Chemistry #2

Grade 5 Science
Time: 12:40-1:15 (35 min)
Date: Wednesday, November 20

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
through class discussion and a demonstration

RESOURCES

- Edmonton Public Schools Chemistry Unit

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

MATERIALS

- For demonstration
- Vinegar
- Baking soda
- Cup to mix the two
- Container to catch the overflow
- Lysol wipes
- Label for the mixture
- Tape and marker
- PPE
- Gloves
- Goggles

PROCEDURE

Introduction (1-2min):
- Students will be coming inside from recess so they have time to sit down and begin class
- Remind students that we are in our chemistry unit for science
 - Tell them that first, we will be reviewing what we learned in the last class, then we will be
moving on to learning about chemical and physical changes and the differences between them
Body (30):
- (5 min) Reveiw​ what we did last class
- Get students to share with a partner what we did last class
- Have some groups share what they learned in the last class
- Write these things on the board for the class to see
- Remind them that they have these notes in their binders
- States of matter
- Solid
- Draw picture
- Shape stays the same
- Rigid
- Liquid
- Draw picture
- Not a fixed shape
- Not rigid
- Fixed volume
- Gas
- Draw picture
- Not a fixed shape
- Not rigid
- Not a fixed volume
- The changes between the states of matter
- Melting, freezing, evaporation, condensation
- Articulate that those are PHYSICAL CHANGES
- HOW do those changes happen?
- These changes between states of matter happen from heating
- Characteristics of a physical change
- Physical changes can be reversed
- The form changes, but the chemical identity stays the same
- EXPLAIN that this means it is still water even if it is frozen
- It is still wood, even if someone chops it
- (5 min) Chemical change demonstration (vinegar and baking soda)
- Explain that I will be doing a demonstration for the class and only I will be handling the
materials
- Everyone can come to the front of the room and stand around with distance from the
experiment
- Explain that the amounts used were pre-measured, and that I am not wrecking my gloves
- this prevents unintended outcomes and waste of materials → relate to climate change
- Wear all of the PPE when doing the demonstration
- Gloves→ Because I am working with acidic material and it will sting cuts
- Eye protection → I know that a reaction will occur causing it to bubble up
- Label mixture to demonstrate that chemicals must always be labelled
- Use Lysol wipes and instruct students that they should always wash their hands after working
with different materials
- Articulate that this is a CHEMICAL CHANGE
 - Get students to sit back down
- (5 min) ​Ask students what they think the difference between a chemical and a physical change
is
- Characteristics of chemical changes
- List these characteristics on the board
- Chemical changes cannot be reversed
- The chemical identity changes
- (5 min) ​Students will have 1 min to brainstorm what are other types of chemical changes in
partners
- Write out examples on the board
- Fireworks
- Any time you cook something
- Burning wood - Reinforce that chopping wood is a physical change
- Things rotting
- (2 min)​ Introduction video into lab safety **STOP AT 1:50
- 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
- Safety Rules
- Consider all chemicals to be dangerous and act accordingly
- Not tasting anything that we use in any of our experiments
- When smelling something, you will waft it with your hand
- No touching materials with bare hands unless instructed to do so
- Absolutely no running or horseplay
- Hair is pulled back
- Discard liquids and solids as instructed by the teacher
- Never performing experiments that are not assigned by the teacher
- Proper PPE (personal protective equipment) must be worn according to the experiment
- The teacher will tell students what they need to be wearing
- Gloves, goggles, aprons
- IF TIME ALLOWS:
- If time allows students can choose one rule to create a poster about
Conclusion (1-2):
- Inform the students that in the next class we will be going over mixtures
- Students will put away any materials

REFLECTION