1. Curriculum Expectations
|
Overall:
·
Conduct investigations
that explore the properties of matter and changes in matter;
·
Demonstrate an
understanding of the properties of matter, changes of state, and physical and
chemical change.
Specific: Relating to Science and Technology to the
Society and the Environment
·
1.2 - Assess the social and environmental
impact of using processes that rely on chemical changes to produce consumer
products, taking different perspectives into account
Developing Investigation and Communication Skills
·
2.5 - Use appropriate science and technology
vocabulary, including mass, volume, properties, matter, physical/reversible changes, and chemical/irreversible changes, in oral and written communication
Understanding Basic Concepts
·
3.5 - Describe chemical changes in matter as
changes that are irreversible (e.g.,
when the chrome on a bicycle rusts, it can never go back to being chrome; when
an egg is boiled it can never go back to being a raw egg)
Integrated (if applicable): Data Management and
Probability
·
collect data by conducting a survey or an experiment (e.g., gather and
record air temperature over a two-week period) to do with themselves, their
environment, issues in their school or community, or content from another
subject, and record observations or measurements;
Oral Communication - Comprehension strategies
- 1.3 – identifying a variety of listening comprehension strategies and use them appropriately before during and after listening in order to understand and clarify the meaning of oral texts (e.g., ask, questions about facts, inferences and value judgments to focus and clarify understanding of themes in an oral text; summarize and synthesize ideas to deepen understanding of an oral text; use self-questioning and predict questions that might be asked to monitor understanding while listening)
2. Lesson Learning Goal(s) Key
Question: What do I want students to
know and be able to do?
|
Knowledge and Understanding: Students will be able to problem solve
their knowledge through of various materials provided for them. Students will be able to demonstrate
their knowledge by describing the relationship different temperature points and
chemical changes of matter.
Thinking: Students will be able to explore different
changes of states and the chemical changes they will undergo.
Communication: Students will be able to discuss with
classmates different strategies for determining changes of state. .
Students will able
be able to communicate by showing their work and how they answered the
questions.
Application: Students will mark down the different temperature
points, process of change and chemical changes in state of matter.
3. Assessment Key
Question: How will I know each
student has learned the concept(s)?
|
a) Indicator(s)
of Lesson Learning Goals:
Students are able to:
·
Stay
on task
·
Recognize
the different physical changes in matter (e.g., colour, shape, size, odor)
·
Make
connections with materials being used and the different temperature points.
·
Discuss
their thoughts the process and results with their peers teacher and during the
lesson.
·
Write
down their results; show their work and the thinking process that was involved
in achieving the results.
b) Assessment
Strategies and Tools: (Key Question:
What will students be doing and what will I use to assess learning?)
- Using a thumbs up, thumbs down to show their level of understanding
- Ongoing prompting critical thinking questions
Diagnostic
- Make antidotal notes to see where the level of comprehension is with each child
- Circulate with a checklist to see if students are staying on task.
Summative
- Students will have an opportunity to participate in class discussion and share their thoughts and answers about the states of matter for different items..
4. Differentiated Instruction Key
Question: What will I do to assist
individual learners or provide enrichment for others?
|
|
Accommodation and/or modification:
|
Extension:
|
Required teacher preparation/materials needed:
- Worksheet
- Document Camera
- Science duo tang
- Chalk Board/Chalk
Setting the Stage:As the children enter the classroom after their music class, they read up on the document to read up on the following instructions. Once they are settled, I will ask the children to put away their books and return to their desks and be prepared for the following instruction.
- Teacher prompt: Yesterday morning, when we spoke about changes in colour, odor and texture, what types of changes in matter did we explore?ASR: reference to anchor chart created yesterday
- Students will have the chance to answer that question and be asked a sequence of following questions.
- Teacher Prompt: When we spoke about chemical changes of state, were they reversible or non-reversible? What characteristics do you look for that would make it a chemical change? ASR: Chemical changes are changes that happen when the molecules in the matter have something added to them to cause a change
Demo: Mentos and Coke Experiment
·
For
this demonstration, the teacher will lead students outside onto the playground
carrying a bag with all the material needed for the experiment (i.e., a 2 L bottle
of diet coke, a 2 L bottle of regular coke, 2 packages of Mentos candy and 2
safety goggles).
·
Teacher prompt: What are the properties
of these materials? Anticipated Student Response
(ASR): solid, liquid, gas, fizzy, carbonated.
·
Teacher
will quickly go over any safety concerns (i.e., use of goggles)
·
Teacher prompt: What do you think will happen
when you drop this package of Mentos into the bottle of coke? What kind of
reaction will take place? ASR: the Mentos will shoot up the bottle; the pop will spray all
over the place, etc…
·
Teacher
will ask for a student volunteer and provide a pair of goggles for the student to
put on. Student will be asked to quickly drop the package of Mentos into the
bottle of coke and quickly step back.
·
Teacher prompt: What happened? What did
you just observe? Explain
(If weather is cold or not ideal, continue
discussion indoors).
Core Learning Activity:
Students are brought
back into the classroom and instructed to take out science notebooks so they
can record their observations from the Mentos and coke experiment as to (Teacher prompt) what change took place in the different properties of
matter with the Mentos and coke? Provide a rationale answering why, what and
how this type of reaction happened with the Mentos and coke.
