Grade 5 Science Unit C: Classroom Chemistry

Transcription

1 Alyssa Andreachuk PSIII Internship Mike Mountain Horse Classroom Chemistry Unit Plan Grade 5 Unit C: Classroom Chemistry Created by Alyssa Andreachuk For Use at Mike Mountain Horse Elementary School PSIII Internship January 5 th - March 2 nd, 2015

2 Table of Contents Focusing Questions.3 Key Topics..4 Unit Summary.3 Unit-at-a-Glance Overview.8 Assessment Breakdown...7 Learning Resources.11 Rationale..3 Learning Outcomes..5 Basic SLO Graphic Organizer..3 2

3 Grade 5 Unit C: Classroom Chemistry Focusing Questions 1. What are the basic chemical properties of matter around us? 2. How do we distinguish between different types of matter? 3. How do different types of matter interact with one another? Unit Summary This unit will have students discovering and experimenting with the nature of matter and how it interacts in our world. Students will develop a basic understanding of the chemical properties of matter and chemical reactions. Students will begin by exploring different chemical properties of matter including mixtures, water, carbon dioxide, acids and bases. Students will then explore chemical interactions including crystal formation, carbon dioxide production, solubility, reversible and irreversible changes, indicators, and various chemical reactions. Rationale This unit will introduce students to the importance of chemistry and the role it plays in our world. Students will gain a deeper understanding of the matter around them and the possible interactions it can undergo with other matter. Students will learn more about the variety of chemicals they interact with on a daily basis and appreciate the chemical properties of them. When planning this unit I focused an emphasis on hands-on activities so that students are able to interact and fully engage with the matter around them. I want them to fully experience various chemical reactions in order to fully appreciate them. Basic Graphic Organizer of Knowledge Learning Outcomes Chemical Properties 1. Identify examples of mixtures (SLO 3.1) 2. Separating different mixtures (SLO 3.2) 3. Dissolving substances (SLO 3.3) 4. Properties of the surface of water (SLO 3.5) 5. Reversible and irreversible changes (SLO 3.7) 6. Acids and bases (SLO 3.9) Chemical Interactions 1. Dissolving and recovering substances (SLO 3.3) 2. Creating a crystal (SLO 3.4) 3. Production of carbon dioxide (SLO 3.6) 4. Describe a chemical reaction (SLO 3.8) 5. Using indicators (SLO 3.9) 3

4 Key Topics- Graphic Organizer 1. Types of Mixtures 2. Material Separation 3. Solubility and Dissolving 4. Crystal Creation 9. Acids and Bases 8. Chemical Reactions Grade 5 Classroom Chemistry 5. Water and its Interactions 6. Carbon Dioxide 7. Irreversible and Reversible Changes 4

5 Learning Outcomes Knowledge Outcomes General Learner Outcome: 5 7 Describe the properties and interactions of various household liquids and solids, and interpret their interactions Specific Learner Outcomes: 1. 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. 2. Apply and evaluate a variety of techniques for separating different materials. 3. Distinguish substances that will dissolve in a liquid from those that will not, and demonstrate a way of recovering a material from solution. 4. Demonstrate a procedure for making a crystal. 5. Recognize that the surface of water has distinctive properties, and describe the interaction of water with other liquids and solids. 6. Produce carbon dioxide gas through the interaction of solids and liquids, and demonstrate that it is different from air. 7. Distinguish reversible from irreversible changes of materials, and give examples of each. Skills Outcomes Inquiry: General Learner Outcomes: 5 1 Design and carry out an investigation, using procedures that provide a fair test of the question being investigated. 5 2 Recognize the importance of accuracy in observation and measurement; and, with guidance, apply suitable methods to record, compile, interpret and evaluate Specific Learner Outcomes: Focus ask questions that lead to exploration and investigation identify one or more possible answers to questions by stating a prediction or a hypothesis Explore and Investigate identify one or more ways of finding answers to given questions 5

