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5th Grade Science
Semester II, Week 2
Feb. 19-22, 2013
Lesson Plans
Mr. Andreas Gross
Monday, Feb. 25, 2013:
Standards/Objective: SWBAT know metals have properties in common, such as high electrical conductivity.
Some metals are pure elements; others are composed of a combination of elemental metals. SWBAT know
that each element is made of one kind of atom and that the elements are organized in the periodic table by
their chemical properties.
Warm-up:

Quietly turn in Ch. 11 H.W. packet

Quietly sit down and prepare for quiz

Complete quiz

Teacher will hand back compilation assignment and last week’s lab at this time
Instruction:

In groups, ask students to write down as many different elements as they know in two minutes.

Come back together as a class and share; write answers on board. Today, we will learn about atoms
and how they form different elements on the periodic table of the elements

Review what an element is.
o
All matter is made up of elements  pure form

Display the periodic table of elements
o
Rows – elements arranged according to number of protons
o
Column – similar chemical properties
- Look at the left-hand side of the table, these elements are metals. They are all
relatively good conductors of electricity and heat. They can combine to form alloys (metal
mixtures)
o
Symbol for every element
o
Number tells you how many protons
Guided Practice:

Students will complete a guided notesheet during the lesson

Hand out a copy of the periodic table for each student to keep
o
What element has the symbol C, H, Ca?

Guide the class to color their periodic tables with crayons and/or colored pencils, showing the
phases of each element at room temperature
Independent Practice:

On the back of the handout, the student will complete worksheet, identifying the element name, #
of protons and electrons.

The student will turn in as class work. (FINISH FOR HOMEWORK IF NECESSARY)
Evaluation:

Student classwork will be checked for completion and accuracy
Closure:

Before dismissing the class we will answer the following questions together:

How are atoms arranged in rows on the Periodic Table? According to number of protons in an
atom

How many protons does the element Oxygen (O) have? 8
Meeting individual needs:
Homework:
- Finish coloring periodic table and complete questions on back (if not finished in class) to turn in tomorrow
- Read Ch. 11, Lesson 3
Tuesday, Feb. 26, 2013:
Standards/Objective: SWBAT Identify a single independent variable in a scientific investigation and explain
how this variable can be used to collect information to answer a question about the results of the
experiment. SWBAT Select appropriate tools (thermometers, meter sticks, balances, and graduated
cylinders) and make quantitative observations.
Warm-up:

In table groups, students will discuss the following questions as they enter the room:

What is an independent variable?

What is a dependent variable?

What is an experimental group?

What is the best way to measure the distance from SMIC School to the Jingqiao Carrefour, in
centimeters, meters, or kilometers?
Instruction:

Today we are going to talk about the components of an experiment and ways to accurately measure
experimental results (what tools do you need?)

Sample project: “How does the color of light affect plant growth?”

Explain what independent and dependent variables are:
o
Independent variable – this is the part that you control. “I control it.”

For my sample experiment, what is the independent variable? The part that I
can change and control?  Color of light
o
Dependent variable – this is the part you are measuring or observing for change. This
change happens depending on what you change

What is my dependent variable? The part that I’m measuring or observing for
change?  plant growth = height

Explain what experimental and control groups are:
o
Control Group – This is the group in your experiment that experiences “normal” conditions

For my sample experiment, what is the independent variable? The part that I
can change and control?  Plants receiving regular sunlight (students will be
asked to think deep and infer this)

When your experiment is finished, this is the group you compare your
experimental group to.
o
Experimental Group – This is the group in your experiment that experiences your
independent variable. This is the group you are testing

What is my experimental group? The group that I’m measuring or observing for
change?  Plants with different colors of light

When your experiment is finished, this is group that will show you your results.

Explain what constants are:
o
Constants – These are the things in the experiment that remain the same the entire time
the experiment is going on in BOTH the Experimental and Control groups.

For my sample experiment, let’s infer what some constant could be? The parts
that never change?  Species of plant used, amount of water given, time
exposed to light, pot size, soil type.

