LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St.

Georges

Rationale and Overview

My classroom contains 22 students with a variety of learning levels from students that have

mostly had high academic success and others that are English Language Learners, I am also imagining

a student that is very active and has difficulty switching tasks. In order to support the English

Language Learners I use visuals on the board and descriptive language in outlining procedures. Lesson

1 contains a chart where visual observations can be drawn to further express understanding. The

students that have a harder time with writing are in pairs where they can outline ideas and ask each

other for help. Accommodating for the very active student is interactive learning where they will be

able to work with a partner through hands on learning to stay on task while exploring together.

Collaboration benefits English Language Learners as well as students with attention difficulties by

pairing them with peer which assist in management and act as a source for questions and clarification,

this also benefits higher achieving students by solidifying their understandings and engages them in

further discovery as new questions are raised by their peers. Moving through direct instruction,

discussion, and Interactive learning which also involves hands on and guided learning will engage this

diverse group of students throughout the progression of the lessons.

This Mini Unit focuses on chemistry within the grade 5 Program of Studies, the nature of the

Science Program of Studies is exploration which builds on information they already know through

curiosity and involvement with the natural world. I feel these lessons invoke student exploration while

learning about interactions of compounds they have already been exposed to. These consecutive

lessons are the beginnings to a chemistry unit which will then go on to include more complex concepts

like dissolution, crystallization, and production of certain gasses.

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LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St. Georges

As the beginning to the chemistry unit, grade 5 students will initially explore mixtures

containing multiple solids and liquids and their interactions (SLO 5-7-1). Through making these

mixtures students will be exposed to physical changes of solids as they dissolve in some liquids and

identify mixtures which cause little changes. Students will then use this knowledge of changing

physical properties of household starting materials to apply and analyze separation techniques to

deconstruct mixtures (SLO 5-7-2). They will learn that dissolved substances may be recovered from

solution and that some are easier to recover through sifting or by using a pipette to remove

heterogeneous liquids. Students will gain knowledge applicable to daily life as materials for these

lessons are found around the house, these interactions will begin to shape their knowledge of cleaning

products, cooking, and even how human actions impact the environment.

Students, no matter their age, need movement and engagement in order to connect new

knowledge to their long term memories. These lessons give students natural brain and body breaks

through gathering and cleaning up materials. Guided by an observation sheet and the survival scenario,

the students will also be able to work independently while exploring interactions in a hands on style by

physically mixing and separating compounds and noting observations. Beginning with direct

instruction will frame the expectations for the activities. Followed by discussion, the students are given

opportunities to think about their own learning and provide the teacher with insights into the students’

thinking process. Through collaborative learning in pairs the students bounce questions and engage in

conversation around the activities which further build on the individual learning experience. Providing

1-2 minute transition warnings will assist the student with high energy to refocus their attention

towards finishing up and prepare for the actual transition.

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LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St. Georges

Students begin learning about the states of matter from early grades, specifically liquids in

grade 2, with a basic understanding of these states the students are prepared to begin analyzing

interactions between compounds of the same and different states. In designing this mini unit, I began

with a review of the states of matter which then led into solid with solid interactions, liquid and liquid

interactions, and then mixing between states. The final component is analyzing interactions of all three

solids and then all three liquids. This ordering provides scaffolding as interactions are increasing in

complexity. The second lesson involves separation techniques for mixtures of household materials

which requires knowledge of the states of matter as well as an understanding of how mixtures are

formed. Being able to recognize these mixtures will allow students to apply separation techniques and

choose the best method for the mixtures.

I incorporated the Learner Centered Ideology through experiential learning as well as through

active discussion of student thought. Direct instruction inherently resembles a Scholar Academic

Ideology as the teacher holds the most knowledge in the room but this is offset by peer collaboration

and exploration. My personal philosophy involves the development of individual agency as students

take ahold of their own learning through these interactive experiences and make connections with their

lives outside of school as they are engaging in substances typically seen but through an academic and

scientific lens.

LESSON PLAN #1

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 LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St. Georges

Grade:____5__ Lesson Title: Science: Classroom Chemistry___ Lesson Duration (mins): _40___

Overview of lesson (150 words). Write a clear and concise paragraph that indicates what the lesson is, how it is
connected to the POS and what students will learn.

This lesson is the first lesson for the Classroom Chemistry unit in Grade 5 science involving interactions between
different household solids and liquids. This lesson will focus on solid/solid, solid/liquid, and liquid/liquid
interactions as the students identify states of matter, properties of compounds, form mixtures of compounds, and
identify properties.