·
Teacher prompt: A series of questions are asked to
encourage the students to recall previous knowledge and apply it what they have
just seen take place. Why did the coke erupt or explode when the Mentos was
mixed together with it? What type of change took place? Why do you think it was
a (chemical) change that took place? How do we know it was a (chemical change?)
What do we look for in a (chemical change?) Was this change a reversible or a
non-reversible change? Students will share their responses with the class. This will
be added to the anchor chart created the day before. Once the student’s share
why they believed the Mentos and coke reacted the way they did, the teacher
will give a full explanation tying in student responses that were relatable or
correct.
Teacher Explanation: Soda pop is sugar (or diet sweetener), flavoring, water, and
preservatives. The thing that makes soda bubbly is invisible carbon dioxide
gas, When you drop the Mentos into the soda, the sugar from the dissolving
candy break the surface area. This disrupts the water mesh, so that it takes
less work to expand and form new bubbles. Each Mentos candy has thousands of
tiny pits all over the surface. These tiny pits are called nucleation
sites - perfect places for carbon dioxide bubbles to form. As soon
as the Mentos hit the soda, bubbles form all over the surface of the
candy.
Mentos candies are heavy and sink to the
bottom of the bottle. When all this gas is released, it pushes all of the
liquid up and out of the bottle in an incredible soda blast. You can see a
similar effect when potatoes or pasta are lowered into a pot of boiling water.
The water will sometimes boil over because organic materials that leach out of
the cooking potatoes or pasta disrupt the tight mesh of water molecules at the
surface of the water, making it easier for bubbles and foam to form.
Independent Experiment
- Students will be asked to clear the top of their desks and place their science notebook opened on their seat with a pencil (students will need to write their hypothesis during their experiment).
- Teacher will number off each student within their small table group. Teacher Propmt: Will all the number 1’s of each group, come up and pick up enough materials for each of their table group members for their experiment (i.e., an aluminum pie plate, sidewalk chalk and a plastic knife). While students are picking up materials, the teacher will ask for 5 volunteers (1 student per table group) to help hand out a cup with 250ml of vinegar to each person in their group.
- Teacher will provide students with verbal and written instructions (chart with written steps on it, only revealing one step at a time) of how to do the experiment.
- Place the cup in the center of the aluminum pie plate.
- Take your plastic knife and carve out a person, place or thing out of their sidewalk chalk. .
- Teacher prompt: Before we go any further, what do you think we will do next? What do you think will happen when we place the chalk into the vinegar? (Teacher will ask students to write their hypothesis into their science notebook resting opened on their seat). Once everyone has completed the above task then the teacher will proceed with the remaining instructions.
- Place the chalk creation into the 250ml cup of vinegar into the cup and observe what happens.
- Teacher prompt: students are asked to record their observations again in their science notebooks resting on their chair. After they`re done recording, students are asked to move their experiments to the top corner of their desks. Teacher will ask for a class volunteer to hand out a worksheet that they will be working on independently which will then be attached into their science notebook.
- Teacher prompt: What type of change in matter occurred in this experiment? (Discuss as a whole group). What made this a chemical change? Describe the characteristics that make it a chemical change? Include whether it is a reversible or non-reversible change. Explain and be specific to this particular experiment (Student rationale). What changes didn’t occur? What changes are still to occur?
- Teacher prompt: In your table groups, I would like you to conduct a survey amongst yourselves of your predictions. What do you think this survey should include? How can you list those predictions? In your table groups, discuss which questions you and your group members want to ask (brainstorm ideas). Students may choose to tally responses, give different headings…etc.
- Once students have completed their predictions survey, each student will be responsible for cleaning up their own experiment (i.e., Please throw out all the plastic knives in the garbage and label your pie plate with the cup of vinegar and your name and place it on the window cell.)
- Students will be asked to record the results of what took place the following day.
Teacher will
briefly praise students for following directions with conducting their
experiments and with cleaning up
Lesson Consolidation/Debriefing with Students: (Teacher
will record the information on a KWL chart)
Teacher Prompt: When we used vinegar for our baking soda
experiment and now for our chalk experiment, what do you think it has in it
that causes a chemical change? ASR: an acid
1.
What are other items in our
everyday environment that are also acid
based?
3.
Can we think of different acids
that are used that affect our environment?
Teacher Prompt: When your parents wash
your clothes and the colour changes, what chemical do they use to do this? When
your parents or older siblings wash the dishes, what chemicals do they use to
clean them?
- What do you think the effects of these chemical changes have on our environment? ASR: Students should state something to the effect that it damages other items that it touches.
Teacher Prompt: For example, if
we were to use bleach and wash our clothes. Where does the extra go when we are
finished using it? Students should state that it goes down the drain. Where does it end up going when it ends up
down the drain? Students should state it ends up in the water reserve. When we aren’t washing our clothes with water, what else do we
do with water? Students
should state that we drink the water. What are common
chemical changes of state matter that you encounter?
5.
Think of some examples of other
chemical changes in our environment? (i.e., modes of
transportation, lawn mowers, snow blowers, burning wood logs, milk spoilage,
etc…).
- What affects do acids like bleech have on our environment? (i.e., contamination…).
- Students will be required to submit their science notebooks for marking. If more time is needed for some students, they have until the end of the day to finish it or something will be worked out with the student and the teacher.
No comments:
Post a Comment