Science Lesson Plan: Understanding Physical and Chemical Changes of Matter

Grade Level: Middle School (13 years old)

Target Audience: Students with low vision and dyslexia

Lesson Objectives

By the end of the lesson, students will be able to:

1. Define physical and chemical changes.

2. Identify examples of physical changes (e.g., erosion, landslide).

3. Identify examples of chemical changes (e.g., rusting, burning).

4. Explain how matter changes in both processes using accessible visuals and hands-on activities.

Materials

• Large-print and braille worksheets

• Tactile 3D models (e.g., eroded rocks, clay for landslides, rusted iron)

• Audio descriptions of processes

• Sensory tools (sandpaper, water spray bottles, etc.)

• Video clips with narration

• Interactive models for group activity

Lesson Duration

Time: 45 minutes

Lesson Outline

1. Introduction (5 minutes)

• Engage Students: Begin with a brief tactile demonstration using materials like sandpaper (to simulate erosion) and a piece of rusted metal.

• Prompt Questions:

• What do you feel?

• Can you imagine what might cause these changes in nature?

• Define Terms:

• Physical Change: A change where the substance remains the same but looks different (e.g., erosion, landslide).

• Chemical Change: A change where a new substance forms (e.g., rusting, burning).

2. Interactive Activity 1: Exploring Physical Changes (15 minutes)

Activity:

• Erosion Simulation: Provide tactile materials like damp sand, small stones, and spray bottles. Students spray water on sand to feel how it changes.

• Landslide Model: Use clay on a sloped board. Let students feel the clay shift when tilted or pushed.

Discussion Points:

• How does the shape of the land change?

• Why is this a physical change and not chemical?

3. Interactive Activity 2: Exploring Chemical Changes (15 minutes)

Activity:

• Rusting Experiment: Pass around tactile samples of rusted and unrusted objects.

• Burning Simulation: Use an audio/video clip of burning wood and provide a charred piece to touch (ensure safety).

Discussion Points:

• Why does rusting/burning create something new?

• What’s different between physical and chemical changes?

4. Group Recap and Quiz (5 minutes)

• Group Recap: Students match tactile cards to physical and chemical changes (e.g., eroded rock = physical; rusted nail = chemical).

• Quiz Questions (Large print/audio):

1. Is a landslide a physical or chemical change?

2. What kind of change happens when wood burns?

Assessment

• Participation in tactile and hands-on activities.

• Responses during the group recap and quiz.

Accommodations

• Provide audio recordings of key content for review.

• Use high-contrast visuals and large font for low vision students.

• Ensure multi-sensory engagement (tactile, auditory, kinesthetic).

Homework (Optional)

Ask students to find one example of a physical change and one example of a chemical change at home. Encourage them to describe it using large print or audio recording.

This plan emphasizes accessible, engaging methods to help students with low vision and dyslexia grasp scientific concepts effectively.

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