NGSS Lesson Planning Template

Grade Level: 5th Topic: Chemical Reactions, Enzymes Lesson 1 in a series of 3 lessons
Brief Lesson Description:

(1 hour)
In this fun chemistry lesson, students will be combining pineapple juice and milk to explore chemical reactions. In this task, they
will have to observe any possible changes that occur with the milk when it gets in contact with pineapple juice of different states
and vice versa. Before diving into the experiment, students will gain background knowledge of chemical reactions, through the
comparison of milk and cottage cheese, to deepen their understanding of what is to come in this experiment. From there we will
begin the experiment as a class where we test out different mixtures between milk and pineapple juice, heated, cold and more.
Students will have to use their observations to determine if chemical reactions occur during the process. By observing what the
enzymes of pineapple juice do to milk, students will build an understanding of not only how reactions work but the relevance of
enzymes in it; which will further teach them of the role and importance of enzymes within our human body. This lesson should
take no longer than an hour and should be completed in one session. All information should be recorded on the “What Do
Enzymes in Pineapple Juice Do To Milk” worksheet attached below.

Performance Expectation(s):
5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances

Specific Learning Outcomes (Objectives):

- Define chemical reaction
- Collect evidence to to determine if the mixing of two substances result in chemical reaction
- Define enzymes and explain their role

Common Core State Standards Connections:

Number and Operations-Fractions 5.NF

Use equivalent fractions as a strategy to add and subtract fractions
1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with
equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For
example, ⅔ + 5/4 = 8/12 +15/12 = 23/12 (In general, a/b + c/d = (ad + bc)/bd.)
Measurement and Data 5.MD
Convert like measurement units within a given measurement system.
1. Convert among different-sized standard measurement units within a given measurement system (eg., convert 5 cm to
0.05 m), and use these conversions in solving multi-step, real world problems.

Narrative / Background Information

Prior Student Knowledge:
Chemical and Physical Reactions
● Students should be aware that a reaction whether that be physical OR chemical is a process where one or more
substances are converted to one or more DIFFERENT substances; the new substances formed usually obtain different
properties than the ones originally obtained.
● A chemical reaction happens when properties are either broken down or compounded and this is performed because of
enzymes. Enzymes are proteins that help our body complete chemical reactions quicker. The more active an enzyme
is, the better it is at doing its job.
● The use of heat can both be helpful and detrimental to the chemical reaction of a substance

Science & Engineering Practices: Disciplinary Core Ideas: Crosscutting Concepts:

Planning and Carrying Out
Investigations. Conduct an investigation
collaboratively to produce data to serve
as the evidence, and testing fairly where
variables are controlled and the number
of trials are considered.
PS1.B: Chemical Reactions. When two Cause and Effect. Cause and effect
or more different substances are mixed a relationships are routinely identified and
new substance with different properties used to explain change.
may be formed.

Make observations and record

measurements to provide data to serve
as evidence and explanation of
phenomenon.

Constructing Explanations and

Designing Solutions
Use evidence such as measurements,
observations, patterns to develop an
explanation.

Possible Preconceptions/Misconceptions:

All chemical changes are reversible!

- This is a common misconception. All chemical changes are irreversible changes. Once the chemical properties of a
substance are changed, it becomes another substance. Thus, it cannot return to its original state.
You need to be a scientist in a lab to witness chemical reactions!
- FALSE! Chemical reactions happen right in front of us everyday. When you eat and digest your food, you are
experiencing a chemical reaction. When you bake, you are watching a chemical reaction. Chemical reactions are a lot
more common than people think.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity - Access Prior Learning/ Stimulate Interest/ Generate Questions

(15 minutes)
Students will observe two substances; milk and cottage cheese and answer a few questions regarding what they know about the
two substances. This Engage portion is simple; the primary goal is to get students familiar with the idea of chemical reactions by
showing them two completely different substances that are interrelated because of chemical reactions. By asking them about the
substances, chemical reactions they’re aware of, etc. you’re getting an idea of the prior knowledge students may or may not
have. As they’re completing this Engage portion, the first question of the “What Do Enzymes in Pineapple Juice Do To Milk”
worksheet should also be completed as well.

What the Teacher Will Do Eliciting Questions/Student Responses What the Student Will Do

- Show students milk and Do Now Questions:

cottage cheese. And ask
them the questions to the
right.
- Give them about 5 minutes
to independently answer
those questions on a post-it
note where they will then
drop in the “Do-Now” box.
- After the time is up, shuffle
through the “Do-Now” box
and randomly pick about 4
responses to read aloud.
- For clarity make everyone
aware that cottage cheese
is made from milk and that
in order for that to happen
milk must undergo some
kind of reaction.
1) How do you think these two 1) Answer questions on post it notes
items are similar/related? // anonymously and drop it in the “Do
Student might respond by Now” box
saying: 2) Share ideas with peers
a) They’re both dairy
b) Cottage cheese is old
milk
2) How do you think milk turns to
cottage cheese?
a) Something gets added
to the milk to create
cottage cheese

- State that, today students
will learn more about
chemical reactions
- Before defining chemical
reactions, ask the
questions to the right
- Use student replies to
define a “chemical
3) What is a chemical reaction 3) Share aloud your thoughts about
and what happens during it? chemical reactions
4) What are some examples of 4) Try to name 2-3 examples of
chemical reactions you see chemical reactions
everyday? 5) Write correct definition of chemical
a) burning, rusting, & reactions along with a chemical
photosynthesis reaction equation on “What Do
5) Enzymes in Pineapple Juice Do To
 reaction” as a process in Milk” worksheet
which one or more new
substances have a different
chemical composition. You
can write a general
reaction equation
[reaction substrate(s) > reaction
product(s)] on the board to
demonstrate what a chemical
reaction equation looks like.
- Explain that the reaction
product(s) are the result of
the chemical reaction
- Allow students to write this
information beneath
question 1 of “What Do
Enzymes in Pineapple
Juice Do To Milk”
worksheet

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions

Students are going to explore a chemical reaction between the mixture of two substances (pineapple juice and milk) to observe
what changes occur. As they do so, they will have to collect data as evidence to support that chemical reactions really
happened. Each group will have 5 cups of milk, milk and juice, milk and heated juice, juice, and heated juice. The mixture of
these substances should result in the understanding of how to make cottage cheese. By the end of this portion students will see
they’ve made their own cottage cheese through the chemical reaction or pineapple juice and milk.

