5th_Grade_Science_Unit

5th Grade Science Unit:
Matter and Its Interactions
Alexis Markavage • Spring 2016

Introduction:
This a 5th grade physical science unit called Matter and Its Interactions. It is filled with hands-on
activities that put students in a self-discovery mode in order to encourage them to be
inquisitive about complex, abstract science concepts. Students will learn that everythingis made
up of matter, which is made up of moving particles way too tiny to be seen. We’ll also cover the
differences between a solid, liquid and a gas, and they’ll learn that weight is conserved even
when a change occurs to a given substance because nothing actually disappears when it
changes state.
Throughout the unit, students will track data and make observations using their science
notebooks. They’ll journal and constantly record their questions. A round-up of the unit
includes a field-trip to the Exploratorium in San Francisco and a group investigation project.
Students will work in small groups to design their own investigation based on concepts they’ve
learned about and are interested in, and finally, they will publish and present their findings to
the class.
This unit is all about having fun during the process of discovery, so it is imperative that the
unit begins and ends with questions. After all, science is a process that does not necessarily
conclude with one experiment. Often an experiment leads to more experimentation, and what
students learn in 5th grade should reflect what’s true in science outside of the classroom.
To begin, students will use their science notebooks to inform me of everything they know
about physical science, prompted by the question, “What’s the difference between a solid, liquid,
and a gas? How are they similar?”As a teacher, I will want to pre-assess student knowledge to
mold subsequent lessons to fit the gaps in their understandings about physical science,
especially with regard to vocabulary. A pre-assessment may also help to inform grouping
strategies that I will use later in the unit.
On the first day of the lesson, they will watch the Bill Nye the Science Guy episode, Chemical
Reactions, and take Cornell notes in their notebooks. They’ll also be writing questions as they
watch. This episode will especially get students excited about concepts we’ll be exploring in
class.
We’ll end the unit with an investigation project that is self-directed by students. They will
work in groups to complete a project guided by their own questions from earlier in the unit and
publish their findings in a format of their choice, via a website, podcast, big book or expert
book.

Learning goals:
● Explore and be curious about science concepts
● Learn the essential differences between a solid, liquid and a gas
● Learn to collect data and record observations in writing, measurements and drawings
● Understand what the Periodic Table is and how it is used
● Understand the structure of an atom
● Understand that when a chemical reaction occurs, a new chemical is created, yet the
total weight does not change
● Conduct an investigation in a small group and present findings to the class in the form
of a publication of their choice with specified contents
Vocabulary:
Matter
Particle
Electric Charge
Protons
Neutrons
Electrons
Solid
Liquid
Gas
Plasma
Mass
Weight
Dissolve
Saturated
Soluble
Mixture
Volume
Element symbol
Atomic mass
Element
Atom
Metal
Metalloid
Nonmetal
Molecules
Nucleus
Periodic Table
Atomic number
Oxidized
Chemical reactions
Reactants
Products
Chemical equation
Compound
Investigation
Hypothesis
Conclusion
Results
Quantitative
Qualitative
Multiple Intelligence Teaching Strategies:
Visual-spatialstrategies include having students draw and write down their observations from
experiments. They will be given the choice of how to publish their findings from their group
investigations as well, so many students may enjoy designing a website or expert book filled
with images and illustrations. Throughout the unit, they will be encouraged to doodle and
illustrate their thoughts in their science notebooks, so long as what is drawn or written is
relevant to the unit. Imagination is supported to stimulate excitement about the subject.
Kinestheticstrategies include a lotof hands-on exploration. There will be a one-day field trip
to the Exploratorium in San Francisco, yet everyday of the unit will be designed as though
students will be will be actively exploring as though they were at the Exploratorium. Often,
they will be able to move around the room as opposed to sitting at their desks in order to
participate in activities, experiments, and group work.

