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School In The Park Curriculum
Reuben H. Fleet Science Center
Rotation: 2
Grade: 5
Topic/Overarching Theme: Chemical Properties of Matter
California State Standards Addressed:
Physical Science Standards:
• 1 a. Students know that during chemical reactions the atoms in the
reactants rearrange to form products with different properties.
• 1 c. Students know metals have properties in common, such as high
electrical and thermal conductivity. Some metals, such as aluminum (Al),
iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure
elements; others, such as steel and brass, are composed of a combination
of elemental metals.
• 1 d. Students know that each element is made of one kind of atom and that
the elements are organized in the periodic table by their chemical
properties.
• 1 f. Students know differences in chemical and physical properties of
substances are used to separate mixtures and identify compounds.
• 1 g. Students know properties of solid, liquid, and gaseous substances,
such as sugar (C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen
(N2), and carbon dioxide (CO2).
• 1 i. Students know the common properties of salts, such as sodium chloride
(NaCl).
Investigation and Experimentation:
• 6 b. Develop a testable question.
• 6 c. Plan and conduct a simple investigation based on a studentdeveloped question and write instructions others can follow to carry out
the procedure.
• 6 d. Identify the dependent and controlled variables in an investigation.
• 6 f. Select appropriate tools (e.g., thermometers, meter sticks, balances,
and graduated cylinders) and make quantitative observations.
• 6 g. Record data by using appropriate graphic representations (including
charts, graphs, and labeled diagrams) and make inferences based on
those data.
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6 h. Draw conclusions from scientific evidence and indicate whether
further information is needed to support a specific conclusion.
• 6 i. Write a report of an investigation that includes conducting tests,
collecting data or examining evidence, and drawing conclusions.
Reading/Writing Standards
Word Recognition
• Read aloud narrative and expository text fluently and accurately and with
appropriate pacing, intonation, and expression.
Sentence Structure
• Identify and correctly use prepositional phrases, appositives, and
independent and dependent clauses: use transitions and conjunctions to
connect ideas.
Grammar
• Identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set,
rise/raise). Modifiers, and pronouns.
Punctuation
• Use a colon to separate hours and minutes and to introduce a list; use
quotation marks around the exact works of a speaker and titles of poem,
songs, short stories, and so forth.
Capitalization
• Use correct capitalization.
Listening and Speaking
Comprehension
• Ask questions that seek information not already discussed.
• Interpret a speaker’s verbal and nonverbal messages, purposes, and
perspectives.
Organization and Delivery of Oral Communication
o Clarify and support spoken ideas with evidence and examples.
• 1.6 Engage the audience with appropriate verbal cues, facial expressions,
and gestures.
Speaking Applications (Genres and Their Characteristics)
• 2.2 a. Deliver informative presentations about an important idea, issue, or
event by the following means:
b. Establish a controlling idea or topic.
c. Develop the topic with simple facts, details, examples, and
explanations.
Mathematics Content Standards:
Number Sense:
• Estimate, round, and manipulate very large (e.g., millions) and very small
(e.g., thousandths) numbers.
• Interpret percents as a part of a hundred; find decimal and percent
equivalents for common fractions and explain why they represent the
same value; compute a given percent of a whole number.
Perform Calculations and Solve Problems:
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2.1 Add, subtract, multiply, and divide with decimals; add with negative
integers; subtract positive integers from negative integers; and verify the
reasonableness of the results.
• 2.2 Demonstrate proficiency with division, including division with positive
decimals and long division with multi-digit divisors.
• 2.3 Solve simple problems, including ones arising in concrete situations,
involving the addition and subtraction of fractions and mixed numbers (like
and unlike denominators of 20 or less), and express answers in the
simplest form.
Algebra and Functions
• Use information taken from a graph or equation to answer questions about
a problem.
• Use a letter to represent an unknown number; write and evaluate simple
algebraic expressions in one variable by substitution.
Statistics, Data Analysis, and Probability
• 1.2 Organize and display single-variable data in appropriate graphs and
representations (e.g., histogram, circle graphs and explain which types of
graphs are appropriate for various data sets.
Mathematical Reasoning
• Analyze problems by identify relationships, distinguishing relevant from
irrelevant information, sequencing and prioritizing information, and
observing patterns.
• 2.1 Use estimation to verify the reasonableness of calculated results.
