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Kirsten Koyle Grade 5 Science and Technology Understanding Matter and Energy

This lesson plan covers introducing students to physical and chemical changes of matter over three lessons. The first lesson involves activating prior knowledge and excitement for the unit through a video and experiment. The second lesson has students working in groups to observe physical changes through experiments and identify indicators. The third lesson similarly has students observing chemical changes through a guided experiment and comparing indicators to physical changes. Assessment tools include exit tickets, observation checklists, and recording of key terms. The lessons build knowledge to prepare students for their culminating experiment exploring a chemical or physical change.

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181 views

Kirsten Koyle Grade 5 Science and Technology Understanding Matter and Energy

This lesson plan covers introducing students to physical and chemical changes of matter over three lessons. The first lesson involves activating prior knowledge and excitement for the unit through a video and experiment. The second lesson has students working in groups to observe physical changes through experiments and identify indicators. The third lesson similarly has students observing chemical changes through a guided experiment and comparing indicators to physical changes. Assessment tools include exit tickets, observation checklists, and recording of key terms. The lessons build knowledge to prepare students for their culminating experiment exploring a chemical or physical change.

Uploaded by

api-311535995
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Kirsten Koyle

Grade 5; Science and Technology


Understanding Matter and Energy
Properties of and Changing Matter
Lesson
Topic
Introducti
on to
Physical
and
Chemical
Changes

Expectations

Lesson Outline: Learning activities and


Assessme
How it relates to the
Instructional strategies
nt
culminating activity
3.1 Identify matter Learning Activities
Assessmen This lesson relates to the
as everything that As a whole, students will be brainstorming what they
t For
culminating activity because
has mass and
know, and what they would like to know in the form of a Learning; it is engaging previous
occupies space
KW chart. This will be completed by writing their
knowledge and building
3.2 Identify
thoughts on post-it notes. Students will be watching a The
scaffolding for upcoming
properties of solids, video from the Bill Nye series, which provides a great
teacher will learning. This lesson is
liquids, and gases overview of what the students will be learning in this
be
setting the tone for the
and state examples unit. We will also be conducting a small chemical
examining remainder of the unit, by
of each
change experiment to get the students excited for the the post-it reviewing safety
3.3 explain changesunit. (see butter experiment attached.)
notes that expectations and getting the
of state in matter
the
students excited about their
Instructional Strategies
students
knew knowledge
The purpose of this lesson will be for the students to
add to the
recall what they already know, and to create excitement KW chart
for the upcoming unit. We will be bumping up their
with their
knowledge from previous years. This lesson will be
names on
engaging different parts of the unit, including building the back.
up previous knowledge, learning about theory as well as Looking for
hands on learning in the form of experiments. This
participatio
lesson will also be an opportunity to review the safety
n and the
requirements.
level of
understand
ing
https://www.youtube.com/watch?v=a_Kqx1YavZg

Physical 2.3 Use scientific


Changes inquiry/experiment
ation skills to
investigate
changes of state
and changes in
matter

Lesson Activities
Assessmen
In this lesson students will be building their knowledge t As
scaffolding to identify when a physical change has
Learning;
occurred and using scientific language. The students will
be completing a series physical change experiments in Observatio
small groups and then practicing making observational nal
notes. This will be done by rotating through stations. As Checklist
a class we will be creating a master list of indicators of a
3.4 describe
physical change. The students will be responsible for
physical changes in recording these indicators in their science work books
matter as changes for future reference.
that are reversible
Instructional Strategies
Through student directed learning, the small groups will
be able to (hopefully) come to their own indicators of
physical change through completed the experiment
stations. The teacher will take a hands off approach to
this learning, and allow the students to form their own
conclusions, and then will collect information to create
the master list. The teacher will be completing
Observational Notes and Checklists as the students are
working, as well as classroom management

This lesson relates to the


culminating activity because
the students will be required
to identify if their experiment
is a physical or chemical
change. They will also
scientific language and
explanation to define WHY
they know it was a physical
change.

Chemical
Changes 3.5 describe
chemical changes
in matter as
changes that are
irreversible
3.7 Identify
indicators of
chemical change
3.8 Distinguish
between physical
and chemical
change

Lesson Activities
Assessmen
In this lesson students will be building their knowledge t As
scaffolding to identify when a chemical change has
Learning;
occurred and using scientific language. The students will
be completing a guided chemical change experiment in Checkbrick
small groups and then practicing making observational
notes. As a class we will be creating a master list of
indicators of a chemical change, and then comparing
that to physical changes The students will be
responsible for recording these indicators in their
science work books for future reference.
Instructional Strategies
Through a guided process each student will be making
their own slime to discover a chemical change. The
students will also be watching the teacher make a
scrambled egg, using a hot plate (and the principals
permission). The purpose of this lesson is to note that
physical changes can be reverse and chemical changes
are irreversible. The teacher will be ensuring that each
student has recorded the indicators of physical and
chemical changes.

