Unit Plan
understanding by design
Course
EDUC 535 Specialization II |
Grade
Grade Five |
Subject
Classroom Chemistry |
Time Frame
Four Weeks |
Developed by Megan Leung, Arlene Nijjar & Meghan Tran
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Stage 1 - Desired Results
Content Standards 5-7 Describe the properties and interactions of various household liquids and solids, and interpret their interactions.
Big Ideas
Related misconceptions
Knowledge Objectives
1. Recognize and identify examples of the following kinds of mixtures:
3. Distinguish substances that will dissolve in a liquid from those that will not, and demonstrate a way of recovering a material from solution. 4. Demonstrate a procedure for making a crystal. 5. Recognize that the surface of water has distinctive properties, and describe the interaction of water with other liquids and solids. 6. Produce carbon dioxide gas through the interaction of solids and liquids, and demonstrate that it is different from air. 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. 9. Use an indicator to identify a solution as being acidic or basic. |
Essential Questions
How does our understanding of chemistry shape our day-today lives? Prior Knowledge:
Skills/Attitude Objectives
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Stage 2 - Assessment evidence
Performance Tasks
Students will create a multimodal project that will demonstrate how they use chemistry in their own lives. Over the course of one day students will write down observations as they notice examples of chemistry in their lives. The students will then answer the question “how does chemistry impact my life?” using a media form of their choice such as a video, podcast, comic, etc. Students will receive time to work on their projects in class and have an opportunity to provide formative feedback to their peers. Please view "In The Classroom" for a weekly description of each performance task.
Students will create a multimodal project that will demonstrate how they use chemistry in their own lives. Over the course of one day students will write down observations as they notice examples of chemistry in their lives. The students will then answer the question “how does chemistry impact my life?” using a media form of their choice such as a video, podcast, comic, etc. Students will receive time to work on their projects in class and have an opportunity to provide formative feedback to their peers. Please view "In The Classroom" for a weekly description of each performance task.
Criteria for Success
The rubric for the final project will be assessed using the following criteria, as well as any additional criteria the class may choose to add
Content Relevance: Content in the presentation is relevant to course materials. Students discuss each of the major subjects introduced in this unit.
Engagement: Project shows engagement with material, and shows that the students have thought about the many ways chemistry impacts them.
Presentation: Presentation is organized, creative, and shows thought to audience. There are minimal grammatical mistakes.
Conclusion: Student provides a meaningful response to the inquiry question.
The rubric for the final project will be assessed using the following criteria, as well as any additional criteria the class may choose to add
Content Relevance: Content in the presentation is relevant to course materials. Students discuss each of the major subjects introduced in this unit.
Engagement: Project shows engagement with material, and shows that the students have thought about the many ways chemistry impacts them.
Presentation: Presentation is organized, creative, and shows thought to audience. There are minimal grammatical mistakes.
Conclusion: Student provides a meaningful response to the inquiry question.
Student Self Assessments
Reflections, rubric creation, exit cards, KWL chart |
Other Evidence
Artistic creations, group discussions, tests, menu project, think-pair-share, red-yellow-green light marking, sugar crystal assignment, kahoot |
Stage 3 - Learning Plan
Learning Activities
Lesson One
Chem-I-See |
Lesson Activity
Students will be introduced to chemistry as a field of science. They shown images and videos of everyday chemistry and asked to explain where they think chemistry is present. This will be done using a think-pair-share method where students first find these examples on their own, then discuss their answers with a partner, and finally come together as a class to discuss what they think chemistry is and where they see examples of it elsewhere in their lives. Specific Outcomes Recognize and describe evidence of a chemical reaction. Explain how the products of a reaction differ from the original substances. Assessment Formative: Students will complete a KWL chart and write down what they already know about chemistry, what they want to know, and what they learned throughout the unit. Materials Images (textbook, online, website, etc.) |
Lesson Two
Inquiry Stations |
Lesson Activity
Each inquiry station will be done in small groups of 3-4 people 1. Mixtures Students will be shown a series of mixtures and non-mixtures and asked to identify which are mixtures and which are not, as well as the criteria they are using to distinguish this. 2.Water Students will use an eyedropper to see how many drops of water the can fit onto a nickel. They will be asked to record the behaviour of the water and speculate why it behaves like this. 3. Reactions Students will be shown a collection of chemical reactions and asked to record the changes they see and why they think those changes occur. 4. Acid/Base Students will be shown a collection of acidic materials (such as lemons and vinegar) and basic materials (such as soap and baking soda) and asked what they think makes these materials acidic/basic. Specific Outcomes Recognize and identify examples of the following kinds of mixtures Recognize that the surface of water has distinctive properties, and describe the interaction of water with other liquids and solids. Recognize and describe evidence of a chemical reaction. Explain how the products of a reaction differ from the original substances. Use an indicator to identify a solution as being acidic or basic. Assessment Formative: Each student will be given a handout to complete with a section corresponding to each station.These will be collected at the end of class to provide the teacher with an understanding of what students already know and what misconceptions exist in the class. Materials water, nickles, eyedroppers, videos of chemical reactions, lemon, vinegar, soap, baking soda, various objects to create mixtures such as paperclips, buttons, water, iron, oil, etc. |