• 2.2 Apply strategies and results from simpler problems to more complex
problems.
• 2.3 Use a variety of methods, such as words, numbers, symbols, charts,
graphs, tables, diagrams, and models, to explain mathematical reasoning.
• 2.5 Indicate the relative advantages of exact and approximate solutions to
problems and give answers to a specified degree of accuracy.
• 2.6 Make precise calculations and check the validity of the results from the
context of the problem.
• 3.1 Evaluate the reasonableness of the solution in the context of the
original situation.
• 3.3 Develop generalizations of the results obtained and apply them in
other circumstances.
•
Instructional Goals & Objectives for the Week:
Students will:
• Design a Mind Map to organize chemistry concepts.
• Understand that Elements are organized by their chemical properties on
the Periodic Table and know that Elements have a symbol and Atomic
Number.
• Identify the 3 subatomic particles of atoms-Protons (+), Neutrons (0) and
Electrons (-).
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Illustrate an atoms’ atomic structure (Rutherford-Bohr’s Model).
Identify the 3 Major divisions of the Periodic Table (Metals, Non-Metals
and Metalloids).
Understand that Most Metals share common properties (Luster, Solid at
room temperature-except Mercury, Conduct electricity, Conduct heat,
Malleable, and Ductile).
Apply knowledge of Atoms, Molecules and Compounds to perform
investigations.
Observe the differences between Physical and Chemical Changes.
Participate in a reenactment of the Electrolysis of Water.
Understand that scientist use chemical symbols and chemical formulas to
describe how atoms rearrange themselves during a chemical reaction.
Perform a scientific experiment to observe Indicators of a chemical
change.
Demonstrate safety guidelines/rules for a scientific experiment.
Use and demonstrate knowledge of the scientific process.
Key Vocabulary Definitions:
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Atom: the smallest unit of an element that has all the properties of that
element
Chemistry: the study of matter and the changes it undergoes
Chemical change: a change in matter during which the properties of the
substances change and produce something new
Chemical Equation: when a chemical change has occurred, it can be
written as an equation
Chemical property: a property that describes how a substance will react
and/or combine with another substance
Compound: substance that contains two or more elements chemically
combined in a fixed proportion
Electrolysis of Water: using an electrical current to convert water into
Hydrogen and Oxygen
Electron: a subatomic particle found outside the nucleus and having a
negative (-) charge
Element: a substance made up of only one atom; substance that cannot
be separated into simpler substances by a chemical change
Gas: state of matter without a definite shape or volume
Indicator: clue that a chemical change has occurred
Liquid: state of matter with a definite volume but no definite shape
Matter: anything that has mass and takes up space
Molecule: a grouping of two or more atoms joined together by chemical
bonds
Neutron: a subatomic particle found in the nucleus and having a neutral
(0) charge
Periodic Chart: a way to organize elements according to their chemical
properties
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Physical change: a change that alters the form or appearance of a
substance but does not make the material into another substance
Physical property: characteristic of a substance that can be observed
without altering the identity of the substance
Products: the end results of a chemical equation, located on the right side
of a chemical equation
Proton: subatomic particle found in the nucleus and having a positive (+)
charge
Reactant: the beginning substance(s) on the left side of a chemical
equation
Solid: state of matter with definite shape and a definite volume
Subatomic particle: particle of matter smaller than an atom
Variable: a part of an experiment that can be changed depending on what
you are investigating
Schedule and Activity Descriptions
MONDAY
Topic(s): Introduction of the Periodic Chart, Atoms, Molecules and
Compounds
Daily Vocabulary Words:
atom, chemistry, compound, electron, element, gas, liquid, matter, molecule,
neutron, periodic chart, proton, solid, subatomic particle
Purpose(s):
• Students will organize daily information onto a “Mind Map” using
vocabulary words and chemistry concepts.
• Students will emulate chemists to examine the Periodic Table and
replicate representational models of elements/molecules/compounds
Outcome(s):
• Students will highlight the 3 major divisions of the Periodic Table and
know that Elements have a symbol and Atomic Number (Carbon=C=6)).
• Students will draw a Rutherford-Bohr Model of an atom and identify the 3
subatomic particles of an atom (proton, neutron and electron).
• Students will build representational models of 7 different molecules using
LEGOS
Topics for short writing prompts: chemistry, chemist, matter, periodic chart
(table)
Schedule:
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Welcome and Introduction
Students will
• Be welcomed to the Reuben H. Fleet Science Center.
