Day 12 of Unit Plan

Grade 5: Understanding Matter and Energy: Properties of and Changes in Matter

Curriculum Components
Materials Required:
Apple
Big Ideas:
Avocado
o Matter There are three states of matter.
Baking Soda
o Energy Matter that changes state is still the same
Vinegar
matter.
o Sustainability and Stewardship Physical change
Bottles
refers to the fact that a substance can be changed from one
Balloons
form to another.
Funnel
Chemical change implies the formation of a new
Ice
substance.
Plates
The properties of materials determine their use and
may have an effect on society and the environment.
Ministry Expectations
Overall Expectations:
Conduct investigations that explore the properties of matter and
changes in matter
Demonstrate an understanding of the properties of matter, changes
of state, and physical and chemical change.
2.3 use scientific inquiry/experimentation skills to investigate changes of
state and changes in matter
3.7 identify indicators of a chemical change (e.g., production of a gas,
change in colour, formation of precipitate)
3.8 distinguish between a physical change and a chemical change (e.g., a
physical change can be reversed [ice to water to ice], whereas a
chemical change creates new substance[s] [wood to smoke and ash])

3. Understanding Basic Concepts

-Learning Goals/Social Goals
- Learning Goals
1 To exploring physical and chemical changes and
distinguish which has occurred.
2 To make predictions: what do you see? What do you think
is going to happen? (using scientific vocabulary)
3 Determine what happened. (using scientific vocabulary)
- Social Goals
1 Attentive listening.
2 Working cooperatively with peers.
3 Working safely while completing experiments
Prior Knowledge
- Students will have prior knowledge in regards to matter, energy,
physical change and chemical change/solids, liquids, and gases.
- Classroom safety rules
- Ability to make observational notes.
- Knowing how to make valuable predictions.

Minds On
(Mental Set)
Timing:
5-10 minutes

Action:
Timing:
15 minutes

Consolidation
Timing:
5-10 minutes

Next Steps

Explain Strategy and Rationale (any teacher information required)/Possible guiding questions.
Explain experiments, Activity A: Melting Ice (physical change)
o Activity B: Baking Soda, Vinegar, & Balloon (chemical change)
o Activity C: Apple and Avocado (natural chemical change of spoiling food)
Think-pair-share: with an elbow partner discuss what you think will happen in each
activity. And explain why.
Students will then be split into 3 groups, there will be 3 different tables set up with
the activities/experiments. Students will have 5 minutes as each table and will then
rotate.
Handout will be given to students before going to the set up tables.

Students will go table to table completing experiments.

Students will be provided with a handout where they will write what they see, what
they think will happen, and then what happened.

Students will come together as a whole and discuss their findings.

Ticket out the door: list 3 things learned/observed today about physical and chemical
changes.

Learning about the Changes of State and the Environment

Going outside to explore the state of nature
Discussion about what happens in nature that includes changes of state
(KWL chart)

Appendix Student Handout

Activity handout
Ticket Out the Door

Accommodation Consideration
-Accommodations can be made
based on groups; higher learners
can be placed with lower leveled
learners. Here they will have the
opportunity to assist each other and
gain understandings from different
perspectives.
-Guiding and prompting can be
provided to students who need it.
-Sentence starters can be provided
for the Ticket Out the Door

Assessment Opportunities
-Assessment as learning
-Check for student understanding
through both handouts.
-Ask students questions while they
are conducting experiments, which
gives the opportunity to check for
their understanding.
-Ticket out the door: allows to
check for understanding; also acts
as an opportunity to determine
whether or not we can move on to
the next topic.

Activity A

Activity B

Activity C

What do you see:

What do you see:

What do you see:

What do you think is going to

happen:

What do you think is going to

happen:

What do you think is going to

happen:

What happened:

What happened:

What happened:

List 3 things learned/observed in todays physical and chemical experiments.

1.

2.

3.

Teachers Notes: The students will be placed into groups, and then they will
have the opportunity to explore the activities/experiments set up for them.
The students will be conducting the experiments and the teacher will act as
a facilitator, giving the students the opportunity to explore each experiment,
while recording predictions, and making observations. The teacher will walk
around to each of the tables while asking students questions about the
experiment. For example, at activity A, the teacher will ask, What do you
predict is going to happen? Why? After the teacher will ask What kind of
change has occurred? This allows the teacher to check for understandings
while conducting the experiment. The teacher will also check for
understanding through the students worksheets and ticket out the door.
The students have the a chance to advocate their own learning.