Subject/Grade: Grade 5 Classroom Chemistry Lesson/Date: November 18th 2020 Time: 60 minutes

Stage 1: Desired Results

Lesson Students will experiment with materials to analyze different mixtures. Students will
Overview: demonstrate examples of a solid and a solid, liquid and solid and liquid and liquid. Students
will observe the final mixture and record their findings.
GLEs: Students will:
Describe the properties and interactions of various household liquids and solids, and
interpret their interactions.
SLEs: Students will:
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.

Learning Students will:

Objectives  Students will contrast two solids, a solid and a liquid and 2 or more liquids through an
experiment.
 Students will analyze the various mixtures with partners.
 Students will recognize examples of each stated mixture and record.
 Students will demonstrate knowledge of each stated mixture.
 Students will record final observations on provided worksheets.

Stage 2: Assessment Evidence

Formative Formative assessment #1 is within the Summative
Assessment powerpoint. Assessment

Stage 3: Learning Experience

Prior to - Ensure that materials are Resources: - (sand, pepper, water, oil)
Lesson: accessible - Cups
- Worksheets printed off - Worksheets
- Materials set up and ready
to go.
Time: Content/Description Differentiations/
Assessments:
The form of
assessment occurring
in this lesson is a
class review via
PowerPoint
questions. This will
be a formative
assessment to ensure
students understand
the concepts. This
will be included in
the PowerPoint –
ensure this is
finished and tech is
working.
2 worksheets are
Subject/Grade: Grade 5 Classroom Chemistry Lesson/Date: November 18th 2020 Time: 60 minutes
provided for
differentiations. One
for 3 students who
will require simpler
wording and circle
options instead of
writing.
Introduction: Review
Review of Previous Concepts/New Learning: Whole Group Discussion
 Due to having science in schools on the 17th of November I added a
review of Chemical and Physical change as it was introduced within
the lesson in the previous day.
Chemical Change vs Physical Change.
A Chemical change is a irreversible change that involves the rearranging
of atoms, results in at least one NEW substance
A Physical change is a reversible change of the physical property of the
substance, change in size, shape, form, texture, volume
This video will also be shown and is a great summary and example of the
different changes.
https://www.youtube.com/watch?v=x49BtB5dOwg&t=72s

 Next, will act as a time to review before the experiment takes place.
 FORMATIVE ASSESMENT 1.
 Students will be sitting at their desks and be prepared to listen to the
PowerPoint that will be presented.
 5 questions will be asked with multiple choice answers – hands up
are encouraged – no shouting out (if possible)
 Q1 – What are the 3 states of matter?
 Q2 – What is the definition of a mixture?
 Q3 – What is a pure substance?
 Q4 – What is an example of a mixture?
 Q5 – What are the 3 types of mixtures we talked about?
 The experiment will then be introduced .

Transition
** Experiment is introduced, and students will have assigned groups of 3.
Make sure to state that no one moves till the teacher says go.
- One partner will come get sand, pepper the other will get oil and
water
- 3 cups will be stacked and put ready for one partner to come get
- Each group will have popsicle sticks to stir/mix
Body: Experimenting with Mixtures.
Learning Activity 1: Introduction to the Experiment & Experiment
- The instructions for the activity will be printed on the smart board
and on the worksheet that will be placed Infront of them for
guidance.
- Students will be working in groups. They will be able to choose
their groups for the most part with intervention when/if needed.
“We are going to identify and recognize the 3 types of mixtures.
A solid and a solid
Subject/Grade: Grade 5 Classroom Chemistry Lesson/Date: November 18th 2020 Time: 60 minutes
A liquid and a solid
A liquid and a liquid”
You need to
1.) Create each mixture with the materials provided.
• Solid and solid
• Liquid and solid
• Liquid and liquid
A worksheet will be provided for you to record your observations and
sketch your mixtures.
Groups of ¾

 Students will then get into their groups and start working on the
experiment
 The teacher will call one group up at a time to grab their ingredients
 Students will work together at 1 or 2 desks.
 Give them 20 minutes to do this experiment.
 Teacher will walk around and help/interact with students asking
questions like “How did the 2 ingredients mix?”

Transition Instructions for clean-up. – ask students to freeze, hands on

there head.
Materials that were not used (Noodles/pepper can go back into bins)
Cups in the recycling/garbage once water and oil are poured into the bowl
for me to pour into the sink.
- Hand in observations sheets.
- Wipe desk or clean up any mess that was made.

Consolidation:
Review of Key Concepts/Point to Next Class:
- ** since solid and solid mixtures were getting mixed up last class
the teacher will ask if this helped make it clearer.
- ** Ask students to share what they noticed about the liquid and
liquid mixture? As well as the solid and liquid mixture.
- This will wrap up the lesson by getting students to share what they
noticed and how mixtures are important.
Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:
2. Specific strengths of the lesson plan and delivery:
3. Specific weaknesses in the lesson plan and delivery:
4. What must be addressed to improve this plan?
5. How I have grown from this teaching experience: