Lesson Title: Ch-ch-ch-changes!

Grade Level: 5th

Quarter: 2nd

Standards:
Science:
S5P2. Students will explain the difference between a physical change and a chemical change.
a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate
examples of physical change.
b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and
are examples of physical change.
c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change.
Math:
MCC5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.
MCC5.NBT.7 Add, subtract, multiply and divide decimals to hundredths, using decimals to hundredths, using concrete
models or drawings and strategies based on place value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method and explain the reasoning used.
ELL:
CCGPS.5W.4 Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.
Technology:
5T6a. Understand and use technology systems.
Lesson Essential Question:

Vocabulary:

How can we use our knowledge of physical and

chemical changes to create an interactive exhibit
for a childrens museum?

Interactive
Exhibit
Physical Change
Chemical Change
Matter

Lesson Materials

Lesson Assessment:

Tri-fold board (or manufacture out of recycled

cardboard)
Posterboard
Cardboard
Cardstock
Construction paper
Copy Paper
Markers
Colored Pencils

Completed exhibit boards

Advertising Poster
Brochure
Completed Student Journals
Student Participation
Cost Sheet attached

Tape
Glue

STEM Challenge Overview:

Students will create an interactive exhibit, advertising poster, and brochure about physical and chemical changes of
matter for a childrens museum.
Teacher Background:
This activity should take place after students have had experience with physical and chemical changes, particularly
demonstrations and exploratory labs.
Students could use technology to make their advertising posters.
Students will design the activities but it is not necessary to include materials to perform the actual activities.
Team Jobs:
Design Manager/Materials Manager/ Finance Manager- keeps the group on track, has final say if decisions cant be
made by group consensus; will help prepare the exhibit trifold board and keeps track of the costs
Art Director- who will draw the final plan, and exhibit illustrations
Technical Writer -who will write instructions and brochure information
Timekeeper/Advertising Manager- who will create the advertising poster
INSTRUCTION
1. Ask/Engage Day 1 10 min.
Whole Group: Tear a piece of paper in half, then using one half of the paper catch it on fire and allow it burn into ash.
Ask the students which was an example of a physical or chemical change. Discuss the difference between physical and
chemical changes. Ask students to discuss with a thinking partner or elbow partner about some good ways to teach the
differences between physical and chemical changes. Share the Study Jams video on chemical and physical changes:
http://studyjams.scholastic.com/studyjams/jams/science/matter/changes-of-matter.htm
Introduce the challenge.
Challenge:
You are a designer at a company which designs interactive educational exhibits. Your company has a contract with the
Childrens Science Museum in Atlanta to design an interactive, hands-on exhibit which will teach children about
physical and chemical changes of matter in a fun, but educational way. You have a budget of $30.00. You will produce a
brochure, using the computer, and an advertising poster, which the Museum will use to promote the exhibit.
2. Imagine/Brainstorm - Extension of Day 1 45 min.
Each student will work independently to create 1 or 2 brainstorm designs for the exhibit. The designs should include
drawings, labels and brief descriptions.
Criteria:
1. The exhibit must have a minimum of 4 stations: 2 for physical changes, 2 for chemical changes. The stations do not

need to include actual practice materials.

2. The activities must be safe for children to participate in with minimal adult supervision.
3. Each station must have: a title, directions, a materials list, illustrations, and an explanation which tells the participant
what makes it a physical change of matter or a chemical change of matter.
4. Create a brochure, using the computer, and an advertising poster, which may/may not be computer-generated, for the
Museum to use in promoting the exhibit.
Constraints:
1. The exhibit must be made from available materials.
2. The exhibit must consist of a Tri-fold board (or a student-manufactured substitute from recycled cardboard).
3. The total exhibit may not cost more than $30.00.

3. Plan/Design Day 2 30-40 min.

Students present their ideas to their teams. The teams need to collaborate to come up with a final design plan. It is best
if they can achieve consensus, but if unable to do so, the Design Manager will make the final decisions. All members
need to participate in the process of creating the final plan and making a list of needed supplies. A cost sheet will need
to be filled out to be sure the team comes in under budget (sheet is attached).
4. Create / Test Day 3 45-50 min.
Student teams will complete their exhibits, brochures and advertising posters according to their design plan. Each
student will complete his/her student journal and account sheet.
Set up all exhibits in the classroom; have teams tour exhibits and review the stations.
5. Evaluate/Improve (and repeat steps 1-5) Day 4 30 min.
Each student should evaluate his/her teams design for success. Did the exhibit meet the established criteria and constraints? If not,
why? Did the actual exhibit, (including brochure and poste)r match the planned design? If not, why? How could the exhibit be
improved?

Extension: Have each student write a persuasive letter to the Childrens Museum, recommending one of the exhibits.

Name: _______________________
Ch-ch-ch-changes!
5th Grade
Challenge:

You are a designer at a company which designs interactive educational exhibits. Your
company has a contract with the Childrens Science Museum in Atlanta to design an
interactive, hands-on exhibit which will teach children about physical and chemical
changes of matter in a fun, but educational way. You have a budget of $30.00. You will
produce a brochure, using the computer, and an advertising poster, which the Museum will
use to promote the exhibit.

Criteria:

1. The exhibit must have a minimum of 4 stations: 2 for physical changes, 2 for chemical
changes. The stations do not need to include actual practice materials.
2. The activities must be safe for children to participate in.
3. Each station must have: a title, directions, a materials list, illustrations, and an
explanation which tells the participant what makes it a physical change of matter or a
chemical change of matter.
4. Create a brochure, using the computer, and an advertising poster, which may/may not
be computer-generated, for the Museum to use in promoting the exhibit.

Constraints:
1. The exhibit must be made from available materials.
2. The exhibit must consist of a Tri-fold board (or a student-manufactured substitute from
recycled cardboard).
3. The total exhibit may not cost more than $30.00.

Materials:

Posterboard
Cardboard
Cardstock

Construction paper
Copy Paper
Markers

Tri-Fold Board
Colored Pencil

1. ASK / ENGAGE: What is the problem you are being asked to solve?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

1. IMAGINE/BRAINSTORM: What are some possible solutions to the problem that you are trying to solve? After you brainstorm,
draw and label your ideas below.
Idea #1

Idea #2

2. PLAN/DESIGN: Share your ideas with your group and collaborate to decide on a final design plan. Draw your teams design
below and make a list of the materials that you will need to complete your design.

Team Design Plan

Materials List

3. CREATE/TEST: Use your Final Design Plan to create and build your solution. Test your design. Did it work? Why or Why not?
____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
4. EVAULATE/IMPROVE: How well did your design work? Did your solution solve the problem within the given constraints?
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
How can you improve your design? How can you make it better? Draw and label your improved design below.

Improved Design Plan

Name: _____________________________________________________________________
Cost Sheet for Physical and Chemical Changes Project
$30.00 Budget

Material

Total for all Materials:

Cost
for 1

#
Needed

Total