Unit Plan

Subject Area: Science

Grad Level: Grade 5
Topic: Chemistry
Length of Unit: 18 Lessons
Overview:
This unit is intended to create a fun and engaging way to explore classroom chemistry. There
are numerous experiments that will help the students explore both the GLOs and SLOs
associated with grade 5 chemistry. The unit starts with exploring mixtures and ways to separate
them. It continues by exploring liquids and what sort of household substances will dissolve in
liquids. Additionally, it explores how to form crystals and carbon dioxide gas using household
substances. Students will also touch on the concepts of acids and bases and get an opportunity
to learn how to identify an acid and a base. The unit finishes by having students create a borax
bouncy ball.
Rationale:
The unit is broken down into six separate sections, one to represent each week. It is designed
so that students are introduced to concepts that they will be using throughout the unit and
build on them each week. The sections are broken down so that the first lesson in the section
introduces new material, the second lesson works on an experiment, and the third lesson
debrief the experiment and reinforces the learning. Throughout the unit, there will be frequent
formative assessment to ensure understanding. It has been designed so that there are many
different types of formative assessment and that students will have amble opportunity to
demonstrate their understanding. There will be a quiz that takes place in week four that will
check for student understanding up until that point and a session that reviews the quiz also in
week three. In addition to this, there will be a final unit test in week six that will cover all
material from the unit.

Stage 1 – Desired Results

Understandings and Established goals:

Students will understand that…
1. Mixture can be heterogenous or homogenous.
2. When mixed, substances undergo either a chemical change or a physical change.

There are ways to reverse both chemical and physical changes, however there will be occasions
when they cannot be reversed.
Essential Questions:
1. What is a mixture?
2. How can I efficiently separate mixtures?
3. Can I use experiments to gain an understanding of chemistry?
General Learner Outcomes:
Students will …
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 measure; and, with guidance,
apply suitable methods to record, compile,
interpret and evaluate observations and
measurements.
5-4: Demonstrate positive attitudes for the
study of science and application of science in
responsible ways.
5-7: Describe the properties and interactions of
various household liquids and solids, and
interpret their interactions.
Specific Learner Outcomes:
Students will…
5-7:
1. Recognize and identify examples of the
following kinds of mixtures:
o two or more solids; e.g., sand and
sugar
o a solid and a liquid; e.g., sugar and
water
o 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.
8. Recognize and describe evidence of a
chemical reaction. Explain how the
 products of a reaction differ from the
original substances.
9. Use an indicator to identify a solution as
being acidic or basic.

Stage 2: Assessments
Performance Tasks, Projects

Unit Test (Week 6):

Students will complete a unit test in the beginning of week 6. This test will cover material
that has been worked on during the past six weeks. If material gets omitted due to time
constraints, it will not be tested and will be revised after the test. The teacher will provide a
review class in week 5 to ensure that students are aware of what they need to know for the
test.

Quizzes, Tests, Assignments

Quiz (Week 4):

The purpose of this quiz is to see how well students have understood the material so far. It
will cover:
- 5-7.1
- 5-7.2
- 5-7.3
- 5-7.5
- 5-7.8
It should take the students approximately 25-30 minutes to complete, and will be comprised
of multiple choice, short answer, and matching. There will be a formative “quiz” in week 3 on
the same material, so that if students do need extra work before the quiz, the teacher can
provide it.

Formative Assessments

Class Discussion (ongoing): Students will discuss concepts introduced in class. This is to help
students gain a deeper understanding of the material

Exit Slips (Lesson 3): Students will complete an exit slip stating an example of a chemical
change and a physical change.
2 Stars and a Wish (Lesson 1, Lesson 4): Students will fill out an exit slip stating two things
that they learned in the lesson and one thing that they wish to know more about.

Worksheets/ Lab reports (Lesson 2, Lesson 5, Lesson 8, Lesson 11, Lesson 14, Lesson 17):
Students will complete lab reports and worksheets based on experiment conducted in that
lesson.

