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Metro RESA K-5 Science Instructional Unit Plan

Candidate: Jodi Wilder Topic and Grade Level:

5th Grade – Physical and Chemical Changes –Integration Unit: Science, Math
and Language Arts- Impact of temperature and pressure on solids, liquids
and gases

Resources/Websites: Misconceptions:
www.cpalms.org Physical changes are reversible while chemical changes are not.
FCR-STEMLearn Science- General Chemical changes happen when you mix two substances together.
www.betterlesson.com When you add heat, you cause a chemical change.

Performance Expectation:
-Students will be able to recognize and identify a physical change or a chemical change
-Students will be able to identify familiar changes in materials that result in other materials with different characteristics, such as burning, rusting and cooking
-Students will follow the scientific method during scientific inquiry, and documenting collected data
-Students will present/publish lab findings
-Students will measure and calculate the proper amounts of ingredients used for cooking activities
-Students will describe how characters in a story respond to major events and challenges
-Students will describe the overall structure of a story, including the beginning and ending
-Students will write over extended time frames for a range of tasks and purposes
Science & Engineering Practices Disciplinary Core Ideas (Content) Crosscutting Concept(s)
1. Asking questions and defining problems S5P1. Obtain, evaluate, and communicate 1. Cause and effect
2. Planning and carrying out investigations information to explain the differences between a 2. Scale, proportion and quantity
3. Analyzing and interpreting data physical change and a chemical change. 3. Structure and function
4. Using mathematics, information and a. Plan and carry out investigations of physical 4. Stability and change
computer technology, and computational changes by manipulating, separating and mixing dry
thinking and liquid materials.
5. Constructing explanations b. Construct an argument based on observations to
6. Obtaining, evaluating and communicating support a claim that the physical changes in the
information state of water are due to temperature changes,
which cause small particles that cannot be seen to
move differently.
c. Plan and carry out an investigation to determine if
a chemical change occurred based on observable
evidence (color, gas, temperature change, odor, new
substance produced).
ELAGSE5RI10: By the end of the year, read and
comprehend informational texts, including
history/social studies, science, and technical texts, at
the high end of the grades 4-5 text complexity band
independently and proficiently
ELAGSE5RI8: Explain how an author uses reasons
and evidence to support particular points in a text,
identifying which reasons and evidence supports
which point(s).
ELAGSE5W2: Write informative/explanatory texts to
examine a topic and convey ideas and information
a. Introduce a topic clearly, provide a general
observation and focus, and group related
information logically; include formatting (e.g.,
headings), illustrations, and multimedia when useful
to aiding comprehension. b. Develop the topic with
facts, definitions, concrete details, quotations, or
other information and examples related to the topic.
c. Link ideas within and across categories of
information using words, phrases, and clauses (e.g.,
in contrast, especially). d. Use precise language and
domain-specific vocabulary to inform about or
explain the topic. e. Provide a concluding statement
or section related to the information or explanation

MGSE5.MD.1 Estimating and measuring length, time,
liquid, volume, weight or mass, and converting
General Sequence of the Unit - Building for Conceptual Understanding - Interdisciplinary Connections
Define and determine physical and chemical changes; Identify the differences; explore ways to observe both changes in stations and during a cooking activity,
students will construct an argument to support a claim about physical or chemical change using a C-E-R framework.
EVALUATE (Culminating Task):

