Everything You Need to Ace Science in One Big Fat Notebook: Unit 2 — Matter, Chemical Reactions, and Solutions

**Grade:** 5 | **Subject:** Science | **State:** OK

## Unit Overview
Complete middle school science study guide covering scientific investigation, matter, motion, energy, space, earth science, life science, human body, heredity, ecology

This unit covers 5 chapters over approximately 59-90 pages.

## Chapters
- **Matter Properties & Phases**

• Periodic Table & Atomic Structure

• Solutions & Fluids

• Chemical Reactions

• Acids & Bases

  Source Text Excerpt

  60 MATTER and ATOMS MATTER describes everything that we can see, touch, smell, or feel. In other words, matter is anything that has mass and takes up space (including air and almost everything else). The smallest unit of matter is called an ATOM. If you chop a piece of metal into a bajillion pieces, the smallest bit you are left with that still has the properties of the metal is called an atom. Chapter 6 MATTER, PROPERTIES, AND PHASES The word atom is derived from a Greek word that means “cannot be divided.” matter anything that has mass and takes up space atom the smallest unit of matter (And the Greeks didn’t even have a particle accelerator!)

61 ATOMIC MODELS Atoms are made of smaller particles: PROTONS (positively charged particles) NEUTRONS (electrically neutral particles, which means they have no charge) ELECTRONS (negatively charged particles with almost no mass) Protons and neutrons stick together to form the center of an atom, called the NUCLEUS, which has a net positive charge. Electrons orbit, or circle around, the nucleus, but too quickly to pinpoint their exact locations. The MODERN ATOMIC MODEL shows an ELECTRON CLOUD rather than individual electrons like
the model above. It demonstrates where you’re most likely to find
an orbiting electron. Denser areas of the cloud mean a higher probability of electrons. Remember that a model is a way to represent something that we can’t easily see. nucleus the center of an atom, formed by protons and neutrons

62 Brief History of the Atomic Models JOHN DALTON was the first scientist to propose that elements are composed of indestructible atoms. He thought that there were particles so small that we could not see them. He called these particles atoms, and his theory on matter was known as the ATOMIC THEORY OF MATTER. SIR JOSEPH JOHN (J. J.) THOMSON discovered the presence of negatively charged particles (electrons) in atoms and pictured them embedded with pos

## Learning Objectives
By the end of this unit, students will be able to:
- Explain the key concepts in each chapter
- Complete the hands-on activities and notebooking exercises
- Demonstrate understanding through the review questions

## Pacing
**Suggested:** 1 chapter per week (2 days/week, 45 min sessions)
- Day 1: Read chapter + narrate
- Day 2: Complete activity + notebooking
- Day 3: Vocabulary + review questions
- Day 4: Project/experiment + journal entry

## Assessment
- Notebook entries (daily)
- Chapter review questions
- Unit project presentation
- Vocabulary quiz

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*Source: Everything You Need to Ace Science in One Big Fat Notebook by Workman Publishing / Michael Geisen (2016)*

👩‍🏫 Teacher’s Guide — Unit 2: Matter, Chemical Reactions, and Solutions

Lesson Plan at a Glance

• Topic: Unit 2: Matter, Chemical Reactions, and Solutions
• Grade: 5 | Subject: Science | State: OK
• Reading: See lesson plan
• Suggested Pacing: 4 sessions × 45 min (Read → Narrate → Activity → Notebook)

Teaching Sequence

1. Read Aloud the assigned text; have student narrate back in their own words.
2. Big Idea to Land: This unit explores matter, chemical reactions, and solutions through hands-on investigation and reading.
3. Cover These Sections: (see student content for section headings)
4. Do a Hands-On Activity from the list — concrete experience before abstract.
5. Notebook: Student completes journal entry recording observations.
6. Review: Ask discussion questions orally; finish with review questions.

Discussion Questions (with what to listen for)

• Q: How would you explain this concept to a younger sibling? (Listen for accurate paraphrasing, not memorized definitions.)
• Q: What would happen if we changed [key variable]? (Listen for cause-and-effect reasoning.)
• Q: Where have you seen this in real life? (Listen for authentic connections.)

Vocabulary to Define Together

Materials to Gather

• Notebook/journal
• Writing utensils
• Textbook: Everything You Need to Ace Science in One Big Fat Notebook
• Map/globe (for history/geography)
• Basic lab supplies (for science)

Standards Covered

• • 5.PS1.1: Develop a model to describe that matter is made of particles too small to be seen.
• • 5.PS1.2: Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
• • 5.PS1.4: Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
• • 5.LS2.1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
• • 5.PS1.1 (Physical Science): Develop a model to describe that matter is made of particles too small to be seen….
• • 5.PS1.2 (Physical Science): Measure and graph quantities to provide evidence that regardless of the type of change that occurs w…
• • 5.PS1.4 (Physical Science): Conduct an investigation to determine whether the mixing of two or more substances results in new su…
• • 5.LS2.1 (Life Science): Develop a model to describe the movement of matter among plants, animals, decomposers, and the envir…

Watch For (Common Misconceptions)

• Confusing mass with weight — use the Moon example consistently.
• Skipping narration — oral retelling is where retention happens; don’t skip it.
• Activity without notebook — the journal entry IS the assessment; don’t separate them.
• Lecturing instead of questioning — aim for 80% student talk, 20% teacher talk.

Differentiation

• Struggling: Provide sentence frames for narration; allow oral responses.
• Advanced: Add extension question: “How would this change if…?”
• ELL: Pre-teach key vocabulary; use visual aids and sentence frames.

Assessment Look-Fors

• Accurate narration with key vocabulary
• Notebook entry shows observation + reflection
• Map/timeline entry accurate
• Discussion participation with evidence
• Project completion with explanation