Alyssa Andreachuk PSIII Internship Mike Mountain Horse Classroom Chemistry Unit Plan

Grade 5 Science

Unit C: Classroom Chemistry

Created by Alyssa Andreachuk
For Use at Mike Mountain Horse Elementary School
PSIII Internship
January 5th- March 2nd, 2015

Table of Contents

Focusing Questions.3
Key Topics..4
Unit Summary.3
Unit-at-a-Glance Overview.8
Assessment Breakdown...7
Learning Resources.11
Rationale..3
Learning Outcomes..5
Basic SLO Graphic Organizer..3

Grade 5 Science Unit C: Classroom Chemistry

Focusing Questions
1. What are the basic chemical properties of matter around us?
2. How do we distinguish between different types of matter?
3. How do different types of matter interact with one another?
Unit Summary
This unit will have students discovering and experimenting with the nature of
matter and how it interacts in our world. Students will develop a basic understanding of
the chemical properties of matter and chemical reactions. Students will begin by
exploring different chemical properties of matter including mixtures, water, carbon
dioxide, acids and bases. Students will then explore chemical interactions including
crystal formation, carbon dioxide production, solubility, reversible and irreversible
changes, indicators, and various chemical reactions.
Rationale
This unit will introduce students to the importance of chemistry and the role it
plays in our world. Students will gain a deeper understanding of the matter around them
and the possible interactions it can undergo with other matter. Students will learn more
about the variety of chemicals they interact with on a daily basis and appreciate the
chemical properties of them.
When planning this unit I focused an emphasis on hands-on activities so that
students are able to interact and fully engage with the matter around them. I want them to
fully experience various chemical reactions in order to fully appreciate them.
Basic Graphic Organizer of Knowledge Learning Outcomes
Chemical Properties
1. Identify examples of mixtures (SLO 3.1)
2. Separating different mixtures (SLO 3.2)
3. Dissolving substances (SLO 3.3)
4. Properties of the surface of water (SLO 3.5)
5. Reversible and irreversible changes (SLO 3.7)
6. Acids and bases (SLO 3.9)
Chemical Interactions
1. Dissolving and recovering substances (SLO 3.3)
2. Creating a crystal (SLO 3.4)
3. Production of carbon dioxide (SLO 3.6)
4. Describe a chemical reaction (SLO 3.8)
5. Using indicators (SLO 3.9)

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2

Key Topics- Graphic Organizer

3. Solubility
and Dissolving

1. Types of
Mixtures
2. Material
Separation

4. Crystal
Creation

9. Acids and
Bases

Grade 5 Science
Classroom
Chemistry

5. Water and
its Interactions

8. Chemical
Reactions

6. Carbon
Dioxide
7. Irreversible
and Reversible
Changes

Learning Outcomes
Knowledge Outcomes
General Learner Outcome:
Students will:
57 Describe the properties and interactions of various household liquids and solids, and
interpret their interactions
Specific Learner Outcomes:
Students will:
1. Recognize and identify examples of the following kinds of mixtures:
two or more solids; e.g., sand and sugar
a solid and a liquid; e.g., sugar and water
two or more liquids; e.g., milk and tea.
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.
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.

Skills Outcomes
Science Inquiry:
General Learner Outcomes:
Students will:
51 Design and carry out an investigation, using procedures that provide a fair test of the question
being investigated.
52 Recognize the importance of accuracy in observation and measurement; and, with guidance,
apply suitable methods to record, compile, interpret and evaluate

Specific Learner Outcomes:

Students will:
Focus
ask questions that lead to exploration and investigation
identify one or more possible answers to questions by stating a prediction or a hypothesis
Explore and Investigate
identify one or more ways of finding answers to given questions

 plan, with guidance, and carry out procedures that comprise a fair test
identify variables that need to be held constant to ensure a fair test
select appropriate materials and identify how they will be used
work individually or cooperatively in planning and carrying out procedures
identify sources of information and ideas and access information and ideas from those sources.
Sources may include library, classroom, community and computer-based resources
Reflect and Interpret
communicate with group members to share and evaluate ideas, and assess progress
record observations and measurements accurately, using a chart format where appropriate.
Computer resources may be used for record keeping and for display and interpretation of data
state an inference, based on results. The inference will identify a cause and effect relationship that is
supported by observations
evaluate how well the procedures worked and identify possible improvements
identify possible applications of what was learned
identify new questions that arise from what was learned.

Problem Solving through Technology:

General Learner Outcomes:
Students will:
53 Design and carry out an investigation of a practical problem, and develop a possible solution.