Musicalstrategies will allow students to access their emotional intelligence. One activity will
also be kinesthetic to represent the concept that tiny particles are constantly moving within
matter. As music plays (three songs of different speeds to represent each state of matter),
groups of students will move within a hula hoop to demonstrate particle movement within a
solid, liquid and gas. In addition to activities and experiments, students will choose how they
would like to publish their findings from their group investigations. One option may be to
publish a podcast, so appropriate music of their choice may be used as part of the recording.
Interpersonal strategies will focus on communication practice in multiple forms, from graded
work to general participation in class alongside classmates. Students will be writing, drawing,
and presenting their work at the end of the unit. They will also need to learn to collaborate
with their peers, which will involve sharing the workload with others. I will expect students to
be self-motivated and inclusive of all members of their group. I recognize that this may be one
of the most difficult aspects of this unit, so perfection with regard to this is not the ultimate
goal. They will be prompted to journal their progress with their group to self-reflect.In
addition to group work, students will individually use their science notebooks as a strategy for
strengthening their written communication skills. Students will not be graded on what they
include in the science notebook, but they will be expected to address every given prompt during
class, and use it as a tool to record thoughts.
Intrapersonalstrategies focus on self-assessment. Students will be use their science notebooks
to journal throughout the unit and reflect on what they’ve learned. It will also be a vital
planning tool for their experimentation, particularly during their investigations. At the end of
the group project, students will grade each other on their classmates’ participation during the
project. Students will also grade each group’s presentations based on how much they learned
from what was presented. The grades they give each other will help to hold themselves
accountable among their peers in addition to myself as the teacher. This strategy is meant to
model professional work among colleagues.
Linguisticstrategies will include GLAD vocabulary instruction. In addition, students will work
in small groups to discuss the concepts and results, as well whole-class discussions. They will
use their science notebooks to journal, using as many vocabulary words as possible. Their
notebooks will not be a formal assessment of grammar and spelling, but they will however be
expected to write as much as possible to practice written communication. Finally, students will
also be presenting their work. They will be required to plan and practice their presentations
with their group before presenting to the whole class.
Strategies to increase critical thinking and logicwill be a constant throughout the unit. Planned
activities will encourage students to make connections, find patterns, and ask questions
continuously. During experimentation, including activities and their group investigations, they
will be reasoning, calculating and quantifying to test their hypotheses. Measuring and
recording data will utilize math skills, and student investigations will require reasoning in
order to plan out a procedure to test a hypothesis and draw conclusions based on physical
science concepts.

Bloom’s Taxonomy:
Bloom’s Taxonomy strategies will take place in three segments of the unit. The first of which
will be an opportunity for students to absorb new ideas. This this the knowledgepart, wherein
students learn new vocabulary and concepts. Through activities and experimentation, they will
interpret results, classify and identify substances based on their basic characteristics,
summarize concepts and results, and explain their thoughts.
The second segment will involve applicationof their knowledge by planning and executing an
investigation project. They will then analyzetheir results by differentiating their findings and
organizing data and observations.
The final, third segment will be the synthesisand evaluationpart of the process. After
conducting their investigations, students will revisit and apply their knowledge about physical
science concepts in order to draw conclusions about their results. Finally, they will evaluate
their own work by journaling as a means of self-reflection in their science notebooks and
grading each other’s participation during the group work and presentations.
21st Century Skills:
This unit will implement all four major 21st century skills—critical thinking, creativity,
collaboration, and technology.
Critical thinkingis inherent in the unit. Students will conduct their own investigation and
publish their findings. Much of their work will be scaffolded before they begin, but will rely on
collaboration with their peers to complete the project and discuss their findings, revisiting
concepts learned earlier in the unit.
Creativityis an essential part of this science unit because students will be given the freedom to
conduct an investigation of their choice with their group and publish the results as they’d like.
Students will be encouraged to draw their observations, journal their thoughts and questions,
and let their imaginations run wild every day of the unit. Creativity is about design thinking
and putting a plan into action, and this will be an excellent opportunity for students to practice
these skills.
Collaborationwill take place during group work almost every day of the unit. Besides the
investigation project, students will work with their group members during earlier experiments
that I’ve planned to illustrate concepts. They will discuss their results as a group and become
accustomed to discussion with each other before discussion with the whole-class.
Students will have access to a class set of iPads every day, so they will be encouraged to answer
their own questions if possible as they arise using technology. They will also do research on an
element utilizing the iPads, and students may use the iPads to publish their investigation work.

