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Lesson Planning Form for Accessible Instruction — Calvin College Education Program
Teacher Miss Stebbins
Date 11/09/2018 Subject/ Topic/ Theme Chemical Solutions: A Special Type of Mixture Grade 5
I. Objectives
How does this lesson connect to the unit plan?
This is the first lesson in the unit plan. In the last unit, students applied their knowledge of atoms, molecules and compounds to understand mixtures. This lesson of the
unit will focus on a special type of mixture: a solution.
cognitive physical socioemo
Learners will be able to: R U Ap An E C* development tional
● Explain to their partner how a solution is different from other mixtures. XU
● Decide which of two given substances are solutions based on a characteristic of solutions checklist. XAp
● Split up a lab task between them and their partner(s). X
● Model the particles in a solution using a physical manipulative. X C X
●
Common Core standards (or GLCEs if not available in Common Core) addressed:
5PS11 Develop a model to describe that matter is made of particles too small to be seen.
5PS13 Make observations and measurements to identify materials based on their properties.
5PS14 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
(Note : Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write
the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start
● Students must understand basic lab procedure (work area is clean and uncrowded, designing
Identify prerequisite their procedure before working, making and writing scientific observations)
knowledge and skills. ● Students should already know what a mixture is.
● Student must know that objects are made of different compounds and compounds are made of
multiple (sometimes different) elements.
Preassessment (for learning):
● In the preassessment, the teacher will know how familiar students are with the vocabulary of
solutions and how much she needs to teach/reteach this vocabulary.
● The teacher will give students real life mixtures (in her lunch) and will ask a few questions
about the properties of mixtures to figure out how much students know about mixtures (and
the different types of mixtures).
Formative (for learning):
● All students will thumbs up or thumbs down during the mixtures portion which gives the
teacher an idea of if students are classifying mixtures or solutions correctly or not.
● Throughout the instruction piece, the teacher will ask students to thumbs up or down to show
their comfort level. This will let the teacher know if students feel confident with the material,
or if she needs to reteach a portion.
Outline assessment
● During the experiment piece, the teacher will observe how students are doing in several of the
activities
goals like splitting up lab tasks and recording their observations.
(applicable to this lesson)
Formative (as learning):
● When the teacher asks students to give a thumbs up or thumbs down, this causes the students
to reflect on how they are understanding the material. This is done to find out concrete
information students know or don’t (is this a mixture or not?) as well as students’ comfort
level.
● As students explain/summarize concepts to their partners throughout the lesson, they are
forced to speak and show what they know, or don’t.
Summative (of learning ):
● A Lego activity will show the teacher how much partner pairs know together. The worksheet
that accompanies the activity will help the teacher see what individual students now know
after the lesson.
What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
lesson present? Engagement Representation and Expression
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Provide options for selfregulation Provide options for comprehension Provide options for executive
expectations, personal skills and activate, apply & highlight functions coordinate short &
strategies, selfassessment & In the beginning of this lesson, longterm goals, monitor progress,
reflection the teacher activates relevant and modify strategies
This activity gives students a prior knowledge. Students will have the opportunity
chance to work on their behavioral to set goals for their behavior for
The teacher provides examples
goals and selfreflect on their this unit during the morning reading
learning. Many students have set and nonexamples of solutions. prompt time. At the end of the
behavioral goals for themselves that During the students’ procedure, lesson, the teacher will ask a few
relate to listening to people or being a checklist is provided on the questions to guide selfreflection.
kinder to people. Partner work board for students to refer to. Students will write the objective in
gives students chances to practice their planners at the beginning of
positive behaviors. Throughout the the lesson, and the objectives will
lesson, there are chances for be displayed on the board for
students to selfreflect on their students.
learning. Before students start working, the
teacher will stop them so they can
“stop and think” through steps they
need to take before acting.
Provide options for sustaining effort Provide options for language, Provide options for expression and
and persistence optimize challenge, mathematical expressions, and communication increase medium
collaboration, masteryoriented symbols clarify & connect of expression
feedback language Students won’t explain
This lesson focuses on creating Any potentially unfamiliar vocabulary terms using only
smaller, cooperative learning words in a problem will have an words (spoken or written).
What will it take – groups who have clear goals, image accompanying them to Students will draw a
neurodevelopmentally, roles, and responsibilities. avoid student confusion. representation of new
experientially, emotionally, vocabulary words.
etc., for your students to do The summative assessments
this lesson? give students chances to show
their learning using different
mediums. If students struggle
with written language, they
have chances to communicate
what they know visually and
through spoken words.
Provide options for recruiting Provide options for perception Provide options for physical action
interest choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats Several students in the class For students who have a hard
The activities in this lesson are struggle greatly in terms of time performing an experiment
based around authentic situations interacting with content that’s themselves using only written
and encourage students to look for
only presented in English. ELLs directions, the teacher will walk
solutions and mixtures in their daily
lives. in this unit will better able to through with each step,
In addition, students are actively understand our concepts by the modeling it, prior to students
involved in exploring two mystery pictures accompanying and new interacting with materials.
substances. vocabulary words, our visual Students here interact with a
aids, and the bolding of key real life solution and a model of
words in the worksheet. the particles in a solution.