• Review checkout /return procedures for Take-home science bags.
• Be issued science notebooks to record and organize scientific
information.
• Understand the procedure for gluing and writing notes into their
science notebooks.
• Review policies (Safety guidelines and rules for working with
chemicals)
• Take a Pre-Post test.
• Daily SITP Mantra and stretch.
Mind Map Activity
Students will
• Organize daily information onto a mind map using vocabulary
words and chemistry concepts. (Whole class)
Periodic Table and Atomic Structure
Students will
• Review the three major parts of the periodic table and how many
elements there are (over 109). (Whole class)
• Know that elements can be arranged by their chemical properties
and have a symbol and atomic structure.
• Understand that atoms are made of three smaller parts-Protons (+),
Neutrons (0), and Electrons (-).
• Draw a Rutherford-Bohr Model of Beryllium.
• Know that the number of protons is the same as an elements
atomic number.
• Understand that metals share similar properties.
How small is a molecule?
Students will
• Know atoms and molecules are very small; scientists use models to
study them.
• Observe a drop of water for each table-half. Students will have 1
minute to decide how many water molecules they think are in that
one-drop of water. 1.67 sextillion water molecules in 1 drop of
water-that’s 1,670,000,000,000,000,000,000!
Making molecules
Students will
• Build representational models of 7 different molecules with LEGOS.
(Table-half).
• Decide if their LEGOS molecules are elements or compounds.
• Record and illustrate molecules in science notebooks.
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Review the definitions of molecules (two or more atoms bonded
together) and compounds (two or more different atoms chemically
combined). (Whole class)
Participate in a class discussion of today’s LEGO molecule activity.
Students must explain why they think each molecule is an element
or a compound.
Checking for Understanding:
Students will
• Participate in the states of matter skit. Student will be able to
express the energy of molecules in solids, liquid and gases.
• Locate the atomic number and the number of protons in different
elements.
• Be able to verbally express the difference between elements,
molecules and compounds.
Related Standards:
Physical Science Standards:
• 1c.Students know metals have properties in common, such as high
electrical and thermal conductivity. Some metals, such as aluminum (Al),
iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure
elements; others, such as steel and brass, are composed of a combination
of elemental metals.
• 1 d. Students know that each element is made of one kind of atom and that
the elements are organized in the periodic table by their chemical
properties.
• 1 f. Students know differences in chemical and physical properties of
substances are used to separate mixtures and identify compounds.
• 1 g. Students know properties of solid, liquid, and gaseous substances,
such as sugar (C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen
(N2), and carbon dioxide (CO2).
• 1 i. Students know the common properties of salts, such as sodium chloride
(NaCl).
Investigation and Experimentation:
• 6 b. Develop a testable question.
• 6 f. Select appropriate tools (e.g., thermometers, meter sticks, balances,
and graduated cylinders) and make quantitative observations.
• 6 g. Record data by using appropriate graphic representations (including
charts, graphs, and labeled diagrams) and make inferences based on
those data.
• 6 h. Draw conclusions from scientific evidence and indicate whether
further information is needed to support a specific conclusion.
Additional Information About the Day:
• Pass out “What am I?” game. ?
• Practice drawing Rutherford-Bohr Model of different elements.
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If time allows, show movie clip When Things Get Small
(http://www.ucsd.tv/getsmall/)
Review vocabulary and/or use fishbowl questions.
Pass out question of the day.
TUESDAY
Topic(s): Making Molecules (continued) and Chemical and Physical
Changes
Daily Vocabulary Words:
atom, chemistry, chemical change, chemical property, compound, electron,
element, gas, liquid, matter, molecule, neutron, periodic chart, proton,
physical change, physical property, solid, subatomic particle
Purpose(s):
• Students will participate in an observational activity on a selected
museum’s exhibit and correlate how the exhibit relates to physical or
chemical changes.
• Participate in an investigation to learn more about physical and chemical
changes.
Outcome(s):
• Students will observe and provide evidence for 6 investigations to
determine if a physical or chemical change has taken place.
Topics for short writing prompts: atomic number, model, atom, molecule,
element, compound
Schedule:
Vocabulary Review/Take-Home Check-In
Students will
• Work with their table to review vocabulary form the previous day.
