Sierra Nevada College Lesson Plan

Teacher Candidate: Katlyn Pratt Lead Teacher:

Grade/Subject: 5th Grade District:
Lesson Content: Chemical Reactions-Math School:
SNC Supervisor: Time Allotted: 90 minutes

Materials, including technology:

Expect the Unexpected Student Journal
Frayer Model Graphic Organizer
Word Wall
Science Safety Poster
Mr. Gallon Conversion Picture
Metric Conversion Chart
Long Stir Sticks (1 per group)
Thermometer (1 per group)
2 Large Mixing Bowls per group
Safety Goggles (1 per student)
Paper Towels (2 per group)
Yeast (1 tsp. per group)
Hydrogen Peroxide (60ml per group)
Baking Soda (1 tsp. per group)
Distilled white vinegar (60ml per group)
Expect the Unexpected Student CER
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.
5.MD.A.1 Convert among different-sized standard measurement units within a given measurement
system (e.g. convert 5 cm to 0.05 m) and use these conversions in solving multi-step, real world
problems.
Conduct an investigation to produce data
Observe
Develop
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

How will learning be assessed at the end of the unit/learning cycle (summative):
Students will complete the Expect the Unexpected Student CER Worksheet by writing a claim, stating
evidence, and providing reasoning for their answer. Student will also write a short response about why
unit conversion is useful in science experiments.

Objective(s): high cognitive demand for diverse learners Cognitive Level (DOK or Bloom’s)
 Sierra Nevada College Lesson Plan

1.Students can support a claim by testing chemical reactions. DOK-3

2. Students can convert different-sized measurement units and apply it DOK-2

to a real-world experiment.

Connections to past learning or experience, building background

Students will watch a short Bill Nye video (https://www.youtube.com/watch?v=66kuhJkQCVM) about
chemical reactions. Students share with a partner something learned, something interesting, and
something they want to know.

Essential Vocabulary Definitions

Conversion The process of changing from one state to another.

Measurement Size, length, or amount of something

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 Instructional Strategy estimated

strategies, questions, opportunities for meaning making time
through discourse and other engagement strategies,
formative assessments, opportunities for metacognition,
grouping, differentiation and transitions)
Warm Up: Bill Nye Video Audio/Visual learning, Hook 3m

State Objectives: Connect to NGSS and CCSS Teacher Directed 1m

Connect to Past Learning: Students pair share, then Pair Share/Group Share, 3-5m
group share something learned, interesting, and Observation
something they want to know. Quick group share.
Teacher observes and listens for answers that indicated
misunderstandings.

Introduce Key Vocabulary: Through word wall and Frayer Meaning making through non- 5-7m
model graphic organizer in student’s science journal. lingual representation,
Students share non-lingual representation with Modeling, Informal formative
neighbor. Teacher observes. assessment.
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Introduction to Lab: Teacher introduces the lab for the Teacher Directed, Classroom 2-3m
day. Students will explore how a change in temperature Management, Reinforcement of
and the production of gas are signs of a chemical change. safety expectations.
Students are referred to the lab safety poster on the wall
before receiving any materials or beginning the
experiment (Students have been introduced to these
guidelines before). Each prompt on the paper is read
aloud and students give examples and non-examples of
the behavior. This is meant to clearly state expectations,
and students are excused from participating if they
choose not to follow directions.

Math Warm Up: Teacher shows the Mr. Gallon Cross-curricular connection, 15-18m
conversion picture and asks students to write down a connection to real world
few words that come to mind when looking at the experiences, Questioning,
picture. Discuss as a class when we can use Scaffolding.
measurement conversion for liquids in the real world.
*Anticipated responses: Cooking, science experiments,
buying supplies.
Connect to science lab by explain to students that we
will need to convert milliliters to liters for this
experiment. Reference the metric conversion chart on
the front board (students have used this to convert
length). Ask students to look at the chart and think about
how we are going to be changing milliliters (mL) to Liters
(L). Go through some examples with students.
If we have 8,000 mL of chlorine how many liters do we
have? *To get convert mL to Liters we know that there
are 1000 milliliters in each liter. Are we ending up with a
unit that is bigger or smaller? Bigger
So we are “trading in” our smaller milliliters for larger
liters. This tells us to divide 8,000 by 1,000 to get 8 Liters.
If we have 2 liters of something, how many milliliters do
we have? Are we ending with a unit that is bigger or
smaller? Smaller
So we are “breaking apart” the big Liters for smaller
milliliters, so we multiply 2x1000 to get 2,000 mL.
Example for additional practice with students:
. Adrian’s pool has 1,260,000 liters of water. Adrian
needs to add about a half a liter of chlorine
solution for every 42,000 liters of pool water
twice a week. There are 30 units of 42,000 liters
in her pool. How many liters of chlorine does she
need to use each time she adds the chlorine
solution to the pool? Using this answer how
many milliliters do we have?

*Gifted Modification: Students should practice

 Sierra Nevada College Lesson Plan

Closure : specific activity to review content

Exit ticket: Why are converting units helpful to you in science experiments? Where can you see this
applying to real world?

References

Accelerate Learning. (2016). Mixtures. Stem Scopes. Retrieved from

https://ali2.acceleratelearning.com/scopes/9144

Higher Order Teacher. (2012). Frayer model vocabulary diagram. Retrieved from

https://www.teacherspayteachers.com/Product/Frayer-Model-Vocabulary-Diagrams-2-per-page-

479161

K5 Learning. (2014). 4 tips to help 5th graders convert measurements units. K5 Learning Blog. Retrieved

from http://www.k5learning.com/blog/4-tips-help-5th-graders-convert-measurement-units