Differentiated Instruction:
The lessons in this unit account for the English learners, students with special needs including
ADD and ADHD, students with hearing impairments, and accelerated learners. Students will be
strategically grouped prior to the unit based on their learning needs. In some cases, students
who speak the same native language or are on the same academic level will be grouped
together. There will be a mix of girls and boys in each group, and students will be grouped
according to who they’ve worked well with in the past.
Instruction differentiated for English learners includes many GLAD strategies, including GLAD
vocabulary strategies and pictorials to explain concepts. Often, students will discuss their
thoughts in small groups. Students will be using their science notebooks to journal, so
depending on their CELDT level, the journal could be a tool to brainstorm in their native
language and draw pictures to represent observations. No matter their ability to communicate
in English, students will be expected to participate in some manner. Experiments and group
investigation work can be done using drawings and technology, and as students explore new
concepts, vocabulary development will follow.
Instruction differentiated for students with ADD or ADHD includes many hands-on activities.
This unit will allow for many opportunities to learn by doing. Each lesson will be fairly
fast-pace, fun and exciting to ensure that students are engaged. They will often be moving
around the room to work on activities and projects.
Should there be any students with a hearing impairment, this unit includes many GLAD visuals
to support instruction, such as the pictorial. Much of the unit will involve hands-on
exploration in small groups. Using all of the senses is important in being able to conduct
investigations. If necessary, after instruction, groups who prefer to work in a quieter setting
outside of the classroom may do so. Checking in with each student will be done regularly, and
reflection with the science notebooks will aid in my ability to check the progress toward the
learning goals of this/these students.
The Depth and Complexity program will be used within this unit for the benefit of all students,
including accelerated students. They will be familiar with the icons from other subjects,
including icons to represent each of the following: Big Idea, Language of the Discipline, Details,
Trends, Unanswered Questions, Patterns, Rules andAcross Disciplines. Accelerated learners will be
encouraged to put these icons next to corresponding writing in their science notebooks in the
form of stickers. This program will encourage students to think deeper about the concepts and
make connections within the unit and outside of the unit to other disciplines. They will be
urged to think critically about their investigations and pushed to be as creative as possible
when publishing their results.

Assessments:
There will be no summative test during this unit. This was a conscious decision in order to
keep students fully engaged, excited, and naturally curious about the subject. No part of this
unit is meant to be memorized.
Instead, assessments will be primarily formative. The science notebooks will be used as a
pre-assessment tool, and a way to informally track progress toward the learning goals. Science
notebooks will not be graded, but students will be expected to complete tasks and use for
individual reflection of what they’ve learned during class and for homework. In combination
with the CCD chart, I will be checking for usage of the vocabulary terms within journaled
answers to prompts, investigation planning and reflection.
Another tool for formative assessment will be the use of the “graffiti” KWL poster wall. It will
be a tool for students to communicate as a whole-class what they alreadyknowand want to
know as a pre-assessment at the beginning of the unit. At the end of the unit, we will revisit
the poster as a class to discuss what we learned and if we met any of our individual goals.
The investigation group work will be the only summative assessment used during this unit. A
rubric for this project is on the subsequent page. Groups may choose to publish their work in
the form of a website, podcast, big book or expert book. No matter how they publish their work
however, it must be complete with a question, hypothesis, detailed procedure,
data/observations, and conclusion to receive a passing grade.
Individuals within groups will be given the same grade for their publication and presentation to
model working with others in professional settings, but participation will be graded separately.
Students will grade each other’s participation within each group, and they will grade other
groups’ presentations. Students will be instructed to grade presentations based on how much
they learned. Presentation grades are made into a percentage and scored out of 10 points for
the whole-group grade. The grades they give each other will hold themselves accountable
among their peers and give me insight as to how well they worked with each other.

Standards:
Disciplinary
Core Ideas
PS1.A: Structure and Properties of Matter
- Matter of any type can be subdivided into particles that are too small
to see, but even then the matter still exists and can be detected by
other means. A model showing that gases are made from matter
particles that are too small to see and are moving freely around in
space can explain many observations, including the inflation and
shape of a balloon and the effects of air on larger particles or objects.
(5-PS1-1)
- The amount (weight) of matter is conserved when it changes form,

