Alayna Allanson

Matter Unit Overview- 5th Grade

Length of Unit: 3 weeks (~15 days)

Overall Goal:

By the end of the unit being taught, students will be able to identify the states of matter and their properties, as well as changing from one state to another.  Along with changes, student will be able to describe and identify the difference between chemical and physical changes. Students will also be able to define and identify atoms, molecules, elements, and compounds. Lastly, students will be able to distinguish between mixtures and solutions and their characteristics.Main SOL:

Science: Matter

5.4 The student will investigate and understand that matter is anything that has mass and takes up space; and occurs as a solid, liquid, or gas. Key concepts include a) distinguishing properties of each phase of matter; b) the effect of temperature on the phases of matter; c) atoms and elements; d) molecules and compounds; and e) mixtures including solutions.

Supporting SOLs:

Science: Scientific Investigation, Reasoning, and Logic

5.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) items such as rocks, minerals, and organisms are identified using various classification keys; b) estimates are made and accurate measurements of length, mass, volume, and temperature are made in metric units using proper tools; c) estimates are made and accurate measurements of elapsed time are made using proper tools; d) hypotheses are formed from testable questions; e)  independent and dependent variables are identified; f)  constants in an experimental situation are identified; g)  data are collected, recorded, analyzed, and communicated using proper graphical representations and metric measurements; h) predictions are made using patterns from data collected, and simple graphical data are generated; i)  inferences are made and conclusions are drawn; j)  models are constructed to clarify explanations, demonstrate relationships, and solve needs; and k)  current applications are used to reinforce science concepts.

Physical Education: Motor Skill Development

5.1The student will demonstrate mature movement forms, create movement patterns, and begin to describe movement principles. a) Demonstrate use of space in a variety of

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activities. b) Demonstrate accuracy in a variety of activities. c) Demonstrate use of force in a variety of activities.

English: Reading

5.6 The student will read and demonstrate comprehension of nonfiction texts.  a) Use text organizers, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. b) Use prior knowledge and build additional background knowledge as context for new learning. c) Skim materials to develop a general overview of content and to locate specific information. d) Identify the main idea of nonfiction texts. e) Summarize supporting details in nonfiction texts. f) Identify structural patterns found in nonfiction. g) Locate information to support opinions, predictions, and conclusions. h) Identify cause and effect relationships following transition words signaling the pattern. i) Differentiate between fact and opinion. j) Identify, compare, and contrast relationships. k) Identify new information gained from reading. l  Use reading strategies throughout the reading process to monitor comprehension. m) Read with fluency and accuracy.

English: Writing

5.7The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade. A) Identify intended audience. b) Use a variety of prewriting strategies. c) Organize information to convey a central idea. d) Write a clear topic sentence focusing on the main idea. e) Write multi-paragraph compositions. f) Use precise and descriptive vocabulary to create tone and voice. g) Vary sentence structure by using transition words. h) Revise for clarity of content using specific vocabulary and information. i) Include supporting details that elaborate the main idea.

Daily Plans (Subject to change)

Day 1: States of matter and properties reviewDay 2: Properties cont.Day 3: Scientific Method candy bar experiment review (touch on density)Day 4: Affect of temp. on states of matter/ Physical and chemical changesDay 5: Affect of temp. on states of matter/ Physical and chemical changes cont.Day 6: Begin atoms, protons, neutrons, and electrons/ PROJECT INTRO.Day 7: Atoms and elements-Periodic TableDay 8: ElementsDay 9: CompoundsDay 10: Elements & CompoundsDay 11: ReviewDay 12: QUIZDay 13: SolutionsDay 14: Solubility LabDay 15: Mixtures (connect to lab to show differences) –Venn diagramDay 16: Unit Project Presentation

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Unit Evaluation(Descriptions and individual rubrics below)

Students will be choosing 1 from a list of 6 different projects they must complete. They will be given about 2 weeks to complete the projects. If students wish to complete a project that is not on the list, they must submit a project proposal within 3 days of being introduced to the project. Below are the options they have:

1. Investigate: Design an investigation to determine how heat affects the state of matter, including in the design the ways information will be recorded, the measurements that will be made, the instruments that will be used, and the ways the data will be graphed.