• Return Take-Home Science kits (refilled for the next group of
students).
Challenge Question: All compounds are molecules, but not all molecules are
compounds. Do you agree or disagree with this statement? Why?
Students will
• Think-Pair-Share and write their predictions in their science
notebooks.
• Participate in a Molecule Balloon Challenge. Students will use
balloons to represent molecules, compounds and elements. (Whole
class) Mind Map Activity
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Students will
• Organize daily information onto a mind map using vocabulary
words and chemistry concepts. (Whole class)
Daily SITP Mantra and stretch.
Making molecules (continued)
Students will
• Build representational models of 7 different molecules with LEGOS.
(Table-half).
• Decide if their LEGO molecules are elements or compounds.
• Record and illustrate molecules in science notebooks.
• Review the definitions of molecules (two or more atoms bonded
together) and compounds (tow or more different atoms chemically
combined). (Whole class)
• Participate in a class discussion of the LEGO molecules they have
just completed. Students must explain why they think each
molecule is an element or a compound.
Making Observation in the Museum
Students will
• Understand that observations are an important step in the scientific
process.
• Work with a partner to make observation on an exhibit located in
the museum gallery.
• Use their observational information to come up with ideas about a
physical or chemical exhibit they would like to build (draw and
present) later in the week.
Chemical and Physical Changes
Students will
• Participate in an investigation to learn more about physical and
chemical changes. (Table groups)
• Rotate between 6 different stations to determine if the investigation
is a physical or chemical change.
• Fill appropriate data charts and tables in their science notebooks.
• Provide evidence for their predictions/conclusion and share their
results with the class.
• Discuss the electrolysis of water investigation. (Whole class).
• Compare the differences between chemical and physical changes
by making a T-chart. (Whole class).
Checking for Understanding:
Students will
• Know that scientist use models (LEGO model) to represent how
element and molecules form.
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Record procedures and make a reasonable prediction in the
Physical and Chemical Investigation.
Review vocabulary and/or use fishbowl questions.
Related Standards:
Physical Science Standards:
• 1.a Students know that during chemical reactions the atoms in the reactants
rearrange to form products with different properties.
• 1c.Students know metals have properties in common, such as high
electrical and thermal conductivity. Some metals, such as aluminum (Al),
iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure
elements; others, such as steel and brass, are composed of a combination
of elemental metals.
• 1 d. Students know that each element is made of one kind of atom and that
the elements are organized in the periodic table by their chemical
properties.
• 1 f. Students know differences in chemical and physical properties of
substances are used to separate mixtures and identify compounds.
• 1 g. Students know properties of solid, liquid, and gaseous substances,
such as sugar (C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen
(N2), and carbon dioxide (CO2).
• 1 i. Students know the common properties of salts, such as sodium chloride
(NaCl).
Investigation and Experimentation:
• 6 b. Develop a testable question.
• 6 c. Plan and conduct a simple investigation based on a studentdeveloped question and write instructions others can follow to carry out
the procedure.
• 6 d. Identify the dependent and controlled variables in an investigation.
• 6 f. Select appropriate tools (e.g., thermometers, meter sticks, balances,
and graduated cylinders) and make quantitative observations.
• 6 g. Record data by using appropriate graphic representations (including
charts, graphs, and labeled diagrams) and make inferences based on
those data.
• 6 h. Draw conclusions from scientific evidence and indicate whether
further information is needed to support a specific conclusion.
• 6 i. Write a report of an investigation that includes conducting tests,
collecting data or examining evidence, and drawing conclusions.
Additional Information About the Day:
• Practice identifying elements, molecules and compounds.
• Pass out question of the day.
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WEDNESDAY
Topic(s): Physical and Chemical Changes (continued) and Chemical
Indicators
Daily Vocabulary Words:
chemical change, chemical property, electrolysis of water, indicator, physical
change, physical property, variable
Purpose(s):
• Students will participate in an investigation to observe evidence of a
chemical change.
• Students will identify the dependent and controlled variables in an
investigation.
• Students will select appropriate tools and make quantitative observations
in today’s investigation.
Outcome(s):
• Students will kinesthetically act out electrolysis of water and observe
Hydrogen and Oxygen atoms only rearranged in a chemical reaction.
• Students will perform 4 experiments using Sodium Bicarbonate, Calcium
Chloride and Phenol Red to determine evidence (indicators) that a
chemical change has taken place.