What the Teacher Will Do Eliciting Questions/Student Responses What the Student Will Do

1) Briefly discuss how we
know chemical reactions
happen
a) If they struggle
remind them of
the definition of
chemical reaction
2) Divide the class into pairs
3) Provide a tablespoon of
milk to the milk, milk +
juice, and milk + heated
juice cups. Explain that this
what normal milk looks like
4) Add 1 teaspoon of
unheated pineapple juice to
the juice cup. Explain that
this is fresh pineapple juice
that you squeezed and
blended before class
5) Ask questions (see middle
column)
6) Ensure students are
keeping up with the
worksheet questions
7) Everytime a substance
gets added, let students
know to update their
thoughts onto the “What Do
Enzymes in Pineapple
Juice Do To Milk”
1) How do we know a chemical
reaction really happened?
a) there was a change in
the properties of the
object like it may
change color, form
bubbles, start to smell,
etc
2) What properties does milk
have?
3) What happens if you gently
swirl milk in the cup?
4) Do you notice anything
unusual?
5) What do you think will happen
when you mix regular pineapple
juice with regular milk?
6) As you stir, what is happening
to the walls of the cup?
a) Students should notice
that the milk starts to
curdle and take on a
yellow color from the
pineapple juice. It took
a few minutes to start
seeing the changes.
The curd should be
visible to the walls of
the cup but if you let it
sit long enough the
1) Have students label their cups with
corresponding title : milk, milk +
juice, milk + heated juice, juice, and
heated juice
2) Have students swirl the milk cup
slightly and observe
3) List observations of the regular milk
under 2a. on the “What Do
Enzymes in Pineapple Juice Do To
Milk” worksheet
4) Share predictions with peers of
things that will happen if you mix
regular pineapple juice and milk
5) Pour pineapple juice into the
pineapple juice + milk cup and
gently stir for about 10 seconds
6) Observe for 3 minutes and jot down
any things you notice on part 2b. of
“What Do Enzymes in Pineapple
Juice Do To Milk” worksheet
7) After your observation, determine
whether or a chemical reaction took
place
a) Write your explanation on
part 2c. of “What Do
Enzymes in Pineapple
Juice Do To Milk”
worksheet
8) Feel the curd and express your
thoughts aloud
 worksheet
8) Discuss findings with
students to ensure
everyone is on the same
page
9) Allow students to touch the
curd that has formed. Let
them feel the texture and
share aloud what it feels
like
10) After asking what the curd
reminds them of, let them
know that the curd is
actually cottage cheese
curd will settle down to
the bottom while the
top of the liquid
becomes clear
- Has a chemical reaction
occurred?
- The curd represents
new properties that
were formed which is
an indicator for a
chemical reaction
- What does the curd look like?
Does it remind you of anything?
- They will probably
describe the curd and
small white clumps
that feel soft to the
touch.

EXPLAIN: Concepts Explained and Vocabulary Defined

Now that we’ve handled the basic mixtures, we are going to see what it's like to involve heated mixtures. The reason this is
relevant to the lesson is because the heat affects the activity of the enzymes in products. So now, our goal is to find out whether
or not adding heat to the pineapple juice will affect the results of its mixture with milk. Students will follow the steps as the
teacher guides them through the experiment. They are also still expected to complete the “What Do Enzymes in Pineapple Juice
Do To Milk” worksheet as they move through the lesson.

What the Teacher Will Do Eliciting Questions/Student Responses What the Student Will Do

- Let students know that they
will repeat the same
experiment but this time
they will use HEATED
pineapple juice.
- Go from group to group
and add 1 teaspoon of
heated pineapple juice to
the heated juice cup.
- Have an open discussion
with the class and allow
students to explain their
thoughts about questions
2-5 in the middle column
- Discuss with students
whether or not this time
around there was a
chemical reaction
- Let them know
that there was no
reaction
- When adding the heated
pineapple juice to the milk, do
you expect the same results as
before? Why or why not?
- Have them think about
these predictions and
raise their hand to
share aloud
- What happened to the milk
after mixing the two
substances?
- What evidence can you collect
this time that supports or
contradicts the claim that “a
chemical reaction took place?”
- Do you think that a chemical
reaction happened when the
milk and the heated pineapple
juice were mixed?
- How does the heated mixture
compare to the non-heated
one?
- Swirl the substances once your
teacher adds in the heated
pineapple juice.
- Predict what will happen now that
milk is combined with hot pineapple
juice
- As you’re creating your predictions,
observe what is happening for about
5 minutes
- Write your observations on their
“What Do Enzymes in Pineapple
Juice Do To Milk” worksheet in
section 2d.
- Discuss with your group members
your answers to the questions being
asked in the middle column

This time around no curd should have

formed. Students will most likely
correctly infer that this time there is no
chemical reaction as the milk did not
change as far as curdling does.
ELABORATE: Applications and Extensions

Now students must analyze what they witnessed and draw conclusions using what they know about chemical reactions. This
group discussion will require students to make inferences on what they observed during the experiment. This portion of the
lesson is meant to step back and think about the experiment in its entirety to make accurate rulings about the science behind it.
By this part they should have answered up to 2e. on the “What Do Enzymes in Pineapple Juice Do To Milk” worksheet, where
they are asked to write down evidence for or against their claim about a reaction taking place.

What the Teacher Will Do Eliciting Questions/Student Responses What the Student Will Do

- Allow students to discuss
for about 10-15 minutes
- Encourage students to use
observations and prior
knowledge to support their
speculations
- Think about why it curdled the
first time but not the second.
- What factors changed that may
have affected its ability to curd?
- Do you think it was an
error on our part? Was
it because we heated
the pineapple juice?
What do you think
happened?
- Explain your results to your peers
- Be able to point out that
the heat did in fact affect
the substance’s ability to
form curd around the walls
of the cup.
- Make sure all of questions of part 2
on the “What Do Enzymes in
Pineapple Juice Do To Milk”
worksheet are completed to its
fullest extent
- Be sure to ask peers for assistance
if needed

EVALUATE:

Have a 5-8 min discussion with the entire class to summarize what was discussed within the groups.

