Lesson Plan – April 9-13 (Outcome 5.
9)
Grade/Subject: Grade 5 Science: Classroom Chemistry
Lesson Duration: 44-80 minutes
OUTCOMES FROM LEARNING OBJECTIVES ASSESSMENTS
ALBERTA PROGRAM OF (Observations, Key Questions, Written
Assessments, Performance Assessments)
STUDIES
GLO: 5-7 Describe the properties
and interactions of various
household liquids and solids, and
interpret their interactions.
SLO: 9. Use an indicator to Students will use an indicator to Chart completion
identify a solution as being identify a solution as being acidic Discussion
acidic or basic. or basic. Art and rationale
Formative observation
GLO - Shape and Space Students will measure capacity in
Chart completion: the correct
(Measurement): Use indirect and milliliters.
color will be obtained if the
direct measurement to solve measurement of the cabbage
problems. indicator is accurate
SLO: Demonstrate an
understanding of capacity by
measuring and recording
capacity (mL or L).
LEARNING RESOURCES CONSULTED
Resource #1: Alberta Program of Studies – Elementary Science
Resource #2: Study Jams video – acids and bases
Resource #3: Light Up Learning Labs Chemistry Bundle
Resource #4: Edmonton Public School Boards – Classroom Chemistry & SAMS Assessments
MATERIALS AND EQUIPMENT
EPSB Materials - notes and masters/assessments
Acids, bases, and pH notes; cabbage pH chart
pH testing chart & lab procedures with hypotheses & testing
Ramekins/small cups labelled
Solutions to test: 70 mL of
Purple cabbage juice
Pipettes
Measuring cylinders
Mystery acids and bases
Dyed paper
Dyed paper strips for testing
Paintbrushes & water or question-tips for painting
PROCEDURE
Introduction (min):
Advance Organizer/Agenda:
pH handout
1
Attention Grabber & Assessment of Prior Knowledge:
Study Jams video and discussion
Expectations for Learning and Behaviour:
Students are expected to be attentive, respectful, and participate in the activities
Students are expected to work with their group/partner and complete their work, when appropriate
When students are engaged in group work they will contribute to the conversation, respect when it is
another students time to talk, and put up their hand when they have something to add or wait until
another student is done talking before they speak.
When students are at their desk they will be seated and will raise their hand if they have questions or
require assistance.
Students are also required to follow the rules already in place for classroom behavioural expectations.
The general examples of behaviours that warrant being given a warning and subsequent consequences
are: continually calling out, disrupting others learning, eye rolling, back talk, or other disrespectful
behaviour, being unkind to another student, refusal to follow classroom or school procedures
o 1: A verbal reminder/warning to make good choices.
o 2: 3 chances to improve their behavior
o 3: Behavior reflection that will be signed by a parent
o 4: Recess detention – picking up garbage/cleaning the classroom
During hands-on activities, students are expected to be on-task, respectful, and practicing appropriate
safety measures. If these expectations are not being met and classroom rules are not being followed, the
following disciplinary steps will apply:
o 1: A verbal reminder/warning to make good choices.
o 2: Hands-off, but the student can still observe
o 3: The student will work independently in the hallway, using a reading or dictionary to complete
the activity
o 4: Behavior reflection that will be signed by a parent
Body (min):
Learning Activity #1: pH testing
Groups of students will be presented with labelled containers of solutions
They will measure out 5 mL of cabbage juice indicator to transfer into each solution &
will record their observations of the color change
Once each sample is tested using the indicator, the students will put the samples in
order based on the color change by consulting the cabbage indicator pH chart
They will then use the pH chart to determine the approximate pH based on the color
Students will complete their pH charts with example substances, levels, and color
Students will answer follow up questions and complete the reflection
Assessments: Discussion, chart completion, activity reflection
Learning Activity #2: Cabbage Art (during options blocks)
Today we are going to harness the power of chemical change to paint!
Students will apply their knowledge about the color change that occurs when various
substances interact with the cabbage indicator to create visually striking art
They will paint on the cabbage-dyed paper with mystery acids and bases.
Students will be provided with a test strip to test the substances first for the color
change
2
Students will then create a scene or pattern using the different substances, and
determine whether each substance is an acid or a base
They will then determine what each of the solutions are based on descriptions of each,
and record/color the color that each of the mystery solutions changed to
I will model the process throughout
OR: WWII invisible ink message…
Assessments: Art & rationale
Teacher Actions:
Facilitates lessons and class discussions
Scaffolds student learning through questioning and lesson design – gradually
introducing students to writing steps of experiment procedures
Encourages students to think like scientist – questioning, hypothesizing, experimenting,
observing and recording, analyzing results, and discussing the conclusion
Sponge Activities:
Study Jams video and worksheet
Research on laptop about how the indicator works and what other natural indicators
there are
Research on laptop strong acids and bases and their hazards, determining why pH
testing is important and necessary
Differentiation:
Information will be provided orally, visually on slides, as well as in students’ notes
Exploratory, interactive hands-on learning activities will allow students to develop a
deeper understanding of the outcomes
Students will construct their own meaning of acidity and alkalinity, as well as testing
using an indicator, and, in turn, will think critically about the properties of materials
Allowing students the option of drawing rather than writing
Drawing attention to the real-world relevancy as much as possible
Transition:
Have a helper pick up the duotangs
Clean-up
Closure (5 min):
3
Consolidation/Assessment of Learning:
Stand Up/Sit down for true/false questions
Post it notes
Exit slip
Back to Back for true/false questions and discussion with a peer
Dramatic/active assessments of learning
Feedback from Students:
Name one thing you can add to your L section of your KWL chart after today's lesson
Feedback to Students:
Thank you for being active listeners and learners today.
Transition to Next Lesson:
Next, you will be demonstrating what you have learned so far and become
environmental chemists!
REFLECTION