2. Create a game that will help us compare and contrast mixtures and solutions; elements and compounds; and atoms and molecules. Be sure that your game has an objective, specific rules, and all of the pieces to help us study.

3. Propose your own matter experiment. If you choose this option, you will need to ask your teacher for a project proposal sheet, fill it out and receive approval.

4. Create a 3-D model of an atom and its parts.5. Research: What is the difference between a mixture and a compound? How

can we separate mixtures? What are some different ways that the components of a mixture can be separated? Create a table that shows common mixtures and compounds you might find in your home. You may show your information using a display or Powerpoint.

6. Construct and interpret a sequence of models (diagrams) showing the activity of molecules in all three states of matter. Create a display showing your model/diagram.

Oral Presentation Grading Guide for ALL Projects (*10 point grading scale)The student will use effective verbal and nonverbal communication skills to deliver planned oral presentations:

a. maintain eye contact with listeners -  looking at audience at least 3 times during the presentation (15 points)

b. use gestures to support, accentuate, and dramatize verbal message (10 points)

c. use facial expressions to support and dramatize verbal message (10 points)d. use posture appropriate for communication setting (15 points)e. use language and style appropriate to the audience, topic, and purpose

including using specific vocabulary to enhance presentation (15 points)f. speak clearly at an understandable pace (15 points)g. speak loud enough for all students to hear clearly (20 points)

Matter Investigation Grading Guide

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Investigate: Design an investigation to determine how heat affects the state of matter, including in the design the ways information will be recorded, the measurements that will be made, the instruments that will be used, and the ways the data will be graphed.The student used all parts of experimental design (purpose/question, materials, hypothesis, procedure, results, and conclusion) ____________ 50 ptsThe student modeled at least one part of the experiment for the class  ____________ 25 ptsThe student shared the process the went through for the experiment, including their initial hypothesis, results, and conclusion ____________ 15 ptsThe student’s written explanation and/or display is thorough and neat. _____________ 10 pts

Matter Game Grading GuideCreate a game that will help us compare and contrast mixtures and solutions; elements and compounds; and atoms and molecules. Be sure that your game has an objective, specific rules, and all of the pieces to help us study.The student explained the object of the game. _____________ 5 ptsThe student explained the rules of the game. _____________ 5 ptsThe student included pictures/diagrams within their game. _____________ 10 ptsAll information within the game is accurate. _____________ 15 ptsThis game helps players compare and contrast mixtures & solutions, elements & compounds, and atoms & molecules. _____________ 60 ptsThe game is neat, engaging, and meets all requirements. _____________ 5 pts

Create Your Own Experiment Grading GuidePropose your own matter experiment. If you choose this option, you will need to ask your teacher for a project proposal sheet, fill it out and receive approval.The student used all parts of experimental design (purpose/question, materials, hypothesis, procedure, results, and conclusion). _______________50 ptsThe student modeled at least one part of the experiment for the class. _________ 25 ptsThe student shared the process they went through for the experiment, including their initial hypothesis, results, and conclusions. ______________ 15 ptsThe student’s written explanation and/or display is thorough and neat. ______ 10 pts

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Atom Model Grading GuideMust haves: element name, atomic number, chemical symbol, metal/non-metal/metalloid, state of phase at room temperature, uses, interesting facts, characteristics or properties

Category Exemplary(25 pts)

Meets requirements

(24-20 pts)

Inadequate(19-15 pts)

Missing(14 &

below)Content

Accuracy_________ pts

All content throughout the presentation is

accurate. There are no factual errors.

Most of the content is accurate, but

some of the information might

be inaccurate.

The content is generally

accurate, but much of the

information is clearly flawed or

inaccurate.

Content is confusing and

content has many factual

errors.

Content Present

__________ pts

All criteria has been presented.

Most information has been presented.

Required content is too brief or

missing.

Content is completely off.

Appearance__________ pts

Atom project is constructed neatly and creatively. It is 3_d and

generally attractive looking showing the presenter time and

effort.

Atom project is nicely put together,

shows effort, but lacks creativity.

Atom project shows little effort

or creativity.

Atoms project is poorly

constructed and shows no

effort or thought.