Students use the CER framework to construct an argument to support their claim about a physical or chemical change.
Weekly Lesson Plans
Lesson 1 Lesson 2 Lesson 3 Lesson 4
Essential What is a physical change? How can I identify the What is the difference between What happens to food after adding heat? Where
Question: What is a chemical change? difference between a a chemical change, physical do you observe physical changes? Where do you
How do you determine whether physical and chemical change and a change of state? observe chemical changes?
a physical change or chemical change?
change has occurred?
ENGAGE Introduce lesson by writing Watch Brain Pop video on Show photos of popsicles, Watch Chemical Changes video about cooking
(Opening/Hook) vocabulary on board and Physical and chemical lemonade, apples, candles, alka and chemistry
How will you showing a piece of notebook changes to review seltzer and water, baking soda https://www.youtube.com/watch?v=37pir0ej_SE
ENGAGE students paper. Draw on it, cut it, definitions and examples. and vinegar. As you display the
and/or connect to crumple it, pour water on it. Ask photos ask students what
prior knowledge? students what kind of change physical or chemical changes do
they observe. Discuss the they predict might happen with
definitions and what we could these objects. Have them
do to the paper to make a complete prediction sheet.
chemical change.
EXPLORE/EXPLAIN Students will complete “IS it Comparison Foldables- Cut Lab Stations- 6 small groups will Inquiry Lab-Bake a Cake (see resource below)
(Work Period) New or still the same?” Pre-test and fold definitions and explore various changes at each Explore chemical changes in this lab where
How will students to introduce the unit after the examples of chemical and station and complete the students combine ingredients for baking a cake,
EXPLORE, EXPLAIN paper hook. physical changes and glue column on the chart next to making predictions and noting observations
and/or EXTEND a into science journal predictions.
Closing: Review the pre-test and each Using foldables and science Clean up stations and assign Eat the cake! Share observations using the 5
How will you answer, discussing how it is a journal, card sort situations one station for the groups to senses and have students describe how they
summarize the physical or chemical change. of change with a partner share their findings in front of know a chemical change took place in this lab.
lesson? How will the class. For example, group 1
you EVALUATE? shares their findings about the
popsicles, group 2 shares about
the lemonade, etc.
Assessment (What is the evidence of learning?)
Formative (On-going) Summative (End)
Science journals with observations, data sheets and reflections on data,
research folders CER Rubric to assess student performance task

Differentiated Instruction
Small Groups (Based on Assessment Data) Independent Learning Centers
Scaffolded supports for research and writing Computer stations with preselected websites.
Pre-assign topics Physical science, chemical/physical change research books
Targeted systematic vocabulary support Computer stations with headphones for students who need text read to them
Supporting Documents

Claim-Evidence-Reasoning Rubric
4 3 2 1
Advanced Proficient Progressing Beginning
Claim  Makes a claim that is Makes a claim that is…  Makes a relevant and  Does not make a claim, or
A statement or conclusion relevant, accurate, and  Relevant (Directly & clearly accurate but incomplete makes an inaccurate or
that answers the original complete. responds to question) claim. irrelevant claim.
question or problem.  Contrasts the claim to an  Accurate (Consistent with
evidence and scientific principles)
alternative claim.
 Complete (Complete sentence
that stands alone)
Evidence  Provides appropriate and Provides evidence to  Provides appropriate, but  Does not provide
Scientific data that supports sufficient evidence to support the claim that is… insufficient evidence to evidence, or only
the claim. The data need to support claim.  Appropriate (Scientific data or support claim. May provides inappropriate
be appropriate and  Discusses evidence that information from observations, include some evidence (Evidence that
investigations, data analysis, or
sufficient to support the would support alternative valid scientific sources) inappropriate evidence. does not support claim).
claim. claim.  Sufficient (Enough evidence to
support the claim)
Reasoning  Provides reasoning that Explanation provides  Provides reasoning that  Does not provide
A justification that connects clearly connects the reasoning that is… connects the evidence to reasoning, or only
the evidence to the claim. It evidence to the claim.  Clear (Clearly communicated and the claim. May include provides inappropriate
shows why the data counts  Includes appropriate and goes beyond repeating claim and some scientific principles reasoning.
as evidence by using sufficient scientific or justification for why
 Connected (Explains why the
appropriate and sufficient principles to explain why evidence is important or why it is the evidence supports the
scientific principles. the evidence supports the relevant) claim, but not sufficient.
claim.  Integrated (Links the evidence
 Explains why the to an important disciplinary idea
and crosscutting concept)
alternative claim is
Is it new or the still the same?

