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Grade 5: Science
Miss. Kujundzic
Lakeview School
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Table of Contents
Overview
Rationale
Description of Differentiated Instruction
Social Context Issues
GLO/SLOs
Calendar
Alignment and Timeline
Activities
1. Mixing Liquids
2. Layering Liquids
3. Dissolving Liquids
4. The Solution to Recovery
5. Crystals Borax
6. Water Droplets
7. The Great Bulge
8. Floating a Paper Clip
9. Where Did the Tension Go?
10. Gas in a Gag Testing Powders
11. Basically Acidic
12. Cabbage Chemistry-Acid I Base Indicator
Assessment
Resources
MAterials
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Overview
This unit is designed to be approximately 17 classes long. I am entering the school
year a quarter of the way through the unit. So this unit plan includes everything from when
I started in the classroom onward. I will be using the Edmonton Public Schools Classroom
chemistry booklet to guide my planning and activities. This unit is designed to allow
students to opportunity to both express and refine their science inquiry abilities while
exploring the world of chemistry basics. Each topic within the elementary science
curriculum provides opportunities for developing questions, problems, and issues that
become starting points for inquiry and problem solving. By engaging in the search for
answers, solutions, and in formulating decisions, students have a purpose for learning
and an opportunity to develop concepts and skills within a meaningful context. Students
learn about the properties and interactions of some safe to handle household liquids and
solids. They test a variety of materials to see what happens when things are mixed
together: what dissolves, what reacts and what remains unaffected. They discover that
when a solid material dissolves, it can be recovered as a crystal by evaporating the liquid.
They also learn that when two materials react to form a new material, the original
materials cannot be recovered. As an example of a chemical reaction, students learn to
produce carbon dioxide gas and show that this gas differs from ordinary air. Through
many hands on experiments as well as individual project SAM, a mid-unit quiz and unit
quiz students will show and apply their new knowledge.
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their ideas more deeply. During instruction I will underline, or highlight material and make
sure that every student has a pencil so they can mark down ideas as well.
There are some students that I will have to modify the curriculum and activities for.
I need to make sure that as I modify materials students feel included and that they are
learning.
I will always have an agenda up for the day on the board or smart board so that
students have a visual representation of what we will learn today.
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Explore
and
Investigate
Reflect and
Interpret
Students
will show
growth in
acquiring
and
applying
curiosity
confidence in personal ability to learn and develop
problem-solving skills
inventiveness and open-mindedness
perseverance in the search for understandings and for
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the
following
traits:
Students
will: (SLE)
l.
2.
3.
4.
5.
6.
7.
8.
solutions to problems
flexibility in considering new ideas
critical-mindedness in examining evidence and
determining what the evidence means
a willingness to use evidence as the basis for their
conclusions and actions
a willingness to work with others in shared activities and
in sharing of experiences
appreciation of the benefits gained from shared effort
and cooperation
a sense of personal and shared responsibility for
actions taken
respect for living things and environments, and
commitment for their care.
Recognize and identify examples of the following kinds
of mixtures:
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9.
Tuesday
5
Mixing Liquids
Wednesday
6
Mixing
Liquids
13
Part 2
part 3 prep
solution
to
recovery
19
7
Layering
(DEMO)
Liquids
12
Thursday
Friday
9
Saturda
y
10
Sunda
y
11
15
16
17
18
23
24
25
8
Dissolving
Life savers
14
part 2
Part 1Water
Droplets
20
21
22
Water
droplets Gas
in a Bag
The Great
Bulge
Water sheet
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26
27
28
29
Basically
Acidic Prep
Cabbage
Chemistry
30
31
Outcomes
SLE 1: Recognize and
identify examples of the
following kinds of
mixtures:
two or more
liquids; e.g. milk and tea
SLE 2:
Apply and
evaluate a variety of
techniques for separating
different materials.
Activities
Activities
Mixing Liquids
Resources
Edmonton
Public Schools:
Classroom
Chemistry
Master #4, #5,
#6, #7
Formative
assessment
Demo
Activities
Layering
Liquids
SLE 7:
Distinguish
reversible and irreversible
changes of materials and
give examples of each.
