Showcase Lesson

Immersion Plan 5 Fizz Quiz Teacher Candidate: Jennifer Haynie Subject and grade: Science/5th Date and Time: March 28, 2013, 10:00am-11:00am Learning Objective: Students will explore properties of chemical reactions by conducting and observing three experiments. Alignment with Standards: 5-4.7 Illustrate the fact that when some substances are mixed together, they chemically combine to form a new substance that cannot easily be separated. Assessment of the Objective: (Pre) At the beginning of the lesson, each student will receive a slip of paper and they are asked to respond to the question, What are three things that you could observe when a chemical reaction is taking place? (During) I will use a checklist system in which I walk around to each group during the experiment to ask questions such as, What observations did you see for cup 1? Cup 2? Cup 3? Based on what you saw, do you think the reaction was chemical? (Post) After the experiment is completed, I will give them another slip of paper, asking the same question as during the pre-assessment portion: What are three things that you could observe when a chemical reaction is taking place? This will allow me to clearly assessment my students. Prerequisites: Students need to be familiar with the term solution. Accommodations: There are no special needs students, or ESL students who need accommodations. There are a few behavioral issues that I have addressed by selecting their groups ahead of time. Materials: Teacher needs: 1 container of calcium chloride 1 container of baking soda 1 container of citric acid Each group of 3 will need: 3 plastic cups

3 craft sticks 1 1-2 liter container 1 50-ml syringe 3 sticky notes 1 place mat fizz quiz sheet 3 observation fizz quiz sheets

Reference: FOSS- Full Option Science System Use of Technology: N/A Procedures: Set up I will set this experiment up before students enter the classroom. Groups of 3 will already be selected and I will write the names on place cards. They will enter and be instructed to find their group. Each group will have a container of water, a graduated syringe, placemat and observation sheets, 3 plastics cups that are already labeled 1, 2, and 3, and 3 craft sticks. After I explain the experiment and give students time to complete the pre-assessment, I will be stationed at the front of the classroom with 3 chemicals that they will be using. Each student in each group will be assigned to one cup. I will call each cup number up to stand in line to get the two chemicals they will need for each experiment. Each student will scoop out one of the chemicals and I will scoop out the other, to conserve time. We will get materials for cup 1 first, and once each group has their 2 chemicals, I will instruct every group to put 50ml of water in their cup at the same time and mix with a stick. The groups will observe what happens and I will walk around the ask questions. I will instruct students to record their observations on their observation sheet. The same steps will be repeated twice more, with 2 different combinations of the three chemicals. Introduction: When you walk in please find your group that you belong in. You will find a slip of paper on your desk with 1 question. You have a few minutes to answer the question just to see where you guys all are; it wont be used as a grade, but try your best. We are going to be using 3 chemicals today, so we have to use some safety precautions that I want to go over before we start. Do not touch any of the chemicals with your hands or spill them on yourself or others, and do not smell or taste the chemicals. Be careful not to get anything in your eyes or on your skin and if you do you need to come get to so you can wash it off. Okay, lets get started. Who can tell me what a solution is? (A solution is a mixture of 2 or more substances; it blends to all look the same.) What is solubility? You should know this from yesterday? (Solubility is how well substances dissolve into each other.)

When a chemical reaction occurs, what are some things that you might see happen? (properties change, a new substance forms, the temperature changes, bubbling or fizzing occurs that shows a gas was formed Each group should have 1 placemat sheet of paper with 3 cups on it. One group member will be responsible for cup 1, another member will be responsible for cup 2, and the last member will be responsible for cup 3. If your group is missing a member, one student may do more than 1 cup. I will call people for each cup to come up and stand in a single file line to get your 2 chemicals. EACH MEMBER NEEDS TO QUIETLY RETURN TO THEIR GROUP AND WAIT UNTIL I TELL YOU WHAT TO DO NEXT. You can discuss the experiment with your group members ONLY. Do not talk to any other groups and I only want to each discussion about science. When every group has their 2 chemicals, you will use your graduated syringe to put 50ml of water into the cup (I will display this before the experiment gets started, and how to properly do it.) Hold your syringe down in your cup and start slowly so you dont spray water everywhere. The person for cup 1 will use the craft stick to stir the mixture. Be sure to use a different stick for each cup so you dont cross contaminate your experiment, because it could mess up your results. While a group member is in line for chemicals, someone in your group can go ahead and fill their syringe with 50ml of water. Closely watch what happens because after each cup you will record your observations on your sheet. Experiment (Cup 1) Groups 1, 2, 3, and 4 send member #1 up with cup 1. Get in a line and wait for your chemicals. (1 spoon of calcium chloride and 1 spoon of baking soda) Groups 5, 6, 7, and 8 send member#1 up with cup 1. Get in a line and wait for your chemicals. Now that each groups has their chemicals, you may add your 50ml of water and use a stick to stir. Each of you needs to record what happens on your observation sheet. Draw a picture of what you saw in the cup and write down what you saw in the space provided. What did you see in cup 1? (fizzing, cloudy or milky white, settles to the bottom) Experiment (Cup 2) Groups 1, 2, 3, and 4 send member #2 up with cup 2. Get in a line and wait for your chemicals. (1 spoon of citric acid and 1 spoon of calcium chloride) Groups 5, 6, 7, and 8 send member#2 up with cup 2. Get in a line and wait for your chemicals. Now that each groups has their chemicals, you may add your 50ml of water and use a stick to stir. Each of you needs to record what happens on your observation sheet. Draw a picture of what you saw in the cup and write down what you saw in the space provided.

 What did you see in cup 2? (clear, solid dissolves, no reaction) Experiment (Cup 3) Groups 1, 2, 3, and 4 send member #3 up with cup 3. Get in a line and wait for your chemicals. (1 spoon of citric acid and 1 spoon of baking soda) Groups 5, 6, 7, and 8 send member#3 up with cup 3. Get in a line and wait for your chemicals. Now that each groups has their chemicals, you may add your 50ml of water and use a stick to stir. Each of you needs to record what happens on your observation sheet. Draw a picture of what you saw in the cup and write down what you saw in the space provided. What did you see in cup 3? (fizzing, clear solution) Ending Comments There are 2 questions at the bottom of your observation sheet that you need to answer. When two or more materials, in this case chemicals, are mixed together and a change occurs, that change is evidence that a chemical reaction has taken place. A reaction forms new materials with properties that are different that what you began with. In some reactions, something called a precipitate forms. A precipitate is when something solid forms out of a liquid, and that is what we saw in cup 1. Did a chemical reaction occur is cup 1? (Yes) How do you know? (temp. change, gas formation, precipitate) Did a chemical reaction occur is cup 2? (No) How do you know? (no evidence, no changes) Did a chemical reaction occur in cup 3? (Yes) How do you know? (gas formation) So we now know what to look for when a chemical reaction has taken place, and what a precipitate is. Post-Assessment I am going to be passing out (or getting a student to) another slip of paper that has the same question I asked before we completed the experiment. Now that we have done this experiment, answer the question as best as you can. (Take is up in 3-5 mins. and have early finishers help take up materials.)