Atom Model Accuracy

__________ pts

Atom model has the appropriate number of protons, neutrons, and

elections. They are located in the

appropriate places and can be distinguished

from on another.

Atom is mostly accurate, but some

particles are inaccurately

displayed.

Most of atom project is

inaccurately put together.

Atom project failed to

display the parts properly.

Matter Research Project Grading GuideResearch: What is the difference between a mixture and a compound? How can we separate mixtures? What are some different ways that the components of a mixture can be separated? Create a table that shows common mixtures and compounds you might find in your home. You may show your information using a display or Powerpoint.The student compared the different between mixtures and compounds.   _________ 30 ptsThe student explained how we can separate mixtures.     _________ 25 ptsThe student included how different components of a mixture can separated. __________ 15 ptsThe student included a table that shows common mixtures and compounds found in your home.

     __________ 15 ptsThe student’s written explanation/Power point and research are thorough and neat. ________ 15 pts

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Model Construction Project Grading GuideConstruct and interpret a sequence of models (diagrams) showing the activity of molecules in all three states of matter. Create a display showing your model/diagram.The student is able to explain the activity of molecules in a solid, liquid, and gas.     ______ 50 pts_The student created an interesting model or diagram that shows the activity of the molecules in the different states of matter.         _______ 40 ptsThe display/model and written information is neat and organized.                             _______ 10 pts

Unit Resources(Additional items that can enhance or expand on topics from matter)

1. Atoms Family Song- Creative way for students to remember information about atoms. It is a good video/song to show at beginning of unit. (https://www.youtube.com/watch?v=D-iPPwDAk1Q)

2. Matter vocabulary familiarity chart- Great, simple way to see what words dealing with the matter unit that students know well and can define and don’t know at all. Can be used as a pre-test.

Word I can define and explain it clearly.

I have heard it, but am unsure of what it means.

I do not know what it means.

MatterElement

AtomCompoundMoleculeMixtureSolution

SolidLiquid

Gas3. Molecule Madness Water Experiment- This is a good addition if you have

extra time during your unit when talking about molecules. It is above what 5 th

grade student usually need to know, but a great add on. (https://www.education.com/activity/article/Molecule_Madness_high/)

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4. Book- What’s the Matter in Mr. Whiskers’ Room by Michael Elsohn Ross. This is a fictional book about matter. It is a lot like The Magic School Bus book series.

5. Oobleck Experiment- Oobleck has properties of a solid AND a liquid. This is a great experiment to do when talking about the properties of each state. (https://www.scientificamerican.com/article/oobleck-bring-science-home/)

6. Skittles Dissolving Experiment- This experiment not only talks about the general idea of solubility, but also goes into how different temperatures of the liquid affects or does not affect how things dissolve. (http://thesciencepenguin.com/2016/07/7-ideas-teaching-scientific-method.html)

7. Density Experiment- This experiment deals with the different densities of various liquids. Great extension to solubility. (https://teachbesideme.com/density-experiment-for-kids/?utm_source=pinterest&utm_medium=social&utm_campaign=SocialWarfare&utm_content=tribes)

8. The Properties of Matter Task Cards- These are task cards that can be used in centers towards to end of your matter unit, or used throughout, as long as

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you sort them out. (https://www.teachersnotebook.com/product/Tangstar%20Science/the-properties-of-matter-task-cards)

9. Classifying Matter Lab Centers- These can be used as centers where students can do mini-experiments on their own or in small groups during center time. (https://www.teacherspayteachers.com/Product/Classifying-Matter-Lab-Stations-and-Scavenger-Hunt-1418425)

10. The Magic School Bus- This is a short video that reviews the Water Cycle. This can go along with teaching about changing from one state of another and how temperature affects the states of matter. (https://www.youtube.com/watch?v=AQKdkponoZM)

11. Fit4Kids Scientific Method Mash Up- This game helps students remember the scientific method as well as gets them up and moving. They will be using the scientific method all year throughout science as they experiment, so why not practice with it? (http://grfit4kids.org/wp-content/uploads/2014/08/Scientific-Method-Mash-Up1.pdf)

