What factors can affect how fast a chemical reaction takes place?

I. Academic Standards: a. National Science Standards i. Teaching standard A: 1. Teachers of science plan an inquiry-based science program for their students. In doing this, teachers a. Develop a framework of yearlong and shortterm goals for students. b. Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities and experiences of students. c. Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners. d. Work together as colleagues within and across disciplines and grade levels. ii. Teaching standard B: 1. Teachers of science guide and facilitate learning. In doing this, teachers a. Focus and support inquiries while interacting with students. Orchestrate discourse among students about scientific ideas. b. Challenge students to accept and share responsibility for their own learning. c. Recognize and respond to student diversity and encourage all students to participate fully in science learning. d. Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science. iii. Teaching standard C: 1. Teachers of science engage in ongoing assessment of their teaching and of student learning. In doing this, teachers a. Use multiple methods and systematically gather data about student understanding and ability. Analyze assessment data to guide teaching. b. Guide students in self-assessment. c. Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice.

d. Use student data, observations of teaching, and interactions with colleagues to report student achievement and opportunities to learn to students, teachers, parents, policy makers, and the general public. b. State Standards i. CAS Standards 1. S3.A.2.1.3: Identify the variables in a simple investigation. 2. S3.A.2.2.1: Identify appropriate tools or instruments for specific tasks, and describe the information they provide (i.e., measuring [lengthruler; mass balance scale] and making observations [hand lensesvery small objects]). 3. S3.A.2.1.1: Generate questions about objects, organisms, or events that can be answered through scientific investigations. 4. S3.A.2.1.2: Make predictions based on observations. 5. S3.C.1.1.1: Describe matter in terms of its observable properties (e.g., weight, mass, shape, size, color, texture, state). ii. PDE Standards 1. 3.2.4.A: a. Identify and use the nature of scientific and technological knowledge. b. Distinguish between a scientific fact and a belief. c. Provide clear explanations that account for observations and results. d. Relate how new information can change existing perceptions. 2. 3.2.4.B: a. Describe objects in the world using the five senses. b. Recognize observational descriptors from each of the five senses (e.g., see-blue, feel-rough). c. Use observations to develop a descriptive vocabulary. 3. 3.2.4.C: a. Recognize and use the elements of scientific inquiry to solve problems. b. Generate questions about objects, organisms and/or events that can be answered through scientific investigations. c. Design an investigation. d. Conduct an experiment.

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e. State a conclusion that is consistent with the information. 4. 3.2.4.D: a. Recognize and use the technological design process to solve problems. b. Recognize and explain basic problems. c. Identify possible solutions and their course of action. d. Try a solution. e. Describe the solution, identify its impacts and modify if necessary. f. Show the steps taken and the results. 5. 3.4.4.A: a. Recognize basic concepts about the structure and properties of matter. b. Describe properties of matter (e.g., hardness, reactions to simple chemical tests). c. Know that combining two or more substances can make new materials with different properties. d. Know different material characteristics (e.g., texture, state of matter, solubility). Enduring Understandings a. Different factors will have different effects on the water and how quickly it changes color. The amount of vitamin C, hydrogen peroxide, iodine, temperature, and the amount in which the solution is stirred all affect the solution Essential Questions a. What factors affect the speed with witch the water changes color? Performance Standards/Objectives a. Students will know what a solution is. b. Students will know how to measure liquids. c. Students will know how to handle materials safely. d. Students will know the difference between a control and a variable. e. Students will be able to create a solution with given materials. f. Students will able to identify change in the solution due to a chemical reaction. g. Students will be able to time the reaction. h. Students will be able to make changes to the solution and track the changes in the reaction. i. Students will be able to identify changes in a reaction based off of a control experiment. j. Students will be able to identify Assessments a. Pre-Assessment

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i. Ask students about their knowledge of solutions. ii. Ask students about their knowledge of chemicals. iii. What is a solution? iv. What classifies a solution? v. What happens when you mix chemicals together? vi. What is a reaction? vii. Are they always dangerous? viii. What can we learn from watching reactions? b. Formative i. What do you observe? ii. Why do you think this is happening? iii. What do you think might change the reaction? iv. Why? c. Summative i. What did you change? ii. What did it affect? iii. How did it compare to your control experiment? d. Adaptations i. Suggest ideas. 1. Did you try to heat it up? 2. Have you considered trying to add more iodine? ii. Suggest alternatives? 1. Would the reaction take the same amount of time if we used different materials? iii. Discussing variables Materials a. 3 clear plastic cups per group b. 1 1000mg tablet of vitamin c per group c. Tincture of iodine (2%) d. Hydrogen Peroxide (3%) e. Liquid Laundry Starch f. Safety Goggles g. Measuring Spoons h. Measuring Cup Procedures a. Engage: Begin the lesson by explaining that you know magic, and that you can change the color of water! (Have a pre mixed liquid B and C and have the reaction occur. Watch your students be amazed! Tell them that you will share your magic with them, and that they too can change the color of water! Essential Elements: Questions. b. Talk about chemical reactions. Ask students where they have seen them before? A science experiment? On TV? Begin a KLEW chart. Ask students what they Know about chemical reactions.

