Lesson Planning Template

ED 3501 (EF)
Fall 2020
Boschee, Checkley, Sproule

Component One: Organizational Information

Teacher
Grade
Name(s) Ethan Higgs Grade 5
Level(s)
Unit(s) /
Subject Topic(s) /
Science Classroom Chemistry
Area(s) Strand
(s)
Position
Start/Stop
of Lesson
Times +
60 minutes within 1 of 19
Lesson
Sequence
Duration
:
Overarchin
g
1. What are the different states of matter and what makes them different?
Question(s)

Component Two: Description and Rationale (Professional Audience)

Description This lesson is designed to introduce the classroom chemistry unit to a grade 5 class. It will touch
: on some basics like what is matter and what is it made of (atoms). It will also detail the 3 main
states of matter (solid, liquid, gas) and students should be able to compare these as well as
come up with examples of each. Students don’t need any prior knowledge in order to be
successful in this lesson as I will be starting from the ground up.

I will start the lesson by defining chemistry and demonstrating through examples how chemistry
and matter is all around us. This will be a quick teaser to get the students thinking about the
unit before diving into the actual content. Following this the students will each receive an
oversized piece of paper to use as a K-W-L chart. They will have some time to fill out the section
about whatever they already know and some starter questions for what they want to learn. This
will be done in groups of 2 or 3 so that if a student feels they know nothing about chemistry,
others can share some information. They are welcome to accompany their text with supporting
drawings to reinforce their ideas. They will have a chance to revisit these charts at the end of
every lesson to update what they have learned and any further questions they have/things they
want to learn.

Next I will share some of the PowerPoint presentation, talking about what matter is and what
atoms/molecules are. Then I will show them a video about the different states of matter and talk
about some of their properties. I will ask them a few questions about what they watched and
then we will move on to the performance task.

For the performance task, I will give each student a handout with some of the information about
states of matter in case they have forgotten things from the video. I will also give them a Venn
diagram with some instructions on what information they can fill in on similarities/differences of
the different states. Here I will do a quick introduction of how to use a Venn diagram for
students who are not as familiar. They can work on this in groups of 2 or 3 or individually if they
prefer. They will hand these in at the end of class so that I can make sure they are on the right
track.

At the end of class they will be given an opportunity to add anything new that they learned to

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 Lesson Planning Template
ED 3501 (EF)
Fall 2020
Boschee, Checkley, Sproule
their K-W-L charts as well as any questions for the future and potentially correcting information
they thought they knew.

In order to formatively assess the work of the students, I will be using a rubric to ensure that
they have completed the various parts of the performance task (Venn Diagram handout).
Rationale: This lesson is designed to introduce chemistry as something that happens all around students
instead of with scientist in a laboratory. I want to show students that everything around us can
be related back to chemistry including some things that might be very relevant to their lives (or
at least will be someday) with cooking, weather (snow melting, rain evaporating, etc.) and
products we use every day (soap, shampoo, toothpaste, etc.).

I’ve decided to use a K-W-L chart in order to get a starting point for where the students are at
so I know if there are any misconceptions I need to clear up. This is also a good way to pique
their curiosity of the topic and allow them to see how much they’ve learned. I want to
emphasize that they can write down anything they think they know, they can always correct it in
their ‘I learned’ section at a later date. At the end of each lesson I plan to allow the students a
few minutes to review this chart and add anything they’ve learned or any new content and so
they can refresh their minds on where they are at so far.

In the performance task, I will encourage them to use examples of things that are relevant to
their lives. Maybe they have a favorite drink that they want to include as a liquid or a favorite
food for a solid. In doing this, they will hopefully come to realize that all things they see around
them (and some they don’t) are made of matter and relate back to this unit.

Technology Integration:

For this lesson I will be utilizing a PowerPoint presentation as well as an accompanying video
describing the states of matter. I’ve decided to use a PowerPoint presentation as my format to
present the introduction of the unit and provide some basic information about the different
states of matter to the students. I think that it helps to keep students engaged with visuals while
I tell them the information. My PowerPoint has few words on it so that they don’t feel they have
to read it and listen to me at the same time. I also think that having a PowerPoint helps with
pacing of the lesson. It forces me to slow down and not rush through any important information
as I want to make sure each slide is on the screen for an adequate amount of time. Another
reason that I chose this format was that I could embed the video right in the presentation to
minimize time between the presentation and video.

