Lesson Plan – March 21

Grade/Subject: Grade 5 Science: Classroom Chemistry

Lesson Duration: 36 minutes

OUTCOMES FROM LEARNING OBJECTIVES ASSESSMENTS

ALBERTA PROGRAM OF
STUDIES
GLO: 5-7 Describe the properties
and interactions of various
household liquids and solids, and
interpret their interactions.
• SLO: 7. Distinguish
reversible from irreversible
changes of materials, and give
examples of each.
• 8. Recognize and describe
evidence of a chemical
reaction. Explain how the
products of a reaction differ
from the original substances.
Students will describe the
properties and interactions of
various household liquids
Students will distinguish
reversible from irreversible
changes of materials, providing
examples of each.
Students will recognize and
describe evidence of a chemical
reaction in relation to discovery
activity.
(Observations, Key Questions, Written
Assessments, Performance Assessments)
Discussion about exploration
activity and students’ developing
understanding of chemical and
physical changes
Picture-based chemical
/irreversible and
physical/reversible change
assessment
Activity sheet reflection items
Regarding changes and evidence
of chemical change in relation to
the exploration activity

LEARNING RESOURCES CONSULTED

Resource #1: Science Alberta Program of Studies
Resource #2: Light Up Learning Labs Chemistry Bundle
MATERIALS AND EQUIPMENT
• LULL – chemical and physical changes notes
• Physical and chemical change chart, slides, & notes
• Evidence of chemical reactions slides & notes
PROCEDURE
Introduction (min):
Advance Organizer/Agenda:
• Science duotang with:
o Chemical and physical changes chart, notes
o Evidence of chemical reactions notes

Attention Grabber & Assessment of Prior Knowledge:

• Show the picture & question to elicit thinking and relate what students learned during
the activity and lesson with the initial questions about the changes
• Review of what was done last class

Expectations for Learning and Behaviour:

• Students are expected to be attentive, respectful, and participate in the activities
• Students are expected to work with their group/partner and complete their work
• When students are engaged in group work they will contribute to the conversation, respect when it is
another students time to talk, and put up their hand when they have something to add or wait until a
person is done talking before they speak.
• When students are at their desk they will be seated and will raise their hand if they have questions or

1
 require assistance.
• I am worried about my abilities to keep up with some students’ increasing disruptive and
disrespectful behaviors in the classroom and during instruction. I recognize these behaviors are
related to engagement and may be reduced once we begin the hands-on activities, but I need to be
explicit and consistent with my expectations
• I will introduce the new classroom plan if students are not meeting expectations of the lesson and
classroom:
o 1: A verbal reminder/warning to make good choices
o 2: Three strikes – three chances to control behavior
o 3: Behavior Reflection which needs to be signed by a parent, with each being documented on the
student's file
• Students are also required to follow the rules already in place for classroom behavioural expectations.
The general examples of behaviours that warrant being given a warning and subsequent consequences
are: continually calling out, disrupting others learning, eye rolling, back talk, or other disrespectful
behaviour, being unkind to another student, refusal to follow classroom or school procedures
• If too much time is being wasted due to students settling down, I will begin a timer to be made up during
morning recess

Body (min):
Learning Activity #1: Evidence of Chemical Reactions
• Progress through slides as students follow along in notes:
o Change in properties: Color, odor, production of gas/bubbles, formation of
precipitate;
o Change in energy: Heating/cooling: exothermic/endothermic, release of light
• What happens during a chemical reaction to provide the discussed evidence?
• We will then discuss whether the stations provided evidence of a chemical reaction and
students will complete their charts with the evidence, as recorded in their observation
column and what they can recall
• Physical or chemical change assessment: An informal assessment where students will
hold up one finger if the picture is showing a physical change and two if the picture is
depicting a chemical change
o Then, a student will provide a rationale for why they answered the correct
answer, providing evidence of a chemical change
• Students will then complete the ‘evidence’ column of the activity chart with one or more
of the six changes as evidence of a chemical change
• Students will then complete the questions in their duotangs, as displayed on the slides

Teacher Actions:
• Facilitates lesson and class discussion
• Encourages students to think like scientist – questioning, hypothesizing, experimenting,
observing and recording, analyzing results, and discussing the conclusion

Sponge Activities:
• You Bet Your Hide Activity

Assessments/Differentiation:
• Discussion of the evidence of a chemical change and chart completion with the evidence
from the previous lesson's activity

2
• Physical or chemical change assessment: An informal assessment where students will
hold up one finger if the picture is showing a physical change and two if the picture is
depicting a chemical change
o Then, a student will provide a rationale for why they answered the correct
answer, providing evidence of a chemical change
• Information will be provided orally and on slides, as well as in students’ notes
• Exploratory, interactive hands-on learning activities
• Providing students with the opportunity to construct their own meaning of what
chemical and physical changes are will enable students to think critically about the
properties of both types of changes while gaining a deeper understanding of the
meanings
• Relating each task to the initial activity (adding to understanding of chemical changes to
include evidence of chemical reactions) will help students gradually expand upon
understandings and scaffold their learning

Transition:
• Have a helper pick up the duo tangs
Closure (3 min):
Consolidation/Assessment of Learning:
• Physical or chemical change assessment
• Back to Back (time permitting): Students will line up back to back with a classmate. I
will read a true or false statement & students will hold their thumb up for true and
down for false. Students will then turn to face one another. If they both have their
thumbs up or down (agree), they give one another a high five. If they disagree (one up,
one down), they must discuss their reasoning.

Feedback from Students:

• What is one thing you can add to your L section of your KWL chart after today's lesson?

Feedback to Students:
• Thank you for being active listeners and learners today.

Transition to Next Lesson:

• Next, we will be conducting an experiment by making elephant's toothpaste!

REFLECTION