5E Model Lesson Plan

Teacher Name: Eliza Corn, Alejandra Guadarrama, Kelsey Himes, Hanna Keisler, Yajhaira Vargas Grade Level: 5th

Target Content/Lesson Topic: Science/ Physical Science Date: May 9, 2023

This lesson is for a(n) __X_ whole class _____ small group _____ individual

Planning

Essential Question How can we observe the properties of a substance?

- What is the essential question that What makes substances different/the same?
this lesson addresses?

- What is the core purpose of the

lesson that includes the strategies and
skills necessary to accomplish the
deeper learning in the standard?

Sequencing Students have already made observations and measurements to identify materials based on their properties. After
this, students will be able to develop a model that predicts and describes changes in particle motion, temperature, and
- How does this lesson fit into the state of a pure substance when thermal energy is added or removed.
larger unit of study?

- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).

State Learning Standards SCI.PS1.A.4 – Matter exists as particles that are too small to see. Matter is always conserved even if it seems to
disappear. Measurements of a variety of observable properties can be used to identify particular materials.
List the complete, relevant grade-level
standard(s).

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 5-PS1-4 (performance expectation) – Conduct an investigation to determine whether the mixing of two or more
substances results in a new substance.

Learning Target(s) and Learning LT1: I can describe observable properties and chemical reactions of a substance.
Objective(s)
LT2: I can perform a lab experiment with attention to detail and safety.
- Choose your learning target(s) and
objective(s) based on the relevant state
learning standard(s). LO1: Students will be able to describe observed reactions between different powders and chemical indicators.
- Write focused targets and objectives LO2: Students will be able to carry out chemical indicator tests to determine how different powders react with water,
that describe the specific learning iodine, and vinegar with procedural accuracy and attention to safety.
outcome (what students should be able
to do as a result of the lesson).

- Be sure they are stated in observable

and measurable terms (e.g., ABCD+T).

Grouping Students will be grouped heterogeneously for the entire duration of this lesson. This will provide students with peer
support and guidance as they conduct a lab experiment and record and report findings.
Describe how and why students are
grouped based on

- homogeneous, heterogeneous,
randomized

- ability, interest, IEP goals, social or

social-emotional, behavioral, language
acquisition

Co-Teaching Strategy N/A

Does this lesson involve co-teaching?

If not, state N/A. If yes, identify the
co-teaching model and what role each

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 teacher will play.

-One Teach, One Observe; One Teach,

One Assist; Station Teaching; Parallel
Teaching; Supplemental; Alternative;
Team Teaching

Differentiation Content:

Describe how you will meet individual For students who need additional support: present them with substances they have encountered before (salt, sugar)
students’ needs by adjusting the and go through their characteristics. Make connections to the substances and where they have seen them, how they
content, process, product, and are used, what they do when using them.
environment based on their readiness,
interests, and learning preferences. For students who need a challenge: Introduce substances they may not be too familiar with to predict what will
happen when mixed with certain liquids.

Process:

Additional support: Use more visual guidance with step-by-step procedures of the entire lesson and expectations.
Having this available for individual reference with the ability to pause when needed. Audio and closed captions.
When filling out their observations, they can be done written or spoken.

Challenge: Allow students to go through the written steps and follow the 3 before me rule to promote peer discussion
and ask questions. Ask for observations to be written, encouraging scientific vocabulary to be used. Model an
example of the expectations.

Product:

Additional support: CER sentence stem for guidance. Can also provide the vocabulary that you are looking for on the
side to guide their response.

Challenge: CER response with an additional question response predicting if temperature would change the reaction
results.

Environment:

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 Additional support: Teacher floating and support to one specific group, giving positive feedback and guidance.

Challenge: Allow students to move independently throughout the experiment and ask questions with peers before
stepping in to support.

IEP Goals Relevant to Lesson (Add rows as necessary.)

Student IEP Goal

Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)
Student(s) Required Accommodation/Modification

Supports for English Language Learners (Add rows as necessary.)

Student Necessary Supports (e.g., Sheltered English strategies, grouping strategies)

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 Assessment

Formative Assessment Students will be assessed through a combination of checklists, observations, and self-assessments. As students are
conducting their investigations, I will use a combination of observations and the included checklists to assess
- How will you monitor student students as they describe and analyze the reactions happening as they mix two substances together. Students will also
learning throughout the lesson? self-assess how confident they feel about describing their observations, and why. This will help show the teacher
whether students are on the right track, or if they need more guidance on the types of properties they should be
- Be specific about how your practice
looking for.
assessments connect directly with the
lesson objective.