Schedule:
Vocabulary Review/Take-Home Check-In
Students will
• Work with their table to review vocabulary form the previous day.
• Return Take-Home Science kits (refilled for the next group of
students).
Topics for short writing prompts: chemical change, physical change
Challenge Question: Turn to your neighbor and explain the process of
electrolysis of water.
Students will
• Think-Pair-Share.
• Choose a representative from each table to explain the process of
electrolysis of water.
Mind Map Activity
Students will
• Organize daily information onto a mind map using vocabulary
words and chemistry concepts. (Whole class)
Daily SITP Mantra and stretch.
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Physical and Chemical Changes (continued)
Students will
• Finish their observations of physical and chemical changes.
• Fill appropriate data charts and tables in their science notebooks.
• Provide evidence for their predictions/conclusion and share their
results with the class.
• Compare the differences between chemical and physical changes
by making a T-chart. (Whole class).
Molecular View of Physical vs. Chemical Changes
Students will
• Act out the chemical and physical changes of water that we
witnessed in electrolysis of water. (Small group)
• Students will know that electricity is use to break water molecules in
to hydrogen gas and oxygen gas and is a chemical change.
Chemical Equations
Students will
• Know that scientist use chemical symbols to describe how atoms
rearrange themselves during a chemical reaction.
• Write a chemical equation for electrolysis of water. (Whole class)
• Recognize the parts of an equation. (Reactant and product).
• Compare the left and right side of a chemical equation and know
that atoms cannot be lost or gained, only rearranged!
Indicators of a Chemical Change
Students will
• Combine various chemicals to produce several chemical changes.
(Students will be looking specifically for evidence that might tell us
that a chemical change has happened.) (Table-half)
• Use scientific tools and safety goggles at all times during today’s
experiment. (Whole class)
• Follow procedural directions and write observations/ evidence of a
chemical change in their science notebooks.
• Be reminded that they can only change one variable at a time.
• Review and brainstorm possible indicators of a chemical change
(Whole class).
Checking for Understanding:
Students will
• Verbally explain the process of Electrolysis of water to a neighbor.
• Know that a chemical formula tells the story of a chemical change
and the symbols used are the atoms that are rearranged during a
chemical reaction.
• Able to follow written directions.
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Use appropriate scientific equipment and clean up any spills.
Related Standards:
Physical Science Standards:
• 1.a Students know that during chemical reactions the atoms in the reactants
rearrange to form products with different properties.
• 1 d. Students know that each element is made of one kind of atom and that
the elements are organized in the periodic table by their chemical
properties.
• 1 f. Students know differences in chemical and physical properties of
substances are used to separate mixtures and identify compounds.
• 1 g. Students know properties of solid, liquid, and gaseous substances,
such as sugar (C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen
(N2), and carbon dioxide (CO2).
• 1 i. Students know the common properties of salts, such as sodium chloride
(NaCl).
Investigation and Experimentation:
• 6 b. Develop a testable question.
• 6 c. Plan and conduct a simple investigation based on a studentdeveloped question and write instructions others can follow to carry out
the procedure.
• 6 d. Identify the dependent and controlled variables in an investigation.
• 6 f. Select appropriate tools (e.g., thermometers, meter sticks, balances,
and graduated cylinders) and make quantitative observations.
• 6 g. Record data by using appropriate graphic representations (including
charts, graphs, and labeled diagrams) and make inferences based on
those data.
• 6 h. Draw conclusions from scientific evidence and indicate whether
further information is needed to support a specific conclusion.
• 6 i. Write a report of an investigation that includes conducting tests,
collecting data or examining evidence, and drawing conclusions.
Additional Information About the Day:
Students will
• Use safety goggles at all times!
• Pass out question of the day.
THURSDAY
Topic(s): Chemical Indicators (continued)
Daily Vocabulary Words:
chemical change, chemical property, electrolysis of water, indicator, physical
change, physical property, variable
Purpose(s):
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Students will participate in an investigation to observe evidence of a
chemical change (continued)
Outcome(s):
• Students will perform 4 experiments using Sodium Bicarbonate, Calcium
Chloride and Phenol Red to determine evidence (indicators) that a
chemical change has taken place (continued)
• Students will record in their science journals the chemical equation
(reactant and products) for today’s experiment.
