Unit Plan: Classroom Chemistry

Grade 5: Science
Miss. Kujundzic
Lakeview School

Science Program of Studies, l996

vi

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

Science Program of Studies, l996

vi

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.

Unit Plan Rationale

The Classroom Chemistry Unit is an important part of science education. Students
will learn how to work through an exploratory activities and investigative activities. These
activities promote and facilitate science inquiry. Students are able to ask questions,
proposing ideas, observing, experimenting, and interpreting the evidence that is
gathered. Students will work independently and cooperatively. Students will focus on
meeting general learner expectations 5-1, 5-2,5-4 and 5-7. This unit allows students the
opportunity to learn and interact with safe to handle liquids and solids. They learn about
different mixtures. They learn how mixtures are mixed, dissolved, and how they react or
remaining unchanged. These opportunities will help students to meet the 5-7 GLO.
These are all important skills that lead to progress and success for students as
they navigate through the different levels of the science program of study. This unit will
focus on the science inquiry aspect of the general learning outcomes.

Description of Differentiated Instruction

There are a few students in my class who have mild attention deficit/ hyperactivity
disorder (ADHD). This is a neurobiological condition that can cause inattention,
hyperactivity and/or impulsivity, and other learning difficulties. I think that science class is
a good environment for students with ADHD. I will make sure that activities are constantly
changing and it is not always lectured based. Students will be involved in many different
experiments and activities. These will keep the students moving and changing activities.
This will keep the students attention longer. I will always make sure to give clear, brief
directions and encourage my students to delay their responses so that they can process

Science Program of Studies, l996

vi

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.

Social Context Issues

The school that I will be teaching at is Lakeview Elementary in Lethbridge.
Lethbridge is known for being a diverse population. It is a city that has a variety of ethnic
backgrounds and cultures. I will need to keep in mind that some of my students will come
from different backgrounds and cultures. I will need to makes sure that diversity is
celebrated within my classroom.
We will be using the Internet, iPads, and computers during this unit. So it is
important that I review and teach Internet etiquette and digital citizenship. As the teacher
it will be my responsibility to watch what my students are posting and remove any
inappropriate postings or content. This unit is focused on an inquiry based approach to
teaching and learning that aims to increase intellectual engagement and foster deep
understanding in students through hands-on, minds-on, approach towards the curriculum.
This learning through inquiry is great when teaching science because it really helps to
enforce the concepts they are learning.

General Learning Outcomes

51 Design and carry out an investigation, using procedures that provide a fair test of the
question being investigated.
52 Recognize the importance of accuracy in observation and measurement; and, with
guidance, apply suitable methods to record, compile, interpret and evaluate observations
and measurements.
54 Demonstrate positive attitudes for the study of science and for the application of
science in responsible ways.
57 Describe the properties and interactions of various household liquids and solids, and
interpret their interactions.

Science Program of Studies, l996

vi

Specific Learner Expectations

Students will
Focus
ask questions that lead to exploration and investigation

Explore
and
Investigate

Reflect and
Interpret

identify one or more possible answers to questions by

stating a prediction or a hypothesis
identify one or more ways of finding answers to given
questions
plan, with guidance, and carry out procedures that
comprise a fair test
identify variables that need to be held constant to
ensure a fair test
select appropriate materials and identify how they will
be used
work individually or cooperatively in planning and
carrying out procedures
identify sources of information and ideas and access
information and ideas from those sources. Sources may
include library, classroom, community and computerbased resources
communicate with group members to share and
evaluate ideas, and assess progress
record observations and measurements accurately,
using a chart format where appropriate.
Computer resources may be used for record
keeping and for display and interpretation of data.
state an inference, based on results. The inference will
identify a cause and effect relationship that is
supported by observations.
evaluate how well the procedures worked and identify
possible improvements
identify possible applications of what was learned
identify new questions that arise from what was learned.

Students
will show
growth in
acquiring
and
applying

Science Program of Studies, l996

curiosity
confidence in personal ability to learn and develop
problem-solving skills
inventiveness and open-mindedness
perseverance in the search for understandings and for

vi

the
following
traits:

Students
will: (SLE)

l.

2.
3.

4.
5.

6.

7.
8.

Science Program of Studies, l996

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:

two or more solids; e.g., sand and sugar

a solid and a liquid; e.g., sugar and water

two or more liquids; e.g., milk and tea.

Apply and evaluate a variety of techniques for
separating different materials.
Distinguish substances that will dissolve in a
liquid from those that will not, and
demonstrate a way of recovering a material
from solution.
Demonstrate a procedure for making a crystal.
Recognize that the surface of water has distinctive
properties, and describe the interaction of water with
other liquids and solids.
Produce carbon dioxide gas through the interaction
of solids and liquids, and demonstrate that it is
different from air.
Distinguish reversible from irreversible changes of
materials, and give examples of each.
Recognize and describe evidence of a chemical
reaction. Explain how the products of a reaction
differ from the original substances.

vi

9.

Use an indicator to identify a solution as being acidic or

basic.

Month Unit Plan: Classroom Chemistry

Monday

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

Crystals Borax crystal

Water
droplets Gas
in a Bag

The Great
Bulge
Water sheet

Science Program of Studies, l996

vi

26

27

Where Did the Testing

Tension Go? Powder
(DEMO)
Start testing
powders
Study guide
2
Unit test

28

29

Basically
Acidic Prep

Cabbage
Chemistry

30

31

Outcome, Alignment, and Resources

Length
1 -2 days

Outcomes
SLE 1: Recognize and
identify examples of the
following kinds of
mixtures:

two or more solids;

e.g. sand and sugar

a solid and a liquid

e.g. sugar and water

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

Science Program of Studies, l996

Activity
Solution to

Edmonton Public
Schools:

Formative
assessment

vi

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

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.
2 days (check
Crystals
Galore after
the weekend)

1 day for all

1 day

SLE 6: Produce carbon

dioxide gas through the
interaction of solids and
liquids and demonstrate
that it is different from air.

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

Science Program of Studies, l996

vi

original substances.
1 day

SLE 7: Distinguish
reversible and irreversible
changes of materials and
give examples of each.

Activity
Testing
Powders

SLE 8: Recognize and

describe evidence of a
chemical reaction.
Explain how the products
of a reaction differ from
original substances.
1 day for all

Half way

SLE 9: Use an indicator

to identify a solution as
being acidic or basic

SLE 1: Recognize and

identify examples of the
following kinds of
mixtures:

two or more solids;

e.g. sand and sugar

a solid and a liquid

e.g. sugar and water

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.

Science Program of Studies, l996

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

vi

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...

Science Program of Studies, l996

ground cover (paper or fabric)

popsicle sticks
sieves
magnets
sandwich bags

vi

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

Science Program of Studies, l996

vi

Science Program of Studies, l996

vi