Formative Evaluation Criteria Checklist for safety:

- What material(s) will you use to  Student was safe during the initial investigation.
evaluate learning?  Student was safe while doing chemical tests with different substances.
 Student was safe while investigating the mystery substance.
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure. Checklist for the chemical indicator tests investigation, use one per group:

 Student described their observations (orally or written) of the properties of a dry substance.
 Student made a prediction of how one of the powders will react with one of the liquids.
 Student formed a hypothesis about the powder they were working with using observations to support their
hypothesis.
 Student recorded and analyzed how the powder reacted with water.
 Student recorded and analyzed how the powder reacted with vinegar.
 Student recorded and analyzed how the powder reacted with iodine.
Summative Assessment Students will answer the following question in a CER response:

How will students demonstrate Write a scientific explanation that answers the question: Determine if the mystery substance is one we have
mastery of the standard? encountered previously. If so, which one? Support your claim with evidence and reasoning.

The CER response will be graded by a rubric. Students are able to score up to 18 points.
Note: This assessment does not have to

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 occur during/after this lesson but in
upcoming lessons.

Summative Evaluation Criteria 6 pts 3 pts 1 pts 0 pts

Claim Student makes an The claim is The claim is No claim is
- What material(s) will you use to
accurate and complete accurate but inaccurate. provided.
evaluate learning? claim. incomplete.
- Attach a copy of your checklist, Evidence Student provides Some evidence Evidence used to No evidence is
rubric, observation criteria, or other
appropriate and accurate used to support the support the claim provided.
evidence to support their claim is accurate is inaccurate or
measure.
claim. and appropriate. inappropriate.
Reasoning Student relates evidence Some reasoning is Reasoning is No reasoning is
to a scientific principle related to a incomplete or provided.
in order to support the scientific principle inaccurate.
claim. Reasoning is to support the
accurate and complete. claim. Reasoning
is mostly complete
and accurate.

Procedures

Opening: Introduction and Engage:

Connection to Previous Learning
- Scenario: You’re baking a cake but realize your salt and sugar containers don’t have labels. How
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 ● Anticipatory Activity (Hook) might you figure out which is which? What might happen if we used the wrong powder?
o Encourage answers that don’t involve tasting
- If you were presented with an unknown white powder, what are different ways to describe a
● Activate prior knowledge. substance, or different observable properties of a substance?
- What questions could you ask and investigate to learn more about an unlabeled substance?
● Be sure students understand
procedures and instructions for the Today’s lesson: We will be observing powders with a magnifying glass, doing chemical tests, and acting like
lesson. scientists to see what happens when different indicators (water, vinegar, and iodine) are added to different powders.

● Establish clear expectations.

Review of safety procedures:
● Model concept.
- Preparation: Safety goggles, gloves, protective clothing
o Do not consume any of the powders or indicators (liquids).
The groupings/instruction/lesson o Wash hands between each test and/or handling different powders.
progression may look different in - Disposing of test materials: All extra powders and indicators must be disposed of in the garbage,
different parts of the lesson! NOT the sink.
- Spills: Notify the teacher in case of any spills.

Modeling procedures (may be done between each test, rather than all at once):

- Teacher will: model the observation process, making note of observations before and after the
powder is mixed with an indicator; replicate the observation chart on the board to model how to fill
it in; speak through steps:
o Dry observations: Use a spoon to pour about ¼ tbsp of powder onto the corresponding area
of the lab tray. Use a magnifying glass to analyze the dry powder and note any observations.
o Water test: Use a spoon to pour about ¼ tbsp of powder onto the corresponding area of the
lab tray. Add several drops of water and mix the solution with a popsicle stick. Note any
observations.
o Vinegar test: Use a spoon to pour about ¼ tbsp of the powder onto the corresponding area of
the lab tray. Use a dropper to add 1-2 drops of vinegar. Note any observations.
o Iodine test: Use a spoon to pour about ¼ tbsp of the powder onto the corresponding area of

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 the lab tray. Use a dropper to add 1-2 drops of iodine. Note any observations. Iodine must
not be tasted and may stain clothes or hands, wear gloves and protective clothing.

During: Lesson Progression Distribute the following materials: data table sheet (1 pe student), and a work mat (1 per group). Each test, described
by the row and column headings, will take place in a column on the work mat.
In this portion of the lesson, you will
be letting go and letting students - Explain that they will be doing one test at a time. Demonstrate how they should conduct tests
engage in productive struggle; directly on the lab tray; placing a small amount (about ¼ tsp) of powder in the column headed with
engaging in gradual release (“I do, we the powder’s name.
do, you do”), inquiry, guided or - The data table will be used to record their findings. For each test, students should be recording their
independent practice, or other learning observations in the cell that corresponds to the cell on the lab tray. They should check the row and
methods. Please write what you are column headings on the record sheet to confirm that they are recording the data in the right place.
looking for in terms of: The data table provides a record of observations and experiments that they can refer to later.