Class Vlog/ Observation (Lesson 5, Lesson 8, Lesson 11, Lesson 14, Lesson 17): Students will
record their experiments. The teacher will view these recordings as observations. As well, this
could be compiled into a class vlog that students can reference.

Entrance Slip (Lesson 7): Students will complete an entrance “quiz” where they will answer
multiple choice style questions. This is to allow the teacher to gauge student learning and if
there are any major struggles so far.
Learning Assessments (Part 1)
Outcomes Title Class Exit Slips 2 Stars and a Wish Worksheets/
Discussion Lab reports
Type F F F F **Should this
(Formative/ be S?
Summative)
Weighting - - - -
GLO 5-1 X X

GLO 5-2 X X

GLO 5-4 X

GLO 5-7 X

SLO 5-7.1 XX XX X

SLO 5-7.2 XX X X

SLO 5-7.3 XX X X

SLO 5-7.4 X

SLO 5-7.5 X X

SLO 5-7.6 X X

SLO 5-7.7 X X XX

SLO 5-7.8 X X

SLO 5-7.9 X X
Learning Assessments (Part 2)
Outcomes Title Class Vlog/ Entrance Slip Half point Unit Test
Observation Quiz
Type F F S S
(Formative/
Summative)
Weighting - - 25% 75%
GLO 5-1 X

GLO 5-2 X

GLO 5-4 X

GLO 5-7 X

SLO 5-7.1 X X X

SLO 5-7.2 X X X

SLO 5-7.3 XX X X X

SLO 5-7.4 X X

SLO 5-7.5 X X X X

SLO 5-7.7 X

SLO 5-7.8 X X X

SLO 5-7.9 X
 Lesson Sequencing:
Week 1:

Lesson 1 (60 minutes)

Description Objectives Assessment Resources
Discuss solids, GLO: Class “Classroom
liquids, and 5-7: Students will describe the discussions Chemistry – Grade
gasses. properties and interactions of 5” by Edmonton
various household liquids and solids, Thumbs Public Schools
Explain mixtures and interpret their interactions. up/Thumbs
(heterogenous & down Youtube video:
homogenous, 5-4: Students will demonstrate “How to Separate
solutions & parts positive attitudes for the study of Two stars Solutions, Mixtures,
of a solution) science and for the application of and a wish. & Emulsions |
science in responsible ways. Chemistry for All |
Identify possible Fuse School”
ways to separate SLO: *see link below
mixtures. 5-7.1: Students will recognize and
identify examples of the following
kinds of mixtures:
1. Two or more solids
2. A solid and a liquid
3. Two or more liquids
5-7.2: Apply and evaluate a variety
of techniques for separating
different liquids.

5-7.7: Distinguish reversible from

irreversible changes of materials,
and give examples of each.
“How to Separate Solutions, Mixtures, & Emulsions | Chemistry for All | Fuse School”:
https://www.youtube.com/watch?v=XC1RxloV0Mo

Lesson 2: 120 minutes

Description Objectives Assessment Resources
Students will review GLO: Anecdotal Mixture
concepts that they 5-7: Students will describe the observations. Mayhem!
learned in lesson 1. properties and interactions of Worksheet/Lab
various household liquids and Experiment report
Students will try to solids, and interpret their worksheet.
separate six different interactions.
mixtures using
techniques learned in 5-4: Students will demonstrate
lesson 1. The mixtures positive attitudes for the study
will be set up as of science and for the
stations and students application of science in
will rotate through responsible ways.
the stations
5-7.1: Students will recognize
Students will and identify examples of the
complete a brief write following kinds of mixtures:
up of how they 1. Two or more solids
separated the 2. A solid and a liquid
mixtures at each 3. Two or more liquids
station. This will be 5-7.2: Apply and evaluate a
handed in. variety of techniques for
separating different liquids.

