Lesson Plan
Grade/Subject: Grade 5 Science: Classroom Chemistry
Lesson Duration: 10:22 – 11:42 (L1:5N); 12:35 – 1:20 (L2:5N; L1&2:5C)
OUTCOMES FROM LEARNING OBJECTIVES ASSESSMENTS
ALBERTA PROGRAM OF (Observations, Key Questions, Written
Assessments, Performance Assessments)
STUDIES
GLO: 5–4: Demonstrate Students will identify what they Questioning: What is chemistry?
positive attitudes for the already know and wonder about Why does matter matter? What
chemistry. are the states of matter and how
study of science and for the do they interact?
application of science in Students will recall the different
responsible ways. states of matter. Formative observation: During
the human states of matter
Students will use movement to assessment, the teacher will be
represent the states of matter and able to observe which students
the changes that occur as a result understand how molecules in each
of temperature. state behave and whether the
concept needs to be revisted
LEARNING RESOURCES CONSULTED
Resource #1: Science Alberta Program of Studies
Resource #2: Study Jams States of Matter video
Resource #3: Light Up Learning Labs Chemistry Bundle
MATERIALS AND EQUIPMENT
KWL Title Page
Chemistry Notes for duo tang
Study Jams States of Matter Video
PROCEDURE
Introduction (min):
Advance Organizer/Agenda:
KWL Title Page
Chemistry Notes for duo tang
Attention Grabber & Assessment of Prior Knowledge:
Today we are starting the Classroom Chemistry unit!
Draw a 3-column T-chart
Ask students to raise their hands to provide a substance – food or non-food – could
even just be anything they think of in the classroom or environment…
Write the substances in the chart and categorize based on their state of matter
Discuss with students how they are categorized – What can you tell me about each of
these categories?
Write the categories (gas, liquid, solid) and then write MATTER on top of the entire
chart
Ask students what else they know about matter – what is it (why does it matter?)?
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Expectations for Learning and Behaviour:
Students are expected to listen and participate
I will advise students that before we get to the fun stuff in chemistry, we must go
through the initial information to allow them to build a base of knowledge around the
basics of chemistry and safety
When students are actively participating in the state of matter activity, they are
expected to respect one another's space, be aware of their surroundings, and not get
out of control while acting as molecules
Transition to Body
What is chemistry?
Body (min):
Learning Activity #1: Classroom Chemistry Introduction
KWL Title Page – discuss and have students begin to fill it in
Chemistry slides and notes: progress through slides while students follow along
Allow students to answer the questions within the notes
o Atoms
o Molecules
States of matter – Watch StudyJams Video & have students fill in the sheet in their notes
Teacher Actions:
Facilitates lesson and class discussion
Allows students time to begin filling out their KWL charts and to complete questions
within their notes
Sponge Activities:
Continue coloring and working on their KWL title page
Scientific Method crossword
States of Matter crossword
Assessments/Differentiation:
Information will be shown orally and on slides, as well as in students’ notes
Movement will be incorporated in the human states of matter activity, helping students
to make embodied connections to the behavior of molecules in each state, while
associating each state with a real-world example
Transition:
Have a helper pick up the duo tangs
Closure (8 min):
Consolidation/Assessment of Learning:
With prompting, students will act-out how molecules behave in solid, liquid and gas states,
as well as how the molecules interact with each other in each state. Start out with: Can you
act like a solid? What does a solid do? What is the difference between a solid and a liquid
(eg. ice and water)? Make sure students get that temperature change causes state change.
Progress through liquids and gases individually. Then, starting with gas, get “molecules” to
2
interact with each other. I will then tell them that instead of calling out the states, I will call
out a substance and temperature change. “Cool” the class down until they become a solid.
Students physically unable to participate can observe the other students and will be asked
to share their observations. Depending on space or energy of the class, it may be best to
choose a few (5-6) volunteers to demonstrate while the rest of the class observes.
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 class, we will continue to build upon our base of chemistry knowledge to include
physical and chemical changes of matter!
REFLECTION