● Students’ thinking and how

Explore:
they will start the lesson.
- Students will conduct dry substance observations. We will have a short class discussion about the
● Provide appropriate support observations students have recorded to ensure that all students know what is expected of their
(not explaining how to do it). recordings.
o What do you notice about each substance? Color, texture, size, shape, etc.
o If you had to separate these substances into groups based on their appearance, how would
● Provide worthwhile
you group them? Why?
extensions. o What do you predict will happen to your substance when mixed with water?
- After, groups will compare their observations to the master data sheet and make a hypothesis about
● Provide opportunities for which substance they believe they have.
students to engage in using the o Ex: We believe we have ________ because ____________.
academic language. - Students will conduct the water test by mixing dry substance with a small amount of water. After
recording observations, groups will have an opportunity to revise their hypothesis if desired.
This is where you will be suggesting - Students will conduct the vinegar test by mixing dry powder with a small amount of vinegar. After
or modeling specific strategies and recording observations, groups will have an opportunity to revise their hypothesis if desired.
helping students choose which strategy - Students will conduct the iodine test by mixing dry powder with a small amount of iodine. After
makes sense to them. However, you recording observations, groups will have an opportunity to revise their hypothesis if desired to make
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 must make sure ideas come from their final claim as to what they believe their powder is.
students.

Closing: Wrap-Up and Extension - After all tests are performed, students will come together to share their observations. Add any
unique observations provided by the students to the observation master list.
End the lesson with a final review of - What makes each unique activity: What makes each of the white powders unique? Discuss the
key ideas and knowledge. This is properties of the four powders that have been revealed through the different chemical tests. Use
where you have students talk about recorded information to explain observation, explaining the reaction. Focus on using scientific
their thinking and share strategies with principles and vocabulary. Explore the product to compare.
the whole class. It’s important to name
strategies and use academic vocabulary Explain:
here, extending the lesson to broader
ideas. - Students will have a discussion:
o Reflect on how you grouped each substance before the reactor tests. How do our combined
● Promote a community of observations support or change your groupings?
o Do you agree with group __ explanation? Why or why not?
learners.
o Reflect back on the first hypothesis your group made about which substance you have. How
does it compare to your final hypothesis? What changed?
● Listen actively and probe
thinking without evaluating or Elaborate:
telling them how you would do
it. - If you have an unlabeled substance, how can you identify what the substance is?
o Give each group an unlabeled sample of flour (students have not explored the properties of
Summarize main ideas and identify flour yet).
future problems that they would be o Students will make visual observations and perform tests to figure out which substance they
able to solve using the thinking you have.
have discussed. Provide a brief o Students will complete a CER: Determine if this substance is one we have encountered
preview of what the next lesson will previously. If so, which one? Support your claim with evidence and reasoning.
include.

Curricular and Instructional Properties of White Powders Prints

Resources or Materials
- Page 1: 1 copy for each group
- List and provide a brief rationale for o Will be used as the “lab tray” for students to carry out each test on. This sheet will be
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 all necessary lesson resources and enclosed in a plastic bag, so it can be cleaned off and cleared between tests. This will make
materials. If not original, cite the sure that powders are not being mixed and tests are not being confused.
source. - Page 2: 1 copy for each student
o Will be used as an observation chart for students to record their observations during the lab.
- Attach/link a copy of all materials the - Page 3: 1 copy for whole class
teacher and students will use during o Will be displayed for the entire class to see and compare their observations to throughout lab
the lesson; e.g., handouts, questions to experiment
answer, slides, worksheets, and so on. - Page 4: CER
o Students will complete at the end of the lesson, to be used as summative assessment

Checklists for assessment

Lesson plan adapted from: Contant, T. L., Tweed, A. L., Bass, J., & Carin, A. A. (2020). II. In Teaching
science through inquiry-based instruction (pp. A-27-A-29). essay, Pearson.

Supplies, Equipment and - Small quantities of salt, granulated sugar, baking soda, cornstarch, and flour (substances)
Technology - Small quantities of water, vinegar, and iodine
- Droppers
- List all other supplies that need to be
- Plastic spoons
available.
- Gallon sized bags
- Magnifying glass
- Cups to hold substances and liquids
- Popsicle sticks
- Safety goggles
- Black marker
- Gloves

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