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Lesson Planning Form for Accessible Instruction — Calvin College Education Program
Teacher Miss Stebbins
Date 11/12/2018 Subject/ Topic/ Theme Chemical Solutions: Homogenous in Any State Grade 5
I. Objectives
How does this lesson connect to the unit plan?
This is the second lesson in the unit plan. In the last lesson, students applied their knowledge of the building blocks of matter and mixtures to distinguish a special type
of mixture: a solution. Anteriorly, solutions were described as being a mixture of things where all parts are evenly distributed. This lesson of the unit focuses on how
solutions are mixtures of things where all parts are evenly distributed, but with different states of matter. It deals with a major barrier students might have to
understanding solutions which is a misconception that all solvents are liquids, and all solutes are solids.
cognitive physical socioemo
Learners will be able to: R U Ap An E C* development tional
● Describe to their partner what happens when a solute is added to a solvent. XU
● Decide if unfamiliar substances that come together make a solution based on if the solvent dissolved or not. XAp
● Make decisions with partner(s) and reach a consensus before answering. X
●
●
●
Common Core standards (or GLCEs if not available in Common Core) addressed:
5PS11 Develop a model to describe that matter is made of particles too small to be seen.
5PS13 Make observations and measurements to identify materials based on their properties.
5PS14 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
(Note : Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write
the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start
● Students must understand basic lab procedure (keeping their work areas clean and clear of
clutter, designing their procedure before working, making scientific observations)
Identify prerequisite ● Students should already know that objects are made of compounds which are made of
knowledge and skills. elements.
● Students already know that solutions are a special type of mixture with evenly distributed
particles and that individual parts of a solution are not visible.
● Vocabulary of solvent and solute.
Preassessment (for learning):
● The teacher will give students a real life situation (her lunch) and will ask them to identify all
the mixtures (accessing prior unit). Then, she’ll ask the students to identify the special
mixture using new vocabulary (which came from the last lesson). She will see if any students
can name the different parts using vocabulary words.
Formative (for learning):
● The teacher will see how students are doing with their ability to judge substances as solutions
Outline assessment
as students look for metals around the room.
activities
(applicable to this lesson)
Formative (as learning):
● Students need to decide what objects in the room are worthy of stickers. This forces them to
think about how much they know about solutions.
Summative (of learning ):
● Students will group pictures of various objects into solutions and nonsolutions.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
What barriers might this Engagement Representation and Expression
lesson present? Provide options for selfregulation Provide options for comprehension Provide options for executive
expectations, personal skills and activate, apply & highlight functions coordinate short &
strategies, selfassessment & In the beginning of this lesson, longterm goals, monitor progress,
What will it take – reflection the teacher activates relevant and modify strategies
neurodevelopmentally, This activity gives students a prior knowledge. Students will have the opportunity
chance to work on their behavioral to set goals for their behavior for
experientially, emotionally,
goals and selfreflect on their this unit. At the end of the lesson,
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etc., for your students to do learning. Many students have set The teacher provides examples the teacher will ask a few questions
this lesson? behavioral goals for themselves that and nonexamples of solutions. to guide selfreflection.
relate to listening to people or being During the students’ procedure, Students will write the objective in
kinder to people. Partner work their planners at the beginning of
a checklist is provided on the
gives students chances to practice the lesson, and the objectives will
positive behaviors. Throughout the board for students to refer to. be displayed on the board for
lesson, there are chances for students.
students to selfreflect on their Before students start working, the
learning. teacher will stop them so they can
“stop and think” before acting.
Provide options for sustaining effort Provide options for language, Provide options for expression and
and persistence optimize challenge, mathematical expressions, and communication increase medium
collaboration, masteryoriented symbols clarify & connect of expression
feedback language Vocabulary terms will not only
The activities in this lesson are Any potentially unfamiliar be explained using spoken
based around authentic situations words in a problem will have an words. Students will draw a
and encourage students to look for image accompanying them to representation of new
solutions and mixtures in their daily
avoid student confusion. vocabulary words.
lives.
In addition, students are actively The summative assessments
involved in exploring two mystery give students chances to show
substances. their learning using a
combination of words and
through visual expression.
Provide options for recruiting Provide options for perception Provide options for physical action
interest choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats Several students in the class Several students in the class
The activities in this lesson are struggle greatly in terms of struggle greatly in terms of
based around authentic situations interacting with content that’s interacting with content that’s
and encourage students to look for
only presented in English. ELLs only presented in English. For
solutions and mixtures in their daily
lives. in this unit will better able to English Language learners, all
In addition, students are actively understand our concepts by the written materials will have
involved in searching for solutions pictures accompanying and new visual aids and key words
in the classroom. vocabulary words, our visual bolded. For Spanishspeakers
aids, and the bolding of key who cannot produce English
words in the worksheet. yet, they will have access to
There is always at least two written materials in Spanish.
different representations of each For students who have a hard
concept. time performing an experiment
themselves, the teacher will
walk through with each step,
modeling it, so students are
ready to interact.
