Lesson

Chemical Reactions: Evidence of a Reaction Date December 9th 2020

Title/Focus
Subject/Grade Time
Grade 5 Science 60 Minutes
Level Duration

Unit Classroom Chemistry Teacher Tanner Abel

Place in
Lesson 1 of 1
Sequence

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 5-2: Students will recognize the importance of accuracy in observation and measurement; and, with
Learning guidance, apply suitable methods to record, compile, interpret and evaluate observations and
Outcomes: measurements.
5-7: Students will describe the properties and interactions of various household liquids and solids
and interpret their interactions.
Specific 5-2-1: Students will identify problems to be solved and the purpose(s) of the problem-solving
Learning activity.
Outcomes: 5-7-7: Students will distinguish reversible from irreversible changes of materials and give examples
of each.
5-7-8: Students will recognize and describe evidence of a chemical reaction. Explain how the
products of a reaction differ from the original substances.
LEARNING OBJECTIVES
Inquiry “How can you distinguish a chemical reaction from a mixture?”
Question:
Students will:  Students will be able to identify when a chemical reaction has occurred between materials.
 Students will be able to distinguish chemical reactions from mixtures
ASSESSMENTS
Observations:  The teacher will observe how the students are able to distinguish chemical
reactions from mixtures through the discussion in class.
 The teacher will observe how students are able to distinguish chemical reactions
from mixtures by their ability to fill in the think-lab.
 The teacher will observe how students are able to distinguish chemical reactions
from mixtures by listening to their conversations while they are working in groups.

Key Questions:  What is the difference between a chemical reaction and a mixture?
 What are some ways you can tell a chemical reaction has occurred?
 What are the defining characteristics of chemical reactions?

Products/Performances:  Students will participate in discussion that will demonstrate their knowledge of
chemical reactions.
 Students will complete a think-lab that solidifies and demonstrates their
understandings of chemical reactions.

LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT

 Alberta Education Program of Studies: Grade 5 Science  Think-Lab sheet
 YouTube video (https://youtu.be/37pir0ej_SE)  PowerPoint
 Glowsticks

PROCEDURE
1
Teacher Must:  The teacher must have the PowerPoint ready for the lesson
 The teacher must have the glowsticks for the lesson
 The teacher must have the think-lab ready for the students

Introduction Time
Attention Grabber “Who remembers why cake batter is a mixture while a baked cake is
not? That’s right, you can separate the materials from the mixture when
it’s just batter. What about a baked cake, what is that called?” 3 Minutes

Assessment of Prior  The teacher will ask students what they think a chemical reaction
Knowledge is.
 The teacher will ask students what makes a mixture different from
something that has chemically reacted (using the cake example 5 Minutes
especially).

Expectations for  The students will respectfully listen to the teacher’s instruction
Learning and Behaviour while giving the PowerPoint video
 The students will record the information necessary to complete
their think-lab.
 The students will wear masks while working in partners.
Advance
N/A
Organizer/Agenda
Transition to Body “I’m about to hand everybody their sheet as well as something else.
Don’t touch it until I say it’s time and then we can all get started.”

“Alright everybody has one? I’m going to turn off the lights and you’re 5 Minutes
going to bend it until you hear a snap and we’ll see what happens.”
(Glowsticks)

Body Time
Learning Activity #1 The students will learn the differences between chemical reactions and
mixtures (irreversible vs. reversible changes). The teacher will also give
a few examples of chemical reactions.
20 Minutes
The teacher will play the YouTube video for the students and follow
with discussion about what they learned.

Teacher Cues “We all know a mixture occurs when two or more substances are mixed
together to create something new. There is, however, one thing that you
have to be able to do to the new thing for it to be considered a mixture.
Does anybody know what that is? That’s right, the substances must be
able to be separated again from one another!”

“Now, think back to the example of the baked cake or even the
glowsticks that you just cracked. What makes that different from a
mixture? Exactly, you can’t separate the materials from each-other
again. In other words, the reaction was irreversible.”

“This is because there has been a chemical change in the substances.

The molecule, or particle, has been turned into another one. For
example, when you see rust on some old metal or maybe on a car the
iron on the car has reacted with oxygen in the air to create the rust.”

2
Teacher Notes: Assessments/
Differentiation
Learning Activity #2
Teacher Cues
Teacher Notes: Assessments/
Differentiation
Consolidation of
Learning:
Feedback From Students:
Feedback To Students
Transition To Next
Lesson
Reflections from the
lesson
The teacher can choose to show a couple more videos of reactions to
further illustrate the nature of them to the students.
The students will work on the think-lab to decern reversible from
irreversible changes (mixtures from chemical reactions). 20 Minutes
“Alright students, I have a sheet for you to work through which will
have you distinguishing chemical reactions from mixtures.”
“For the first two questions we will go through them together so you
can have an idea about what you need to do.”
“You now have 15 minutes to get through as much of this sheet as you
can. Don’t worry if you don’t finish it all as you will have time to do that
later.”
The teacher can circulate around the classroom to help any students
who may be struggling a bit. The teacher will give guiding prompts for
the students they are helping as to lead them towards the answer
without explicitly giving it to them.
Closure Time
The teacher will bring the students back together and get them to each
give an example of a chemical reaction. If they have no ideas, then they
can give an example of a mixture and explain why it’s a mixture and not
5 Minutes
a chemical reaction.
 The teacher will listen to the student’s responses during class
discussion
 The teacher will observe what the students are writing down
during the think-lab
 The teacher will listen to the student’s responses to the closure
activity
 The teacher will give students feedback to their answers to
questions in class by either asking them to expand or leading them
towards more correct responses.
“Great job today everybody, you may now put your science duotangs
away and pull out something mindful to do before your next class.” 2 Minutes
This lesson was a good one! They students were able to understand the material and the
worksheet proved to be suitable for all learners while still providing enough challenge
to enhance their learning. The video proved to be a great entry and launching point for
the topic at hand as well.
The intro that I did also proved itself to be a great way to introduce the students to the
concept. Turning off the lights and cracking the glowsticks was a great way to capture
their imagination and allowed them to have some time to play before the lesson started.
This got out some of their energy and had them ready to learn. The nature of glowsticks
made it easy to not distract the students as well. As soon as I turned the lights back on,
they wouldn’t glow anymore.
I also was able to integrate some FMNI knowledge into this lesson as well. By talking
about chemical reactions that are used in the life of Cree Peoples I was able to bring in
new perspectives to the science classroom. It was a great chance to talk about alternate
ways of knowing and different ways to have relationships with nature. Both classes had
3
a great discussion regarding this implementation.

The worksheet was a good addition as well as I was able to go through the first bit of it
with the class as a collaborative moment and then they could finish the rest by
themselves. This was great in scaffolding the expectations for them and allowed them to
engage in the material more deeply rather than being concerned with the format of the
sheet.