What the Teacher Will Do Eliciting Questions/Student Responses What the Student Will Do

- Summarize the results with - How do all of your results within - Share what you and your groups
students & speculate why the 3 cups compare? discussed
the results happened - Only the milk with the - Take notes, in your notebook (NOT
- Encourage students to use unheated pineapple on the worksheet) about the
observations and prior juice should have conclusions the teacher mentions
knowledge to support their formed curd and the thoughts your peers share
speculations
- Explain that chemical - Why did a chemical reaction
reactions don’t always happen with fresh pineapple
occur on their own and juice but not with heated
might need more help (ex: pineapple juice?
heat) - The heat of the
- Briefly speak about pineapple juice slowed
activation energy/enzymes down the enzyme's
to help them understand ability to form a
that the level of energy chemical reaction
affects how much of a
change happened in the
reaction.
- Let them know
that heat is the
reason for the
change in strength
from the enzyme
Formative Monitoring (Questioning / Discussion):
Complete the reflection part of the “What Do Enzymes in Pineapple Juice Do To Milk” worksheet, independently and turn in by
the end of class.

Summative Assessment (Quiz / Project / Report):

Now that you know of the importance of enzymes, develop a paragraph about what you would predict would happen if the
enzymes in our body stopped working. Be sure to use examples and refer back to this experiment when needed.
Elaborate Further / Reflect: Enrichment:

After students turn in the “exit ticket” go through the questions to see if the majority of the class got the same answers.

Materials Required for This Lesson/Activity

Quantity Description Potential Supplier (item #) Estimated Price
1 Cottage cheese 284-09-0222 3.00
1 Fresh cow milk 284-06-0355 4.00
1 Measuring spoons 070-05-0442 6.00
1 25 Mini cups about 2 oz. 070-05-0439 20.00
1 48 ct Plastic spoon 253-05-0098 3.00
1 46 fl oz Pineapple juice 203-14-0752 5.00
 NGSS Lesson Planning Template
Topic: Chemical Reactions, Material
Grade Level: 5th Lesson # in a series of 5 lessons
Properties, & Engineering Design
Brief Lesson Description:

(2 hours)
In this lesson, students will use the engineering design process to create their own slime product. Students will act as chemical
engineers and design their own slime creation using different properties to determine the best ones needed to develop the most
efficient slime recipe. Given the wide range of ingredients provided, they will work in teams of 4 to choose property choices that
best match their desired slime. They must first do background research and experiment to find what ingredients create their
desired properties. Normally, the combination of glue and borax makes for successful slime however for this lesson contact lens
solution will be replacing borax because it is safer considering borax causes skin irritation with excessive use. The entire lesson
should be done within 2 hours; the 1st day should take about 50 minutes and will consist of Engage and Explore. They’ll be
introduced to the concept of different slime textures, learn about the ingredients that affect each one, and use that information to
create the slimes of their choice. The next session students should be modifying their slime recipes to make any improvements
they didn’t have the first time around. Once they modify their slime for the second time, students will get to showcase their work
during a show and tell session during the Evaluate section. This lesson is pretty lengthy which is why it is suggested that it is
split over the span of 2 days.

Performance Expectation(s):

- 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and
constraints on materials, time, or cost.
- 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new
substances.

Specific Learning Outcomes (Objectives):

- Use the engineering design process to define criteria for creating slime
- Determine whether a new substance is formed by mixing other substances

Common Core State Standards Connections:

Number and Operations-Fractions 5.NF
Use equivalent fractions as a strategy to add and subtract fractions
2. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with
equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For
example, ⅔ + 5/4 = 8/12 +15/12 = 23/12 (In general, a/b + c/d = (ad + bc)/bd.)
Measurement and Data 5.MD
Convert like measurement units within a given measurement system.
2. Convert among different-sized standard measurement units within a given measurement system (eg., convert 5 cm to
0.05 m), and use these conversions in solving multi-step, real world problems.

Narrative / Background Information

Prior Student Knowledge:
Engineering Design Process
Involves a series of steps used to design a product and/or solution to a problem. The steps include: Define the problem, do
background research, specify requirements, brainstorm/evaluate/choose solution, develop/prototype solution, test solution,
communicate results.
● Students are not expected to follow every step and complete in that order. However, they should have a simple
understanding of the process for when they develop their own slime with group members.
Chemical and Physical Reactions
● Students should be aware that a reaction whether that be physical OR chemical is a process where one or more
substances are converted to one or more DIFFERENT substances; the new substances formed usually obtain different
properties than the ones originally obtained.
Science & Engineering Practices: Disciplinary Core Ideas: Crosscutting Concepts:

Constructing Explanations and
Designing Solutions. Generate and
compare multiple solutions to a problem
based on how well they meet the criteria
and constraints of the design problem.
Planning and Carrying Out
Investigations. Make observations and
measurements to produce data to serve
as the basis for evidence for an
explanation of a phenomenon.
ETS1.A: Defining and Delimiting Stability and Change. Change is
Engineering Problems. Possible measured in terms of differences over
solutions to a problem are limited by time and may occur at different rates.
available materials and resources
(constraints). The success of a designed
solution is determined by considering the
desired features of a solution (criteria).
Different proposals for solutions can be
compared on the basis of how well each
one meets the specified criteria for
success or how well each takes the
constraints into account.

PS1.B: Chemical Reactions. When two

or more different substances are mixed,
a new substance with different properties
may be formed.
Possible Preconceptions/Misconceptions:
- “Different slimes are made of completely different ingredients”
- This experiment will show that most slimes involve the same few ingredients as the base; it is not until you add
other, unique ingredients that the slime begins to change and differ in properties from other slimes

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity - Access Prior Learning/ Stimulate Interest/ Generate Questions
(20 minutes)
During this portion, students will get the opportunity to examine one of the three slimes the teacher made prior to class. Each
group will receive a different type of slime (either jello, pudding, or marshmallow) and will be expected to complete the “Exploring
the Five Senses With ? Slime” worksheet attached below. In groups of 4, they will take note of any properties they feel, smell,
see, possibly hear, and because they are edible- taste! (Be sure to check for allergies before allowing students to engage in the
taste section of the worksheet) They’ll observe for about 10 minutes before we come back together as a class to share group
responses for another 10 minutes. As the class shares aloud, students will take the comparisons of the jello, pudding, and
marshmallow slime and jot them down comparisons on the “Battle of The Slimes” worksheet (should be located on the opposite
side of “Exploring the Five Senses With ? Slime” worksheet attached below.

