Sierra Nevada College Lesson Plan

Teacher
Candidate:
Grade/Subject:
Lesson
Content:
SNC
Supervisor:

Katlyn Pratt
5th Grade
Chemical ReactionsTechnology

Lead
Teacher:
District:
School:

60 minutes

Time
Allotted:

Materials, including technology:

Science Notebook
Chemical Reactions Concept Worksheet
Frayer Model Graphic Organizer
Word Wall
Class set of laptops or a scheduled time in the computer lab
Exit Ticket-Post it note or half sheet of paper
Standard(s), including literacy for all content areas and/or SMP

5-PS1.B.1 Chemical Reactions: When two or more different substances are mixed, a
new substance with different properties may be formed.
5-PS1-4 Conduct an investigation to determine whether the mixing of two or more
substances results in new substances.
Model
Observe
Explore
How will learning be assessed at the end of the unit/learning cycle (summative):

Students will write a statement describing the difference between a compound and
mixture. This will be used to gage student understanding of chemical reactions for
the lab the next day.
Objective(s): high cognitive demand for diverse learners

Cognitive Level (DOK or

Blooms)

Students can support a claim by testing chemical

reactions.

DOK 3

1.

2.

Students can identify chemical reactions.

DOK 1

Connections to past learning or experience, building background

Students respond to a quick write prompt:

Thinking back to our last experiment, what do you remember about properties of
matter? How do these properties affect each other when they come in contact?
Explain your answer and be prepared to share with a partner and the class.
Essential Vocabulary

Definitions

Sierra Nevada College Lesson Plan

Compound

Something that is made up of two or more separate

elements

Molecules

The smallest unit of a substance that still has the

properties of that substance.

Mixtures

Two or more substances that are mixed but not

combined chemically.

Strategy for teaching new vocabulary

Students will use a unit word wall and Frayer model note taker to write the
vocabulary word, definition, synonym, a non-lingual representation, and an
example. The Frayer model will be glued into the interactive notebook.
*ELL/SPED Modification: Students will receive a modified note taker dependent on
development level. The definition will be provided and students are prompted to
write the vocabulary term, follow along with their finger while the definition is read
aloud, draw a non-lingual representation, and an example (using one that is
provided or writing a personal connection).
Sequence and Scope of Instruction (include
instructional strategies, questions, opportunities for
meaning making through discourse and other
engagement strategies, formative assessments,
opportunities for metacognition, grouping,
differentiation and transitions)

Instructional Strategy

estim
ated
time

Warm Up: Respond to quick write prompt in

science journal.

Quick Write

2-3m

Introduce Objectives: Connect to Next

Generation Science Standards (NGSS).

Teacher Directed

1m

Connect to Prior Learning: Students pair share

with shoulder partner, then a table share.
Teacher calls on 1-2 students to share what
they had discussed with partner and table
group.

Pair Share, Group Share,

Formative assessment
through observation.

2-3m

Transition to new learning,

Meaning making through
discourse and
constructivism,
Differentiation, Grouping,
Metacognition.

1518m

Guided Instruction: Chemical Reactions

Concept Worksheet
Each student receives a copy of the concept
worksheet. Instruct students to write their
name, the date, and class group on the paper.
As a whole group, the teacher introduces the
concept worksheet, reading through the first
prompt aloud.
1. Students write down all the words that
come time mind when they hear
chemical reactions. Time for 1 minute.

Sierra Nevada College Lesson Plan

2. After the 1 minute timer is finished,
students are instructed to share their
words with their table partners, adding
words to their brainstorm. *ELL/SPED
Modification: The group share allows
students to construct meaning from
others experiences as well as reduce
the pressure of brainstorming
individually.
3. Working as a group, Students are
instructed to organize the words into 4-6
groups, labeling them according to the
topic or theme.
4. Building from the brainstorm, students
create their own definition of chemical
reactions. *ELL/SPED Modification:
Students may work with a partner to
build definition.
5. The teacher then guides students to look
at the given definition on the last page.
Students are given the opportunity to
change their definition. Every student
must write an explanation of why or why
they did not change their original
definition.
Introduce Key Vocabulary: through Frayer
model graphic organizer in the students
science journal. Students share non-lingual
representaion with neighbor. Teacher observes.
Independent Exploration: Using a class set of
computers (or the computer lab if these are
unavailable), students are directed to follow
the link on the classroom site to
http://www.bbc.co.uk/bitesize/ks3/science/che
mical_material_behaviour/compounds_mixtures
/activity/
-Students follow prompts through the
compounds and mixtures activity, going at
their own pace.
*ELL/SPED Modification: The video provides
audio and subtitles if needed.
If students finish this activity, they may follow
a link to Chemical and Physical Change Lab
(http://vital.cs.ohiou.edu/steamwebsite/downlo
ads/ChangeLab.swf), which gives 12 examples
of physical and chemical changes and students
must determine which type of change

Meaning making through

non-lingual representation,
Modeling, Informal
formative assessment.
Independent Exploration,
Differentiation

710m

2530m

1m
Summative Assessment

Sierra Nevada College Lesson Plan

occurred. This activity provides students with
instant feedback and an explanation.
*Gifted Modification: If students show a strong
understanding they are prompted to play with
creating chemical bonds with the periodic table
(http://www.msichicago.org/play/goreact/)
Closure: Exit Ticket
Closure : specific activity to review content

Exit ticket: Students are to write in their own words the difference between a
compound and a mixture on an exit ticket along with real world examples of both.
This will be used as a formative assessment.
*ELL/SPED Modification: Students may provide a non-lingual representation.
References
Caso, C. (2015). 5 online activities for understanding chemical reactions in 5 th
grade. 5th Grade Files.

Retrieved from

https://5thgradefiles.wordpress.com/2015/05/10/5-activities-for- understandingchemical-reactions-in-5th-grade/
Higher Order Teacher. (2012). Frayer model vocabulary diagram. Retrieved from
https://www.teacherspayteachers.com/Product/Frayer-Model-VocabularyDiagrams-2-per-page479161