Planners (to write objective in)
Materialswhat materials
Whiteboard (and markers)
(books, handouts, etc) do
Lunch with Tomato Soup, broccoli, a milkshake, rice with beans, and Sprite.
you need for this lesson
Pictures of real life solutions and mixtures to be sorted in the summative assessment.
and are they ready to use?
Stickers.
In the normal set up with tables in pods (6 people at every table, everyone with a partner).
The whiteboard will be visible to everyone.
How will your classroom
be set up for this lesson?
III. The Plan
Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
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Lunch The teacher helps students activate their prior
10 knowledge.
mins In the last lesson we looked at my lunch. Let’s see
C.O. 2 what I have today.
mins Tomato Soup, broccoli, a milkshake, rice with
beans, and Sprite.
Let’s think about what we learned in the last lesson.
Which of these are mixtures? I’ll hold up a bag and Students respond yes or no accompanied by a
you can say yes or no. thumbs up or thumbs down. When they say no, they
Which of these are solutions? Let’s first remember need to explain to their partner why.
what a solution is. It’s a combination of things.
What kind of things? Look back at your notes if
Motivation
you need to.
(opening/
Notes say: There need to be two or more.
introduction/
Need to be different from each other.
engagement)
The particles of these things do something special.
What do they do when you mix them? They distribute.
Is the mixture homogenous or heterogenous?
Now which of these are solutions? Again, the
teacher holds up each bag and the students respond Students decide whether or not each food is a
yes or no. solution.
Tomato Soup, milkshake, and Sprite are the
solutions.
But wait! My Sprite has gas dissolved in it! What Solutes don’t have to be solids…
does this mean? Do solutes have to be solids? Solutions aren’t always a solid being dissolved in a
liquid…
Teacher writes C.O. on the board Students write C.O. in their planners.
Sprite Teacher draws a picture of the Sprite on the board.
diagra First, she asks students to identify the different
m parts of the solutions now, using vocabulary from
5 mins yesterday. (The two new words beginning with s)
Discus (If students need help remembering, teacher Volunteers respond with the words solvent and
sion of reminds students of the mnemonic.) solute.
milksh Class together recites the mnemonic.
akes Students tell their partners what the solvent and
and air solutes are in the Sprite.
5 mins (water is solvent, CO2 and lemon lime are solutes)
Solutio When I made my milkshake with chocolate syrup
n what was my solvent and my solute? Solvent is the melting ice cream and the solvent is
definiti Development What state is the solvent? The solute? liquid chocolate syrup
on (the largest The milkshake has a liquid solvent and a liquid
modifi component or solute.
cation main body of Gases can also be the solvent and solute. Think
2 mins the lesson) about the air we breathe. (Teacher shows pie chart
Solutio of gasses in the atmosphere)
ns in Which one is the solvent? Which one is there a lot Nitrogen is the solvent
the of that can dissolve the others?
room Which ones are solutes? All the little pieces of the pie like Oxygen and CO2.
3 mins
Coin Teacher asks students to return to the notes and New characteristic: Solvent can be any state, liquid
activity look at the characteristics of solutions. What new can be any state.
10 characteristic should we add? Should we change Modified definition: a combination of two or more
mins our definition? different things of any state in which two kinds of
particles are evenly distributed in a container.
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According to the new definition, Solid things can
have solvents and solutes like rocks being made of
different elements.
Metals are another example. When we make steel
we mix two metals together so that it will be
stronger than one type. Students will go around the room and identify
Solutions are all around us! Teacher asks students different metals around the room with stickers.
go around the room and identify different solutions
in the room with stickers. (Any liquid, any metal)
While the students are up and looking around, the
teacher lays pennies, nickels, dimes, and quarters When students return, they will find a coin.
on students’ desks. Yes they’re made of different metals
Students complete a worksheet with their partner
Are coins solutions? about the different metals that make coins.
Teacher explains the worksheet to students and
their task. She also explains that they will need to
use what they have been learning about comparing
decimals in math class to figure out which metal is
the solvent!
8 mins Teacher explains culmination activity to students Students use the board or their notes to look at the
and tells them they can use the characteristics list in different characteristics that make something a
their notes to assist them and they can use the solution.
board. She shows a list of rules on the board for
what makes something a solution.
Students group their pictures into the following two Solutions
Closure
categories. ● Iced Tea
(conclusion,
● Solution ● Dishwater
culmination,
● A NonSolution Mixture ● Cocacola
wrapup)
● Ice Cream
● Water with food coloring
● Jello
NonSolution Mixture
● Ice cubes in Sprite
● Sugar and Sand
● Water with lemon
● Jello with fruit pieces
● Chocolate chip cookies
● Pizza
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
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