Alberta Program of Study: Goals and Objectives. Carefully select GLO and SLO that pertain to your
lesson. Do not put in 10 SLO's just because you find a link. Choose selectively and think carefully about
what is achievable for students to learn by the end of the lesson/unit

GLO /GLE 5-7 SLO/SLE 5-7-1

Describe the properties and interactions of Recognize and identify examples of the following kinds of
various household liquids and solids, and mixtures
interpret their interactions Two or more solids
Solid and Liquid
Two or more liquids
Critical Questions

The unit inquiry question guides the unit...at the end of the two lessons, students must be able to respond to the
unit question. The inquiry question is a broad question and is linked to curriculum outcomes.

Unit Inquiry Question:

How do the properties of household compounds change when mixed with other compounds?

Lesson Guiding Questions (These types of questions guide the lesson itself and are more specific questions.
These can facilitate dialogue, they can be used for formative assessment and can be used to facilitate pedagogical
discussion with your students. Guiding questions aim to provoke thinking and can be used for share/pair
activities. Guiding questions are just that - guiding. A lesson should have several guiding questions.

(Previous knowledge) Why is sand a solid despite its ability to flow when its poured and take the shape of the
container it is in?
How can we tell if there is more than one solid in a mixture?
What are the characteristics of mixtures with two or more liquids?
What changes do you notice when each mixture is formed?
How do we tell if a substance is a mixture?

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 LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St. Georges

Learning Objectives
Students will…
Recognize the components of mixtures of solids and liquids as new mixtures are formed
Describe changes of starting materials as they interact
Understand that compound’s physical properties change depending on mixing interaction.

Annotated Learning Resources List

These must be relevant and age appropriate and from a reliable source. If it is an online resource provide
an active link.. If it a book, cite the book and author. Provide 2 -3 sentences (annotated) to indicate what
the resource is and why you have chosen it. How does it support your lesson and student learning?

Resource #1: Video with procedure for mixing activity, provides materials list, how much of each substance to
mix, how to combine, and outlines observation process. Show video to students for visual/audio aid for students,
explains things in a different way to solidify understanding, repetition and variation will support ELLs.
https://www.youtube.com/watch?v=rJxUeXzQhkA
Resource #2:
Resource #3:

Material and Equipment

List: Art supplies, manipulatives, smartboard, online white board etc…

● Water
● Vegetable oil
● Apple juice
● Salt
● Coarse grain sand
● Paperclips
● Cups
● Spoons
● Cloth, soap and water
● Projector

Lesson Procedures

Introduction (_5_min.):
Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body. Indicate
each section

Background knowledge review- Whole group discussion, students discuss answers with neighbor, student drawn
at random will discuss theirs and their partners answer to the whole class.
● What is a liquid
● What is a solid
● Why is sand a solid despite its ability to flow when its poured and take the shape of the container it is in?

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 LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St. Georges

Body (_35_min.): This is the largest part of your lesson. Write clearly and concisely. Imagine a substitute
teacher picks up this lesson; will they be able to carry it out based on your descriptions and instruction?

Writing must be descriptive and clearly organized. Specify activities/steps/scaffolding and transitions in
lesson. Indicate timing of each section. Identify teaching strategies, organization of class etc. How and when
are you using formative assessment in your lesson? Indicate differentiation and accommodation in the
provided tables

Steps and Procedures Identify Teaching Strategies: ex. Direct

Direct Instruction (5 mins): Teacher will project procedure on
the board and describe to students.
Mention that students should use 1 spoonful of solids and ⅓ of a
cup of liquids, need to work together efficiently
Whole group example, popcorn style sharing (5 mins): Teacher
will ask students to describe properties (thickness, color,
transparency) of apple juice and then repeat with properties (size,
texture, color) of sand. (formative assessment, clarify as example
progresses if needed)
Teacher will then mix substances and then describe properties of
mixture as a group. Can we see any starting materials?
Gather Materials/Transition (3-5 mins): Students can form their
own partners, may have a group of 3 if numbers require this. 1
partner will gather liquids, the other will grab solids.
Experiment (15 mins) Interactive learning: Instruct students to
fill in the properties of each starting material on worksheet and
mix substances accordingly. Observe student progress, ask about
starting materials before and after mixing
Clean up/Closure (5 mins): Discard of mixtures, discuss with
partner what happened to the salt when it was mixed with water
or how to make hot chocolate.
instructions, pair/share, jigsaw, whole group
discussion etc. When will you use these and
why?
Direct instruction to orient students on task at
hand
Class discussion to outline properties, what
these mean, and solidify instructions for task
interactive learning for students to practice
identifying components of mixtures and
describe changes
Assessments
Indicate what these will be and when you
would use them.
Formative: Example:
Observation/Anecdotal, Student/Teacher
conferencing, check list etc.. When will you
administer these and why?
Group discussion gauges understanding going
in
Observation sheet will demonstrate
recognition and identification of mixing 2 or
more solids, 2 or more liquids, and solids with
liquids.
Teacher check ins with pairs

Summative Assessment: Example Rubrics,

quizzes test etc, projects

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 LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St. Georges

Differentiation
Provide at least one.
Provide an example of an alternative way to deliver information to students. Imagine that you have some students
that struggle with writing, what ways can you differentiate your instruction to support students learning?