Explain the importance of using the correct measuring tool and discuss common types of measuring
tools

Your results only make sense if you measured correctly. For example, if you are
measuring for plant growth (height), but your results only show air temperature
readings for the air around your plants, that is not very helpful.

Use the right tool, use the right unit. For example, what is the better measure
for distance between SMIC Kindergarten and SMIC MHS – meters, kilometers,
or light years? Meters would work well in this case (i.e. 250m). Kilometers could
also work (i.e. 0.25Km). Light years would be too large and cumbersome (i.e. less
than a fraction of a light year)
Guided Practice:
- Students will complete a guided notesheet along with the lesson
- Students will complete an in-class worksheet with examples of experiments described and they will have to
figure out: 1) The independent variables, 2) The dependent variables, 3) The constants, 4) The control
groups, 5) The experimental groups, and 6) The correct measuring device and unit for the experiment. We
will do the first question together as a class. There are three questions on the sheet.
Independent Practice:
- Students will complete the rest of the above mentioned worksheet on their own (without teacher
assistance)
- For homework tonight, students will have to figure out: 1) The independent variable, 2) The dependent
variable, 3) The constants, 4) The control group, and 5) The experimental group for their own Science Fair
Projects and turn these in tomorrow.
Evaluation:
- Notesheet will be checked for completion
- In-class worksheet will be checked for both completion and accuracy
- Homework will be checked for completion and accuracy
Closure:

Tell your shoulder partner 2 constants in your own Science Fair Experiment.
Meeting individual needs:
Homework:
- Figure out: 1) The independent variable, 2) The dependent variable, 3) The constants, 4) The control group,
and 5) The experimental group for your own Science Fair Projects and turn these in tomorrow.
- Complete in class worksheet (if not finished in class)
Wednesday, Feb. 27, 2013:
Standards/Objective: SWBAT demonstrate an understanding that elements combine to form molecules by
discussing how molecules and compounds combine. SWBAT know the common properties of salts, such as
sodium chloride (NaCl). SWBAT know all matter is made of atoms, which may combine to form molecules.
Warm-up:

On each table have a tray with clay and gram cubes

We learned that nitrogen was an element yesterday. Nitrogen has 7 protons, 7 electrons and 7
neutrons

In table groups, students will create a model of a nitrogen atom using the materials in the tray
Instruction:

Remember, all matter is made of atoms…..atoms can combine to form……

Molecules – the smallest particle of a substance made of combined atoms that has the properties
of the substance
o
Molecules can combine in 2 ways

Share electrons (covalent bond)

Take an electron; positive and negative atoms are attracted to each other (ionic
bond)

Model using students

Compounds – type of matter made of a combination of elements
o
Properties are different from properties of the elements that make them up
o
Example – water is a liquid. Hydrogen and oxygen are gases at room temperature

Chemical formula – show students how to read them (H2O) (H2O2)

Salts are formed as ionic molecules
o
Commonalities:

Have at least one kind of metal element

Have one kind of nonmetal element

Crystals (charged particles arrange in regular geometric pattern) – brittle

High temperatures needed to melt salts
o
Properties of salt different from properties of elements that went into making them

NaCl – table salt; brittle, white solid that we can eat. Pure sodium is a soft,
silvery metal; explodes in water. Pure chlorine is a yellow, poisonous gas
Guided Practice:
- Students will completed a guided notesheet along with the lesson
- Students will create a model of a nitrogen atom (guided in warm up)
Independent Practice:
- Students will complete a short (2 question) pop quiz at the end of the lesson regarding the lesson’s content
Evaluation:
- Short pop quiz will be graded for accuracy
Closure:
- Before dismissing the students we will answer the following questions together as a class:
- What is a covalent bond? A bond formed by sharing electrons
- Tell me a common property of salts. Answers will vary, students could say they are brittle, crystalline,
have one metal and one non-metal element
Meeting individual needs:
Homework:
- None 
Thursday, Feb. 28, 2013:
Standards/Objective: SWBAT know properties of solid, liquid, and gaseous substances, such as sugar,
water, helium, oxygen, nitrogen, and carbon dioxide. SWBAT demonstrate an understanding that matter is
conserved during heating and cooling by exploring the motions and arrangements of particles in different
phases.
Warm-up:

Write the words ice, rain, water vapor, solid, liquid gas on the board.