even in transitions in which it seems to vanish. (5-PS1-2)
- Measurements of a variety of properties can be used to identify
materials. (Boundary: At this grade level, mass and weight are not
distinguished, and no attempt is made to define the unseen particles
or explain the atomic-scale mechanism of evaporation and
condensation.) (5-PS1-3)
PS1.B: Chemical Reactions
- When two or more different substances are mixed, a new substance
with different properties may be formed. (5-PS1-4)
- No matter what reaction or change in properties occurs, the total
weight of the substances does not change. (Boundary: Mass and
weight are not distinguished at this grade level.) (5-PS1-2)
Crosscutting
Concepts
Cause and effect:
- Relationships are routinely identified and used to explain change.
(5-PS1-4)
Scale, Proportion, and Quantity:
- Natural objects exist from the very small to the immensely large.
(5-PS1-1)
- Standard units are used to measure and describe physical quantities
such as weight, time, temperature, and volume. (5-PS1-2),(5-PS1-3)
Science and
Engineering
Practices
Developing and Using Models
Modeling in 3–5 builds on K–2 experiences and progresses to building and
revising simple models and using models to represent events and design
solutions.
- Use models to describe phenomena. (5-PS1-1)
Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test
solutions to problems in 3–5 builds on K–2 experiences and progresses to
include investigations that control variables and provide evidence to support
explanations or design solutions.
- Conduct an investigation collaboratively to produce data to serve as
the basis for evidence, using fair tests in which variables are
controlled and the number of trials considered. (5-PS1-4)
- Make observations and measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon. (5-PS1-3)
Using Mathematics and Computational Thinking
Mathematical and computational thinking in 3–5 builds on K–2 experiences
and progresses to extending quantitative measurements to a variety of
physical properties and using computation and mathematics to analyze data
and compare alternative design solutions.
- Measure and graph quantities such as weight to address scientific and
engineering questions and problems. (5-PS1-2)

CCSS - ELA CCSS - Mathematics
RI.5.7
- Draw on information from
multiple print or digital sources,
demonstrating the ability to
locate an answer to a question
quickly or to solve a problem
efficiently. (5-PS1-1)
W.5.7
- Conduct short research projects
that use several sources to build
knowledge through investigation
of different aspects of a topic.
(5-PS1-2),(5-PS1-3),( 5-PS1-4)
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.
(5-PS1-2),(5-PS1-3),( 5-PS1-4)
MP.2 Reason abstractly and quantitatively.
(5-PS1-1),(5-PS1-2),(5-PS1-3)
MP.4 Model with mathematics.
(5-PS1-1),(5-PS1-2),(5-PS1-3)
MP.5 Use appropriate tools strategically.
(PS1-2),(PS1-3)
5.NBT.A.1:
Explain patterns in the number of zeros of the
product when multiplying a number by powers of
10, and explain patterns in the placement of the
decimal point when a decimal is multiplied or
divided by a power of 10. Use whole-number
exponents to denote powers of 10. (5-PS1-1)
5.NF.B.7:
Apply and extend previous understandings of
division to divide unit fractions by whole
numbers and whole numbers by unit fractions.
(5-PS1-1)
5.MD.A.1:
Convert among different-sized standard
measurement units within a given measurement
system (e.g., convert 5 cm to 0.05m), and use
these conversions in solving multi-step,
real-world problems. (5-PS1-2)
5.MD.C.3:
Recognize volume as an attribute of solid figures
and understand concepts of volume
measurement. (5-PS1-1)
5.MD.C.4:
Measure volumes by counting unit cubes, using
cubic cm, cubic in, cubic ft, and improvised units.
(5-PS1-1)

Depth and Complexity Icons:
Daily Log:
*Note on grouping: Students work in pre-assigned groups for every activity and experiment, including
investigation based on the colored sticker on their science notebooks.
Week 1: Monday (9:30 - 10:20) Wednesday (9:30 - 10:20) Friday (1:40 - 2:55)
Unit Introduction
● Student learning
outcome(s):
○ Get students
excited about the
unit
○ Determine
student
background
knowledge going
into the unit
○ Introduce new
vocabulary
Solid, Liquid, Gas and
Plasma
outcome(s):
○ Learn the
difference
between a solid,
liquid, gas and
plasma
Physical Changes &
Conservation of Mass
outcome(s):
○ Learn to collect
data and record
observations
Concept:
PS1.A:
Concept:
Matter of any type can
Concept:
A model showing that
Concept:
The amount (weight) of

