10.

Properties
We have included this lesson as an enrichment lesson for the end of the unit. This
will help with leading students into the next unit- becoming more familiar with
properties of materials.
Subject/ Grade Level: Science/ Grade 4 (Grade 5 Enrichment)
Time: 1 Hour

NB Elementary Science Curricula:

GCO: Students will be expected to:
205-3: Follow a given set of procedures
205-5: Make observations and collect information that is relevant to a given question or
problem
SCO: Students will be expected to:
300-9 : Group materials as solids, liquids, or gases, based on their properties
301-12: Describe examples of interactions between materials that result in the production of a
gas.

NGSS Standards:
5-PS1-3: Make observations and measurements to identify materials based on their properties.
5-PS1-4: Conduct an investigation to determine whether the mixing of two or more substances
results in new substances
Language Arts NB Curriculum
GCO: Students will be expected to use a range of strategies to develop effective writing and
other ways of representing and to enhance their clarity, precision, and effectiveness.
SCOs: Students will be expected to
Develop a range of prewriting, drafting, revising, editing, proofreading, and presentation
strategies
Use technology with increasing proficiency in writing and other forms of representing.
Lesson Objective: At the end of this lesson, students will be able to identify the different
properties- solids, liquids, and gases. Students will also be able to identify similarities and
differences. After the engaging activities, students will have an opportunity to see reactions
that take place between different properties.
Differentiation: This is a very fun and engaging activity that is student friendly and meets the
needs of all learners. The activities included will support visual, interpersonal, intrapersonal,
logical, and kinesthetic learners. The teacher and E.A. will be circulating the room to help
students who are struggling or need some extra help.

Materials/Resources/Technology:
Smartboard Brainstorming Activity (Appendix N)
Stations Handout (Appendix Onot m)
Pencils and erasers
Technology Component:
Smartboard will be used for brainstorming bubble activity.
ENGAGEMENT (10 minutes)
The teacher will tell the students about todays lesson. That they will be learning about
properties and will be brainstorming together as a class. The teacher will bring up a
brainstorming bubble activity on the Smartboard and ask for students to help fill in what they
can.
What are some examples of solids?
What are some examples of liquids?
What are some examples of gases?
The teacher will explain to the students that we will be doing stations, each station will portray
a different type of reaction, created by the mixing of different properties and materials. The
teacher will have the 3 stations all ready and have pre-chosen groups.
EXPLORATION (45 minutes)
First Station (15 minutes):
At this station, students will be looking at the reaction between vinegar and baking soda.
Students will make predictions on what they think will happen after mixing the two together.
Students will then follow the instructions on their handout and then complete the written part
of what happened and why they think it happened.
Second Station (15 minutes):
At this station, students will be looking at the reaction between milk, dish soap, and food
coloring. Students will make predictions on what they think will happen after mixing the two
together. Students will then follow the instructions on their handout and then complete the
written part of what happened and why they think it happened.
Third Station (15 minutes):
At this station, students will be looking at the reaction between Mentos and coke. Students will
make predictions on what they think will happen after mixing the two together. Students will
then follow the instructions on their handout and then complete the written part of what
happened and why they think it happened.
EXPLANATION (5 minutes)
The teacher will bring the students back together and the class with have a grand conversation
on what they saw and discovered at each of the activities. The teacher will ask students about
what they predicted and why they think certain things reacted the way they did. The teacher

will explain the basic explanations for the reactions and it will be covered in the next days
lesson in more detail.
The teacher will bring the brainstorming bubble back up on the Smartboard for students to
revise it and add anything they can.
ELABORATION
The teacher will prepare an opportunity for students to further research the reactions that they
witness in the next class.
EVALUATION
For this activity, there was one type of evaluation used:
The teacher would collect the worksheets to use as a type of formative assessment. This would
show the teacher whether each student understood the task as well as how they worked as a
group.

Lesson Evaluation and Revision:

How did the lesson work over all?
What things would we changes?
What things could we expand on?
What things do we need to make sure we keep?
Do the students need more time to complete the stations?
Were the students engaged?