I chose to use a short video to present the states of matter to the students. I think that it will
help keep them engaged with interesting visuals that I could not produce without technology. It
does a good job of quickly highlighting the key points of the states of matter. I can also share
the link to the video with my class is they wanted/needed to re-watch it on their own time or if
they missed class that day.

Literacy Considerations:

The K-W-L chart is a great way for students to familiarize and remind themselves of some key
vocabulary from the unit. I’ve designed it to be supported with images so that students who are
not as strong with reading and writing can still find some value in this activity. By allowing
students to work in groups, this can also support the learning of those students who struggle
more with language arts.

I’ve continued this theme with the performance task, where students once again can work in
groups and are encouraged to make use of drawings to support their ideas. This page can also
be used as a reference in the future for some of the vocabulary regarding chemistry, especially

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 Lesson Planning Template
ED 3501 (EF)
Fall 2020
Boschee, Checkley, Sproule
after the next lesson where we will add the phase changes around the outside. In order to help
get students past the difficulty of spelling vocabulary words and onto the content of the lesson, I
plan to write key words on the board that students can reference when working on their Venn
diagrams.

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 Lesson Planning Template
ED 3501 (EF)
Fall 2020
Boschee, Checkley, Sproule

Component Three: Learner Outcomes

General
5–4 Demonstrate positive attitudes for the study of science and for the application of science in
Learner responsible ways
Outcomes(s)
(GLOs) 5–7 Describe the properties and interactions of various household liquids and solids, and
(or equivalent)
interpret their interactions.

Students will show growth in acquiring and applying the following traits:
 Curiosity
 Flexibility in considering new ideas
 A willingness to work with others in shared activities and in sharing of experiences
 Appreciation of the benefits gained from shared effort and cooperation
Specific
Learner
Outcome(s) 1. Recognize and identify examples of the following kinds of mixtures:
(SLOs)  Two or more solids
(or equivalent)
 A solid and a liquid
 Two or more liquids
2. Apply and evaluate a variety of techniques for separating different materials
7. Distinguish reversible from irreversible changes of materials, and give examples of each

Component Four: Learning Objective(s) and Assessment Evidence

Learning
Objective(s
SWBAT compare and contrast the different states of matter
)

Learning Objective(s) Driving Question(s) Intended Response(s)

How do the atoms behave in each

state? Solid: Packed together and vibrating
Liquid: Close together and slide past each
other (flow)
Gas: Far apart and move freely

SWBAT compare and contrast the What are some examples of each Solid: Ice, rocks, wood, sugar, etc.
different states of matter state? Liquid: Water, milk, honey, etc.
Gas: Water vapor, oxygen, helium, etc.

Solid: Definite, definite, definite

Are the shape, volume and mass Liquid: Indefinite, definite, definite
definite or indefinite for each state? Gas: Indefinite, indefinite, definite

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 Lesson Planning Template
ED 3501 (EF)
Fall 2020
Boschee, Checkley, Sproule

Component Five: Pre-Lesson Preparations

Curriculum Resources Materials and Equipment
 https://education.alberta.ca/media/159711/elemsci.p PowerPoint file
df Venn Diagram Performance Task
 Video url: https://www.youtube.com/watch? Informational handout
v=wclY8F-UoTE&disable_polymer=1 Assessment Rubric
Oversized paper for K-W-L

Teacher Tasks
Photocopy handouts
Ensure PowerPoint is working and can be projected to the class

Component Six: Body (introduction, activities, closure)