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c. Explore: Create the reaction, and make observations Essential Elements: Questions, Evidence. d. Begin by gathering materials. e. Crush up your vitamin C tablets into a fine powder f. Pour the powdered vitamin C into a cup and add 2 ounces of warm water. This is Liquid A. g. Label the cup A h. Measure out 1 teaspoon of liquid A and put in a new cup. i. Add 2 ounces of warm water j. Add 1 teaspoon of iodine. This will be liquid B. k. Label this cup B l. Mix 2 ounces of warm water with m. 1 tablespoon of hydrogen peroxide n. ! teaspoon of the liquid starch o. Label this cup C p. Pour liquid B into liquid C q. Stir the solution r. Wait for the reaction to take place. s. Record observations t. Explain: Continue with the KLEW chart. Ask the students what they learned by performing this experiment, and to justify that with some evidence. Continue by asking students what they wonder about the experiment. Some possible outcomes could be changing the water temperature, or the amount of any of the ingredients. Essential Elements: Question, Evidence, Explanations, Evaluate u. Elaborate: Essential Elements: Question, Evidence, Explanations, Justification. v. Students will be given materials to recreate the experiment with their new objective, to see how their adaptation will affect the reaction. w. (Repeat steps c-s) x. Evaluate: Have the students work together in their groups to come up with a representation of their experiment that will illustrate their findings. This can be a poster, or even a brochure of some kind. Any kind of physical representation that they can use to represent their understandings. Essential Elements: Questions, Evidence, Explanations, Evaluate, and Justification. y. Have the students present their findings to the class. z. If the class can handle it, have the students discuss their reactions, and compare them. If not, teacher directed questions could help to see that the connections are made and understandings occur. Reflection: http://www.sciencebob.com/experiments/iodine_clock_reaction.php I really enjoyed this activity that I found from ScienceBob.com. I thought that the way it introduces students to chemistry and is a really hands on experiment with chemical reactions was super fun, and an

easy thing to do in the classroom. The adjustments that I made to the activity are really minor. I added in the KLEW chart, and made the suggested alternatives a mandatory part of the lesson. The website suggests that if you want to go further into the activity, you can try things like heating up the water, or adding in more of a certain material, and trying again. However, this final step is where a lot of the learning takes place. I felt it was necessary to include them. I also added the poster representation, because that will force students to stop and think about what they have just seen and draw connections to it. When all of the students come together to share their learning after the elaborate portion of the lesson, students will be explaining their understandings to their peers and solidifying their knowledge. I really struggled with finding the standards to fit this lesson. Mostly when looking for the standards I had issues actually locating the actual standards that we were supposed to use, and not using different ones. There are so many different groupings of standards that its very difficult to discern between which ones we should use, and which ones not to. I especially struggled with the national standards, locating the actual standards within the PDF, and not the explanations of why we need to use these standards and examples of the standards being used in classrooms. I truly hope that I am able to teach this lesson someday. I am very interested to see how students would respond to it, and see what their actual questions might be regarding the color change in the liquid. While planning, I assumed that my students would not have a lot of prior knowledge regarding solutions or chemical reactions. I pictured this lesson being towards the end of a unit on chemistry, where we discussed what a solution is (solid particles suspended in a liquid), and have also talked about reactions, and what causes them. This experiment can further their knowledge through hands on experience and pursuing their own questions, which is exactly what inquiry is all about. If I ever get the opportunity to teach this, I am afraid that it might be a difficult lesson to keep under control. Working with chemicals such as iodine, can be difficult especially with younger children. I question whether I should have the solutions premade, or should allow them to create the solutions so that they are also getting experience with measuring, but maybe go around the room and add the iodine for them. Ideally, I would love for them to do it all themselves, but for the sake of our classroom and its cleanliness, I hesitate. It would all really depend on the class. Hopefully by the time that I am teaching this lesson, I will have had the opportunity to gauge them and come to a decision about how much they can be trusted with certain materials. I often struggle with the thought that I am asking too much of my students when I am going through and planning these lessons. The ways we do activities in class always go off without a hitch, but in a

second grade classroom there are a lot more opportunities for things to go wrong. There is not a lot of scaffolding involved in this lesson aside for the KLEW chart, which is a great tool to use to guide learning. I just often wonder if it will be enough, or will my lesson fall flat?