Lesson 3: 30 minutes
Description Objectives Assessment Resources
Show students GLO: Exit Slip: Youtube video:
“Chemistry of making 5-7: Students will describe the What is a “The Chemistry of
a cookie” (This will set properties and interactions of chemical Making a Cookie”
them up to recognize various household liquids and change and *see link below.
what a chemical solids, and interpret their what is a
change is.) Discuss the interactions. physical
video & talk about change?
whether the change is SLO:
reversible or not. 5-7.7: Distinguish reversible
from irreversible changes of
Do a brief materials, and give examples of
demonstration of each.
melting a wax candle.
(This will set them up 5-7.8: Recognize and describe
to recognize what a evidence of a chemical reaction.
physical change is.) Explain how the products of a
Discuss if this change reaction differ from the original
is reversible or not. substances.

Have students
compare the two
scenarios and identify
characteristics of
each.
Explicitly teach what a
chemical change is
 and what a physical
change is.

Demonstrate a
chemical change by
starting a class
experiment:
dissolving an egg.
“The Chemistry of Making a Cookie”: https://www.youtube.com/watch?v=n6wpNhyreDE
Week 2:

Lesson 4: 60 minutes
Description Objectives Assessment Resources
Provide students with guided 5-7: Describe 2 stars and a What affects the rate of
notes to fill out throughout the properties wish: Ask dissolving and why – see
the lesson. and students to fill link at the bottom of the
interactions of out a sheet lesson
Provide students with a various stating 2 things
worksheet that they will fill household that they Powerpoint for theory
out while completing the liquids and learned today portion of the lesson.
lesson. They will hand this in solids, and and 1 thing that
with their “2 stars and a interpret their they wish to Classroom Chemistry –
wish” interactions. know more Grade 5 by Edmonton
about. Public schools (page 3:
Start the lesson with a 5-7.3: Dissolving lifesavers)
demonstration: drop a Students will
lifesaver into a cup of water distinguish
and ask students what they substances
think will happen. (students that will
should state that it should dissolve in a
dissolve) liquid from
those that will
Explain the word not, and
“hypothesis” – have students demonstrate a
make a hypothesis about way of
possible ways to make the recovering a
lifesaver dissolve fast. Ask for material from
a few volunteers and test out solution.
their hypothesis (if realistic).
Take this as a teachable
moment to explain why
some methods worked.
 Tell students that some
factors that affect the rate of
dissolving as the size of the
solid particles, the
temperature of the water,
stirring/shaking, and the type
of solvent.
https://www.ck12.org/book/CK-12-Physical-Science-Concepts-For-Middle-School/section/3.47/

Lesson 5: 120 minutes

Description Objectives Assessment Resources
Students will explore SLO 5-7.3: Distinguish Students will hand Classroom
the question “do all substances that will in their Chemistry –
substances dissolve in dissolve in a liquid and worksheet/lab Grade 5 by
water?” by creating those that will not, and report at the end Edmonton Public
their own experiment. demonstrate a way of of class. This will schools (page 14:
Students must record recovering a material from be used as a solution to
their experiment and a solution. formative recovery)
observations on a assessment. On
sheet (to be provided GLO 5-1: students will their worksheet
by teacher) design and carry out an they must identify:
investigation, using *Procedure
Students (in groups of procedures that provide a *Homogenous or
three) will be able to fair test of the question heterogenous.
pick three different being investigated *Solute vs solvents
substances (they must *Chemical or
choose three out of GLO 5-2: Recognize the physical change
all available options): importance of accuracy in
- Tums observation and
- Sugar measurement; and, with Teacher, or
- Flour guidance, apply suitable students, will
- Cornstarch methods to record, record elements of
- Oil compile, interpret and their procedure
- Dish soap evaluate observations and using materials
- Etc. measurements. available. If Ipads
They will test all three are not available
of their substances, GLO 5-4: Demonstrate for students,
one at a time, to see if positive attitudes for the teacher can
they dissolve in water study of science and for circulate using
or not. the application of science either a phone or
in responsible ways an Ipad.
The class will end by
have students share
their findings.