12. Experiments- This website has 3 different experiments you can do that deal with the states of matter. They all deal with changing from one state to another. They would be great add-ons or experiments to do later to review. (http://thethirdgradezoo.blogspot.ca/2016/02/solids-liquids-and-gases-oh-my.html)

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13. Movement Lesson- This is a great opener for the beginning of your matter unit to REVIEW the three states of matter with 5th grade, who should already know this material. Or this can be used at the end to review in a fun way. In this game/movement lesson, students will act like the different molecules in each state of matter, either being really close together, a little further apart, and very spread out. (https://layers-of-learning.com/solids-liquids-and-gases/)

14. I have, who has Game- This particular link is a review game for the states of matter, but you can alter it to go along with any of the topics throughout the matter unit. Kids get up and moving and interact with the whole class. (https://www.teacherspayteachers.com/Product/I-Have-Who-Has-States-of-Matter-2450936)

15. Get to know the Elements Scavenger Hunt- This is a great way for students to get familiar with the periodic table, which can be overwhelming for them. It’s fun and interactive. This particular one adds pictures to the periodic table to help them learn better. (https://www.teacherspayteachers.com/Product/Get-to-Know-the-Elements-a-Periodic-Table-in-Pictures-Scavenger-Hunt-1650092)

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Daily PlansDay 1: States of Matter and Properties

Time: ~45 minutes

Purpose:The purpose of this lesson is to review the states of matter (solid, liquid, gas)

from previous grades. The physical and chemical properties of each state of matter will also be discussed. 4.5 The student will investigate and understand that matter is anything that has mass and takes up space; and occurs as a solid, liquid, or gas. Key concepts include a) distinguishing properties of each phase of matter; b) the effect of temperature on the phases of matter; c) atoms and elements; d) molecules and compounds; and e) mixtures including solutions.

Objectives:The student will be able to identify the properties of each state of matter. The

student will be able to draw a picture to show how the molecules are arranged in each state of matter.

Procedure:Introduction:

The teacher will ask students what they already know about matter and the three states and type them on the computer and display. Be sure to bring up things students do not. (visual)

Students will be given a chart distinguishing between the states and will go over as a class, highlighting the ones they NEED to know. (shape & volume)

Students will glue these in their science journals and then be asked to draw a model of the molecules for each state of matter. (visual, kinesthetic)

Development: The teacher will show the Study Jams! video on physical (can be measured

without changing the substance’s chemical identity) and chemical properties (can only be observed during a chemical reaction-combustion, reactivity, flammability). (http://studyjams.scholastic.com/studyjams/jams/science/matter/properties-of-matter.htm) (visual, auditory)

Teacher will lead a discussion on the difference between physical (size, shape, mass, texture, boiling point, freezing point) and chemical properties and ask for examples from video. (auditory)

The teacher will also go into detail about mass vs. weight, density, and volume. Students will be instructed to write a definition for each in their journals. (density=mass/volume, volume is the amount of space something

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takes up, weight is the force of gravity on an object’s mass, mass is the amount of matter contained in an object) (mass stays the same, but something weighs less on moon due to gravitational pull. the less gravity the less weight. the moon has less gravity.)

Summary: The teacher will ask a few students to summarize what we talked about

today and what they learned that they didn’t know before. The teacher will explain to students their homework: find example of each of

the three states of matter in their home and describe their properties and jot these down in their science journals.

For advanced students:Before going over the chart with students, the teacher will ask students whom she sees that are getting the information quickly if they know what fluidity and compressibility mean, by looking at the chart.For struggling students:For those students who are having trouble grasping the new information they are presented, the teacher will ask one of the advanced students who are really understanding the information to explain the information in their own words. (Sometimes the way adults and children explain things are totally different and kids need to hear it from their peer.) *Note students who also ask a lot of questions as if not understanding*

Materials:Computer, Study Jams! Video, print out of chart, pencil, science journals, white board & marker

Evaluation Part A:The teacher will be doing an informal assessment during the duration of this lesson. The teacher will pick up on those who are actively participating in discussion and those who are not. The teacher will make note of students who are able to do their work in their journals adequately and those who are struggling. For those who are struggling, the teacher will briefly meet with them before the next science lesson to touch base.

Evaluation Part B: Did the students meet your objectives? How do you know?