What the Teacher Will Do
- Hand out “Exploring the
Five Senses With ? Slime”
worksheet to every student
- Show your students the
three jello, pudding, and
marshmallow slimes you
made ensuring they know
the corresponding name to
each slime.
- Divide them into pieces
depending on the amount
of groups and distribute
them around the classroom
- Each group
should have 4
students
- Every slime
should be handed
out at least once
- Instruct students to work
with their groups and make
note of their 5 senses
based observations.
Eliciting Questions/Student Responses What the Student Will Do
- Has anyone made slime
before? - Observe the slime
- Students might explain - touch, pull, smell, etc.
experiences with - Be sure to share with all members
family/friends. of the group
- Be sure to ask them to - Discuss thoughts with peers
elaborate. - Students are expected to fill out
- What type of every box on the “Exploring the Five
slime? Senses With ? Slime” worksheet
- What were the with at least two descriptions for
characteristics? each sense.
- Was it difficult to
make?
-
After showing them slimes you made,
ask them to keep a MENTAL note of the
differences they see in each one. Just
think about how each of them could
differ from the next. Use the name of the
slimes (jello, pudding, and marshmallow)
to help.
- Set 10 minute timer on
board so they are aware of
time
- Suggest to them the
following actions to help
create observations
- Drop
- Smell
- Squish/ Stretch
- Taste NOT eat
- How would you describe the
- After allowing the groups to
discuss, have students
share out their thoughts
- As they share out, - Students might describe how
complete the
“Battle of the
Slimes: Jello vs
Pudding vs
Marshmallow”
worksheet
(attached below)
on the board. This
will allow them to
make
comparisons and
see the
differences
between each of
the slimes
especially for the
types they didn’t
get to observe
● Once both sides of the ● What are some properties of
worksheet are completed,
present the list of
ingredients used to make ● Are they the same or different
each one to the class
● Let them know that they
will be using different
ingredients to develop their
own unique slime.
● Why are the slime’s properties
slime?
- How does it feel?
Sound? Smell? Look?
Taste?
the slime appears (its color,
shininess, etc.) , how it feels
(stretchy, rubbery, dry, etc.) or
even how it sounds.
the individual ingredients?
○ Solids? Liquids? etc.
from the slime?
○ Students might point
out that some of the
properties are different
from the slime. For
example, water is
clear but the slime
was blue.
○ Students might also
say that there were
liquid ingredients but
the slime turned out to
be solid.
different from the individual
ingredients?
○ Let students try to
answer this question.
○ Hint that sometimes
- While peers are sharing out,
complete the “Battle of the Slimes:
Jello vs Pudding vs Marshmallow”
worksheet on the backside of the
“Exploring the Five Senses With ?
Slime”worksheet.
- Follow along as the
teacher fills out the same
chart on the board using
comparisons shared aloud
by peers.
- On the“Battle of the Slimes: Jello vs
Pudding vs Marshmallow”
worksheet there will be a column for
the slime you already observed on
the “Exploring the Five Senses With
? Slime” worksheet; students will
NOT transfer their observations
from one side of the worksheet to
the other. Instead, students must fill
that column using observations
OTHER peers made about the
same slime you had
● Turn in “Exploring the Five Senses
With ? Slime” and “Battle of The
Slimes” worksheet
● Discuss with teacher
● Answer posed questions
 when different
materials are
combined, it results in
totally new materials
with different
properties.
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions
(30 minutes)
Students will begin making the base of the group slimes. In this portion, the teacher will walk students through the steps of
beginning their slime. This will allow students to get familiar with making slime and start thinking about how they could adjust the
recipe to make it their own unique slime. For this portion, you will need enough water, glue, baking soda, and contact lens
solution to split amongst the entire class. Each group should receive ½ C of water and glue, ½ tsp of baking soda, and 2 tbsp of
contact solution. Use the “Slime Base Instructions'' worksheet attached below to assist in completing this part of the lesson. After
that the base is made, students will develop a plan to make their slime different from everyone else. Allow each group to discuss
how they’d like to change their slime using the ingredients offered (food coloring, glitter, iron fillings, glow in the dark paint, foam
shaving cream, and thermochromic pigment) for about 2-3 minutes. After group discussion, students are free to come grab as
they please and begin “beautifying” their slime. Their goal is to figure out ways to possibly change the color, texture, thickness,
and/or stretchiness of their slime. After they are done, students will need to evaluate their work and quickly reflect on the things
they like and/or dislike about their slime creation. This quick reflection will prepare them for the next step: Explain.

What the Teacher Will Do Eliciting Questions/Student Responses What the Student Will Do

- Distribute required - Do any of the properties - Complete each step as permission

materials to each group
- Refer to “Slime
Base Instructions”
worksheet to find
required materials
- Go through the directions
step by step ensuring each
group is ready before
moving to the next
instruction
- After each step, check on
groups to make sure things
are being done correctly
- Encourage them to
observe the properties of
the individual ingredients
and mixture
change quickly or
instantaneously? Slowly?
- Students may say that
it took a while for the
properties to change
because they had to
really mix and knead
- How has the mixture changed
from its beginning state to the
state its in now?
- Students may respond
by saying we started
with liquids and now
the mixture is thick like
slime
is given.
- Mix water and glue in
mixing bowl
- Add in baking soda and
mix completely
- Put 2 tbsp of contact lens
solution and stir until
mixture starts pulling away
from the edges of the bowl
- Knead the slime until the
texture stops changing
(5-10 minutes)
- Take turns with group members to
contribute to the making of the
group’s slime base.
- Ask for help when needed!