Structur
e and
Properti
es of
Matter
be subdivided into
particles that are too
small to see, but even
then the matter still
exists and can be
detected by other
means.
gases are made from
matter particles that are
too small to see and are
moving freely around in
space can explain many
observations, including
the inflation and shape of
a balloon and the effects
of air on larger particles
or objects. (5-PS1-1)
matter is conserved when
it changes form, even in
transitions in which it
seems to vanish.
(5-PS1-2) Mass is neither
created nor destroyed.
Measurements of a
variety of properties can
be used to identify
materials.
Content
area(s):
Writing - journaling and
note-taking
Writing -
summarize/note-taking
Writing
Math
Activitie
s:
● Interactive Notebook
“Do-Now” Question:
What’s the difference
between a solid,
liquid, gas and
plasma? How are they
similar?
● Watch Bill Nye
video, Chemical
Reactions
○ Students take
Cornell notes in
their interactive
notebooks and
write down as
many questions
as possible
● Begin CCD chart,
due at the end of the
unit
● Whole-class closure
activity: KWL
Graffiti poster
(adapted GLAD
strategy) - Students
go up to the poster
in groups to add
what they know and
want to know.
● Homework: In
notebooks, write a
paragraph. What are
● Discuss paragraphs
written for homework
in small groups. Share
out what group
members said in
whole-class
discussion.
● Activity about the
difference between a
solid, liquid, gas and
plasma
○ Each group gets 3
balloons—solid
(ice), liquid
(water), gas (air)
(plasma is only
discussed)
○ Students label
each, record their
observations and
draw a picture of
each
○ Students imitate
particle
movement within
a hula hoop. A
group of about 6
students, or as
many that can fit,
volunteer to get in
the hula hoop and
dance to “Happy”
What do you think
happens to water when
it evaporates?
● Groupexperiments to
explain physical
changes:
○ One group
observes and
measures the
before/after
weight of a
melting ice cube.
○ One group
observes and
measures the
before/after
weight of a
melting candle.
(With help from
teacher)
○ One group
observes and
measures the
before/after
weight of a tin
foil crumpled.
○ One group
observes and
measures the
before/after

you most excited for
in this unit? What
would you like to
learn more about?
by Pharrell
Williams to
represent particle
movement in a
solid. Next, some
get out to
represent a liquid.
Finally, more get
out to represent a
gas.
● GLAD concept
instruction: pictorial
about solids, liquids,
gases and plasma
○ Students fill out a
half-sheet
worksheet to
match and tape to
notebooks
● Individual closure
activity: Write as many
solids/liquids/gases/pla
sma you can think of.
Then, write down an
example of each on a
post-it for the poster.
● Homework: Work on
CCD chart.
weight of boiling
water turning to
steam.
● GLAD concept
instruction: pictorial
about physical
changes
○ Students fill out a
half-sheet
worksheet to
match and tape
to notebooks
CCD chart.
Vocabulary:
Matter
Particle
Electric
charge
Protons
Neutrons
Electrons
Dissolve
Gas
Molecules
Liquid
Solid
Mass
Plasma
Saturated
Soluble
Mixture

Atoms and the Periodic
Table
outcome(s):
○ Understand what
the Periodic
Table is and how
it is used
○ Understand the
structure of an
atom
Chemical Reactions
outcome(s):
○ Understand that
when a chemical
reaction occurs, a
new chemical is
created, but the
total weight does
not change
○ Experiment with
2 chemical
reactions:
■ Vinegar +
Baking Soda
■ Glue, Borax, +
Water
● Concept: PS1.B:
Chemical Reactions
○ No matter what
reaction or
change in
properties occurs,
the total weight
of the substances
does not change.
(Boundary: Mass
and weight are
not distinguished
at this grade
level.)
Investigation
Introduction
outcome(s):
○ The investigation
assignment will
be introduced,
including
examples of past
student work, if
available, and
professional
work.
Content
area(s):
Writing
Art
Writing
Math
Writing
Activitie
s:
What is the periodic
table? What does it
show?
● Demonstration:
○ Separate
hydrogen and
oxygen with a
battery
● GLAD concept
instruction: Periodic
Tableand Parts of
an Atom
What do you think will
happen when we
combine baking soda
and vinegar? What if
we combine glue,
borax, and water?
● Group experiments:
○ Combine baking
soda and vinegar
(chemical reaction
result is a gas)
● Introduce the
investigation project,
explaining what the
project is and what
components are
expected.
● Do a sample
investigation for
students, including
each element of the
investigation project.
○ Density
experiment:
https://www.yout