Did your lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson? What were the weaknesses?

How would you change the lesson if you could teach it again?

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Day 2: States of Matter & Properties ReviewTime: ~45 minutes

Purpose:The purpose of this lesson is to review information students learned yesterday and put it to use. The focus will be mainly on physical and chemical changes, not necessarily the three states of matter. The teacher will also give a little information about the experiment they will be doing tomorrow.

4.5 The student will investigate and understand that matter is anything that has mass and takes up space; and occurs as a solid, liquid, or gas. Key concepts include a) distinguishing properties of each phase of matter; b) the effect of temperature on the phases of matter; c) atoms and elements; d) molecules and compounds; and e) mixtures including solutions.

Objectives:The student will be able to identify the three states of matter and their specific properties. The student will be able to distinguish between chemical and physical properties.

Procedure:Introduction:

The teacher will begin the lesson by asking students to share what they found around their homes for their homework.

Then, students will be given about 10 minutes to work on an independent activity to review the states of matter (A-mazing Matter worksheet). This will be a graded assignment.

Development: The teacher and students will do a review on physical and chemical

properties together as a class (only #1-8, 9-15 will be for homework). The teacher will be sure to ask the following questions along the way: How

do you know? What is the difference between the two types of properties? The teacher will spend a few minutes to briefly tell students about the Candy

Bar experiment they are doing Wednesday (What they will be doing, what is expected of them, the parts of the scientific method)

Summary: To close the lesson and be able to move onto the next topic, the teacher will

ask students if they have any questions about the three states of matter or physical and chemical properties.

They will be asked to complete an exit ticket. The teacher can then touch base about these concerns before beginning the

experiment the next day or either on Thursday.

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Materials:A-mazing Matter worksheet, student science journals, Properties worksheet

Evaluation Part A:The teacher will grade students’ A-mazing Matter worksheet for correctness. This will give some insight to whether or not they understand the differences between a solid, liquid, and gas.

Evaluation Part B: Did the students meet your objectives?

How do you know?

Did your lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson?

What were the weaknesses?

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Day 3: Candy Bar Experiment (Density)

Time: ~1 hour

Purpose:The purpose of this lesson is to continue working with the scientific method as well as thinking about density and what it means.

5.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) items such as rocks, minerals, and organisms are identified using various classification keys; b) estimates are made and accurate measurements of length, mass, volume, and temperature are made in metric units using proper tools; c) estimates are made and accurate measurements of elapsed time are made using proper tools; d) hypotheses are formed from testable questions; e)  independent and dependent variables are identified; f)  constants in an experimental situation are identified; g)  data are collected, recorded, analyzed, and communicated using proper graphical representations and metric measurements; h) predictions are made using patterns from data collected, and simple graphical data are generated; i) inferences are made and conclusions are drawn; j)  models are constructed to clarify explanations, demonstrate relationships, and solve needs; and k)  current applications are used to reinforce science concepts.

5.4The student will investigate and understand that matter is anything that has mass and takes up space; and occurs as a solid, liquid, or gas. Key concepts include a) distinguishing properties of each phase of matter; b) the effect of temperature on the phases of matter; c) atoms and elements; d) molecules and compounds; and e) mixtures including solutions.

Objective:The student will be able to use the scientific method to see what candy bars sink and which ones float and why (density). The student will be able to identify dependent, independent, and controlled variable within the experiment.

Procedure: (All kinesthetic, visual, auditory)Introduction:

The teacher will begin by explaining the way the experiment will go.o Students will be in 6 groups of 4. Use their class numbers to make

groups.o They will be testing whether candy bars sink or float and which ones

do what.o They will record in their journals the results.o They only need one trial, so it is a pretty fast experiment.

The teacher will ask what steps are there in the scientific method. They will be instructed to label their journals with the following headers:

Purpose, Hypothesis, Data, and Conclusion. Before getting into groups, they will make individual hypotheses for each

candy bar.

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Development: Once in groups, students will begin placing the candy bars in water one at a

time. They will need to put each one in its own cup. Students need to be thinking about why some of the candy bars sink and why

some float. They EACH need to record their data in their journals. (*This will be a graded

experiment.)Summary:

The class will clean up and all come back together. The teacher will record on the board data from each group. After looking at the data, the class will draw conclusions and write these in

their journals. The teacher will begin questioning students why some sank and some float

(some less dense, some more dense THAN WATER).