- Before allowing students to - How can we change our slime? - On a sheet of paper, brainstorm
change their slime, lead a - Students may answer ways to adjust your slime from its
brainstorm session for by naming the basic state
them to list different following: - Take notes of the
properties and ways to - appearance suggestions your
change slime - texture classmates share for you
- Introduce the “special” - thickness to use as inspiration
ingredients they’re - weight - Congregate with your group
welcome to use and - bounce members to decide what the final
explain the purpose for - stretchiness plan will be
each - Once you’re ready, and your teacher
- Glitter (sparkly allows you to, grab your ingredients
slime) and begin!
- Iron fillings
(magnetic slime)
- Glow-in-the-dark
paint
(glow-in-the-dark
slime)
- Thermochromic
 pigment (color-
changing slime)
- Foam shaving
cream (fluffy
slime)
- Allow the groups to discuss
which special ingredient(s)
they would like for 2-3
minutes and once they’re
ready, provide the
necessary supplies

- Monitor group work to

ensure students are
working efficiently
- Allow them to work for
about 15 minutes
- Display 15 min
timer on board so
that students can
manage their time
- Once the timer is up, ask
students students to
analyze their slime with
their group members using
the questions to the right
*Store slime in fridge overnight to
keep from drying out*
- What is the slime like once you - Be aware of proportions!
finish making it? Do you like the - Work as a GROUP!
final results? Did it turn out as - Experiment with you recipe to see if
expected? What would you do you receive the results you planned
differently? for.
- If students don’t like - On the same sheet of paper where
the final result of their you brainstormed your ideas, jot
slime, this is fine down a mini reflection about your
because tomorrow's slime. Be sure to include what you
session will require would do to improve your results.
them to revamp their *Keep paper because it will be used again
recipe with any tomorrow*
changes or additional
ingredients they want
to include.

END OF DAY 1 END OF DAY 1 END OF DAY 1

EXPLAIN: Concepts Explained and Vocabulary Defined

BEGINNING OF DAY 2

(15 minutes)
In this portion, students will be responsible for taking their reflections a step further. The last thing they should’ve done was write
down how they felt about their slime. Today they will be furthering those thoughts by creating an “edited” recipe based on the
results they received yesterday. THEY WILL NOT BE STARTING OVER. However, they will need to think about which properties
of their already made slime they hope to change and think about the ingredient(s) that would change that. This portion should
take no more than 15 minutes as they are only drafting an updated recipe to use in the Elaborate portion of the lesson.

What the Teacher Will Do Eliciting Questions/Student Responses What the Student Will Do

- Be sure to list the - What properties of your slime - Revise your already made recipe
ingredients and the do you dislike? How can you go with your group to make your slime
purpose of each so that about changing that? more to your liking
students are aware of what - Students may respond - Think about proportions!
incorporating it will do to by saying the
their slime following:
List - slime was too
- Contact lens solution (Thickens light — add
slime) more food
- Glitter (sparkly slime) coloring
- Iron fillings (magnetic slime) - slime was too
- Glow-in-the-dark paint runny — add
(glow-in-the-dark slime) more contact
- Thermochromic pigment (color- lens solution
changing slime) - slime was too
- Foam shaving cream (fluffy slime) fluffy — use
less shaving
cream
ELABORATE: Applications and Extensions
(20 minutes)
Now they will begin to bring those updated recipes to life. Each group should experiment with their new recipe to see if the
properties of their slime improve. Within the span of no more than 20 minutes, each group should be able to collaboratively
develop their final pieces of slime using the same ingredients from yesterday in changed proportions. .

What the Teacher Will Do Eliciting Questions/Student Responses What the Student Will Do

- Give access to the same
ingredients from yesterday
- Explain that it is important
to change one ingredient at
a time and not to change it
dramatically (eg. don’t
switch from using 2 tbsp of
contact lens solution to 2
cups)
- Set 20 min timer so
students can manage time
effectively
- Observe groups to ensure
they everything is smooth
and they are being efficient
- They may ask for assistance in - Follow modified recipe
making the desired changes to - Make slow and gradual changes to
their slime if their edits aren’t the slime to observe the changes
working each time a revision is made
- Don’t take over and
begin changing things
for them. Instead, refer
to the list of ingredient
purposes

EVALUATE:
(20 minutes)
Arrange a “slime show and tell” for the entire class. One or two students from each group should remain at the table to show off
their slime while the other students get up and walk around the class to see everyone else’s slime (rotate roles so everyone gets
a chance to walk around). This should happen for about 15 minutes. Then, as a class, discuss the different types of slimes the
students came up with. This is their time to reflect on not only their work but the work of others in a positive and respectful
manner.

What the Teacher Will Do Eliciting Questions/Student Responses What the Student Will Do

- Orchestrate the museum
exhibit like show and tell
- Direct students to move to
the station to the right of
them
- Each group should be at a
table for no longer than 3
minutes
- Once the 3
minutes is up,
instruct students
to continue
moving to the
station to the right
- Continue this until
every station has
been visited by
every group
- Once the rotation is done,
bring the class back
together to discuss the
questions to the right
- Did you or any groups have
similar slime?
- Did any groups have a unique
type of slime that no one else
made?
- How do the properties of the
different types of slime
compare?
- Were there any groups that
stood out to you?
- Decide which members will be
stationed to speak about the slime
and which will visit other stations
first
- There needs to be two
members for each
If you’re stationed at the table:
- Present your slime’s properties
- The ingredients used to obtain
those properties
- Whether or not you were successful
during the first creation of slime
If you’re visiting other tables
- Your main priority is to listen
- If there is enough time, feel free to
ask questions about the group’s
process of slime making
- Take notes as you’d like
- Return back to your seat, for a class
discussion and an opportunity to
reflect on the questions to the left.
Formative Monitoring (Questioning / Discussion): Exit Ticket
● Why is this slime experiment a good representation of chemical reactions?
● What would have happened if you didn’t mix the ingredients? Would it still be a chemical reaction? Why or why not?
● Was a new substance formed from the mixture of other substances? How do you know?
● Would you say a chemical or physical reaction occurred?
● How does the property of an ingredient affect the properties of the final product?

