Inquiry-Based Lesson Plan #2

Topic/Title: What Are We Made Of?

Grade level/time allowed/expected: 5th grade/60 min

National and State standards addressed:

5-PS1-3. Make observations and measurements to identify materials based on their

properties.

Science concepts:
● Prior Knowledge needed:
o Know what an atom is
o Know what matter is
o Know some common elements
● Concepts to be taught:
o Definition of Elements
o Different objects and what elements they are made up of
o Know
● Common Misconceptions:
o Atoms are microscopic versions of elements—hard or soft, liquid or gas, and so forth.
o All elements are poisonous
o Elements are not chemicals

Objectives:
● Students will be able to correctly identify at least five objects with the correct element.

Materials needed & set-up required:

 ● C is for Carbon Picturebook
● Aluminum- soda can
● Boron- tennis racket
● Carbon- pencil (Sam’s diamond wedding ring, if possible)
● Dysprosium- CD
● *Einsteinium- Image of Nuclear Power Plant from the Simpon’s
● Fluorine- toothpaste
● Gallium- Calculator
● Hydrogen- Water
● Iodine- Cabbage
● Krypton- sign with neon lights
● Lithium- batteries/potato
● Magnesium- PAPER Bricks
● Nitrogen- whipped cream cans
● Oxygen- Images of the air, river, fire, stuffed animal dog
● Phosphorous- soap
● *Ununquadium-Nuclear BANG image
● Radon- rocks
● Sulfur- diet pop can
● Thallium- thermometer (with no mercury, but we’ll explain it’s the thermometer with mercury)
● Uranium- image of an x-ray
● Vanadium- sunflower (image of sunflower)
● Wolfram- pen
● Xenon- picture of a movie projector
● Yttrium- tile sample
● Zinc- sweet corn

Safety:
 ● Standard classroom safety procedures.
● Graphic pictures may be disturbing to some students.
● Permission Slip to Parents with signed signatures needed (about food allergies and items being brought to class).
● Do not eat any of the objects or put them in your mouth.
● No horseplaying with any of the objects (throwing, or playing with the objects).

Procedure:

5e Stage Teacher… Students… Time

● The teacher will ask the students ● The students will think about and 5 min
to not touch the items that are on answer the teacher’s questions
their desks regarding what they think they are
● The teacher will show a Tik Tok
made up of.
Video:
https://vm.tiktok.com/WLqmpy/ ● The students will share with the class
● The teacher will then ask the their predictions, during
Engage
students after the video what they think-pair-share.
think they are made up of. Then,
the teacher will introduce the
lesson, “Today, we will be
learning about how elements
make up everything around us,
including ourselves!”
● The teacher will ask the students ● The students will talk with their 7-10 min
to talk in their table groups about table groups about their objects.
what is on their desks. ● The students will write down in their
Explore ● The teacher will remind the science journals what they think
students to make sure to be their object and their element is
careful with their objects. made up of.
Students are not allowed to open
 the objects or misuse the objects
in any inappropriate way.
● The teacher will talk to the
students about their predictions
about their objects and element
answers.
● The teacher will have the students
come sit down on the circle time
carpet. The teacher will make
sure that the students bring their
objects down to the carpet.
● The teacher will have the students
sit quietly and listen while she is
reading the book C is for Carbon
by Marilee Summers.
Explain
● The teacher will explain that
when she comes to the designated
object that the student with the
object will raise the object in the
air.
● During the reading, the teacher
will ask, “Who has the object for
this element? Please hold it up for
us.”
● The teacher will show Element
Video:
Elaborate
https://www.youtube.com/watch?
v=d0zION8xjbM
● The students will wait until the
teacher is ready to move onto the
next question
● The students will bring their 15 min
designated objects down to the
carpet.
● The students will set the object in
front of them. The students should
not be playing with the objects, they
should be listening to the teacher
read the book.
● The students who has the object for
the element the teacher is reading,
and will hold it up for the class to
see.
● The students will listen and watch 20 min
the video.
● The students will listen to the
directions of the teacher, and ask
 ● The teacher will explain the
instructions for the next activity.
● The teacher will pass out a
photocopy of each students’
element from the book. The
teacher will explain to the class
that they are going to research
their elements and draw more
objects on the other side of the
page.
● The teacher will tell the students
to place their papers on their
desks. The teacher will explain
that the students will walk in a
clockwise rotation and do a
gallery walk of the entire class'
work.
● The teacher will pass out the
summative assessment, and
explain the directions.
● The teacher will close the lesson
Evaluate by showing a very unique video
of a 3 year old knowing a lot
about the periodic table
○ https://youtu.be/7nGz7xgGJ
zc
Any worksheets or lab sheets as appropriate:
any questions if necessary about the
assignment.
● Then, they will find at least one
other object that has their assigned
element (that’s not mentioned in the
book already) using their
Chromebooks. They will draw and
color the object that they found on
their paper.
● The students will listen to the
teacher’s instructions.
● The students will bring their science
journal with them while they do the
gallery walk. Students will write
down the objects that their
classmates drew to add to their
collection of objects/elements.
● The students will complete the 10 min
summative assessment, where they
identify at least 5 objects with the
correct elements. Students are
allowed to use their science journals.
● The students will sit quietly and
watch the video.
 ● The teacher will have a photocopy of each page in the book. The designated student will receive this copy and have a blank
copy on the back of the element page.