Struggling Students:For those students struggling during the experiment, the teacher will walk around and guide them or ask classmates in their groups to help them out along the way.Advanced Students:For those students who are more advanced, the teacher will provide them with the resources to research why some candy bars sink and why some float before going over it as a class. Students could also think about other candy bars, not tested in the experiment, and hypothesize whether or not they will float or sink and go home and test it.

Materials:5 cups of water for each group, 5 of the different candy bars for each group (one each of the following: Twix, Snickers, 3 Musketeers, Milk Way, Kit-Kat), science journals, pencils, white board, marker

Evaluation Part A:Students’ science journals will be collected/looked over to ensure they have all of the parts of their experiment written down and all data written properly. Teacher is checking for correctness and neatness. This will be a science classwork grade.

Evaluation Part B: Did the students meet your objectives?

How do you know?

Did your lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson?

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What were the weaknesses?

Day 4: Begin Physical and Chemical ChangesTime: ~ 1 hour

Purpose:The purpose of this lesson is to introduce the idea of physical and chemical changes to students, linking it to physical and chemical properties. This also leads into how temperature affects the states of matter.

5.4The student will investigate and understand that matter is anything that has mass and takes up space; and occurs as a solid, liquid, or gas. Key concepts include a) distinguishing properties of each phase of matter; b) the effect of temperature on the phases of matter; c) atoms and elements; d) molecules and compounds; and e) mixtures including solutions.

Physical Education: Motor Skill Development

5.1The student will demonstrate mature movement forms, create movement patterns, and begin to describe movement principles. a) Demonstrate use of space in a variety of activities. b) Demonstrate accuracy in a variety of activities. c) Demonstrate use of force in a variety of activities.

Objective:The student will be able to define chemical and physical changes as well as identify them. The student will be able to explain what happens to the states of matter because of temperature.

Procedure:Introduction:

The teacher will begin the lesson by having students participate in a movement lesson. (auditory, visual, kinesthetic)

o Spread out evenly around the room. Our bodies represent water molecules as they change from state to state.

o SOLID: Ask them to move very close together. We cannot move, but we can vibrate.

o LIQUID: When heat is added to a solid, it will change state to a liquid. We need to spread out a little and we can move past each other without touching.

o GAS: When heat is added to a liquid, it will change state to a gas. Spread out very far and move rapidly around.

o Randomly call out each state and see if students can move around like they should.

o Students will be instructed to go back to seats.

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Ask students if they can think of an example of states of matter changing when heat is added or taken away. (WATER CYCLE-we will discuss this more tomorrow).

Development: (visual, kinesthetic) Have students take out their science journals and turn to next empty page. Label page “Changes in Matter” and have students draw what you do on the

board (solid to liquid, liquid to solid, liquid to gas, and gas to liquid). The teacher will ask students if they have any questions. The teacher will introduce the topic of physical and chemical CHANGES and

that it relates to the properties. Ask students if they think the changes they just talked about are physical or chemical.

Review definitions in journals from previous day and provide examples.Summary:

Hand out worksheet and have a student read the directions. As a class, do 1-4, have students work on 5-8 on their own then go over it. Teacher will pass out homework and have students write it in their agendas.

Advanced Students:The teacher will have these students use computers to research other examples of physical and chemical changes to share with the class.Struggling Students:The teacher will have a more ‘advanced’ student on the subject help the student out when doing their individual work.

Materials:Movement lesson teacher handout, science journals, pencils, white board & marker, homework handout, physical/chemical changes worksheet

Evaluation Part A:The teacher will be making sure all students are actively participating in discussions as well as writing what they have been asked in their journals. The teacher will review their homework to see if there are any confusions and look over their classwork. (All informal)

Evaluation Part B: Did the students meet your objectives?

How do you know?

Did your lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson?

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What were the weaknesses?

Day 5: Review Physical and Chemical Changes Time: ~ 1 hour

Purpose:The purpose of this lesson is to close the topic of physical and chemical changes and ensure that students understand the topic.