*If there is extra time,

the students may pick
a few substances for
the teacher to try to
dissolve in vinegar.

Lesson 6: 30/60 minutes

Description Objectives Assessment Resources
Review the experiment that SLO 5-7.3: Distinguish Formative: See link below
students completed last class and substances that will class
any necessary concepts that arose dissolve in a liquid and discussion.
from the worksheet that students those that will not, and
handed in after lesson 5. demonstrate a way of
recovering a material
Check on your egg experiment. from a solution.
The egg shell should have
dissolved by now. Explain what
happened to the eggshell:
The acetic acid reacts with the
calcium carbonate in the egg shell
and releases carbon dioxide gas
that you see as bubbles on the
shell.

CaCO3 (s) + 2
HC2H3O2 (aq) → Ca(C2H3O2)2 (aq)
+ H2O (l) + CO2 (g)

As a class, discuss the “naked egg

experiment”:
*Homogenous or heterogenous.
*Could you separate the mixture?
*Solute vs solvents
*Chemical or physical change
*Could you get the solute to
dissolve faster? How?
 *This lesson can be shorted
according to time restraints
https://www.imaginationstationtoledo.org/educator/activities/how-to-make-a-naked-egg
Week 3:

Lesson 7: 60 minutes
Description Objectives Assessment Resources
Students will SLO 5-7.5: Recognize that the Entrance Classroom
complete a quick surface of water has distinctive slip: this will Chemist: Grade 5
entrance “quiz” properties, and describe the be multiple by Edmonton
(formative) about the interaction of water with other choice style. Public Schools.
information that liquids and solids. The teacher
they’ve learned so far: will put the Will need coins
*Solids, gas, liquids questions on and a glass of
*homogenous vs the board water.
heterogenous and read out
* separating mixtures the answers
*ways to get a solute for students.
to dissolve faster. Students
must write,
Take in the quizzes to on a sheet of
review. This will allow paper, their
you to see what, if answer. This
anything, needs to be will be
reviewed prior to the handed in to
actual quiz next week. give the
teacher an
idea of
Complete a where the
demonstration about students are
water surface tension with their
(Floating a paperclip). learning.
Have students
discussion the
demonstration. If
there is time, begin
explaining the surface
tension of water.

Lesson 8: ~120 minutes

Description Objectives Assessment Resources
Students will be GLO 5-2: Recognize the Formative
working on an importance of accuracy in assessment –
experiment this class. observation and measurement; Observation.
and, with guidance, apply
Start the class by suitable methods to record, Lab report/
discussing the surface compile, interpret and evaluate worksheet
tension of water. (If observations and
this was not done in measurements. Teacher, or
the previous lesson). students, will
GLO 5-4: Demonstrate positive record
Explain how the attitudes for the study of elements of
lesson will run and science and for the application their
how to do each of science in responsible ways procedure
experiment. using
5-7.3: Distinguish substances materials
The entire class will that will dissolve in a liquid from available. If
work on “Mixing those that will not and Ipads are not
Liquids” together. demonstrate a way of available for
Once this is finished, recovering a material from a students,
the entire class will solution. teacher can
work on “The Great circulate
Bulge” together. 5-7.5: Recognize that the using either a
Then, they will surface of water has distinctive phone or an
observe “layering properties, and describe the Ipad.
liquids”. interaction of water with other
liquids and solids.
Students will be
working on a lab
report/worksheet to
hand in at the end of
class.

Lesson 9: 30/60 minutes

Description Objectives Assessment Resources
Start the class by TBD Formative
discussing any issues Assessment:
that arose from the Discussion
formative quiz in
lesson 7.

Continue with a
review of information
 learned in lessons 7 &
8 or give a work
period.