There is always at least two
different representations of each
concept.
Planners (to write objective in)
Whiteboard (and markers)
Materialswhat materials
Lunch with fruit salad, carrots, iced tea.
(books, handouts, etc) do
Sand (for every other person)
you need for this lesson
Salt (for every other person)
and are they ready to use?
Water (for every person)
Cups (for every person)
Spoons (for every person)
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Bowls or paper plates (2 for every person)
Legos (for every pair)
Summative Assessment Lego worksheet
In the normal set up with tables in pods (6 people at every table, everyone with a partner).
The whiteboard will be visible to everyone.
How will your classroom
be set up for this lesson?
III. The Plan
Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Write Objectives for the day are written on the board for Individuals write the objectives for the day in
C.O. students to see. planners.
2 mins
Lunch Teacher shows the students real life mixtures (her
box lunch). She asks the students what they have in Individual student volunteers will give ideas. They
10 common in terms of chemistry. will likely mention that these foods are made out of
mins (This builds on prior knowledge that students have atoms. When the teacher explicitly mentions that
about what a mixture) is with the following they should think about the last unit, they will
questions. maybe remember that some of these items are
● What makes something a mixture? What mixtures.
qualities does it need to have?
Students answer the first question in partner groups.
● What things here are mixtures? A mixture is a thing that is made by combining two
or more different things.
Motivation
Student show with thumbs up or down if a certain
(opening/
item in my lunch is a mixture. They might identify
introduction/
the following items as mixtures
engagement)
● The fruit salad
● (The carrots)
● My iced tea
If students identify the carrots as a mixture, the
teacher will ask students to check the definition of a No. (Look back to definition)
mixture and see if carrots work. (Are the carrots Carrots aren’t a mixture.
made of two or more different things?)
Now we’re going to talk about the different types of Possible ideas: Individual fruit pieces in the fruit
mixtures. What are some differences you see salad not in the iced tea.
between the mixtures in my lunch? Fruit salad still looks like the different parts, the
iced tea looks like a new substance.
Charac So, while both of these are mixtures, one is a
teristic special type of mixture. Our iced tea is called a
s of solution.
solutio
n Development Teacher will write on board characteristics of a Students write qualities of solutions in their
3 mins (the largest solution from the prior discussion while students notebooks.
Experi component or make a list in their journals.
ment main body of Teacher adds another characteristic to the list:
descrip the lesson) The parts that come together to make it have
tion different names: the solute and the solvent.
5 mins Solute: (the substance dissolved in a solution)
Discus Solvent: (the substance in a solution that does the
sion of dissolving)
Experi
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ment
results If I mix sand and water in a glass, is it a mixture? Yes because two or more different things are put
5 mins together.
Definit What if I mix salt and water in a glass? That is a mixture too.
ion of To understand how these mixtures are different
Solutio from each other, students will do an experiment.
n Here the teacher explains the procedure to students.
5 mins ● Each pair will get two cups with water,
two spoons, one bag of salt, and one bag
of sand. There’s the same amount of water
in each cup, and the same amount of sand
and salt in each bag.
● Students will be pour sand into one cup,
and the salt into another cup. Each partner
will take one cup and will stir (at the same
speed as the other partner) until the teacher
indicates to stop.
● After this, we’ll look to see what happens.
Now, the teacher passes out cups with water inside
to the students. She also passes out sand and salt.
Teacher begins has students mix their ingredients Students decide which partner will be in charge of
and begin stirring. (There is a visual checklist and a which cup. Then, they pour in their salt/sand and
written checklist in English for students to refer stir until the teacher tells them to stop.
back to.)
Sand people. What do you see in your cups? There is sand and water.
Salt people. What do you see in your cups? Do you
see the salt? The salt particles aren’t visible.
● (If students think the salt is at the bottom, (The salt is gone)
have students try to pick up some salt in
their spoon)
● (If students think the salt is gone, ask
students if they’d like to drink the water?
If they taste it, the salty taste is still there)
What happened to the salt then if we can’t see it? It turned invisible?
The particles that make up the salt broke apart and
spread around among the particles that make up
water.
Are they spread pretty evenly? Would you taste the
saltiness the same everywhere in the glass? Yes
Teacher draws on the board what is happened
inside each cup.
The students identify the solvent and solute.
At this time, the teacher offers two different Students write the definition of solute and solvent
mnemonic devices to remember the difference. (accompanied by a picture) in their notes.
1. We distribute the solute and the solvent
dissolves it.
2. Solute is a shorter word, there’s less
solute. Solvent is a longer word, there’s
more solvent.
So, the salt and water is a special kind of mixture
called a solution. Let’s write a definition for it.
A solution is...
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a combination of two or more different things
(mixture) in which two kinds of particles are evenly
distributed in a container.
Lego Teacher passes out Legos to the students. (slightly
explan different colors and combinations in different Students fill out the worksheet. Once they have
ation bowls) Legos represent the atoms. finished, they model a solution with Legos.
and Closure I want you to draw a picture using different colors
assess (conclusion, of each bowl to represent the different Legos.
ment culmination, Then, using your new knowledge of a special type
15 wrapup) of mixture, decide which of your bowls is showing
mins the particles in a solution. (This is done on a
worksheet.)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
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