This document provides a weekly plan for a 5th grade PYP unit focusing on how people have positively affected the world with mixtures and solutions. The objectives are for students to explain how substances can be separated with screens and filters, identify substances that make solutions, and determine the saturation limits of salt, citric acid, and water. Assessments include observation notes and student worksheets. Key lines of inquiry are how and why substances combine or are separated, and how and why saturation occurs and its limits. Students will conduct investigations with mixtures and solubility, connecting to social studies and language arts. Materials needed include internet access and substances to make mixtures like Kool-aid, salt, and calcium chloride.

1. Pan American Academy Charter School 2010-2011<br />PYP Weekly Plan – Week 2<br />Central Idea: How have people positively affected the world with mixtures and solutions? Week of: Jan 31- Feb. 4 Grade : 5Objectives:SWBAT explain how and why certain substances can be separated with screens and filters. SWBAT identify substances that make a special kind of mixture, (salt and water, etc) During Investigation 2:SWBAT Identify the saturation limits of salt, citric acid and water. Assessment:How will I know my students have met my objective?Observations (Informal notes on students progress) Assessment Charts Students sheets 6 and 7.Lines of Inquiry:What line(s) of inquiry will I be focusing on?How and why do substances go together and how can they be taken apart?How and why does saturation occurs and what are its limits.During investigation 2:How can we determine the limits of saturation for salt, citric acid and water?PA Standards:3.2.4.A4: Recognize that combining two or more substances may make new materials with different properties.3.2.5.a6: Design and conduct a scientific investigation and understand that current scientific knowledge guides scientific investigations.Transdisciplinary Connections:How will I integrate Language Arts, Math, Science or Social Studies?During PYP Shared Reading the students will read, “Decompression Sickness” pages 13 – 17. During Social Studies: Students will learn and discuss the works of Washington Roebling. What will I need to do to develop the line of inquiry? Explain differences.I will need to provide information’s to help them understand the concepts of saturation.I will need to provide materials that they can compare as processes for solubility. I will provide experiences that will lead them to continue inquiring about solubility and its processes.Profiles/Attitudes:Critical Thinkers/ KnowledgeableEnthusiasm/ CooperationConcepts and Transdisciplinary Skills:What concepts & skills will we focus on?Making inferencesMain Idea/DetailsInquiry activities and/or provocation:What BIG things are happening this week?The students will continue to make mixtures or water and solid materials (salt, gravel, and diatomaceous earth) and separate the mixtures with screens and filters. During investigation 2 the students will identify the unknown material after using the property of solubility. Materials/Resources:What materials or resources will I need? Field Trips? Guest speakers? Etc?Internet for investigation.Kool-aid, baking soda, calcium chloride, citric acide, kosher salt, diatomaceous earth, and gravel.Questions:What DEEP questions will I ask?I will ask them to make predictions of the reactions that will occur when they begin to combine mixtures and solutions. I will also ask them why they think certain reactions will occur as they predict. Notes:Waiting on call back from the Whitaker Museum on Harrisburg.