Topics for short writing prompts: electrolysis of water, experiment,
observations, reactant, product, sodium chloride
Schedule:
Vocabulary Review/Take-Home Check-In
Students will
• Work with their table to review vocabulary form the previous day.
• Return Take-Home Science kits (refilled for the next group of
students).
Challenge Question: Decide which items on your table are physical changes
and which are chemical changes? What are your clues? Why do you think this?
Students will
• Think-Pair-Share and write their predictions on 4 items in their
science notebooks.
• Follow directions for any items on table-pour baking soda into the
vinegar etc.
• Class discussion on the 4 physical and chemical changes.
Mind Map Activity
Students will
• Organize daily information onto a mind map using vocabulary
words and chemistry concepts. (Whole class)
Daily SITP Mantra and stretch.
Indicators of a Chemical Change
Students will
• Combine several chemicals to produce chemical changes.
(Students will be looking for evidence that might tell them that a
chemical change has taken place.) (Table-half)
• Use scientific tools and safety goggles at all times during today’s
experiment. (Whole class)
• Follow procedural directions and write observations/ evidence of a
chemical change in their science notebooks.
• Be reminded that they can only change one variable at a time.
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Review and brainstorm possible indicators of a chemical change
(Whole class).
Exploring Museum Exhibits
Students will
• Choose an exhibit in the Museum gallery to investigate. This
exhibit will be the basis for a proposed chemical or physical exhibit
students invent. (Table-half)
• Record exhibit information in their data sheets.
• Participate in a class discussion on what factors make an exhibit
people would use. (Is it fun, sturdy, practical-no shark tanks! what
ages do you have to be, etc.)
Checking for Understanding:
Students will
• Know that a chemical formula tells the story of a chemical change
and the symbols used are the atoms that are rearranged during a
chemical reaction.
• Able to follow written directions.
• Use appropriate scientific equipment and clean up any spills.
• Suggest variable to test in today’s experiment.
Related Standards:
Physical Science Standards:
• 1.a Students know that during chemical reactions the atoms in the reactants
rearrange to form products with different properties.
• 1c.Students know metals have properties in common, such as high
electrical and thermal conductivity. Some metals, such as aluminum (Al),
iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure
elements; others, such as steel and brass, are composed of a combination
of elemental metals.
• 1 d. Students know that each element is made of one kind of atom and that
the elements are organized in the periodic table by their chemical
properties.
• 1 f. Students know differences in chemical and physical properties of
substances are used to separate mixtures and identify compounds.
• 1 g. Students know properties of solid, liquid, and gaseous substances,
such as sugar (C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen
(N2), and carbon dioxide (CO2).
• 1 i. Students know the common properties of salts, such as sodium chloride
(NaCl).
Investigation and Experimentation:
• 6 b. Develop a testable question.
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6 c. Plan and conduct a simple investigation based on a studentdeveloped question and write instructions others can follow to carry out
the procedure.
6 d. Identify the dependent and controlled variables in an investigation.
6 f. Select appropriate tools (e.g., thermometers, meter sticks, balances,
and graduated cylinders) and make quantitative observations.
6 g. Record data by using appropriate graphic representations (including
charts, graphs, and labeled diagrams) and make inferences based on
those data.
6 h. Draw conclusions from scientific evidence and indicate whether
further information is needed to support a specific conclusion.
6 i. Write a report of an investigation that includes conducting tests,
collecting data or examining evidence, and drawing conclusions.
Additional Information About the Day:
Students will
• Use safety goggles at all times!
• Pass out question of the day.
FRIDAY
Topic(s): Writing a Physical or Chemical Report
Daily Vocabulary Words:
chemical change, indicator, physical change, products, reactant, variable
Purpose(s):
• Students will make observations and record data to determine if their
selected investigation has undergone a physical or chemical change.
Outcome(s):
• Students will plan and conduct a physical or chemical investigation
(including a title, procedure, prediction, observation, and conclusion) and
present their findings to the class.
Topics for short writing prompts: chemical equation (formula), indicators,
prediction, observations, conclusion
Schedule:
Challenge Question: Place two more examples of physical changes and
chemical changes at each table. What are your clues? Why do you think this?
Students will
• Think-Pair-Share and write their predictions in their science
notebooks.
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Share results with the class
Mind Map Activity
Students will
• Finish organizing daily information onto a mind map using
vocabulary words and chemistry concepts. (Whole class)
Daily SITP Mantra and stretch.