○ Strategies:
■ Whole-class
Periodic
Table game
after
explanation
of what the
table is and
how it’s
used - “I’m
thinking of
an
element…”
■ Pictorial
with a
single
element,
students fill
in a version
as a
worksheet
and tape
into
notebook
■ TED: Just
how small is
an atom?
● Homework: In
notebooks, label the
parts of the atom and
write a paragraph to
summarize why
scientists use the
Periodic Table.
○ Combine glue,
borax, and water
(chemical reaction
result is a solid)
○ Students will
measure the
beginning weights
and end weight to
illustrate that the
weight remains
the same (nothing
is destroyed)
● Homework: In
notebooks, write a
paragraph about each
experiment. What
happened to the
substances? What did
you learn?
ube.com/watch?v
=Z50jEi1igNQ
○ Share vocabulary
that would be
beneficial to
include in the
publication.
(Density, solid,
liquid, weight)
● Share publications
from previous
students.
● Share publications
from online:
○ TED: How
Simple Ideas
Lead to Scientific
Discoveries
○ TED:William
Kamkwamba -
Harnessing the
Wind
○ National Science
Foundation:
Important
Chemical
Process
Discovered
○ JumpStart: Make
Your Own
Thermometer
○ Mythbusters:
Massive Lego
Ball
● Choose a publication
and identify each
component -
question, hypothesis,
procedure, and
conclusion.
CCD chart.

Vocabulary:
Atom
Nucleus
Element
Periodic
Table
Atomic
number
Element
symbol
Atomic mass
Metal
Metalloid
Nonmetal
Chemical
reactions
Reactants
Products
Chemical
equation
Compound
Week 3: Monday (All day) Wednesday (9:30 - 10:20) Friday (1:40 - 2:55)
Field Trip to the
Exploratorium
outcome(s):
○ Get ideas for
individual
exploration in
the classroom
Investigation Day 1
outcome(s):
○ Students plan
their
investigations.
Investigation Day 2:
outcome(s):
○ Conduct
investigations
○ *Parents are
encouraged to
participate on
this day.
Content
area(s):
Writing Writing
Math
Drawing/Art
Activities
:
● Students bring
their interactive
notebooks on field
trip.
● At the end of the
day, students
submit their top 3
questions for
● Teacher presents all
the questions for
further investigation
posed by students
from the field trip
What challenges do you
● Students conduct
their investigations in
groups.
○ They must take
pictures and/or
video using the
iPads, as well as
record their

further
investigation to the
teacher.
● Homework:Write a
paragraph about the
field trip. What was
your favorite
activity/experiment?
Why?
anticipate? What are
you most excited about?
● Students get into
groups, receive their
questions, and discuss
what they would like
to pursue as an
investigation.
○ They will fill out
an outline.
○ Investigation
requirements:
○ Question
○ Hypothesis
○ Plan/Proced
ure
○ Materials
list
○ Data and
observation
s
○ Publication
○ 10 minute
presentatio
n
results in both
quantitative data
and qualitative
(“measure
something with
numbers” and
“write down/draw
observations”)
● Homework:Write
about your
investigation. What
happened? What did
you learn? What was
difficult?
Vocabulary:
Investigation
Hypothesis
Conclusion
Qualitative
Results
Quantitative
Investigation Day 3:
outcome(s):
○ Students
prepare their
publication for
presentation.
Investigation
Presentations
outcome(s):
○ Students
present
their
Investigation
Presentations
outcome(s):
○ Students
present
their

findings to
the class
findings to
the class
Content
area(s):
Writing Writing
Math
Drawing/Art
Writing
Presentation/Speaking
Skills
Activities: ● Students meet in
groups to prepare
their group
presentations
including photos
and results.
○ Publication
options:
■ Website
■ Podcast
■ Big Book
■ Expert
Book.
● When finished,
they may practice
their
presentations.
● Students will have
some time with their
groups to practice
their presentations.
● I will pick sticks for
first group of
presentations in
order to ensure that
all groups will be
prepared to present.
○ At the end of each
presentation,
students in the
audience will
grade the
presentation.
● As a class, we’ll
revisit the KWL
poster to do
“Learned” section
after presentations.
● The next group of
students will present
their work.
○ At the end of each
presentation,
students in the
audience will
grade the
presentation.
● As a class, we’ll once
again revisit the KWL
poster to do
“Learned” section.
● Homework: What did
you learn from
conducting this
investigation? What
other investigations
would you want to
explore? Why? What
other questions do you
have?
*CCD chart is due the
following Monday.