Specific Learner Outcomes:

Students will:
Focus
identify problems to be solved and the purpose(s) of the problem-solving activity: What problem(s)
are we trying to solve? What conditions must be met? What controls are required? How will we know
that we have done what we set out to do?
Explore and Investigate
identify one or more possible approaches to solving the problem and plan, with guidance, a set of
steps to follow
select appropriate materials and identify how they will be used
attempt a variety of strategies and modify procedures, as needed (troubleshoot problems)
work individually or cooperatively in planning and carrying out procedures
identify sources of information and ideas and access information and ideas from those sources.
Sources may include library, classroom, community and computer-based resources
Reflect and Interpret
communicate with group members to share and evaluate ideas, and assess progress
evaluate the procedures used to solve the problem and identify possible improvements
evaluate a design or product, based on a given set of questions or criteria. The criteria/questions may
be provided by the teacher or developed by the students. Example criteria include:
- effectivenessDoes it work?
- reliabilityDoes it work every time?
- durabilityDoes it stand up to repeated use?
- effortIs it easy to construct? Is it easy to use?
- safetyAre there any risks of hurting oneself in making it or using it?
- use of materialsCan it be made cheaply with available materials? Does it use recycled materials,
and can the materials be used again?

- effect on environments
- benefit to society
identify new applications for the design or problem solution.

Attitudes Outcomes
General Learner Outcomes:
Students will:
54 Demonstrate positive attitudes for the study of science and for the application of science in
responsible ways.

Specific Learner Outcomes

Students will show growth in acquiring and applying the following traits:
curiosity
confidence in personal ability to learn and develop problem-solving skills
inventiveness and open-mindedness
perseverance in the search for understandings and for solutions to problems
flexibility in considering new ideas
critical-mindedness in examining evidence and determining what the evidence means
a willingness to use evidence as the basis for their conclusions and actions
a willingness to work with others in shared activities and in sharing of experiences
appreciation of the benefits gained from shared effort and cooperation
a sense of personal and shared responsibility for actions taken
respect for living things and environments, and commitment for their care.

Assessment Breakdown
As mentioned in the Rationale for this unit, I will be focusing largely on engaging hands
on activities and labs. Therefore, a large focus of the assessment break down will be on
the write ups and behaviours observed during these labs and activities. The approximate
break down for assessment is as follows.
Science Skills and Attitudes: 25%
Labs and Assignments: 50%
Quizzes and Tests: 25%

Unit-at-a-Glance Overview: Grade 5 Science Classroom Chemistry

January 2015
SLOs
-SLO 3.1- Identify
examples of
mixtures
-SLO 3.8-Describe a
chemical reaction
-SLO 3.1- Identify
example of mixtures
-SLO 3.2-Separating
different mixtures
-SLO 3.3-Dissolving
substances
-SLO 3.5- Water
surface properties
-SLO 3.7Reversible and
irreversible changes
-SLO 3.9 Acid and
bases

Monday (1 hour)
-Introduction
5
to teacher
-Rule creation
-Student survey
-Quick chemistry
review

12

-Methods for
Separating
Mixtures

19

-I Feel
Tension:
Surface Tension!

26

-Reversible
or
Irreversible?

Tuesday (1 hour)

-Matter
scavenger

hunt

13

Wednesday (30 min.)

-Matter
review
-Study Jam video

14

-Mixture
Mayhem Lab

20

21

-Solubility

Lab

27
Balls

-Water
Droplets
Experiment

28

-Bouncy

-Matter
quiz

Thursday (1 hour)

-Dont Be So
Dense! Lab

Friday
No
Science

No
Science

15

16
5

22

23

No
Science

30

No
Science

-Blasting off
in Chemistry
(Rockets)

-The Great
Bulge

29
-Acids and
-Acids,
Bases Study
Bases or
Jams video and notes Neutrals, Oh My!
Lab

February 2015
SLOs
Monday (1 hour)
-SLO 3.9- Acids and
2
Bases
-Purple
-SLO 3.3Cabbage
Dissolving an
Indicator
recovering
substances
-SLO 3.1- Describe
a chemical reaction
-SLO 3.4- Creating
a crystal

-Testing
Powders

Tuesday (1 hour)

-The Solution to
Recovery: Part 1

-The Solution
to Recovery:

Thursday (1 hour)

-Testing Powders
Part 1

10

11

-Crystal
Paintings

-Quiz

18

17
Family

23

-Gas in a
Bag

Friday
No
Science

Part 2

12

-Salt Crystals

Part 2

16

-SLO 3.6Production of
carbon dioxide

Wednesday (30 min.)

Day

24

19
Break

25

-Review

-Review
-Chemistry Study
Guide

20

Teachers
Convention

26
Guide

13
5

No
Science

Teachers
Convention

27
-Chemistry Study

No
Science

No
Science

March 2015
Monday

2
Test

-Classroom
Chemistry Unit

Tuesday

Magnetism and
Electricity Unit

Wednesday

Thursday

Friday

begins

10

11

12

13
5

16

17

18

19

20

23

24

25

26

27

10

Learning Resources
Print Resources

Alberta Program of Studies: Elementary Science

Edmonton Public Schools: Classroom Chemistry, volumes 1 and 2

Community Resources

Sheanne Cox, Teacher, Mike Mountain Horse Elementary

Daniel Wyton, Teacher, St. Marthas Elementary School
Courtney Andreachuk, Teacher, Calgary Arts Academy

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