Physical vs. Chemical Change Challenge
Students will
• Make observations and record data to determine the nature of their
change (physical or chemical). (Table-half)
• Create datasheets for the physical vs. chemical change challenge.
This should include: Title, Procedure, prediction, summery of
observations, their conclusions and any questions they may have.
• Participate in a class discussion on today’s investigation of physical
or chemical change.
Physical or Chemical Museum Exhibits.
Students will
• Use and demonstrate knowledge of physical and chemical changes
to generate future museum exhibits. (Table-half)
• Draw/write ideas on chart paper (students may use rulers, markers,
construction paper etc…).
• Present future museum exhibits to the class.
Checking for Understanding:
Students will
• Plan and conduct a simple investigation that others can follow.
• Able to follow written directions.
• Use appropriate tools when conducting today’s investigation.
• Make observations and draw conclusions that supports a physical
or chemical change has taken place in today’s investigation
Related Standards:
Physical Science Standards:
• 1.a Students know that during chemical reactions the atoms in the reactants
rearrange to form products with different properties.
• 1c.Students know metals have properties in common, such as high
electrical and thermal conductivity. Some metals, such as aluminum (Al),
iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure
elements; others, such as steel and brass, are composed of a combination
of elemental metals.
• 1 d. Students know that each element is made of one kind of atom and that
the elements are organized in the periodic table by their chemical
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properties.
• 1 f. Students know differences in chemical and physical properties of
substances are used to separate mixtures and identify compounds.
• 1 g. Students know properties of solid, liquid, and gaseous substances,
such as sugar (C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen
(N2), and carbon dioxide (CO2).
• 1 i. Students know the common properties of salts, such as sodium chloride
(NaCl).
Investigation and Experimentation:
• 6 b. Develop a testable question.
• 6 c. Plan and conduct a simple investigation based on a studentdeveloped question and write instructions others can follow to carry out
the procedure.
• 6 d. Identify the dependent and controlled variables in an investigation.
• 6 f. Select appropriate tools (e.g., thermometers, meter sticks, balances,
and graduated cylinders) and make quantitative observations.
• 6 g. Record data by using appropriate graphic representations (including
charts, graphs, and labeled diagrams) and make inferences based on
those data.
• 6 h. Draw conclusions from scientific evidence and indicate whether
further information is needed to support a specific conclusion.
• 6 i. Write a report of an investigation that includes conducting tests,
collecting data or examining evidence, and drawing conclusions.
Additional Information About the Day:
• Plan and conduct a simple investigation that others can follow.
• Able to follow written directions.
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Post Test
POWER WRITING: Think about these two ideas: Chemistry and The
Periodic Table. Choose one idea to write about. You will have one
minute to write as much as you can. Write as well as you can.
WORD BANK
Atom
Color
Compound
Electrolysis
Element
Gas
Indicator
Matter
Molecule
SENTENCE WRITING: Imagine you are a chemist working for the Fleet Museum. You
have been asked to describe indicators of a chemical change to museum visitors. Pick at
least one of the words in bold from the Word Bank and write your first sentence.
Observations
Periodic Table
Substance
Temperature
Variable
Now write your next sentence about chemical changes.
**Remember to check what you have written and make any necessary changes.
Volume
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1. Sugar (C6H12O6) is an example of:
a)
b)
c)
d)
an atom
an element
a compound
a subatomic particle
2. Sharpening a pencil is an example of a(n)_______________ change.
a)
b)
c)
d)
physical
chemical
compound
element
3. Electrolysis of water is an example of a _________________ change.
a)
b)
c)
d)
Periodic table
chemical
physical
shape
4. Which of these is a possible indicator of a chemical change?
a)
b)
c)
d)
temperature
gas is released
color change
all of the above
5. During a chemical reaction, the atoms of the reactants are:
a)
b)
c)
d)
gained
rearranged
lost
unchanged
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Student Materials
1. Title of your experiment:
2. Your procedure (directions):
• First I will…
• Then I will…
• Next I will…
• Finally I will…
3. Your prediction:
4. Your observations:
• Draw a picture
Before
After
• I notice…
• The indicators I observed are...
5. Your questions:
• I wonder…
6. Your conclusions:
• I believe this is an example of a ___________ change
because __________________________.