Summative Assessment (Quiz / Project / Report): Science Post-Lab Report

Students will need to write a 1 page report recapping their experience making the slime. They will be responsible for answering
the following questions:
● What was your desired slime? What materials did you use to achieve it? Why did you choose them?
● Which ingredients did you change? Why?
● What was the outcome? Were you successful or unsuccessful in making your desired slime?
● Why is this slime experiment a good representation of chemical reactions?
● What would have happened if you didn’t mix the ingredients? Would it still be a chemical reaction? Why or why not?

Elaborate Further / Reflect: Enrichment:

● Was a new substance formed from the mixture of other substances? How do you know?
● Would you say a chemical or physical reaction occurred?
● How does the property of an ingredient affect the properties of the final product?

Materials Required for This Lesson/Activity

Quantity Description Potential Supplier (item #) Estimated Price
5 Elmer’s Glue 081-22-0721 5.00
________ Water ___________ _______
3 Baking Soda 261-05-0012 3.00
1 Contact Lens Solution 245-09-0014 11.00
5 Food Coloring 261-02-0205 35.00
5 Measuring Spoons 070-05-2372 15.00

5 Measuring Cup 070-05-2372 15.00

2 3 Pack Mixing Bowl Set 070-05-4745 16.00
1 6 Pc Metal Spoon 200-07-5804 10.00
1 5 Pack Storage Containers 253-01-4132 4.00
5 6 Ct Glitter 081-22-8073 25.00
2 Iron Fillings Amazon 17.00
2 6 Ct Glow in the dark paint 081-22-8849 30.00
2 5 Pc Thermochromic paint Amazon 26.00
2 4 Pck Tonic Water 213-08-0067 10.00
4 Foam shaving cream 049-06-0145 12.00
1 Cornstarch 261-05-0801 3.00
1 Sugar Free Jello 261-08-0007 2.00
1 Chocolate Instant Pudding Mix 261-08-0061 1.00
1 Gummy Sharks Candy 055-02-2463 3.00
1 Jumbo Marshmallows 261-08-0190 4.00
1 Cooking Oil 261-03-0396 5.00
 Recipes for PreMade Slimes (Engage Portion)
Jello
● Supplies
○ 1 cup Cornstarch
○ 1 package of Sugar-Free Jello (This post from Little Bins for Little Hands will explain why it needs
to be sugar-free jello.)
○ 3/4 of Water
● Directions
● Mix the jello powder with the cornstarch. Your children will want to stir the mixture about 30 times.
● Then you will add a little bit of water to the mixture. Your children will want to stir until the water has
been thoroughly absorbed.
● When the mixture has become stiff, they will add a little more water.
● Next, children can try to stir or knead the mixture. They can keep adding a little of the remaining
water until the mixture stretches a little.
● Remind them to carefully add water, if they add too much they will create a gloppy mess.

Pudding
● Supplies
○ 1/3 cup white chocolate instant pudding mix
○ 1 cup of cornstarch
○ blue food coloring
○ gummy sharks candy
○ 1/3 cup water
○
● Directions
● Empty the dry pudding mix into a bowl. Add the cornstarch. Mix well.
● Pour in the water and begin to stir quickly. There will be some clumps, but you can break them
apart with your spoon.
● Keep stirring and breaking the clumps. A crumbly dough will form. Add a few drops of blue food
coloring so that you get just the shade you’re looking for.
● As soon as the crumbly dough forms, press it and knead it until the slime forms.
● If your mixture feels too dry and crumbly, continue to add a teaspoon of water at a time until you get
the right consistency. If it feels too wet, sprinkle in equal parts of pudding mix and corn starch until
it thickens up and becomes the desired consistency.
● The more you stir or knead it, the better the consistency gets.
● Finish this slime off with gummy sharks. You can mix them in or use them to top the slime. Of
course, there may be a few of the candies that find their way into little mouths!

Marshmallows
● Supplies
○ 6 Jumbo Marshmallows
○ 1 TBSP Cooking Oil
○ 1/2- 1 TBSP Cornstarch Powder
● Directions
● Put 6 marshmallows in a microwave safe bowl and pour 1 TBSP of oil into the bowl.
● Microwave on high for 30 secs. We have a 1200 watt microwave oven so your time may vary
slightly.
● Add 1/2 tablespoon of cornstarch to the heated marshmallows and mix. We used jumbo
marshmallows!
● This mixture will be HOT so please be very careful! Eventually, as it cools, you are going to
want to start kneading it and playing with it.
● You may want to mix in another 1/2 tablespoon of cornstarch to thicken a little more. The more
cornstarch you add, the stiffer it will get and be more like a putty!
Name: ___________________

BATTLE OF THE SLIMES

Jello VS. Pudding VS. Marshmallow

Jello Pudding Marshmallow

Feel

See

Hear

Smell

Taste
 Slime Base Instructions

Materials:
● ½ cup of water
● ½ cup of glue
● ½ teaspoon baking soda
● 2 tablespoons of contact lens solutions
● Mixing bowl
● Spoon (preferably metal so that it doesn’t break)
● Measuring cup

Directions:

1. In a mixing bowl, thoroughly mix 1/2 C water and 1/2 C glue

2. Add 1/2 tsp baking soda and mix COMPLETELY.
3. Add 2 tbsp contact lens solution and stir vigorously until the mixture starts pulling
away from the edges of the bowl.
4. Use your hands to knead the slime for 5–10 minutes until its texture stops
changing. Do not worry if the slime is very runny and sticks to your hands at first.
It will continue to get thicker as you knead it. (It also easier to clean up the slime
as you knead it more)
 NGSS Lesson Planning Template

Grade Level: 5th Topic: Chemical reactions Lesson # 3 in a series of 3 lessons

Brief Lesson Description:

(2 hours)
Students will be investigating objects and substances to identify if the changes made to them are physical or chemical. They’ll be
learning about the differences between physical and chemical reactions by participating in experiments, games, group work and
more. We’’l first begin experimenting on paper and seeing what changes can be made to the object. From there we’ll play a
game of kahoot (link included below) that checks comprehension of the engage activity. Next, we’ll do some hands-on work at
stations where you get to watch firsthand accounts of both physical and chemical reactions. By the end of the lesson, students
should have a strong understanding of the two and be able to complete an exit ticket that addresses everything learned in the
lesson.

Performance Expectation(s):

- 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and
constraints on materials, time, or cost.
- 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new
substances.

