Lesson Plan – April 2-6 (Outcome 5.1; 5.

2)
Grade/Subject: Grade 5 Science: Classroom Chemistry
Lesson Duration: 44-80 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: 1. Recognize and
identify examples of mixtures
(2+ solids, solid and liquid,
two or more liquids)
 2. Apply and evaluate a
variety of techniques for
separating different materials
 3. Distinguish substances that
will dissolve in a liquid from
those that will not, and
demonstrate a way of
recovering a material from
solution
Students will recognize and
identify examples of mixtures of: 2
or more solids, a solid and a liquid,
2 or more liquids.
Students will evaluate and apply a
variety of techniques for
separating different materials.
Students will determine how to
recover a material from a solution.
(Observations, Key Questions, Written
Assessments, Performance Assessments)
Mixtures discovery observation
Mixtures chart
Formative observation
Separating mixtures notes
Reflection
Sweet and Sour master
Reflection

LEARNING RESOURCES CONSULTED

Resource #1: Alberta Program of Studies – Elementary Science
Resource #2: Study Jams video - mixtures
Resource #3: Light Up Learning Labs Chemistry Bundle
Resource #4: Edmonton Public School Boards – Classroom Chemistry & SAMS Assessments
MATERIALS AND EQUIPMENT
 EPSB Materials - notes and masters/assessments
 Mixtures and separating notes
 Charts
 Mixtures exit slips
 Materials for mixtures
 Materials for separating stations – mixtures and separating tools
 Materials for Sweet and Sour
PROCEDURE
Introduction (min):
Advance Organizer/Agenda:
 Spring break work – to review
 Mixtures handout
 Separating mixtures handout

Attention Grabber & Assessment of Prior Knowledge:

 Spring break work review

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 Inform 5C their vocabulary quiz will be the next day, on Thursday, and for 5N, theirs
will be Friday April 6

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 appropriate
 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
another student 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
require assistance.
 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
o 1: A verbal reminder/warning to make good choices.
o 2: 3 chances to improve their behavior
o 3: Behavior reflection that will be signed by a parent
o 4: Recess detention – picking up garbage/cleaning the classroom
 During hands-on activities, students are expected to be on-task, respectful, and practicing appropriate
safety measures. If these expectations are not being met and classroom rules are not being followed, the
following disciplinary steps will apply:
o 1: A verbal reminder/warning to make good choices.
o 2: Hands-off, but the student can still observe
o 3: The student will work independently in the hallway, using a reading or dictionary to complete
the activity
o 4: Behavior reflection that will be signed by a parent

Body (min):
Learning Activity #1: Mixtures
 What is a mixture?
 Where do we see mixtures in everyday life?
 Students will think-pair-share to come up with a definition
 Ask students for examples of mixtures they can think of – solid and liquid
 Discuss the properties matter can take and the
 Provide examples (real or pictures) of mixtures and allow students to examine them,
 Present mixtures of:
o 2 or more solids
o a solid and a liquid
o 2 or more liquids
 Draw students’ attention to the different forms matter takes – solids and liquids, and
the properties they maintain when materials are mixed together
 Students will examine the materials and their properties, and will do the same when the
materials are mixed together, recording their observations & recording whether each
mixture is solid-solid, solid-liquid, or liquid-liquid
 Students will examine how the ingredients do or do not maintain their properties when
mixed with another substance
 Students will determine whether the mixture is reversible

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Assessments: Discussion, observation chart, identification of mixtures assessment

Learning Activity #2: Methods of separating materials

 Review Separating mixtures notes & chart, brainstorming real-world examples of how
these are used
 Review of methods – have students determine what type of mixtures each is used to
separate (if separate lesson)
 Supply room mix-up! In groups, students will progress through centers with different
mixtures and evaluate which method should be used to separate the mixtures: solid-
solid, solid-liquid, liquid-liquid
 They will then separate the mixture using one of the tools and record their results on
their charts, evaluating which method is best to separate each type of mixture and how
well it worked
 Students will complete their individual activity reflections – pictoral or text

Assessments: Discussion, chart completion, activity reflection

Learning Activity #3: Sweet and Sour

 Students will participate in the activity and record their observations in the provided
master
 Students will determine how they would separate the mixture and/or put the
procedure steps in order

Assessments: Sweet and Sour master (EPSB)

Teacher Actions:
 Facilitates lessons and class discussions
 Scaffolds student learning through questioning and lesson design – gradually
introducing students to writing steps of experiment procedures
 Encourages students to think like scientist – questioning, hypothesizing, experimenting,
observing and recording, analyzing results, and discussing the conclusion

Sponge Activities:
 Physical/chemical change items from previous lessons
 Study Jams video and worksheet on mixtures

Differentiation:
 Information will be provided orally and on slides, as well as in students’ notes
 Exploratory, interactive hands-on learning activities
 Allowing students to construct their own meaning of mixtures are will enable students
to think critically about the properties of materials and gain a deeper understanding
 Allowing students the option of drawing rather than writing
 Drawing attention to the real-world relevancy as much as possible

Transition:

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 Have a helper pick up the duotangs
 Clean-up
Closure (5 min):
Consolidation/Assessment of Learning:
 Stand Up/Sit down for true/false questions
 Post it notes
 Exit slip
 Back to Back for true/false questions and discussion with a peer
 Dramatic/active assessments of learning

Feedback from Students:

 Name 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 learning about pH and testing materials to construct a pH chart!

REFLECTION