Lesson Three
Water Properties |
Lesson Activity
Students will be introduced to properties of water such as cohesion, surface tension, solubility, etc Specific Outcomes Recognize that the surface of water has distinctive properties, and describe the interaction of water with other liquids and solids. Assessment Formative: Students will hand in an exit slip after class containing two things they learned and two things that confused them. Materials Water stations |
Lesson Four
Rock Candy |
Lesson Activity
Students will be given a procedure to create rock candies. They will then design their own experiments by varying elements of the experiment that they believe may make a difference, such as the volume of the products used. Specific Outcomes 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. Assessment Self assessment: Students will reflect on how well they collaborated as a group Summative Assessment: Students will write a paragraph summarizing the procedure to make a crystal. They will the compare the different rock candy crystals they created and summarize how varying the experiment affected their results. This will be completed after the rock candy is fully formed. Materials Water, Sugar, bowls, measuring equipment |
Lesson Five
Reversible/Non-Reversible |
Lesson Activity
Students will be introduced to reversible and irreversible reactions. They will be shown an ice cube melting and and asked if the melting of ice is reversible of irreversible and why or why not this is the case. They will then be shown a bowl of popcorn and asked the same questions. The students will be shown a spoonful of sugar dissolving into a glass of water. Using a think-pair-share technique students will debate with their peers whether the sugar is retrievable. In groups students will create short skits about a reversible and an irreversible reaction. Specific Outcomes Distinguish reversible from irreversible changes of materials, and give examples of each. Assessment Formative feedback: Students’ response to whether sugar dissolving in water is a reversible or irreversible process will address a potential misconception that students believe that a if a solid is dissolved in a liquid they can never be separated. This may lead to modifications to an upcoming lesson on separating mixtures. The skits will show the teacher whether or not students fully understand the difference between reversible and irreversible reactions Materials Ice, popcorn, sugar, water, glass |
Lesson Six
Reaction or No Reaction |
Lesson Activity
Students will be shown 3 or 4 short video clips demonstrating different kinds of reactions. They will do a think-pair-share to create a formal definition for what a reaction is. Students will create an abstract art piece to answer the question “What does a reaction look like?” Specific Outcomes Distinguish reversible from irreversible changes of materials, and give examples of each. Recognize and describe evidence of a chemical reaction. Assessment Formative Feedback: The think-pair-share gives the teacher an opportunity to identify any potential misconceptions such as “all reactions happen quickly” and rectify student understanding Self Assessment: The art piece will give students a chance to reflect on their understanding of what a reaction is. Materials Paper, markers, videos, projector |
Lesson Seven
Mixtures |
Lesson Activity
As a class, students will be shown solid-solid mixtures, solid-liquid mixtures, and liquid-liquid mixtures. They will be introduced to separation methods such as filtering, evaporation, magnetism, sorting, and chemical reactions, and will watch a demonstration of each of these techniques done by the teacher. Students will create a mixture using materials provided in class and explain its composition. Specific Outcomes Recognize and identify examples of the following kinds of mixtures Distinguish substances that will dissolve in a liquid from those that will not, and demonstrate a way of recovering a material from solution. Assessment Self Assessment: Students will hypothesize what type of separation techniques could be used to separate their mixture. Materials paper clips, water, salt, oil, water, glasses, magnets, an assortment of objects students may use to create their own mixtures |
Lesson Eight
Mixture Seperation |
Lesson Activity Using a template and tools in the classroom, students will design an experiment to separate their mixture. They will be encouraged to try at least 2 of the techniques taught in class to achieve this. Students will the discuss their experiments with their peers and then be given time to revise their experiments. Students will perform their experiments. If there experiments do not separate their mixture they will be encouraged to try other techniques to seperate their mixture. Each student is expected to find at least one method. Specific Outcomes Apply and evaluate a variety of techniques for separating different materials. Assessment Peer Feedback: Each pair of students must share their plan with two other groups for feedback. Self Reflection: Did the experiment run smoothly according to my design? If not, why? If yes, how could I make the separation more efficient in the future? What have I learned from performing this lab? Materials Student mixtures from last lesson, magnets, sieves, filters |
Lesson Nine
Chem in the Kitchen |
Lesson Activity
