Ashley Shields

5E Chemistry Unit Part B

2009 December 2

Big Idea:
I would like to shape all my units from the standards. For this unit in particular I will be using the
physical science section, “physical science affords students the opportunity to increase their
understanding of the characteristics of objects and materials they encounter daily. Students gain an
understanding of the nature of matter and energy, including their forms, the changes they undergo, and
their interactions” (Arizona State Standards 2001: pg7).
Standards:
Strand 5 Concept 1 PO 1:
Identify different kinds of matter based on the following physical properties:
States, density, boiling point, meting point, solubility
Students will be able to:
Define in their own words new terms presented to them, make real world connections, and
complete a project based assessment using all information previously presented to them including
their own original ideas.

Date: Monday Tuesday Wednesday Thursday Friday

Introductio Engage: Exploration Explanatio Elaborate: Students

n to : n: will
Physical Bell work: Students present
Properties Questions Different Definitions will get into their
relating to items on a from myself groups and projects
Jan 4th- 8th states of desk will be given design a to the
matter and students will to the project class that
their life be able to students on (poster, they
Ex: Look in investigate the terms PowerPoint, construct
your and label the solid, liquid, puppets, ed from
backpack different and gas imagination the day
and around items as a abound) on before
the solid, liquid Explore: how to
classroom or gas based identify if
can you off of their Student’s something
identify a previous will have the is a solid,
solid, liquid, definitions opportunity liquid, or
and a gas? to gas.
Class reexamine
Discussion the objects
on their from the day
responses before and
to the bell can change
work: come their labels
up with
their own Student
definitions Summarizati
for solid, on of states
liquid, and of matter
gas
Jan 11th- Engage: Engage: Explanatio Exploratio Elaborat
15th WordSplash n: I will give n: Density ion:
Brief with key the students Lab Students
 YouTube terms linked the term for Continued will need
Video with to Density density and Students to
melting explain how will need to identify
point and Class density is find the another
boiling point discussion related to if densities of example
Class on how they an object coke and like the
Discussion are related floats or not diet coke situation
teacher with diet
facilitated Explore: Class Summary of coke and
with student discussion: their coke from
involvement Density lab what went observation the real
on what (coke vs. on in the s in their lab world
makes diet coke) coke vs. diet notebook as (boats, oil
something They will coke? Now well as and
boil or melt need to that we answer to water,
record their know the questions ect…)
Explanatio observations term for within the They will
n: before density you lab need to
watching the should be explain in
Teacher demonstrati able to write their own
gives terms on. They a summary words
of melting have to using the what is
point and compare and new terms happenin
boiling point contrast the on density g
(record on similarities
note taker) and
differences.
Class
discussion
on why what
happens
happens…
guide them
to their own
definition of
density
Jan 18th – Engage: Explanatio Elaborate: Evaluate: Evaluate
22nd Solubility n: :
word splash Review Project
Give one Class Based PBL
idea/ Get discussion Students will Learning
one idea on what they have the (PBL):
from observed in class period This is
partners the lab to organize Students the last
I will then their notes in will be day for
Class give them their lab assessed on them to
Discussion definitions of books to their work on
solvent, prepare for comprehens their
Explore: solute, the ion of assessme
saturation, assessment. physical nt.
 Lab on and properties
Solubility: solubility They have of matter
The and guide the They will
students will them to opportunity have the
explore make the to work on choice of a
sugar and connections the photo story,
salt being from the questions essay
added to solubility lab given to format, or
water and them with PowerPoint.
discover Students will their partner They will be
how much summarize and can ask provided
salt and in their lab myself any with
sugar it books what last minute questions to
takes to occurred in questions. guide them.
stay in the the lab with All
glass even the new questions
after stirring terms given should be
for a while to them answered
(they will within the
not know project and
the terms they must
used with work alone.
solubility)

References:

(2001). Arizona Academic Standards Grades 6-8. Hamilton, GA: State Standards,
Ltd.