Attention Grabber
Description and
Rationale
(student audience)
Learning Activity
#1
Students will show growth in
acquiring and applying the following
traits:
 Curiosity
 Flexibility in
considering new ideas
 A willingness to work
with others in shared
activities and in sharing
of experiences
 Appreciation of the
benefits gained from
shared effort and
cooperation
Introduction Time
Allotmen
t
Write the word chemistry on the board and ask students what it means to
them.
 Assure students there is no right or wrong answer here
 Allow for misconceptions, now is not the time to correct
5 minutes
Introduce the idea that chemistry isn’t just done in a lab, it’s all around us
 Cooking, baking, mixing a drink
 Weather (snow melting, rain evaporating)
 Everyday products (soap, shampoo, toothpaste)
Time
Activities Allotmen
t
K-W-L Chart
Hand out oversized pieces of paper to students for K-W-L chart
 Show them how to divide it up and give it headings
 Ask the class if they’ve seen this before (If not give a quick rundown)
o Emphasize they can write what they think they know
o Tell them this is a place where they can write down
questions they want to know so I can try my best to cover
it
o They can support these with drawings if they want 15
o Tell them we will be revisiting them at the end of each minutes
class in order to update what we’ve learned and what we
want to know
 Group the students into pairs/groups of 3 and tell them they are
welcome to collaborate and write down each other’s ideas

While students are working, circulate around the room to answer

questions and comment on students’ charts. Ask them questions about
what they’ve written
Transition Have students put away their K-W-L chart but keep it within reach so that

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 Lesson Planning Template
ED 3501 (EF)
Fall 2020
Boschee, Checkley, Sproule
they can return to it at the end of the lesson

Ask students to return to their desks so that we can watch a short video
about matter
Learning Activity Matter Video
#2 Play the matter video for students and then ask some questions (draw
names from popsicle sticks so that all students need to be paying attention
1. Recognize and identify
examples of the
and ready to answer)
following kinds of  What are some examples of solids, liquids and gasses
mixtures:
 Two or  How do atoms behave in solids, liquids and gasses
more
solids o Solids – packed together, vibrate
 A solid
and a
o Liquids – some space, flow
liquid o Gas – large space, move around freely
 Two or
more  Do the volume, shape and mass change for a solid liquid and gas?
liquids
2. Apply and evaluate a o Solid – no, no, no
variety of techniques
for separating different
o Liquid – no, yes, no
materials o Gas – yes, yes, no 10
7. Distinguish reversible
from irreversible minutes
changes of materials,
and give examples of Discuss how everything is made of matter
each  See if the students can think of anything that isn’t matter (light,
energy, ideas, etc.)

Write some of the key vocabulary on the board as we talk about them:
 Volume
 Shape
 Mass
 Solid
 Liquid
 Gas
 Atom
Transition Quick overview of how to use a Venn diagram
 Use example of orange, banana and broccoli
 Ask students for similarities and differences
 Fill it in on the board and leave up as an example

Give students informational handout and Venn diagram performance task

 Tell them they can work in groups of 2 or 3 or individually 5 minutes

Ask students to give a thumbs up/down to the side to show if they

understand what they are supposed to be doing
 They can keep it close to their bodies in case they don’t want anyone
else to see
 Make sure to visit these students first in case they need individual help
Learning Activity Venn Diagram 15
#3 minutes
Remind students that the instructions are on the handout if they forget
1. Recognize and identify
examples of the
what they are doing
following kinds of  The informational handout also can be used as a reminder if they can’t
mixtures:
 Two or remember some of the information we went over
more
solids
 A solid Remind students not to worry about the arrows on the page for now but
and a
liquid tease that we will come back to them
 Two or
more
liquids Encourage the use of drawings for their examples, written is fine too
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 Lesson Planning Template
ED 3501 (EF)
Fall 2020
Boschee, Checkley, Sproule
2. Apply and evaluate a
variety of techniques
for separating different
materials
Circulate to students, especially those that gave a thumbs up/down
7. Distinguish reversible
from irreversible  Answer questions/provide clarification
changes of materials,
and give examples of
 Help them brainstorm examples if they are stuck
each
Transition Get students to hand this in/put in their science binder if they have one

Ask them to get their K-W-L chart back out

Closure/Cliffhanger Time
Allotmen
t
Assessment of Give the students some time to add anything they have learned to the ‘L’
Learning: column of their chart
10
Encourage them to also add new questions
minutes
Remind them that visuals are welcome and important
 Will help them remember
Transition: Give students a chance to share something from their K-W-L chart if they
want to
 This can be done on a volunteer basis

Component Seven: Teacher Reflection

What worked
well? Why?

What didn’t?
Why not?
What would
you do
differently
next time to
further
promote
optimum
learning for all
students?

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 Lesson Planning Template
ED 3501 (EF)
Fall 2020
Boschee, Checkley, Sproule