Rubric:

Peer-to-Peer assessment within groups:
Name: _____________
Participation grade for _________________.

Circle corresponding grade to represent your classmate’s participation. This will not be
shared with anyone except the teacher.
Peer-to-Peer assessment of presentations:
Presentation grade for Group: _________________.
Circle corresponding grade to represent how much you learned during this presentation.
This will not be shared with anyone except the teacher.
Assessment of Whole-Group Investigation Project: Group: ____________
CATEGOR
Y 2 1 0
Question Identified a question
which was interesting to
the student and which
could be tested or
Identified a question
that was interesting to
the student, but could
not be tested or
Did not identify a
question.

investigated. investigated.
Hypothesis Thought of a hypothesis
that was supported with
specific reasons and
understandings about
physical science,
including vocabulary.
Thought of a hypothesis,
but was not supported
with specific reasons or
physical science,
Did not provide a
hypothesis.
Procedure Procedures were outlined
in a step-by-step
fashion that could be
followed by anyone
without additional
explanations.
Procedures were
outlined in a
step-by-step fashion,
but had 1 or 2 gaps that
require explanation.
Procedures that were
outlined were
incomplete.
Data Data was collected
several times in multiple
forms, such as
measurement and
observations. It was
summarized,
independently, in a way
that clearly describes
what was discovered.
Data was collected one
time in one form, such
as measurement or
observations.
Data was incomplete
or not collected.
Conclusion Student provided a
detailed conclusion
clearly based on the data
and related to
physical science,
Student provided a
conclusion with some
reference to the data and
the hypothesis
statement(s).
No conclusion was
given OR important
details were
overlooked.
Publication Each element in the
publication had a
function and clearly
served to illustrate some
aspect of the experiment.
All items, including the
question, hypothesis,
detailed procedure,
data/observations, and
conclusion were
provided.
Many items, including
the question,
hypothesis, detailed
procedure,
data/observations, and
conclusion were
provided, though some
were missing or
incomplete.
The publication
seemed incomplete
as a whole or
incorrect.
Presentation Score: _______ / 10
Total Score: _______ / 22

Resources:
Children’s books and websites:
● Eyewitness Science: Chemistry
● Take It to Your Seat Science Centers - Grades 3-4
● Simple Chemistry - Science Works for Kids Series
● Championship - Science Fair Projects, 100 Sure-to-Win Experiments
● 101 Great Science Experiments - A step-by-step guide
● Games for the computer lab:
○ Interactive periodic table: http://www.ptable.com/
○ Chemical symbols quiz: http://freerice.com/#/chemical-symbols-full-list/1068
○ Jeopardy game: https://www.quia.com/cb/228920.html
○ Matter sorter: https://www.brainpop.com/games/mattersorter/
Teacher reference materials (e.g., textbooks, books, articles, websites)
● Science Standards: http://www.nextgenscience.org/
● Vocab: http://thesciencepenguin.com/2013/12/science-solutions-vocabulary.html
● FOSS 4th and 5th Grade Textbook
● Project GLAD strategies:
○ KWL Graffiti poster (adapted GLAD strategy) - Students go up to the poster in
groups to add what they know and want to know.
○ Pictorials with corresponding worksheets:
■ solids, liquids and gases
■ element on the Periodic Table
■ physical changes
● Activities:
○ http://www.layers-of-learning.com/solids-liquids-and-gases/
● Science experiment ideas:
○ http://www.exploratorium.edu/snacks/water-spinner
○ http://www.exploratorium.edu/cooking/candy/recipe-rockcandy.html
○ http://www.exploratorium.edu/snacks/klutz-proof-density-column
○ http://www.exploratorium.edu/snacks/bubble-suspension
○ http://lets-explore.net/blog/2010/05/glow-stick-experiment/
○ http://www.whatdowedoallday.com/2015/05/diy-summer-science-camp.html
○ http://innerchildfun.com/2015/08/simple-kitchen-science-experiments.html
○ http://www.buzzfeed.com/mallorymcinnis/we-ve-got-magic-to-do-just-for-y
ou#.nuJRkPvLRK
○ http://littlebinsforlittlehands.com/diy-homemade-kids-science-kit-20-experi
ments-saturday-science/
○ http://diply.com/sciencep/11-awesome-science-experiments-your-kids-will-lo
ve-try/60974
○ http://www.candyexperiments.com/p/experiments.html
○ http://lemonlimeadventures.com/best-science-experiments-kids/