Adaptations for special needs (LD, ELL, physical impairments; ADHD, Gifted):

Learning ● The teacher will distribute the vocabulary bank for the student to keep and refer
disabilities to.
students ● The teacher will allow the student extra time if needed.
● The teacher will allow the student to be able to type their final assessments.

ELL ● The teacher will distribute the Spanish vocabulary bank for the student to keep
students and refer to (if there are Spanish-speaking students in the classroom).
● The teacher can provide a chart with visuals next to the vocabulary bank words.
● The teacher will provide an example of the worksheet. The student can use this as
a model.

Physical ● The teacher will provide answers for the student while they are seated (instead of
impairments going up to the smartboard).
students ● The teacher can assist the student with his or her work; the student can then share
the work and the teacher can bring it up on the screen.
● The teacher can provide an audio file of the directions with step-by-step
instructions, which would be helpful for students with hearing impairments.

ADHD ● The teacher will provide flexible seating.

students ● The teacher will provide a checklist for the student so that she or he can check the
activities each day.
● The teacher will provide a timer for each set of activities; the student can refer to
the clock to see how much time is left.

Gifted ● The teacher will provide extra compare and contrast problems for the student to
students match up.
● The teacher can have the student write his or her assessment on comparing the
 elements and writing what they understand and have questions about.
● The teacher will have the student work with other students who are struggling
with the matching activities.

Assessment (formative & summative):

● Formative
○ Students will discuss what they learned from the C is for Carbon book.
○ Students will discuss their observations regarding the similarities and differences about each element.
○ Students will have a completed science journal.
● Summative
○ Students will be able to identify at least five elements on their worksheet.
○ Students will be able to research their designated element and correctly identify more objects related to this element.

Trade book(s) that coordinate for integration with language arts/reading:

● What Are Atoms? (Rookie Read-About Science) by Lisa Trumbauer
● All about Matter (Science Builders) by Mari Schuh
● What Is the World Made Of? All About Solids, Liquids, and Gases by Kathleen Weidner Zoehfeld
● The Solid Truth about Matter (LOL Physical Science) by Mark Weakland
● Molecule Mayhem Pop-Up Chemistry Chaos by Tom Adams
● Your Guide to the Periodic Table by Gill Arbuthnott
● Fizz, Bubble & Flash!: Element Explorations & Atom Adventures for Hands-On Science Fun! by Anita Brandolini
● Cool Chemistry Concoctions: 50 Formulas that Fizz, Foam, Splatter & Ooze by Joe Rhatigan
● How to Make a Universe with 92 Ingredients: An Electrifying Guide to the Elements by Adrian Dingle

Curriculum Integration Connections:

● Students improve upon their comparing and contrasting skills.

● Students improve upon their listening abilities and their skills for engaging in conversation.
 ● Students improve on their thinking skills and their ability to answer appropriately.
● Students can use their math skills by adding up how many elements are the same. Also there are some objects related to the
math curriculum.
● Students can improve their social studies skills by learning about elements and specific things from the past. Also, learning
about most of these elements was discovered a long time ago by highly known scientists.

Technology Integration:
● Chromebooks (or one-to-one devices)
● Smartboard/Computer
● Integrated YouTube and TikTok Video

Resources cited (internet source, videos, texts, articles):

https://www.intel.com/content/dam/www/program/education/us/en/documents/project-design/atoms/small-misconceptions-abo
ut-the-structure-of-atoms.pdf (Common Misconceptions)
https://books.growingwithscience.com/2014/06/16/popular-chemistry-books-for-kids-2/
https://youtu.be/7nGz7xgGJzc

Summative Assessment
Example: Fluorine name of the object draw a picture

Name of element name of object draw a picture of the object

Aluminum Boron Carbon Dysprosium Einsteinium Fluorine Gallium Hydrogen
Iodine Krypton Lithium Magnesium Nitrogen Oxygen Phosphorous Ununquadium
Radon Sulfur Thallium Uranium Vanadium Wolfram Xenon Yttrium Zinc