Of Cabbages and Chemistry
Casey Boyles and
Rachel Peace
| Description |
| Concept Map |
| Assessment Plan |
| Rubric |
| Calendar |
| Resources |
| Lesson Plan 1 |
| Lesson Plan 2 |
| Orientation Video |
| Clinical Interviews |
| Modifications |
| Elementary Science Methods Home |
AUTHOR: Casey Boyles
DATE OF LESSON: Week 1, Thursday
LENGTH OF LESSON: 90 minutes
NAME OF COURSE: 4th grade Science
SOURCE OF THE LESSON: GEMS guide: Of Cabbages and Chemistry
TEKS ADDRESSED: 4th grade
(2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:
(A) plan and implement descriptive investigations including asking well-defined questions, formulating testable hypothesis, and selecting and using equipment and technology;
(B) collect information by observing and measuring;
(C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence. ;
(D) communicate valid conclusion; and
(E) construct simple graphs, tables, maps, and charts to organize, examine, and evaluate information.
CONCEPT STATEMENT: Students explore the use of cabbage juice to determine substances as acids, neutrals, and bases.
PERFORMANCE OBJECTIVES: SWBAT
- To identify substances as acids, bases, or neutrals.
- Describe how acidic solutions can be changed to basic solutions.
RESOURCES: GEMS guide: Of Cabbages and Chemistry
SAFETY CONSIDERATIONS: Use safety goggles when working with strong acids, bases, or other chemical hazards.
SUPLEMENTARY MATERIALS, HANDOUTS: Telltale Colors, Presto Change-O Game
|
Engagement |
Time: ___15_____ |
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| What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
| Show the students the possible colors of acids, bases, and neutrals made by mixing a solution with cabbage juice. |
Why do you think the color of the first solution changed? |
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| Why do you think there is more than one color? |
|
Exploration |
Time: ____25____ |
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| What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
| Add another solution to a previously mixed solution to examine the results. |
What would happen if we added a third solution to the mixture? Ex. Add an acid to a previously formed base. |
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|
Explanation |
Time: ____15____ |
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| What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
| Explain that some substances are acids, some are bases, and some are neutrals. |
Which color do you think represents acids, bases, and neutrals? |
|
| Explain that pink stands for acid, purple stands for neutral and green stands for base. |
What did you observe when an acid was added to a base or vice versa? |
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| Explain that when an acid is added to a base the mixture becomes neutral. |
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Elaboration |
Time: ____30____ |
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| What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
| For each acid, base, and neutral, add solutions to change to the other two possible solutions. |
What would you add to each solution to make it an acid, base, or neutral? |
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|
Evaluation |
Time: ___5_____ |
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| What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
| Group Observations |
||
| Turn in the observations worksheets used in the lesson |