Chemistry #1 - Introduction

Grade 5 Science
Time: 12:40-1:50 (70 min)
Date: Tuesday, November 19

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcome(s)

- 5-2: Recognize the importance of accuracy in observation and measurement; and, with
guidance, apply suitable methods to record, compile, interpret and evaluate observations and
measurements.

Specific Learning Outcome(s):

- SLE 7: Distinguish reversible and irreversible changes of materials and give examples

LEARNING OBJECTIVES

Students Will:
- Distinguish reversible from irreversible changes of materials, and give examples of each

RESOURCES

- Edmonton Public Schools Chemistry Unit

- Lab safety video
- https://www.youtube.com/watch?v=MEIXRLcC6RA

MATERIALS

- Lined paper for students to record observations/notes

- 3 containers filled with
- Water
- Ice
- Air

PROCEDURE

Introduction (5 min):
- Allow for time when students are coming in after recess
- Introduce “I Can” booklet that students will be filling out throughout the unit
Body ():
- (1min)​ Students will be split into 3 groups
- The groups are as follows:
- Assign the kids their numbers and make sure everyone knows what number they are
- Group 1: Eloy, Benny, Zack L, Kolton, Tyler, Nelly, Dennis, Darius
- Group 2: Justin, Tina, Ashton, Daniel P., Hayden, Luke, Daniel R.
- Group 3: Zach W., Sarah, Deryk, Ireland, Martin, Telissa, Jorrit, Justina
- (Total 10 min) ​The task will be explained to the groups “When I say go, as a group you
will…”
- Each group will have 2min to investigate each of the three containers
- They will discuss what is in each
- Pick one thing about each container that they could tell the rest of the class about
- Think about the characteristics of the things in the containers
- A timer will be up to aid in the transitions
- (3 min)​ Follow up with a discussion about what was in the cases
- Have each group share one thing for each of the containers
- (2 min)​ Have students use a page folded into 3 spaces to take notes on the 3 states of matter
- This will be demonstrated step by step to the class
- Label each: Solid, Liquid, Gas
- Under each, we will write down the properties of each
- (10 min) ​For each state of matter, discuss
- Distance of particles from each other in each state
- How these states act in closed containers
- Draw what each looks like

- Solids
- Strong force of attraction between the particles, so they stay in the same spot
- Molecules are attached and bunched together in a “solid” form
- Distance of particles: Close
- In a closed container: It stays the same shape
- Another solid cannot pass through it
- Liquids
- Particles can move around past each other
- Distance of particles: Medium
- In a closed container: It takes the shape of the container
- A solid can pass through it
- Gases
- Moving independently of each other
- Distance of particles: Far
- In a closed container: It takes up the full space
- A solid can pass through it easily
- (5 min)​ In partners, get students to brainstorm what the processes of change between the states
of matter. Then go over the changes as a class and articulate that this is a PHYSICAL
CHANGE. The changes are:
 - Cue students to remember the changes of states from their weather unit
- Evaporation, melting, freezing, and condensation
- Melting - Solid to Liquid
- Freezing - Liquid to Solid
- Evaporation - Liquid to Gas
- Condensation - Gas to Liquid
- Physical changes can be reversed
- Draw a diagram on the board to reinforce the concept
- (5 min)​ Introduction video into lab safety **STOP AT 4:30
- Instruct students to pay attention to the rules talked about in the video because as a
class they will share what they heard
- Watch video
- (5 min)​ Class discussion on video
- Go over safety rules when we do go into the lab for experiments and activities
- **If time allows students can choose one rule to create a poster about lab safety
Conclusion (1 min):
- Have students hand in their states of matter sheets
- If they have started posters, have them hand those in as well

REFLECTION