5.4The student will investigate and understand that matter is anything that has mass and takes up space; and occurs as a solid, liquid, or gas. Key concepts include a) distinguishing properties of each phase of matter; b) the effect of temperature on the phases of matter; c) atoms and elements; d) molecules and compounds; and e) mixtures including solutions.

Objective:The student will be able to identify chemical vs. physical changes and explain the difference between the two.

Procedure:Introduction:

The teacher will begin the lesson by asking students to take out their homework.

The teacher and class will go over it together. The teacher will ask what example of water changing states did we talk about

yesterday (water cycle).Development:

Teacher will show video of water cycle to students for a visual of the water cycle.

Next, teacher and class will review physical and chemical changes by asking students for a definition first.

Then, as a class, do examples and have students take turns providing answers.

Summary: The teacher will explain to students that this next activity is a graded,

individual assignment. Students will have about 10 minutes to complete this.

Advanced Students:For advanced students, the teacher will ask them to provide a reason for why SOME of the answers on the worksheet are what they are.Struggling Students:The teacher will pull these students aside one at a time and explain in more detail the directions and the difference between chemical and physical changes.

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Materials:Worksheet, journals, homework from night before, Magic School Bus Water Cycle video, computer

Evaluation Part A:The physical and chemical changes worksheet will be a graded assignment for correctness, not completion.

Evaluation Part B: Did the students meet your objectives?

How do you know?

Did your lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson?

What were the weaknesses?

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Day 6: AtomsTime: ~1 hour

Purpose:The purpose of this lesson is to introduce students to the topic of atoms, protons, neutrons, and electrons.

5.4 The student will investigate and understand that matter is anything that has mass and takes up space; and occurs as a solid, liquid, or gas. Key concepts include a) distinguishing properties of each phase of matter; b) the effect of temperature on the phases of matter; c) atoms and elements; d) molecules and compounds; and e) mixtures including solutions.

Objective:The student will be able to define what an atom is and the parts that make up an atom: protons, neutrons, and electrons.

Procedure:Introduction:

The teacher will begin the lesson by showing students a Bill Nye (https://www.youtube.com/watch?v=TDLbf_NUpGo) short clip.

As students watch, they will be asked to do what he does in the video with the cheese, but they will be using paper. The teacher will stop the video as needed along the way.

Development: Next, the teacher will pull up the Scale of the Universe website

(http://scaleofuniverse.com/) and show students how small atoms truly are in relation to everything else in the world.

The teacher will draw a picture of an atom on the board and label the electrons, protons, and neutrons- being sure to talk about the electron shells.

The teacher will introduce the periodic table briefly in order to show how we know how many protons, electrons, and neutrons there are.

Summary: The teacher will have the students draw a model in their journals as the

teacher draws it on the board. Students will need to label the parts and write definitions for each.

Advanced Students:The teacher will provide information on other elements in order for them to draw a model of the atoms.Struggling Students:The teacher will do extra examples as needed on the board for the class. The teacher will also allow students to use computers to find other models that might help them understand better.

Materials:

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Video, computer, science journals, pencils, white board & markers

Evaluation Part A:The teacher will do an informal assessment for this lesson; simply making sure students are participating and are showing understanding of material.

Evaluation Part B: Did the students meet your objectives?

How do you know?

Did your lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson?

What were the weaknesses?

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Day 7: Atoms & ElementsTime: ~1 hour

Purpose:The purpose of this lesson is to review with students the topic of atoms, protons, neutrons, and electrons and introduce them to elements and the periodic table.

5.4 The student will investigate and understand that matter is anything that has mass and takes up space; and occurs as a solid, liquid, or gas. Key concepts include a) distinguishing properties of each phase of matter; b) the effect of temperature on the phases of matter; c) atoms and elements; d) molecules and compounds; and e) mixtures including solutions.

Objective:The student will be able to define an element and use the periodic table properly and know what each thing on it means.

Procedure:Introduction:

The teacher will begin the lesson by having students follow along and create paper plate atoms using plates and pom-poms.

Next, the teacher and class will do a reading on the material.Development:

The teacher will show the class the Scholastic Study Jams video on the periodic table.

