Project:
Elephant Shampoo
Disciplinary PS1.B: Chemical Reactions When two or more different substances are
Core Idea(s) mixed, a new substance with different properties may be formed.
Specific Students will conduct an experiment to determine whether the mixing of two
Learning or more substances result in a new substance.
Objective
References https://www.regent.edu/acad/schedu/pdfs/mcms/elephant_toothpaste.pdf
Lesson Plan Teacher asks/says/does: Student Concept/Learning Goal:
asks/says/does:
1. Allow students to see all 1. Students use their A specific goal we want
Explore the materials. Tell them to senses to preview students to grasp in the
touch, smell, and look at the materials of the explore section is having
the materials. Then, write experiment and then students use their prior
their observations on write their knowledge by learning
how different chemicals
Amazing Shampoo observations on the have altering chemical
Planning Sheet. worksheet. reactions. They will see
how these chemicals react
2-6. Have the student 2. The group of with one another and ask
contribute equally to the students will have: a questions throughout the
experiment by taking turns cake pan, plastic experiment. If I mixed
in counterclockwise. bottle, dawn (soap) these chemical with
*Distribute lab roles and in small cup, food another substance would
materials. coloring, funnel, it have the same
goggles, 1/2 cup reaction? Students will
7. Students will then peroxide, dissolved work as a group, each
participate in a Single yeast mixture. embodying a role and
Round Robin. Ask their own jobs all while
students to predict what 3. Students will sharing their ideas and
they think will happen stand up bottle in thoughts throughout the
when yeast is added to the the center of the experiment.
peroxide. cake pan.
4. Then, students
will put the funnel
8. Have students record in the opening.
their predictions on
worksheet. Have students 5. Then, students
record what their will add 3-4 drops
experiment looks like of food coloring to
before. (Amazing the peroxide and
Shampoo Planning Sheet) pour the peroxide
through the funnel
9. Once they have into the bottle.
recorded their answers,
one student will pour the 6. Then, they will
yeast mixture into the add the Dawn
bottle and quickly remove detergent to the
the funnel. peroxide in the
bottle.
10. Allow students to
7. Single Round
touch, smell, and look at
Robin: Students
the chemical reaction that
will share their
happened. Remind them to
predictions with
not put the reaction in
their teammates.
their mouth! Ask the
students “What they
8. Students will
observed?”
write… “If yeast is
added to the
peroxide mixture,
then…”
9. Students will
watch the yeast
mixture be poured
into the bottle and
see the chemical
reaction happen.
Instructional Generating and Testing Hypotheses: We are asking the students to come up
Strategies with a hypothesis of what is going to happen (make a prediction) this is
Used (with following the scientific method. They will then test their hypothesis by doing
rationale): the activity.
Field experience: They will be getting field experience by doing the lab
themselves in a safe setting like a laboratory in later academic years.
Hands-on learning: The students get to see the experiment happen right in front
of them. They also are able to touch, see, smell any changes that have happened
during the experiment.
Instructional Questioning: We are asking the students questions to have them begin to
Strategies critically think about what we just did in our experiment.
Used (with Discussion: We will discuss our findings as a class and this allows students to
rationale): see the different perspectives of their peers. This also encourages team effort
as well as critical thinking skills.
Instructional Questions: Again we are asking the students questions to have them start
Strategies critically thinking about the process.
Used (with Direct instruction: Since we are guiding the questions and discussing the
rationale): findings to the class we are directly instructing them on the worksheet.
1. How could you change each material to affect what the “shampoo” does?
2. Based on the evidence from our experiment, create a new hypothesis of what may
happen when increasing or decreasing one of the substances above.
3. Describe any real world situations where a new substance is created and how
adding more of less of one substance will change the outcome.
AMAZING SHAMPOO PLANNING SHEET
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