Week 4: (SLO 4 + others are more information is added):

Lesson 10: 60 minutes

Description Objectives Assessment Resources
Students will SLO 5-7.1, 5-7.2, 5-7.3, 5-7.5, 5- Summative: “Borax Crystals /
complete their 7.8 (Quiz) Half way Classroom
halfway quiz. The quiz quiz. experiment”
will cover SLOs: SLO 5-7.4: Demonstrate a
- 5-7.1 procedure for making a crystal.
- 5-7.2
- 5-7.3
- 5-7.5
- 5-7.8
Give approximately
25-30 minutes for
students to complete
the quiz.

After they complete

their quiz, discuss
how crystals are
formed with student.
Talk about how you
can create a
supersaturated
solution, and when
you evaporate the
water, you can
recover the solute.
This is a way of
reversing the physical
change.

Discuss examples of
crystals that can be
found in nature.
 Lesson 11: 120 minutes
Description Objectives Assessment Resources
Students will start their GLO 5-2: Recognize the Formative “Borax
“borax crystals” experiment importance of accuracy in Assessment: Crystals/Classroom
on this day. observation and Lab reports/ Experiment.”
measurement; and, with Worksheet
Review information from guidance, apply suitable
lesson 10. Discuss: methods to record, Teacher, or
*If the mixture is compile, interpret and students,
homogenous/heterogenous evaluate observations and will record
*When you mix in the measurements. elements of
borax, is it a chemical their
change or a physical GLO 5-4: Demonstrate procedure
change. positive attitudes for the using
*Which is the solute, which study of science and for materials
is the solvent? the application of science available. If
*How to create a in responsible ways Ipads are not
supersaturated solution available for
*How to recover the solute 5-7.4: Demonstrate a students,
(how to form crystals) procedure for making a teacher can
crystal. circulate
Work with students to fill in using either
the template for their lab 5-7.3: Distinguish a phone or
report. substances that will an Ipad.
dissolve in a liquid from
They must include a those that will not, and
hypothesis! demonstrate a way of
recovering a material from
Provide each student with a solution.
plastic glass, a pipe cleaner,
and a popsicle stick.
Students must measure out
how much borax they will
need (40ml). Once students
have measured out their
borax, they may add 4
drops of food colouring to
their solution on their own.
They may go to the teacher
to get their hot water.
Have students observe
what is happening and
make notes on their lab
report.

Lesson 12: 30/60 minutes **Grade 4s leave for Edutour

Description Objectives Assessment Resources
Students will receive their SLO 5-7.1, 5-7.2, 5-7.3, 5- Formative See link below
corrected quiz during the 7.5, 5-7.8 (Quiz Review) Assessment: for experiment.
lesson. Discussion
about quiz.
Go through the quiz with
students, focusing on any
questions that students had
trouble with.

*If there is time, complete

the “bubbling bags”
experiment as a
demonstration/introduction
to the next portion of the
unit. This will need to be
done outside.

Week 5:

Lesson 13: 60 minutes

Description Objectives Assessment Resources
The students’ borax 5-7.9: Use an indicator to Formative: See links below
crystals should be identify a solution as being Class
somewhat formed at acidic or basic. Discussion
this point. Briefly
discuss/review the Worksheet
experiment with (will be
students. handed in as
a formative
Introduce the pH assessment)
scale, Acids, and
Bases; discuss the
properties of each.
Demonstrate to
students how they
can use an indicator
 to determine whether
a substance is an acid
or a base.

Provide each table

group with 3 mystery
substances (water
mixed with baking
soda, plain water, and
lemon juice)

Students must use an

indicator to
determine if the
substances are acidic
or basic.

Students will be given

a worksheet. They
must indicate their
results on the sheet
and hand it in as a
formative
assessment.