6 plan, with guidance, and carry out procedures that comprise a fair test identify variables that need to be held constant to ensure a fair test select appropriate materials and identify how they will be used work individually or cooperatively in planning and carrying out procedures identify sources of information and ideas and access information and ideas from those sources. Sources may include library, classroom, community and computer-based resources Reflect and Interpret communicate with group members to share and evaluate ideas, and assess progress record observations and measurements accurately, using a chart format where appropriate. Computer resources may be used for record keeping and for display and interpretation of data state an inference, based on results. The inference will identify a cause and effect relationship that is supported by observations evaluate how well the procedures worked and identify possible improvements identify possible applications of what was learned identify new questions that arise from what was learned. Problem Solving through Technology: General Learner Outcomes: 5 3 Design and carry out an investigation of a practical problem, and develop a possible solution. Specific Learner Outcomes: Focus identify problems to be solved and the purpose(s) of the problem-solving activity: What problem(s) are we trying to solve? What conditions must be met? What controls are required? How will we know that we have done what we set out to do? Explore and Investigate identify one or more possible approaches to solving the problem and plan, with guidance, a set of steps to follow select appropriate materials and identify how they will be used attempt a variety of strategies and modify procedures, as needed (troubleshoot problems) work individually or cooperatively in planning and carrying out procedures identify sources of information and ideas and access information and ideas from those sources. Sources may include library, classroom, community and computer-based resources Reflect and Interpret communicate with group members to share and evaluate ideas, and assess progress evaluate the procedures used to solve the problem and identify possible improvements evaluate a design or product, based on a given set of questions or criteria. The criteria/questions may be provided by the teacher or developed by the students. Example criteria include: - effectiveness Does it work? - reliability Does it work every time? - durability Does it stand up to repeated use? - effort Is it easy to construct? Is it easy to use? - safety Are there any risks of hurting oneself in making it or using it? - use of materials Can it be made cheaply with available materials? Does it use recycled materials, and can the materials be used again? 6

7 - effect on environments - benefit to society identify new applications for the design or problem solution. Attitudes Outcomes General Learner Outcomes: 5 4 Demonstrate positive attitudes for the study of science and for the application of science in responsible ways. Specific Learner Outcomes Students will show growth in acquiring and applying the following traits: curiosity confidence in personal ability to learn and develop problem-solving skills inventiveness and open-mindedness perseverance in the search for understandings and for solutions to problems flexibility in considering new ideas critical-mindedness in examining evidence and determining what the evidence means a willingness to use evidence as the basis for their conclusions and actions a willingness to work with others in shared activities and in sharing of experiences appreciation of the benefits gained from shared effort and cooperation a sense of personal and shared responsibility for actions taken respect for living things and environments, and commitment for their care. Assessment Breakdown As mentioned in the Rationale for this unit, I will be focusing largely on engaging hands on activities and labs. Therefore, a large focus of the assessment break down will be on the write ups and behaviours observed during these labs and activities. The approximate break down for assessment is as follows. Skills and Attitudes: 25% Labs and Assignments: 50% Quizzes and Tests: 25% 7

8 Unit-at-a-Glance Overview: Grade 5 Classroom Chemistry January 2015 SLOs Monday (1 hour) Tuesday (1 hour) Wednesday (30 min.) Thursday (1 hour) Friday 5 -Introduction 6 to teacher -Matter 7 -Matter 8 -Don t Be So 9 -Rule creation scavenger review Dense! Lab -Student survey hunt -Study Jam video -Quick chemistry review -SLO 3.1- Identify examples of mixtures -SLO 3.8-Describe a chemical reaction -SLO 3.1- Identify example of mixtures -SLO 3.2-Separating different mixtures 12 -Methods for Matter 15 -Blasting off Separating Mixtures -Mixture Mayhem Lab quiz in Chemistry (Rockets) SLO 3.3-Dissolving substances -SLO 3.5- Water surface properties 19 -I Feel Tension: 20 Surface Tension! Lab -Solubility Water Droplets -The Great Experiment Bulge -SLO 3.7- Reversible and irreversible changes -SLO 3.9 Acid and bases 26 -Reversible or Irreversible? Acids and 29 -Acids, -Bouncy Bases Study Bases or Balls Jams video and notes Neutrals, Oh My! Lab 30

9 February 2015 SLOs Monday (1 hour) Tuesday (1 hour) Wednesday (30 min.) Thursday (1 hour) Friday -SLO 3.9- Acids and Bases -SLO 3.3- Dissolving an recovering substances 2 -Purple Cabbage 3 -The Solution to Recovery: Part 1 4 -The Solution to Recovery: 5 -Testing Powders Part 1 6 Indicator Part 2 -SLO 3.1- Describe a chemical reaction -SLO 3.4- Creating a crystal 9 -Testing 10 -Crystal 11 -Quiz 12 Powders Paintings Part 2 -Salt Crystals Family Day Break Teacher s Convention Teacher s Convention -SLO 3.6- Production of carbon dioxide 23 -Gas in a Bag -Review -Review -Chemistry Study Guide Guide -Chemistry Study 27 9

10 March 2015 Monday Tuesday Wednesday Thursday Friday 2 -Classroom Chemistry Unit 3 Magnetism and Electricity Unit Test begins

11 Learning Resources Print Resources Alberta Program of Studies: Elementary Edmonton Public Schools: Classroom Chemistry, volumes 1 and 2 Community Resources Sheanne Cox, Teacher, Mike Mountain Horse Elementary Daniel Wyton, Teacher, St. Martha s Elementary School Courtney Andreachuk, Teacher, Calgary Arts Academy 11