This lesson relates to the


culminating activity because
the students will be required
to identify if their experiment
is a physical or chemical
change. They will also
scientific language and
explanation to define WHY
they know it was a chemical
change

Procedura Science and Tech: Lesson Activities


l Writing 2.5 Use appropriate After watching a science experiment as led by the
science and
teacher, the students will be completing a guided
technology
procedural writing piece to indicate the materials,
vocabulary
procedure, predictions, observations and scientific
explanations. The students will be following a template
Lang
that they may refer back to as needed.
1.5 Identify and
order main ideas
Instructional Strategies
and supporting
Completing the procedural writing will be done through
details and group a guided process as a whole group and teacher
them into units that instruction. The students will be generating their own
could be used to
thoughts, however the teacher will be assisting
develop a
formatting and providing expectations for when the
structured, multi- students do this on their own. The teacher will be
paragraph piece of assessing that the students were able to complete the
writing
writing and follow the template given. Anecdotal notes
will be taken for the teachers reference along with
descriptive feedback for the students.

Assessmen This lesson relates to the


t As
culminating activity because
Learning; it is setting the foundation
and giving an example of
Anecdotal what is expected for their
Notes
procedural writing activity.

Exploring
Science
Experime
nt Ideas

Science and Tech:


2.3 Use scientific
inquiry/experiment
skills to investigate
changes of state
and changes of
matter
Lang:
Identify, with some
support and
direction, what
strategies they
found most helpful
in making sense of
and creating media
texts

Learning Activities
Students will be working in their chosen Science
Experiment teams to research possible experiments to
witness a chemical or physical change.

Assessmen This activity relates to the


t As
culminating task because
Learning; each student will be in a
group to complete their
Confirmatio experiment that they have
The students have been supported throughout the year n that each chosen. This will be their
to conduct effective research techniques.
student is opportunity to research an
apart of a experiment, create their
Once the students have found their experiment, they
group that predictions and material list
will brainstorm what they predict will happen (although has
(will be used for their
the experiment instructions will likely tell them..) Their submitted procedural writing).
experiment will need to be approved by the teacher.
their
Each group will be compiling a materials list as well as experiment Students have been aware of
the link to their experiment to the google classroom for proposal, this culminating task since
the teacher to review and approve.
with
the beginning of the unit.
predictions
At this point students have witnessed and participated and
in a variety of experiments and have the resources to
material
understand the difference between physical and
list.
chemical change.
This will be
their exit
Instructional Strategies
ticket.
This lesson is meant to be inquiry based in nature so it
will be student directed. The teacher will be available to
guide in a direction, for classroom management and to
review experiments. The students will also have access
to the teachers pinterest Science Experiment page if
they get stuck.
Lesson Time: 40 minutes
Science And Technology

Introduction Activity

http://thethirdgradezoo.blogspot.ca/2016/02/solids-liquids-and-gases-oh-my.html
Physical Change Stations
http://chemistry.about.com/od/matter/a/10-Physical-Change-Examples.htm
1)
2)
3)
4)
5)

Tearing paper, mixing it with different colours of ripped paper


Painting a piece of wood
Melting an ice cube
Mixing sand and water
Breaking a crayonWhat if we melted the crayon? What if the crayon colours mixed?

How to make slime

Mr. O shows his audience in this video how to make oobleck, a slime-like substance which
has a variety of unique properties. For this project, you will need a mixing bowl, food
coloring, corn starch, a measuring cup, and water. First, color the water with food coloring to
a color which is much darker than the color you would like. You will need the correct ratio of
water to cornstarch, in a 1 to 2 ratio. Add some water to the bowl and add the cornstarch,
then add the rest of the water. Finally, you should use your hands in order to knead the
cornstarch and the water together. The resulting oobleck is both a solid and a liquid, which
stays as a liquid when moved slowly, but which seems like a solid when you hit it with force.
http://science.wonderhowto.com/how-to/make-non-newtonian-oobleck-from-corn-starch-water-336899/

Assessment Tools:
Introduction Lesson; Exit Ticket Completion
Student Name

Exit Ticket
Completed

What I Know

What I want to Know

Physical Change Lesson; Observational Checklist


Student Name

Safety
Measure
s Taken

Cooperation with Group

Notes

Chemical Change Lesson;


Student Name

Identifiers of Chemical
Change

Identifiers of Physical
Change

Notes

Procedural Writing Lesson


Student Name

Anecdotal Notes

Exploring Science Experiments


Group Members

Experiment

Predictions

Materials Requested

Anchor Charts

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