Students will watch a video clip from the food network with examples of numerous reactions. They will be asked to identify chemical reactions they observe and to note solid-solid mixtures, solid-liquid mixtures, liquid-liquid mixtures, reversible and irreversible reactions, solubility, and crystallization. Students will engage in a group discussion with 3 or 4 people to discuss what they learned, what they are struggling with, etc. Students will have an opportunity to ask the teacher any questions they may have about topics before a test next lesson. Specific Outcomes Recognize and identify examples of the following kinds of mixtures. Demonstrate a procedure for making a crystal. 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. Assessment Formative Feedback: The student submissions will be reviewed and recorded using a red-yellow-green to see if students are able to identify each of the reactions they were meant to. This will allow the teacher to get a general sense of where the entire class’ understanding is regarding each of the topics. Materials Video clips, projector |
Lesson Ten
Cook it up |
Lesson Activity
Students will begin the lesson by writing a quick test. As a group the class will brainstorm words they see used during scientific explanations. These words will be written on the board for students to refer to during the activity. In groups of 2-3 students will examine a step in cooking, such as boiling an egg, and use scientific language to describe the processes they see. Specific Outcomes Recognize and identify examples of the following kinds of mixtures Apply and evaluate a variety of techniques for separating different materials. Assessment Summative Assessment: Students will conduct a short multiple choice/fill in the blank test. Formative Assessment: Students will mark other another students test and engage in discussion regarding corrections while returning the test Materials Test papers, whiteboard/markers, computers |
Lesson Eleven
Carbon Dioxide |
Lesson Activity
Students will be taught that Carbon dioxide is a gas that is different from air. They will be asked to breathe into their hands so they can feel themselves exhaling carbon dioxide. They will be shown Baking Soda and Vinegar reacting and asked how they think carbon dioxide is involved. Specific Outcomes Produce carbon dioxide gas through the interaction of solids and liquids, and demonstrate that it is different from air. Assessment Formative Assessment: A think-pair-share done at the beginning of class will allow the teacher to assess prior knowledge and address any misconceptions that arise regarding carbon dioxide. Materials baking soda, vinegar, container |
Lesson Twelve
Acids and Bases |
Lesson Activity
Students will do a think-pair-share to answer the question “what is an acid?” and “what is a base” They will be introduced to the idea of pH, and be shown that indicators can be used to detect pH. A variety of clear solutions will be prepared at different pH’s and students will be shown the effects of adding phenylethylene to these solutions. They will also be shown the effects of adding universal indicator to these solutions and will be asked to compare when it might be more useful to use one or the other. They will share their answers in a group discussion Specific Outcomes Use an indicator to identify a solution as being acidic or basic. Assessment Self Assessment: Students will be asked to compare their understanding of acid and base before class to their understanding after. This will be handed in as an exit slip. These slips will be used to adapt the next lesson as needed. Formative Assessment: The think-pair-share will reveal any misconceptions the class will have, such as “Acids will always burn something”. The teacher can then address these misconceptions while performing the experiments, and have students reflect on these misconceptions during the discussion. Materials 14 chemical solutions with different pH, phenylethylene, universal indicator |
Lesson Thirteen
Thirsty Thinking |
Lesson Activity
Each student must bring in one item from home that they believe is an acid or base, without consultation. *Note: Guardians assist students with choice being discreet about the properties of the solution. Students will predict their drink’s acidity and write down why they think this. They will then test the acidity using an appropriate indicator, and record their observations and conclusions using scientific language. Specific Outcomes Use an indicator to identify a solution as being acidic or basic. Assessment Self Assessment: Students will record whether or not their predictions were correct. If they were incorrect, students will answer the question “Why did I think my liquid would be an acid/base and what have I learned about acids and bases from being wrong?” Materials Indicators, liquids |
Lesson Fourteen
The Perfect Menu |
Lesson Activity
Students will work in groups of 2-3 to create a meal containing an appetizer, a main course, a dessert, and a drink. The meal will be required to contain evidence of topics discussed in class ie. reversible and irreversible reactions, acids and bases, different types of mixture, and carbon dioxide as a gas. They will have access to the internet and cookbooks to research recipes. Specific Outcomes Recognize and identify examples of the following kinds of mixtures Apply and evaluate a variety of techniques for separating different materials. Demonstrate a procedure for making a crystal. 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. Use an indicator to identify a solution as being acidic or basic. Assessment Formative Feedback: Students will share their menus with two other groups to receive feedback Materials Cookbooks, Computers |
Lesson Fifteen
The Perfect Menu |
Lesson Activity
Students will use the feedback from last class to make changes to their menus and complete the task. Specific Outcomes Recognize and identify examples of the following kinds of mixtures Apply and evaluate a variety of techniques for separating different materials. Demonstrate a procedure for making a crystal. 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. Use an indicator to identify a solution as being acidic or basic. Assessment Summative Assessment: The student’s menus will be taken in and graded. Materials Cookbooks, Computers |
Lesson Sixteen
Sparkling Clean |
Lesson Activity
Students will be shown an image of a dirty kitchen and asked to describe the reactions that would occur in the process of cleaning it, such as soap and water. Specific Outcomes Recognize that the surface of water has distinctive properties, and describe the interaction of water with other liquids and solids. Assessment Formative Feedback: Students will play a kahoot game to demonstrate their understanding. The teacher can monitor incorrect answers to prompt students to discuss why they were incorrect Materials Image, computers |