Procedure will be outlined orally, visually, and interactively through direct instruction of teacher, observing the
video which will present information in a new way, as well as through a full class example.
Students who struggle with writing can add drawings to their observation sheet.

As a challenge or if students finish early, students will be asked to describe the process of making hot chocolate
with added milk (water, chocolate melted in, milk then added)

Consolidating and Closure: In this part of your planning you are providing time for ensuring that students
learned and understood what was intended in the lesson. If they haven't you will need to revisit your lesson
plan or re-teach (if necessary) Here you could provide an exit slip or walk through a guided whole group
and/or small group discussion. This part of the lesson can act also as a transition from lesson body into
closure...cleanup and getting ready for the next class. Don't forget to time this too and to indicate very
clearly how you will facilitate consolidation and closure. Provide Clear steps and indicate process. Often 5
mins is allotted for this section but that is not enough time. To consolidate, clean up and get students ready
for transition can take up to 10 - 15 mins depending on the lesson

Reflective Notes: You will only fill out this section after your deliver your lesson.

Observations Worksheets for mixing activity:

Substance 1 Substance 2 Properties Observations When Picture

Properties Mixed

Salt Sand

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LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St. Georges

Paperclips Sand

Water Oil

Juice Water

Water Salt

Paperclips Oil

3 Liquids 3 Solids

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 LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St. Georges

Properties Substance 1

Properties Substance 2

Properties Substance 3

Observations When Mixed

Picture

LESSON PLAN #2

Grade:________5_______ Lesson Title: Science, Classroom Chemistry___ Lesson Duration (mins):

_40___

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 LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St. Georges

Overview of lesson (150 words). Write a clear and concise paragraph that indicates what the lesson is, how it is
connected to the POS and what students will learn.

This lesson expands upon a previous lesson involving mixing substances, this lesson scaffolds through a focus on
separating mixtures into their components. Students apply the use of sieves, evaporation, and filtration techniques
to remove components.

Alberta Program of Study: Goals and Objectives. Carefully select GLO and SLO that pertain to your
lesson. Do not put in 10 SLO's just because you find a link. Choose selectively and think carefully about
what is achievable for students to learn by the end of the lesson/unit

GLO /GLE 5-7 SLO/SLE 5-7-2

Describe the properties and interactions of Apply and evaluate a variety of techniques for separating
various household liquids and solids, and different materials.
interpret their interactions

Critical Questions

The unit inquiry question guides the unit...at the end of the two lesson students must be able to respond to the
unit question. The inquiry question is a broad question and is linked to curriculum outcomes.

Unit Inquiry Question:

How do the properties of household compounds change when mixed with other compounds?

Lesson Guiding Questions (These types of questions guide the lesson itself and are more specific questions.
These can facilitate dialogue, they can be used for formative assessment and can be used to facilitate pedagogical
discussion with your students. Guiding questions aim to provoke thinking and can be used for share/pair
activities. Guiding questions are just that - guiding. A lesson should have several guiding questions.

Lesson Guiding Questions

In what ways can we separate solids from each other? Liquids? Solids and liquids?

Learning Objectives
Students will…
Identify properties of household items that will allow them to separate mixtures into components.
Rationalize the best method to separate mixtures into components.

Annotated Learning Resources List

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 LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St. Georges

These must be relevant and age appropriate and from a reliable source. If it is an online resource provide
an active link.. If it a book, cite the book and author. Provide 2 -3 sentences (annotated) to indicate what
the resource is and why you have chosen it. How does it support your lesson and student learning?

Resource #1: Survival Reward Challenge, Alberta Assessment Consortium. This performance task will allow
students to rank separation techniques and apply them in a survival scenario. Role play will engage some students
and others will thrive on physical manipulation of materials. This has been modified from a larger performance
task to only address separation techniques.
https://aac.ab.ca/assessment-material/survival-reward-challenge-group-task/
Resource #2:
Resource #3:

you may have more than three resources

Material and Equipment

List: Art supplies, manipulatives, smartboard, online white board etc…

Fine sieve
Coarse sieve
Sand
Dried, split peas
Paperclips
Salt
Woodchips
Spoons/forks/cups
Water
Filter paper

Lesson Procedures

Introduction (__3 min.):

Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body. Indicate
each section

Guided Instruction: Have students review observations from mixing lesson, when we mixed the salt in water the
salt seemed to have disappeared, sand and salt- could still see starting components.