How do you decide if what you observe is a chemical or a physical change? Place the letter C
next to the items you think are examples of chemical changes and the letter P next to those
you think are examples of physical changes.

______ glass breaking ______ lemonade

______ rusting bicycle ______ corroding metal

______ cut hair ______ fireworks exploding

______ spoiling food ______ frying an egg

______ mowing the lawn ______ melting popsicle

______ bleaching hair ______ folding paper/origami

______ squeezing oranges ______ making salt water to

to make juice gargle with

______ hammering wood ______ boiling water

together ______ digesting food

______ melting butter for ______ ice melting

popcorn ______ burning toast

______ separating sand ______ melting ice cream

from gravel ______ lighting a match

______ rusty nails ______ baking a cake

______ roasting marshmallows ______ cream being whipped

______ freezing chocolate covered ______ browning apple slice

bananas ______ sharpening a pencil

______ tarnished penny ______ making popcorn

Explain your thinking. Describe the rule or reason you used to decide if the item was an
example of a chemical change or a physical change.

Station 1. Popsicle Station –

1. Describe what is happening and why with your partner(s).

2. Decide if it is a chemical, physical change, or both.
3. Record your answers and explanations on your lab sheet.

Station 2. Lemonade Station –

1. Make powdered lemonade and fresh squeezed lemonade

2. Describe what is happening and why with your partner(s).
3. Decide if it is a chemical, physical change, or both.
4. Record your answers and explanations on your lab sheet.

Station 3. Apple Slice Station –

1. Take a pre-sliced apple from the container.

2. Make and discuss any observations with your lab partner(s).
3. Is the changing appearance of the apple slice a chemical, physical change, or both?
4. Record your answers and explanations on your lab sheet.

Station 4. Candle Station –

1. Observe the burning candle.

2. Is the burning candle an example of a chemical, physical change or both?
3. Record your observations on your data sheet.
(**if using a lit candle, students should wear goggles at this station and a lab apron, keep the
candle away from the student lab sheets.)
Station 5. Alka Seltzer Station –

1. Measure out enough water to fill the film canister ¾ of the way, place a half of seltzer tablet in
the canister, quickly place the top on it and walk away, and then make observations.
2. You can try this station again…use the second half of the tablet to do it again.
3. Make and discuss observations with your lab partner(s), and record your answers and
explanations on your lab sheet.

Station 6. Baking Soda & Vinegar Station –

**Wear goggles and apron for this lab station!

1. Place 1/3 cup of baking soda in a plastic baggie (quart size) and then fill their canister ¾ of the way with
2. Without spilling the vinegar, place the canister inside the plastic bag, holding the
canister upright, and seal the plastic bag tightly.
3. Once the bags are sealed, tip over the vinegar.
4. Make and discuss any observations with your lab partner(s), and record your answers &
thoughts on the lab sheet.

**(The baggie may over inflate, if so, open the bag carefully to allow some of the gases produced
to escape.

**Never place the baggies directly under your nose to smell for a chemical change…you may waft it towards
them with their hand.

Name: _______________________________ Group #:_______________

Station Physical Chemical Actual Physical Actual Chemical

Prediction Prediction Change Change




Alka Seltzer &


Baking soda &


Inquiry Lab: Bake A Cake!

Question (How do my individual materials make a cake?):

Hypothesis (What do I predict will happen to my materials?):

Materials (What do I need to start my investigation?):

 piece of aluminum foil to make your pan

 6 tablespoons of flour
 3 tablespoons of sugar
 2 pinches of baking powder
 2 tablespoons of milk
 2 tablespoons of oil
 ¼ teaspoon of vanilla
 1/3 of an egg
 a plastic spoon

Procedure (What are my steps that I will follow?):

1. Take piece of foil and make a pan

2. In your pan, add each of your ingredients, stirring after each one

3. Observe what happens after you add each ingredient

4. Cook your mixture for 15 minutes in a 350 degree oven

5. When your cake is done, let it cool and then observe the outside and inside

Results (What happened?)

Conclusion (What did you learn? What could you do differently next time to change your