Introduction to acids and bases: https://www.cliffsnotes.com/study-

guides/chemistry/chemistry/acids-and-bases/introduction-to-acids-and-bases
pH scale: https://sites.google.com/a/wyckoffschools.org/ems-biochemistry/acids-and-bases
Lesson plan:
http://www.sciencenter.org/perch/resources/acidsbasesaroundthehouselessonplanfinal2011.p
df

Lesson 14: 120 minutes

Description Objectives Assessment Resources
Students will be GLO 5-2: Recognize the Formative See link below.
conducting an importance of accuracy in assessment:
experiment where observation and measurement; Lab report/
they must inflate a and, with guidance, apply worksheet
balloon using baking suitable methods to record,
soda and vinegar. compile, interpret and evaluate Teacher, or
observations and students, will
measurements. record
Students will work in elements of
their tables groups. GLO 5-4: Demonstrate positive their
Each group must attitudes for the study of procedure
measure 1 tablespoon science and for the application using
of baking soda into a of science in responsible ways materials
balloon using a available. If
funnel. Next, students SLO 5-7.6: Produce carbon Ipads are not
must measure 4 dioxide gas through the available for
tablespoons of interaction of solids and liquids, students,
vinegar into an empty and demonstrate that it is teacher can
plastic bottle. Next, lighter than air. circulate
place the balloon with using either a
the baking soda over GLO 5-2: Recognize the phone or an
the bottle and let the importance of accuracy in Ipad.
baking soda drop in. observation and measurement;
This should inflate the and, with guidance, apply
balloon. suitable methods to record,
*The teacher will compile, interpret and evaluate
demonstrate this for observations and
students first so that measurements.
they are aware of
what they must do for
the procedure.

Students will be
completing a lab
report/ worksheet
about this
experiment.

Discuss what
happened in the
experiment and why
it happened. Talk
about what kind of
reaction happened
and if it might be
reversible, as well as
how/why carbon
dioxide is different
from air.
*Time dependant,
discuss carbon
dioxide in the
 atmosphere and how
it affects our planet.
Carbon dioxide experiment: http://education.seattlepi.com/carbon-dioxide-experiments-kids-
4668.html

Lesson 15: 30/60 minutes

Description Objectives Assessment Resources
Take this period to TBD depending on where/if
review for students’ students are struggling with
unit test next lesson. concepts
Spend time focusing
on any points that
have cause trouble
throughout the unit.

The unit plan will

cover everything
introduced in the
unit.
*If SLOs get omitted
due to time
constraints, they will
not be included in the
unit test. Possible
SLOs that will need to
be done after the unit
test include:

SLO 5-7.4:
Demonstrate the
procedure for making
a crystal.

SLO 5-7.9: Use an

indicator to identify a
solution as being
acidic or basic.
SLO 5-7.6: produce
carbon dioxide gas
through the
interaction of solids
and liquids, and
demonstrate that it is
different from air.

Week 6:

Lesson 16: 60 minutes

Description Objectives Assessment Resources
Students will have All SLOs covered in unit Summative
this period to Assessment:
complete a unit test. Unit test.

If students finish
early, they may work
on something from
another class, or they
may silent read

Lesson 17: 120 minutes

Description Objectives Assessment Resources
Students will be GLO 5-2: Recognize the Formative “Following
working on an importance of accuracy in Assessment: Scientific
experiment during observation and measurement; Observation Procedure:
this class. and, with teacher guidance, Bouncy Balls”
apply suitable methods to Discussion of
Hand out a sheet record, compile, interpret, and the
outlining the evaluate observations and worksheet.
procedure to create a methods.
bouncy ball.
GLO 5-4: Demonstrate positive
Go through the attitudes for the study of
procedure with science and for the application
students, of science in responsible ways
demonstrating each
step. SLO 5-7.7: Distinguish reversible
from irreversible changes of
Have students materials, and give examples of
complete the each.
experiment.

Give students time to

fill out the worksheet
that goes along with
the experiment.
Discuss the worksheet
as a class.

Lesson 30/60 minutes

Description Objectives Assessment Resources
Review student’s unit TBD Formative TBD
test. Assessment:
Class
If there are any SLOs Discussion.
that have not been
covered in the unit, Possible
work on one of these Worksheets
for the rest of the
period.