Body (_25_min.): This is the largest part of your lesson. Write clearly and concisely. Imagine a substitute
teacher picks up this lesson; will they be able to carry it out based on your descriptions and instruction?

Writing must be descriptive and clearly organized. Specify activities/steps/scaffolding and transitions in
lesson. Indicate timing of each section. Identify teaching strategies, organization of class etc. How and when
are you using formative assessment in your lesson? Indicate differentiation and accommodation in the
provided tables
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 LESSON PLAN TEMPLATE Curriculum and Instruction
Steps and Procedures
Direct Instruction (10 Mins): explain that mixtures with large
and small components can be separated by their size
Separation by size with a sieve- coarse sand and salt (Fist to 5)
Separation of visible (undissolved for students above grade level)
solids in a liquid by filtration- oil and sand. The solids will be Direct Instruction: outlines new concepts,
caught by the filter while the liquid runs through. (Fist to 5)
Liquid/liquid separation, oil and water, often layers will form
and one liquid can be carefully removed. (Fist to 5)
Transition (2 Mins): Hand out scenario to groups of 5, supply
each group with mixed bucket of peas, wood, salt, sand,
paperclips and separation tools.
Interactive Learning/Collaboration (15 Mins): Use methods
described to separate sand, salt, peas, paperclips, and woodchips Self guided learning- exit slip allows students
from performance task. (Group check-ins)
Closure (10 Mins)- Clean up. Evaluate methods and make
changes to techniques to improve separation on exit slip
What worked, what needed to be improved in the group, what
would you do next time?
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Fall 2019 St. Georges
Identify Teaching Strategies: ex. Direct
instructions, pair/share, jigsaw, whole group
discussion etc. When will you use these and
why?
Guided instruction: students ponder previous
learning in new mindset
relates to the first lesson, builds on knowledge
and teaches techniques to go backwards
Interactive Learning: activity allows students
to practice and apply new knowledge
Collaboration: Students work together to
problem solve, will assist in clarifying new
information for ELL and hyperactive students.
to reflect on own knowledge to bring the
lesson to a close
Assessments
Indicate what these will be and when you
would use them.
Formative: Example:
Observation/Anecdotal, Student/Teacher
conferencing, check list etc.. When will you
administer these and why?
Fist to 5 after each technique, may need more
clarification/more real world examples.
Conferencing with groups will allow guidance
on thought processes for size, dissolving, and
filtration techniques.
Final exit slip: gives insight of understanding
to student and teacher.
Summative Assessment: Example Rubrics,
quizzes test etc, projects
 LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St. Georges

Differentiation
Provide at least one.

Provide an example of an alternative way to deliver information to students. Imagine that you have some students
that struggle with writing, what ways can you differentiate your instruction to support students learning?

Splitting up the three ELL students into groups with stronger achieving students will reduce language strain
through collaborative learning. The hyperactive student will be given transition warnings to reduce stresses.

Consolidating and Closure: In this part of your planning you are providing time for ensuring that students
learned and understood what was intended in the lesson. If they haven't you will need to revisit your lesson
plan or re-teach (if necessary) Here you could provide an exit slip or walk through a guided whole group
and/or small group discussion. This part of the lesson can act also as a transition from lesson body into
closure...cleanup and getting ready for the next class. Don't forget to time this too and to indicate very
clearly how you will facilitate consolidation and closure. Provide Clear steps and indicate process. Often 5
mins is allotted for this section but that is not enough time. To consolidate, clean up and get students ready
for transition can take up to 10 - 15 mins depending on the lesson

Reflective Notes: You will only fill out this section after your deliver your lesson.

Activity Guidelines/Scenario

Your group is one of the teams on a popular survival game show. In the reward challenge, the

host dumps a mixture of paper clips, salt, split peas and wood chips on the sand in front of you. If you

can successfully separate the mixture, you may keep the salt and split peas to create a pot of soup, the

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LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St. Georges

wood chips to start a fire and the paper clips to use as fishing hooks. The success of your team depends

on the contributions of each and every member!

Before you begin, your team will develop a plan to separate the substances. The tools you can

choose from to accomplish this task include filter paper, fresh water, coarse and fine sieves, spoons,

forks and cups.

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