The teacher will put up a picture of the periodic table to introduce it to students.

The teacher will point out the atomic number, symbol, name, and atomic mass.

Summary: The teacher will demonstrate the activity the students will be doing to get

familiar with the periodic table. Students will then be doing the worksheet on their own or if many seem to

be confused, the teacher will walk through it each problem at a time with the class.

Advanced Students:The teacher will allow these students to work ahead on the periodic table worksheet if they understand the material and the directions.Struggling Students:The teacher will go through the lesson slowly and more step by step for these students.

Materials:Pom-poms (anything circular), plates, video, pencils, projector, worksheets

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Evaluation Part A:The teacher will evaluate the students on how well they followed directions were able to complete the two activities as well as on their participation.

Evaluation Part B: Did the students meet your objectives?

How do you know?

Did your lesson accommodate/address the needs of all your learners?

What were the strengths of the lesson?

What were the weaknesses?

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Day 8: elements:

Objective: 5.4The student will be able to draw models of atoms. The student will be able to use the periodic table of elements and understand what information is on it.

Procedure: Review drawing models of atoms Hand out notes (peanut butter chocolate), go over Introduce periodic table activity, model Students work in groups/partners for activity Pass back physical/chemical changes

Advanced: ask to draw models of elements with larger numbers, talk about isotopesStruggling: provide more hands on or different explanations for atom models

HOMEWORK: draw atom models for Beryllium and Chlorine

Day 9: compounds (Thursday)

Objective: 5.4

Procedure: Go over HW Hands out notes and go over Show scholastic study jams video Go over compounds and give examples (water, carbon dioxide CO2, salt

NaCl) Play game

Advanced: research more compounds we might knowStruggling: provide more examples

HOMEWORK: none

Day 10: (Friday)

QUIZ on SOL 5.4Atoms

Day 11: Monday

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Jeopardy Review GameObjective: SOL 5.4The student will be able to answers questions correctly regarding states of matter, atoms, elements, and compounds.

Day 12: TuesdayPEP RALLY-no science

Objective: SOL 5.4The student will be able to identify atoms, elements, and compounds.

Morning work will be a graded assignment on atoms, elements, molecules, and compounds.

Day 13: WednesdaySolutions/ Mixtures Introduction

Objective: 5.4The student will be able to distinguish between mixtures and solutions.Procedure:

Sand and saltwater activity Definitions Examples Power point

Advanced: see if able to think of some examples to shareStruggling: provide picture/drawing examples

HW: mixtures vs. solutions

Day 14: ThursdaySolubility Lab

Objective: 5.4The student will be able to determine is certain substances are soluble or insoluble in water.Procedure:

Explain lab and setup journals Divide students into 5 groups Set up materials Allow students time to conduct experiment Collect data and discuss (ID: solubility, DV: water as solvent, CONTROLS:

amount of water, amount of substances, # of stirs)Advanced: ask them to think of other substances to testStruggling: provide step-by-step instructions

HW: none

Day 15: FridayMixtures vs. Solutions

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Objective: 5.4The student will be able to describe the differences between mixtures and solutions and complete a sort.Procedure:

Go back over definitions from Wednesday Talk about solutions vs mixtures-venn diagram Independent sort with solutions and mixtures

Advanced: provide examples of solutions and mixtures that might be more difficultStruggling: provide pictures if needed or more explanations

Tuesday 10/10Objective: 5.4The student will be able to identify the different between mixtures and solutions. Procedure:

Go over sort from last week on mixtures vs. solutions Review mixtures and solutions venn diagram Explain affect of temp. on things dissolving-hot chocolate with cold and hot

waterAdvanced: ask them to come up with their own examplesStruggling: have them research to find more information, provide more examplesHW: review questions

Wednesday 10/11Objective: 5.4Procedure:

Review atoms, molecules, elements, and compounds Project presentations Review worksheet

Advanced: ask to provide examples of eachStruggling: work with partner, one on one if neededHW: practice problems

Thursday 10/12Objective: 5.4Procedure:

Review powerpoint for STEM activity Explain to students Provide materials Put in groups

Advanced: think of a second way to create itStruggling: more explaining and step by stepHW: study all notes

Friday 10/13TEST on 5.4

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