The students will write the words in their notebooks, pairing them up.

Share with a partner and then discuss as a class their reasoning.

We will talk about the phases of matter today.
Instruction:

All matter exists in one of 3 forms: solid, liquid, gas  these are called phases or states

There is a super-heated gas state called plasma as well, which we will not discuss, fire is an example
of plasma

The state of a particular type of matter at room temperature is a physical property of a material

Phase of a matter – caused my motion and arrangements of particles

Solids
o
Definite shape and volume
o
Particles vibrate in place and are close together
o
Example – sugar is a solid at room temperature

Liquids
o
Forces still hold particles fairly close, but they can move about  take on shape of
container
o
Definite volume
o
Example – water is a liquid at room temperature

Gas
o
Particles not held together; very far apart; only affect each other when they collide
o
No definite shape or volume
o
Examples – helium, oxygen, nitrogen, and carbon dioxide are all gases at room temperature

The amount of matter doesn’t change between each phase; it’s just the motion and arrangement of
particles that change

Melting/freezing point
o
Temperature at which a solid melts or a liquid freezes is the same
o
It’s a physical property of the material  doesn’t change no matter how much

Evaporation/Boiling  boiling point
o
When particles move upward with enough speed, liquid evaporates
o
Evaporation = from surface; boiling = gas escapes throughout the liquid
o
Physical property of material  doesn’t change no matter how much
o
Gas takes up more space than liquid, but doesn’t mean there’s more gas, just particles
further apart

Condensation
o
Gas turns to liquid
o
Gas particles touch a cold surface and their temperature drops  particles slow down and
are trapped
o
Eventually, with enough particles, it forms a liquid drop

Sublimation
o
Solid straight to gas (does not melt and become liquid in between)

When things heat up, they expand; when they cool down, they contract
o
Again, think of the vibration of particles. Faster it moves, there will be more space
between them, so it gets a little larger
Guided Practice:
- Students will complete a guided notesheet while the teacher teaches the lesson
Independent Practice:
- Students will create a 3-tab booklet (as described on page 355 in Teacher’s Edition). This will be started
in class and finished for homework
Evaluation:
- Teacher will check guided notesheets for completion and 3-tab booklets for completion and accuracy of
facts
Closure:

Think-pair-share: Describe the difference between the 3 phases of matter to your face partner.
Meeting individual needs:
Homework:
- Complete 3-Tab Booklet
- Read Ch. 11, Lesson 4
Friday, March 1, 2013:
Standards/Objective: SWBAT Know differences in chemical and physical properties of substances are used
to separate mixtures and identify compounds.
Warm-up:

Give each table group different mixtures of materials
o
Pebbles and soil
o
Sugar water
o
Salt and pepper

The students will brainstorm ways they could separate the mixtures. Share ideas
Instruction:

Mixture – different materials placed together but don’t bond to form compounds
o
Materials keep their own properties
o
Can separate materials according to their different properties
o
Iron filings and sand – use a magnet because iron filings are magnetic
o
Salt water – allow one to evaporate because they have different boiling points
o
Steel = iron and carbon
o
Brass = copper and zinc
o
Alloy – mixture of metals

Bronze – copper and tin
o
What is a mixture of solid and solid you can think of? Mixture of solid and liquid?
Mixture of gas and liquid?

One type of mixture is a solution
o
Special type of mixture in which substances spread out evenly and will not settle
o
Solute – dissolved substance
o
Solvent – substance in which the solute is being dissolved
o
Sugar water = solution – water = solvent, sugar = solute
o
Not all solutions are made by dissolving solids into a liquid

Two liquids, gas into a liquid
Guided Practice:
- Students will complete a guided notesheet during the lesson
Independent Practice:
- Students will create their own solution with items they have brought from home
Evaluation:

Teacher will check notesheet and activity for completion and accuracy
Closure:

Short pop quiz (3 questions, handed in a graded) about mixtures
Meeting individual needs:
Homework:
- Read lab instructions on page 363-362 in textbook
- Bring in materials for boat and coins, draw design of boat at home over the weekend