Points received out of 25______

Teaching Lesson 3 (Final)

Name: ____Marisol Terrones____________

Date lesson was handed in_____November 29, 2016___________
Grade Level of Lesson Taught: _______2nd grade_________________
Day and Time your Class Meets: ____Tuesday 12:00pm- 2:00pm__________

Scientific Content- 4 points

According to Dictionary.com (2016), Liquid- Composed of molecules that move freely among
themselves but do not tend to separate like those of gases;.

According to Dictionary.com (2016), Mixture- Any combination or blend of different elements,

kinds, qualities, etc.

According to Dictionary.com (2016), Properties - an essential or distinctive attribute or quality

of a thing: the chemical and physical properties of an element.

According to Dictionary.com (2016), Temperature- a measure of the warmth or coldness of an

object or substance with reference to some standard value. The temperature of two systems is the same
when the systems are in thermal equilibrium.

Reference:
Dictionary.com (2016). Retrieved from http://www.dictionary.com/

Inquiry Based-5 Points

The student performed the second step from the handout which consisted of doing an
investigation. In the experiment, students mixed the soap and water then added food coloring of
their choice for color. Then students added baking soda to the soapy water then finally added
lemon juice, and watched the mixture react and make foam. Students also performed the fourth
step from the handout which had students use evidence and scientific vocabulary. Students
learned vocabulary prior to the experiment to help develop their explanations of how the
experiment resulted. Students learned the important scientific content terms before engaging in
the experiment. Then students used the scientific knowledge to talk about what was happening in
the experiment and use that knowledge to discuss what lead to the result of the foam being
created. Students performed the fifth step from the handout which has the students communicate
to one another in what happened throughout the experiment. As students are conducting this
experiment, there is discussion on what was happening throughout the process.

Science TEKS Alignment-5 Points

(5) Matter and energy. The student knows that matter has physical properties and those
properties determine how it is described, classified, changed, and used. The student is expected
to:
 (A) classify matter by physical properties, including shape, relative mass, relative
temperature, texture, flexibility, and whether material is a solid or liquid;

(2) Scientific investigation and reasoning. The student develops abilities necessary to do
scientific inquiry in classroom and outdoor investigations. The student is expected to:

(D) record and organize data using pictures, numbers, and words;

In my experiment, these TEKS are addressed. For the first TEK, students will discuss the
physical properties while conducting the experiment. While engaging in mixing the water and
soap with the baking soda and lemon juice students will see how the temperature changes from
warm to cool. As well as see how the texture changes while the mixture creates foam. For the
second TEK, students will record the data of what is going on in the experiment. For instance,
they will record the process of the foam being created with a worksheet.

Assessment -5 point
For the first assessment, I orally asked students about the experiment. I asked the following
questions, when the water and soap are mixed together, is it a solid, liquid or gas? What did the
water and soap mixture feel like, was it warm or extremely cold? Once students added the baking
soda and lemon juice, I asked students if the foam felt warm or cold. How does the texture of the
foam feel? Is it soft, light, bumpy? This assessment was effective; this assessment gave me the
opportunity to assess whether the student could tell me orally about the physical properties
throughout the experiment. This assessment happened while students were conducting the
experiment. When I asked these questions, students were very vocal about what they felt as in
texture, temperature or if the mixture was a liquid, solid or gas when they did the experiment.
The second assessment is a worksheet that has students document the process of the experiment,
from the beginning stages to the end product. This assessment was also effective. This
assessment gave me the opportunity to check if students were able to record and analyze the
results from the experiment. At the end of the experiment, students worksheets were very
detailed on what happened throughout the experiment including drawings and side notes.

Changes -4 points
One thing that I would change is adding a variety of citrus juices and not just using lemon juice. I
would use other citrus juices like orange juice from an orange, and or lime juice from a lime. I
would want to see if it would make a difference when added to the baking soda and if the
mixture would create more or less foam. This would make my experiment better by giving
students the opportunity to explore what citrus juice creates more or less foam, and as a class we
can compare the experiment results. The second thing that I would change is changing the
temperatures of the water. I would add various temperatures of water and see if that can make a
difference. I would use ice water, cold water, warm water, and hot water and see if this would
create more or less foam. This would make my experiment better by showing students that
changing different variables can change the outcome of the experiment.

Writing Quality and Following Directions-2 point