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Solubility with Candy Pumpkins

Materials/Equipment: 150 mL of hot


water, 150 mL of cold water, 150 mL of
vinegar, 150 mL of canola oil, 4 clear
plastic cups, 4 pieces of mellowcream
pumpkin candies, 4 pieces of candy corn
(optional depending on how you teach the
lesson), beakers, timer, teacher created
observation sheet, science journal, and
pencils

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TEKS Achieved: 5D: identify changes


that can occur in the physical properties
of the ingredients of solutions and/or
mixtures.

Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic
Intrapersonal

Curriculum Integration:

Visual/Spatial
Logical/Math
Musical
Interpersonal

Blooms Taxonomy:

Knowledge/Remember
Analysis
Comprehension/Understand Evaluate
Application
Create

Classroom Strategies:
Cooperative Groups
Technology
Independent Activities
Charts/Graphs/Maps
Problem Solving
group
Peer tutoring

Hands-On
Centers
Simulation
Lecture
WholePairing

Submitted by: Jessica Thompson


Grade Level: 5th

Subject/Topic: Science/Solubility

Rationale: The purpose of this lesson is for students to identify changes that can occur in the physical
properties of the ingredients of solutions and/or mixtures.

Objectives:

TSW identify changes that can occur in the physical properties of the ingredients of solutions
and/or mixtures.

Lesson Plan:

Introduction (Anticipatory Set/Motivation):


1. I will ask the students Who likes candy pumpkins, such as these (I will show the students the
candy) or candy corn? After a show of hands, I will ask the students If they think they could
identify the ingredients of the candy pumpkins or candy just by observing its physical properties?
We will review the physical properties of matter (mass, magnetism, physical state, smell, texture,
relative density, and the ability to insulate or conduct heat or electricity).
Process:

Information Giving: I will review with the students the definitions of mixtures (two of
more substances that can be separated easily) and solutions (a mixture of one substance
that can be dissolved easily in a liquid). I will then have the students open to a blank page
in their science journals and title it Solubility and make three column notes. I will have
the students write the word solubility in the first column, in the next column they will

write the definition measurement of the ability of a solid to dissolve in a liquid. In the
last column the students will draw a picture of solubility.
Modeling: I will show the students all of the supplies that we will be using in the
experiment: hot water, cold water, vinegar, canola oil, plastic cups, pumpkin candy and/or
candy corn, beakers and timer. I will show the students how we are going to measure out
150 mL of each of the liquids. I will then explain that we are going to drop the candy
pumpkins/candy corn into each of the liquids, but first I need them to predict which liquid
the solid (candy) will dissolve in and how long they think it will take. Before they make
their predictions, I will share the ingredients of the candies with the students to better
enable them to make an informed prediction. I will also draw the chart on the board for
them to copy into their science journals. (See teacher created worksheet)
Check for Understanding: To check for understanding, I will ask the following higherorder thinking questions: Who can recall the definition of a mixture and a solution? Who
can explain what the term solubility means and Who can tell me how this experiment
relates to solutions and/or mixture?
Guided Practice: I will tell the students that I want them to record their observations
for each candy in the different liquids under the time intervals I have provided for them
in the chart. I will then have one student from each group come and get their plastic cup
and beaker from the teacher table. When they have returned to their seats, I will walk
around to each table and have a group member help to measure out 150 mL of each liquid. I
will then pass out 4 pieces of pumpkin candy/candy corn to each group. They will be
instructed to record the physical properties of the candy before they place each candy in
the different liquids. We will then record the physical properties and any other
observations at time intervals of 5, 10, 15, 20, 25, 30, and 35 minutes (as time permits).
Independent Practice: Each student will record their final observations into their science
journals and illustrate what they saw. They will also justify why their prediction was
proven in the experiment or disproven in the experiment.
Closure: Once the groups have completed their final observations and drawings of the
experiment, we will come back together as a whole group and discuss what happened. At
this time the students will be able to share if their predictions were correct and why or
why not.
Enrichment/Extension: For students who finish the independent practice early, I will have
the students brainstorm what other solids they could predict would be soluble in liquids,
and what physical properties they could use to make their predictions.

Accommodations:
1. For a child with special needs, I will provide frequent breaks, one-to-two step
directions, and provide extra time for oral responses.
2. For an ELL student, I will provide visuals of the vocabulary terms, directions to the
experiment translated into their native language (if needed), and partner work.
Assessment/Evaluation (Students): I will assess the students ability to identify changes
that can occur in the physical properties of the ingredients of solutions/mixtures by
evaluating the observations and illustrations they recorded in their science journals, and
through our closing discussion as they share with others in the classroom.
Assessment/Evaluation (Self): Self-Assessment based on your reflection on how the lesson was presented by
you and perceived by the students.