Lesson Seventeen
Final Inquiry Project: Everyday Chemistry |
Lesson Activity
As a final project, students will create a media form to demonstrate their understanding of the topics discussed in this unit by answering the question “how does chemistry affect my life?”. The platform chosen to express this is left to the students’ discretion but examples may include a video, a comic, or a podcast. This lesson will be used as an introduction to the final project, and as a review of concepts if students have questions. As a group the class will go over the rubric and determine the criteria for each grade. The class will also be given input to add additional criteria if they believe it is important. The remainder of the lesson will be allotted for students to plan their final project. Specific Outcomes Recognize and identify examples of the following kinds of mixtures 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. Use an indicator to identify a solution as being acidic or basic. Assessment Self Assessment: Students will be assisting in creating the rubric so they must reflect on the criteria they think is important for the assignment. Materials Computers, whiteboard, markers |
Lesson Eighteen
Final Inquiry Project: Everyday Chemistry |
Lesson Activity
Students will spend this lesson planning their projects. The expectation is that each student should know what they want their final project to look like by the end of this period. Specific Outcomes Recognize and identify examples of the following kinds of mixtures 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. Use an indicator to identify a solution as being acidic or basic. Assessment Self Assessment: Students will be assisting in creating the rubric so they must reflect on the criteria they think is important for the assignment Formative feedback: Students will discuss their project with one other person to receive feedback. Materials Computers, Paper, markers, students are free to bring in any materials they may need |
Lesson Nineteen
Final Inquiry Project: Everyday Chemistry |
Lesson Activity
Students will have this period to work on their project Specific Outcomes Recognize and identify examples of the following kinds of mixtures 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. Use an indicator to identify a solution as being acidic or basic. Assessment Formative feedback: The teacher will walk around and ask students about their work in order to provide feedback on how to improve. Materials Computers, Paper, markers, students are free to bring in any materials they may need |
Lesson Twenty
Final Inquiry Project: Everyday Chemistry |
Lesson Activity
Students will have this period to work on their project. The projects will be due at the end of the day. Specific Outcomes Recognize and identify examples of the following kinds of mixtures 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. Use an indicator to identify a solution as being acidic or basic. Assessment Summative Assessment: The final projects will be graded. Criteria for success include content relevance, engagement,presentation, and conclusion, and any other aspects the class decided were important to be graded on earlier. Materials Computers, Paper, markers, students are free to bring in any materials they may need |
Stage 4 - Reflection
Considerations
Alignment of first three stages
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This unit was designed with the understanding that outcomes, assessments and lesson activities must work together to enhance the student’s learning experience. With this in mind, we have planned both formative and summative assessments throughout this unit that provides the teacher with evidence of students achieving the required outcomes, and have designed our lessons to ensure students student are able to learn these outcomes while having fun.
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Differientation
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FNMI, Multicultural & Interdisciplinary aspects
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The unit makes connections to the grade 5 math curriculum as it incorporates the shape and space unit as students use volume and measurements throughout their labs:
Shape and Space Use direct and indirect measurement to solve problems.
As well, the lesson activities, particularly the final project, engage the students in such a way that the following skills from the math curriculum are developed: 1.1 Discover and Explore Express ideas and develop understanding - use appropriate prior knowledge and experiences to make sense of new ideas and information - read, write, represent and talk to explore personal understandings of new ideas and information - use own experiences as a basis for exploring and expressing opinions and understanding 1.2 Clarify and Extend - seek the viewpoints of others to build on personal responses and understanding 2.4 Create Original Text - use texts from listening, reading and viewing experiences as models for producing own oral, print and other media texts - experiment with modeled forms of oral, print and other media texts to suit particular audiences and purposes - use structures encountered in texts to organize and present ideas in own oral, print and other media texts - use own experience as a starting point and source of information for fictional oral, print and other media texts 4.1 Enhance and Improve - develop criteria for evaluating the effectiveness of oral, print and other media texts - use developed criteria to provide feedback to others and to revise own work - revise to add and organize details that support and clarify intended meaning - edit for appropriate use of statements, questions and exclamations We have incorporated the artistic works and short dramatic performances which relate to these aspects from the grade 5 drama program of study:
We will make students aware that other perspectives to science exist apart from simply the western version taught in schools. Cultures across the world may perform science differently than it is done in Canada. If feasible, we may bring in a guest speaker to talk about the aboriginal perspectives on chemistry |