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Overview

This is a detailed 3-day science lesson series designed for 5th-grade students focusing on changes in matter using Elevate Science materials. The lessons emphasize hands-on phenomena, vocabulary development, and exploration aligned with Common Core State Standards (CCSS) integrating literacy in science. The lessons are interactive, scaffolded, and accommodate diverse learners while challenging advanced students. Each day is designed for a 60-minute class of 38 students.

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Day 1: States & Properties of Matter

Standards

• NGSS 5-PS1-3: Make observations and measurements to identify materials based on their properties.
• CCSS.ELA-LITERACY.RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a science text.

Learning Objectives

• I can describe the three common states of matter: solids, liquids, and gases.
• I can observe and record properties of matter related to states.

Success Criteria

• Students accurately identify and describe at least two properties for each state of matter.
• Students use vocabulary terms appropriately in their explanations.

Materials

• Ice cubes, water, balloon, small containers, worksheets (property charts), Elevate Science text extracts.

Phenomenon

Why do ice cubes disappear in a glass but air is invisible?
Students observe ice melting and a balloon inflating.

Procedures

1. Engage (10 min): Interactive demo – teacher shows ice cube melting and inflates a balloon, asking students to describe what they see using descriptive words. Record responses on board.
2. Explore (20 min): Students in groups of 4 receive ice cubes, water, balloons, and containers to observe states of matter. They complete property charts documenting observations (shape, volume, compressibility).
3. Explain (15 min): Small-group reading from Elevate Science on states of matter with guided questions to connect observations to scientific concepts. Introduce and explicitly teach key vocabulary: solid, liquid, gas, volume, shape.
4. Elaborate (10 min): Whole class discussion — students share findings. Teacher models how to explain states using "I can" statements.
5. Evaluate (5 min): Exit ticket: Write one sentence explaining a property of a solid and a gas.

Differentiation

• For struggling learners: Use visual aids/pictures and sentence starters. Partner peer reading.
• For advanced learners: Challenge to predict what happens during state changes (e.g., ice to water to vapor) and why.

Extension

• Draw and label a diagram showing how particles behave in different states.

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Day 2: Physical vs Chemical Changes

Standards

• NGSS 5-PS1-4: Conduct investigations to determine whether a change in matter results in new substance formation.
• CCSS.ELA-LITERACY.W.5.2: Write informative/explanatory texts to examine a topic and convey ideas clearly.

Learning Objectives

• I can differentiate physical change from chemical change.
• I can provide evidence to support whether a change is physical or chemical.

Success Criteria

• Students identify whether examples represent physical or chemical changes using observation clues.
• Students write a short explanation distinguishing the two change types.

Materials

• Baking soda, vinegar, paper clips, water, salt, spoons, plastic cups, observation charts.

Phenomenon

What happens when we mix vinegar and baking soda? Does it change the matter?

Procedures

1. Engage (10 min): Show and discuss the vinegar and baking soda reaction. Students note observations (e.g., bubbles, temperature).
2. Explore (20 min): Groups perform two investigations: (a) mixing salt in water (physical change) and (b) vinegar and baking soda reaction (chemical change). Record observed changes.
3. Explain (15 min): Teacher facilitates discussion clarifying key vocabulary: physical change, chemical change, reaction, new substance. Highlight evidence (color change, gas production, temperature change).
4. Elaborate (10 min): Students compare and contrast physical and chemical changes using Venn diagrams. Use "I can" statements to frame observations.
5. Evaluate (5 min): Journal prompt – Describe one physical and one chemical change and explain how you know.

Differentiation

• For diverse learners: Provide sentence frames like: "A physical change is when ____. A chemical change happens when ____."
• For advanced learners: Investigate additional everyday examples of chemical changes (e.g., rusting, cooking).

Extension

• Write a short paragraph describing a chemical change at home and what evidence shows it is chemical.

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Day 3: Changes in Matter Investigation

Standards

• NGSS 5-PS1-4: Use evidence from investigations to support understanding of matter changes.
• CCSS.ELA-LITERACY.SL.5.1: Engage effectively in collaborative discussions.

Learning Objectives

• I can conduct an investigation about changes in matter.
• I can communicate my findings clearly using scientific vocabulary.

Success Criteria

• Students complete a guided experiment with accurate data recording.
• Students present their conclusions to the class, explaining the matter change type.

Materials

• Ice cube trays, salt, water, heat lamp or warm plate, beakers, thermometers, observation sheets.

Phenomenon

How does salt affect the melting rate of ice?

Procedures

1. Engage (5 min): Class discussion - What happens if we add salt to ice? Introduce the question to investigate.
2. Explore (30 min): Groups set up two ice samples: one with salt, one without. Measure melting times and temperatures under a heat lamp. Record data in observation sheets.
3. Explain (10 min): Groups analyze data, determine whether melting is a physical change, and discuss how salt affects it.
4. Elaborate (10 min): Groups prepare and share a 3-minute presentation including "I can" statements: "I can explain how salt changes the melting process."
5. Evaluate (5 min): Quick quiz matching vocabulary to definitions and identifying the type of change in the experiment.

Differentiation

• For visual learners: Use charts and graphs to represent melting times and temperatures.
• For English language learners: Use word banks and peer support during discussion and presentations.
• For advanced learners: Challenge them to hypothesize the molecular reason salt lowers the melting point.

Extension

• Research and report on real-life applications (e.g., salting roads in winter).

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Vocabulary List (Repeated across lessons)

• Matter
• Solid
• Liquid
• Gas
• Physical Change
• Chemical Change
• Reaction
• Volume
• Shape
• New Substance

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Final Notes for Teachers

• Use the "I can..." statements throughout as a formative self-assessment tool.
• Group work promotes collaboration aligned with CCSS.ELA.SL standards.
• Encourage scientific questioning and respect for evidence.
• Document observations pictorially or through simple writing to support diverse learners.
• Use positive reinforcement and formative checks each day.

This three-day sequence blends hands-on science with literacy and communication skills while meeting rigorous standards – guaranteed to engage and inspire your 5th graders!