Specific Learning Outcomes (Objectives):

● Students will be able to determine the difference between a physical change and a chemical change in matter. Students
will be able to identify differences between physical and chemical characteristics of matter

Common Core State Standards Connections:

● 5-PS 1.3 Make observations and measurements to identify materials based on their properties.
● 5-PS 1-4 Conduct an investigation to determine whether the mixing of two or more substances results in new
substances.

Narrative / Background Information

Prior Student Knowledge:
● Students must briefly understand what pH is.
○ Have knowledge that is the measure of how acidic or basic the substance is. It is measured on a scale from 0
to 14.
■ Optional: pH is based on the the concentration of hydrogen ions in a solution.

Science & Engineering Practices: Disciplinary Core Ideas: Crosscutting Concepts:

Developing and Using Models.
Students use a variety of models
throughout the investigation and test
each one to determine if a physical or
chemical change has taken place.
Analyzing and Interpreting Data.
Students analyze their observations to
make sense of the kind of changes that
occurred.
Possible Preconceptions/Misconceptions:
PS1.A Structure of Matter:
Measurements of a variety of observable
properties can be used to identify
particular materials. (Because matter
exists as particles that are too small to
see, matter is always conserved even if
it seems to disappear.)
Cause and Effect. Students identify
and explain the change made to
materials. They gather evidence by
conducting several investigations to
support kind of changes that took place

Chemical changes are what occurs that change the external appearance of a piece of matter. Physical changes are changes
that occur internally in a piece of matter.
● FALSE! Physical reactions change the appearance or form of the matter but the kind of matter in the substance does
not. In a chemical reaction, the kind of matter changes and at least one new substance with new properties is formed.
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity - Access Prior Learning/ Stimulate Interest/ Generate Questions

(25 minutes)
During this portion students will try to discover new ways to change the state of paper. With the help of their partner, students will
brainstorm different ways to alter the paper. The teacher must perform one round of suggestions to help students understand
that even with the changes the object is still a piece of paper. After that, students are then asked to try again and come up with
more efficient ways to change the state of the paper; this includes burning and wetting of the paper. As students watch the
teacher performing these actions, they are also making mental notes of the changes they’re observing and answering questions
regarding the changes. This portion should be a representation of physical reactions and should last no longer than 25 minutes.

What the Teacher Will Do Eliciting Questions/Student Responses What the Student Will Do

- Display a piece of paper in
the air and ask students
the form of matter the
paper is.
- Ask them to come up with
4 ways to change the
matter to another form.
- Give them about 8
minutes and
display a timer so
that they are
aware of time.
- Perform the different
methods suggested by the
students (be careful when
trying dangerous methods
like burning, etc.
- After asking whether or not
we still have paper, give
students another 5 minutes
to discuss more ways to try
and turn the paper
- Before carrying out these
newer methods, ask
students to make
predictions about what will
happen to the paper
- Once they share their
predictions, test the
suggestions.
- First burn the
paper for a few
seconds and then
dip it in water.
- Allow students to reflect on
their observations with their
partners for about 4 min
- What matter is this piece of
paper?
- Students may say its
hard, solid piece of
paper
- What are some ways to change
the paper?
- Students may respond
by saying to fold it,
tear it, crumble it, etc.
- Now that we’ve changed the
paper by performing all of your
suggestions, do we still have
paper in the end?
- Students should be
answering yes
however do not verify
whether or not their
answer is correct.
- What are some MORE ways to
change the paper?
- Now students might
suggest wetting or
burning the paper
- What do you think will happen if
I burn or wet the paper?
- Students might say
that paper is going to
start getting smaller.
- What did you observe as the
paper burned?
- Did the shape, size,
and/or texture
change? Color?
- Bonus question: Do
you think we can put
the paper back to its
original form? If so,
how?
- Determine the matter of the paper
- With a partner, list 4 different ways
to change the matter of the paper
- Observe what is happening to the
paper as the teacher is performing
the different methods you and your
classmates named.
- Recognize that even though the
shape and size of the object
changed, the teacher is still holding
a piece of paper.
- Discuss with your partner more
ways to change the state of the
paper.
- Share your suggestions with the
teacher once told yo do so
- Think of predictions to share aloud
- Observe the teacher as he/she
executes the suggestions
- Share your observations with your
partner
- Discuss any changes that
may have occurred in size,
shape, texture, and color.

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions

(15 minutes)
Students will play a quick game of Kahoot to check for their comprehension. Before they play, clarify the difference between
physical and chemical reactions once more and allow them to copy that distinction into their notebooks. Here's the link to play:
https://create.kahoot.it/details/d8e14a0f-0fae-4e32-a042-ab0c46a76d8a (Link attached) In this game, they will have to determine
if the action being done to the paper resulted in chemical change, physical change, both, or neither. It's 5 questions and should
not take any longer than 15 minutes *the 15 minutes includes students logging onto play, answering the questions, and justifying
their chose answer*

What the Teacher Will Do Eliciting Questions/Student Responses What the Student Will Do

- Make a distinction between Questions for Kahoot

physical and chemical - Was the following action an - Copy down the distinction between
reactions example of physical change, chemical and physical changes
- Physical: no new chemical change, neither or - Participate in a game of Kahoot
substance is both? where you and participate work to
made - Cutting paper decide whether actions resulted in
- Refer to - Shredding paper physical or chemical reactions
the first - Wetting paper - Explain why you chose
paper - Burning paper your answer
test you - Crushing paper
did - Students should be responding
(ripping, with physical change for all
folding) except for the question about
- Chemical: at least burning.
one new - It should be concluded that
substance is changes such as bending,
made folding, wetting, shredding,
- Refer to cutting, etc are all forms of
the physical changes because of 2
second reasons
round of 1. We were still left with
paper paper
test 2. We could reverse the
(burning) changes if we wanted
- Organize a game of Kahoot - It should also be concluded that
- the questions will burning is a form of chemical
list an action done change
to the paper and 1. It created a new
they have to work substance and we are
with their pair to not able to reverse the
pick the best paper
choices
- Before showing the correct
answer for each student,
be sure to pick at least one
group to justify their answer
choice
EXPLAIN: Concepts Explained and Vocabulary Defined

(45 minutes)
The students will move through the following 4 stations to carry out investigations that cause changes to matter.
Station 1- What Happened to My Apple?
Station 2- Oh no, I’m Melting
Station 3- Why is my water red?
Station 4- I’m Growing!
They will spend about 10 minutes minimum at every station and answer the corresponding questions for each of them. The goal
of this portion is to broaden their knowledge of reaction both physical and chemical. They get to see firsthand accounts of
different substances changing; these stations differ from one another for the very purpose of showing students how diverse the
idea of chemical and physical changes can be.

