Texas TEKS 7.6.C

Science7th GradeMatter and energy

The Standard

distinguish between physical and chemical changes in matter

Texas Essential Knowledge and Skills for Science

Teacher's field guide

What Students Need to Do: Students decide whether a change creates a new substance or only changes form, size, or state. They support each decision with observations such as gas production, temperature change, or a new solid.
What Mastery Looks Like: Students correctly classify melting, freezing, cutting, dissolving, burning, rusting, and cooking. They explain that evidence of a new substance matters more than whether the change can be reversed.
Common Misconceptions: Students often label every color change, bubble, or temperature change as chemical. They may also think dissolving is always chemical or that every reversible change is physical.
How to Assess It: Give students three cases: melting ice, rusting a nail, and dissolving salt in water. Ask them to classify each and justify one answer with evidence.

Lesson moves

Have groups melt ice, dissolve salt, and mix baking soda with vinegar, then record observations and classify each change.
Ask students to write: Is dissolving salt a physical or chemical change, and what evidence supports your claim?
Play a card sort with examples such as tearing foil, burning wood, cooking eggs, freezing juice, and tarnishing silver.
Students photograph or list five changes at home, then label each one and explain whether a new substance formed.

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A ready-to-print activity worksheet aligned to 7.6.C, with an answer key for the teacher on its own page. No account needed.

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