Year 8 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Deeper look: A chemical change, particle by particle” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about a chemical change, particle by particle.
• Drawings or numbers match the board story.

Deeper look: A chemical change, particle by particle

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Deeper look: Clues that a reaction has happened

Children explore “Deeper look: Clues that a reaction has happened” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind clues that a reaction has happened in Year 8 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Deeper look: Clues that a reaction has happened” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about clues that a reaction has happened.
• Drawings or numbers match the board story.

Deeper look: Clues that a reaction has happened

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Show what we know

Children explore “Show what we know” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind show what we know in Year 8 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Show what we know” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about show what we know.
• Drawings or numbers match the board story.

Show what we know

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.