What the Teacher Will Do Eliciting Questions/Student Responses What the Student Will Do

- Monitor the stations to Station 1 Station 1

ensure everything is being - What will happen if a sliced - Write a prediction regarding the
done properly. apple is left out for too long? apple
 - Set a 10 minute timer for
each station and be sure to
encourage rotation once
the timer is up
ELABORATE: Applications and Extensions
(20 minutes)
The stations have now come to an end and all students should be seated. As a class we will go through the different stations
and discuss what changes we observed within each one. This is time to expand on student ideas, clarify any confusion and build
on the knowledge previously gained in this lesson. As they discuss the changes they observed, they’ll highlight key words from
their observations.
What the Teacher Will Do
- Touch on each station
starting with station 1 and
ask students to share aloud
what they wrote as they
answered the prompts and
completed the
experiments.
- Before proceeding to the
next station, be sure to
verify the correctness of a
student’s response and
further their explanation as
- Students may respond
by saying that the
apple will rot and turn
brown. They may also
say that the apple will
dry out
Station 2
- What will happen if I put a
plastic cup in acetone?
- Students may answer
with “nothing” because
of their lack of
knowledge regarding
acetone
Station 3
- What will happen if I add red
powder to water?
- The water will turn red
or pinkish
Station 4
- What will happen when I mix
yeast, sugar, and water?
- Students may predict
that nothing will
happen; it will just be
mixture of things
Eliciting Questions/Student Responses
Questions for each station
- What did you predict was going
to happen?
- Were there any changes? If so,
what changes did you observe?
- What type of reaction do you
think this station represented?
Why?
- “Station 1 was
chemical because…
- Station 2 was physica
because…l”
- Carefully cut a piece of the apple
- Observe the cut apple piece for a
few minutes
- Record observations (What
properties of the matter changed?...
size, shape, color? Be specific)
Station 2
- Student will write a prediction
- Students place the cup upside in the
acetone substance
- They let it sit for a few minutes.
Then use the tongs to remove the
cup
- Students should record their
observations ((What properties of
matter changed..size, shape, color?
What changed about it? Be specific
Station 3
- Students will write a prediction
- Students pour 60ml of water in a
clear cup
- They then add 1//8 teaspoon of the
red substance to the water
- They mix well and let it set for a few
minutes
- Students should record their
observations. (What properties of
matter changed..size, shape, color?
What changed about it? Be specific)
Station 4
- Students will write a prediction
- In the given container, students add
½ spoonful of yeast and 1 spoonful
of sugar to ¼ cup of hot water.
- Students let the mixture sit for 3-5
minutes
- Students should record their
observations. (What properties of
matter changed..size, shape, color?
What changed about it? Be specific)
What the Student Will Do
- Share responses aloud as teacher
goes through each station
- Questions
- Explain why you felt a station was a
certain type of reaction
 to why a station - “Station 3 was physica
represented a certain because…l”
reaction - Station 4 was
chemical because…”
EVALUATE:

(5 minutes)
In this portion, students will recap all that they’ve learned today. This is a time for reflection and comprehension as they review
with an exit ticket attached below targeting the basics of physical and chemical reactions. Students will be assigned a 5 question
exit ticket and must submit prior to leaving class. They’ll receive 5 minutes and may work with peers.

What the Teacher Will Do Eliciting Questions/Student Responses What the Student Will Do

- Hand out the last activity
for the lesson: exit ticket.
(One per person)
- Instruct students to
complete within 5 minutes.
- Do no assist; they may
receive help from peers
Questions from Exit Ticket - Answer exit ticket questions
1. A _______ reaction cannot be
reversible.
a. Answer: chemical
2. True or False
New substances are made from both
chemical and physical reactions.
Answer; False
3. Which is an example chemical
reaction?
a. shredding
b. wetting
c. burning
d. coloring
4. Dropping red powder into water
is an example of _______
reaction.
5. On a scale from 1-10, how
confident are you on chemical
and physical reactions? Be
honest!

Summative Assessment (Quiz / Project / Report):

Students are to develop a 1 pg report regarding the following prompts:

- What is a physical reaction? What is a chemical reaction?
- What are the differences between the two?
- Pick one form of reaction and write a paragraph on an example of it
- Explain why that example qualifies as your chosen reaction

Elaborate Further / Reflect: Enrichment:

Go over the exit ticket AFTER everyone completed and turned it in. Answer any questions students may have regarding the
questions.
 Materials Required for This Lesson/Activity
Quantity Description Potential Supplier (item #) Estimated Price
1 sheet of copy paper ________________________ _______
_________ School Laptop for Kahoot ______________________ ________
1 Lighter 053-03-0324 4.00
1 Apple 266-05-4205 1.00
1 Knife 070-08-0582 4.00
1 32 ct Plastic Cup 253-05-0473 3.00
3 Acetone 052-06-0420 6.00
2 Bowl 200-01-7077 4.00
1 Tongs 070-05-4796 3.00
5 Red Kool Aid 203-13-0163 2.00
1 Measuring Spoon/Cup 070-05-4746 6.00
—-------- Water —---------------------- —----------------
1 Yeast 261-05-0804 2.00
1 Sugar 261-06-0169 5.00
Name _________________
Date ____________

Exit Ticket
Fill in the blank.
1. A _______ reaction cannot be reversible.
2. Dropping red powder into water is an example of _______ reaction.

True or False
1. New substances are made from both chemical and physical reactions.
a. True
b. False

Multiple Choice
1. Which is an example chemical reaction?
a. shredding
b. wetting
c. burning
d. coloring

Open-Ended
On a scale from 1-10, how confident are you on chemical and physical reactions? Be honest! Define physical and
chemical if you can!