(On going)
2 days
SLE 3:
Distinguish
substances that will
Activity
Solution to
Edmonton Public
Schools:
Formative
assessment
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Recovery (Two
Parts)
Classroom
Chemistry
Master #2, #8, #9
SLE 4:
Demonstrate a
procedure for making a
crystal.
Activities
Crystals Borax
Formative
assessment
SLE 7:
Distinguish
reversible and irreversible
changes of materials and
give examples of each.
SLE 5: Recognize that
the surface of water has
distinctive properties, and
describe the interaction of
water with other liquids
and solids.
Crystal work
sheet
Edmonton
Public Schools:
Classroom
Chemistry
Master # 10 (2
pages long)
Activities
Water Droplets
The Great
Bulge
Edmonton
Public Schools:
Classroom
Chemistry
Formative
assessment
Demonstratio
n
Where Did the
Tension Go?
Master #11
Activity
Gas in a Bag
Edmonton
Public Schools:
Classroom
Chemistry
1 day
Formative
assessment
Master #12
SLE 7: Distinguish
reversible and irreversible
changes of materials and
give examples of each.
SLE 8: Recognize and
describe evidence of a
chemical reaction.
Explain how the products
of a reactions differ from
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original substances.
1 day
SLE 7: Distinguish
reversible and irreversible
changes of materials and
give examples of each.
Activity
Testing
Powders
Half way
two or more
liquids; e.g. milk and tea
SLE 2:
Apply and
evaluate a variety of
techniques for separating
different materials.
SLE 3:
Distinguish
substances that will
dissolve in a liquid from
those that will not, and
demonstrate a way of
recovering a material
from a solution.
SLE 7:
Distinguish
reversible and irreversible
changes of materials and
give examples of each.
Edmonton
Public Schools:
Classroom
Chemistry
Formative
assessment
Master #13,
#14, #15
Activities
Basically Acidic
Cabbage
Chemistry Acid I Base
Indicator
Mini quiz
Edmonton
Public Schools:
Classroom
Chemistry
Formative
assessment
Master # 16A,
#17A
Summative
Assessment
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SLE 4:
Demonstrate a
procedure for making a
crystal.
end
All outcomes:
Unit test
Summative
assessment
Assessment
Formative assessment: 10%
Not all assignments will be marked but to ensure students are completing
quality work and understanding the curriculum, some will be taken in.
Summative Assessment:
SAM Activities and Unit Test will be counted for marks. There will be periods
of class set aside for test preparation and a study guide will be provided.
Certain activities done in the SAM booklet will be taken in for marks as well.
Knowledge % 40
Application %40
Resources
- Edmonton Public Schools
- Online resources ( pinterest, youtube, discovery education, teacher
pay teacher)
Materials
solids
popcorn kernels, sand, dry beans,
different grains, pickling salt, wood
shavings, oatmeal, saw dust,
aquarium rocks, cornmeal, wheat
kernels, peatmoss...
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ironfiling
s electric
fan
liquids
wooden spoon
cooking oil, water, glycerin, dish soap,
small
jars lemon juice, syrup, milk, tea, vinegar, pop,
pencil
juice, alcohol, tomato juice, bleach...
copper
sulphate
shallow glass
dish
magnetic solids
old pot
metal nails, tacks, staples, stick pins...
writing paper
plate/tray
powders
washing soda
baking powder, calcium, carbonate, Epson wool
salt, baking soda, salt, citric acid, talc,
hair dryer
cornstarch, sugar...
paper clips
spoons
large mouth jars
thread
plastic bowls
clear plastic cups
plastic butter knives
stir sticks
wax paper
white sugar
pennies
medicinevials
washers
eye droppers
pepper
beakers
medium sized ziploc bags
graduated cylinders
film canisters
foodcolouring
tea light candle
Lifesavers
long matches
coffee filters
iodine solution
scissors
blue litmus paper
funnel
red litmus paper
masking tape
redcabbage
petri dishes
chart paper
magnifyingglasses
blueing
charcoal briquette
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