○ http://slsmithphotography.typepad.com/my_weblog/2010/06/lava-lamps-sum
mer-fun.html
○ http://igamemom.com/18-fun-science-activities-for-young-scientists-of-all-a
ges/
○ http://www.stevespanglerscience.com/lab/categories/experiments/states-of-ma
tter/
Multimedia (e.g., digital images, video, music)
○ Netflix - Bill Nye the Science Guy: Chemical Reactions
○ TED: Just how small is an atom?
○ Example publications:
i. TED: How Simple Ideas Lead to Scientific Discoveries
ii. TED:William Kamkwamba - Harnessing the Wind
iii. National Science Foundation: Important Chemical Process Discovered
iv. JumpStart: Make Your Own Thermometer
v. Mythbusters: Massive Lego Ball
Community Resources:
● Field trip to the Exploratorium in San Francisco -
http://www.exploratorium.edu/visit/field-trips
Materials for “hands-on” investigations:
(includes, but not limited to)
● Balloons
● Hula-hoops and music
● Water (ice, water boiler, cups)
● Tin foil
● Candles
● Vinegar
● Baking Soda
● Glue
● Borax
● Syrup
● Vegetable Oil
● Food coloring

Reflection:
I implemented several lessons from this unit into my student teaching fieldwork. I taught the
lessons involving physical changes and chemical changes, and my students were able to
explore the same experiments I have listed in this unit; observing and weighing the physical
change of water, wax, and tin foil, as well as the chemical reactions. The chemical reaction
experiments were combining vinegar and baking soda to produce a gas and combining glue,
borax, and water to produce a solid that we called “slime.”
When implementing these lessons, I worked around routine classroom procedures. In order for
students to be allowed to participate in the experiments, they needed to complete a small

booklet that was used in lieu of a science notebook. They were to complete the vocabulary
exercises and write down a hypothesis and the procedure for the experiment for homework.
Students who were not prepared needed to finish their books before participating.
Next, students were grouped by way of listing each group on the whiteboard. (Each
concept—physical changes and chemical changes were two different days, and on each day, I
had the groups covered with a pictorial poster.) Next to each name, students were assigned a
role in their group. One student was the “getter” to retrieve supplies and/or in charge of “clean
up.” Another student was the “pourer” in charge of combining the ingredients. There was also
a “recorder” who was to write down all of the group observations.
I noticed that all groups talked with the person in charge of recording the results and were
excitedly sharing all sorts of words and phrases to describe what was happening when the
substances combined or changed. Having a pre-assigned role for each student, as well as all of
the materials prepared on separate colored trays, made the lesson run really smoothly.
Everyone was engaged and felt important because they had a specific, important role.
In the future, I would have students more familiar with writing in a science notebook. This
class has not been using science notebooks since the beginning of the year, so I made
impromptu notebooks just for the purpose of these two lessons. They enjoyed having a
personal book to draw and record their results, as well as the vocabulary associated with each
concept. It seemed like a vital resource to record what they were learning, and they were proud
of their work when the books were completed. However, I think this was a skill that could be
expanded upon. Students need notebooks that can get dirty and be a little imperfect. These
books felt more like a project that needed to look perfect for Open House. Perhaps more
practice with the scientific process of recording results and making connections could be done
through the use of a science notebook.
I felt that both lessons were an overall success. It took me by surprise that so many students
who wanted to keep experimenting through recess. These two lessons showed me how
powerful hands-on learning can be. Students had to work in groups, and in some cases,
typically they did not get along with the other students in their group. However, they were
given specific roles, and I didn’t hear or see as much of the fighting that is continually a
challenge for this group. They thoroughly enjoyed the activities and seemed to forget about
how they personally felt about each other because they were all engaged for the same
reason—to learn and be curious about the concept!

5th_Grade_Science_Unit

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to 5th_Grade_Science_Unit

Similar to 5th_Grade_Science_Unit (20)

5th_Grade_Science_Unit