Subject: Science

Grade Level: Grade 8

Objective: Differentiate physical from chemical change.

Learning across curriculum:

1) Mathematics - Understanding the concepts of measurement and using it to

determine physical and chemical changes. For example, measuring the volume of a
liquid before and after a chemical reaction.

2) Language Arts - Developing communication skills by writing a scientific

explanation of physical and chemical changes. Students can describe the changes
they observe in experiments using appropriate scientific vocabulary.

3) Social Studies - Understanding the historical context of scientific discoveries

related to physical and chemical changes. For example, learning about the discovery
of elements and the development of the periodic table.

ELICIT:

Teaching Strategy: Brainstorming

Instructional Materials: Whiteboard or chart paper, markers

Anecdote 1: Share a personal experience of witnessing a physical change, such as

melting ice cream, to help students recall similar instances.

Anecdote 2: Discuss a Filipino tradition or practice that involves a chemical change,

such as the fermentation of rice to make vinegar.

ENGAGE:

Teaching Strategy: Interactive Quizzes

Instructional Materials: Online quiz platform or quiz cards

1) Idea: Conduct a quiz where students answer questions related to physical and
chemical changes. Use a variety of question formats, such as multiple choice, true or
false, and fill in the blanks.

2) Idea: Divide the class into small groups and provide each group with a set of quiz
cards. Students take turns asking and answering questions about physical and
chemical changes.

EXPLORE:

Activity 1: Identifying Physical and Chemical Changes

Teaching Strategy: Inquiry-Based Learning

Materials: Various objects and substances, such as paper, water, vinegar, iron, and
baking soda

Significance: This activity allows students to observe and categorize different

changes as physical or chemical.

Instructions:

1) Provide students with a variety of objects and substances.

2) Instruct them to perform different actions, such as tearing paper, dissolving

substances in water, and heating objects.

3) Ask students to observe the changes and classify them as physical or chemical.

Rubric:

- Correctly identifies and categorizes changes: 5 pts

- Provides clear explanations for each categorization: 5 pts

Assessment Questions:

1) Is melting ice an example of a physical or chemical change? Explain your answer.

2) What happens when you mix vinegar and baking soda? Is it a physical or
chemical change? Justify your response.

3) Give an example of a physical change that can be reversed.

Activity 2: Chemical Change in Cooking

Teaching Strategy: Project-Based Learning

Materials: Recipes, cooking ingredients, kitchen utensils

Significance: This activity allows students to apply their understanding of chemical

changes in the context of cooking.

Instructions:

1) Assign students to small groups and provide them with a recipe.

2) Instruct them to follow the recipe and prepare the dish.

3) Ask students to identify the chemical changes that occur during the cooking
process and explain their observations.

Rubric:

- Successfully prepares the dish: 5 pts

- Identifies and explains at least three chemical changes: 5 pts

Assessment Questions:

1) What are the chemical changes that occur when bread is toasted?

2) Explain the chemical changes that happen when fruits are ripened.

EXPLAIN:
Teaching Strategy: Lecture

Provide examples and explanations of physical and chemical changes using visuals,
real-life examples, and demonstrations. Engage students in discussions by asking
thought-provoking questions and encouraging them to share their observations and
experiences.

ELABORATE:

Teaching Strategy: Cooperative Learning

Task 1: Role-Playing

Students work in pairs or small groups to create skits or scenarios that demonstrate
physical and chemical changes. They can act out the changes and explain their
characteristics.

Task 2: Concept Mapping

Students create concept maps to illustrate the connections between physical and
chemical changes. They can use diagrams, arrows, and labels to show the
differences and similarities between the two types of changes.

EVALUATE:

Teaching Strategy: Games and Gamification

Instructional Materials: Online quiz platform or game cards

Question 1: Provide two examples of physical changes and explain why they are
considered physical changes.

Question 2: Describe a chemical change that you have observed and explain its
characteristics.

Question 3: Differentiate between physical and chemical changes using a real-life

scenario.
EXTEND:

Teaching Strategy: Case Studies

Instructional Materials: Case study scenarios related to physical and chemical

changes

Present students with case studies that require them to apply their knowledge of
physical and chemical changes to solve problems or make decisions in various
situations. Encourage critical thinking and analysis of the concepts.

Assignment:

Assignment 1: Design an Experiment

Guiding Overview: Students are tasked to design an experiment that demonstrates

a physical or chemical change. They need to provide a hypothesis, materials,
procedure, and expected results.

Assessment Question: Describe the experiment you designed and explain how it
demonstrates either a physical or chemical change.

Assignment 2: Research and Presentation

Guiding Overview: Students are assigned a specific physical or chemical change

and are required to conduct research and create a presentation about it. They should
include the definition, examples, and real-life applications of the change.

Assessment Question: Present your research on a physical or chemical change,

including its definition, examples, and real-life applications.