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Incredible final project


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Incredible final project

  1. 1. Carol EckmannELRN 750
  2. 2. Students will explore acids and bases throughexperimentation, observation, predictions and questioning to describeobservable chemical changes of matter through kitchen chemistry withbaking soda and vinegar.
  3. 3. • State Standard• Fourth Grade Nature of Science• Indicator 2: Apply the skills necessary toconduct scientific investigation.• Common Core• Writing Standard Grade 4• 3: Write narratives to develop real orimagined experiences or events usingeffective techniques descriptive details, andclear event sequences.• ISTE NETS• 2. Communication and Collaboration• d. Contribute to project teams to produceoriginal works or solve problems.• 4. Critical Thinking, Problem Solving, andDecision Making• b. Plan and manage activities to develop asolution or complete a project.
  4. 4. • Outcome• Use scientific investigation toquestion, predict, develop a plan, managedata, make an evidence based conclusion, reflectand apply to everyday activities. Share findingsthrough a digital documentary.• Meaningful Learning• Active – Plan and manipulate conditions of theexperiment to draw conclusions about the powerof chemical reactions.• Cooperative – Work as a group todocument, explore, and explain the chemicalreaction.• Authentic – Apply what learned to baking of quickbread/cake and household cleaning.• Activities & FinalProject• Conduct an investigation to explore the power ofthe chemical reaction between baking soda andvinegar with a group. Keep an individualscientific journal of the process on Spiderscribe.Produce, as a group, a multimedia documentary
  5. 5. • Teacher• Piece of cake or quick bread• Safety Equipment (eye protection)• Bar cookie pan/ plate/ foil pan• Baking soda• Vinegar• 3 small cups• Food coloring• Medicine/eye dropper• Medium & small clear glasscontainer• 5 popcorn kernels• Student• Safety Equipment (eye protection)• Small foil pan (per group)• Medicine dropper (per group)• Colored vinegar (3 colors per group)• Baking soda• Vinegar• Funnels (2 for each balloon group)• Tissue paper (for rocket groups)• Variety of plastic shaped containerfor each groups• Balloons (for balloon groups)• Other bases and acids as requested• Art supplies as needed• Items to clean with baking soda andvinegar• Baking supplies• pH indicators if requested
  6. 6. • Teacher• Spider Scribe• Smartboard• Student• Spider Scribe• Camera or video recorder• Audio recording equipment• Computer• Microsoft Word or Google Docs• Powerpoint, Prezi, slideshare
  7. 7. • PreparationsTry all experiments ahead of time.Students should be familiar with the use on Spiderscribe andscientific journaling.Students should have working knowledge ofpowerpoint, perzi, and/or slideshare.Students should be familiar with a camera or video cameras.PreparationsProceduresAssessmentsExtensionsWeb Links
  8. 8. • ProceduresGain Attention –class activity• Experiment 1: Spread baking soda on a plate. Have 2 to 4 smallcups of vinegar colored with different colors of food coloring. Dropcolored vinegar on to soda with a medicine or eye dropper andwatch the reaction.What happens? Why does it happen? What does it look like? Whathappens when the different colors touch? Is there any energy or powerin the reaction? How strong is it?• Experiment 2: Fill glass with 1 cup of water. Place ¼ cup of vinegarin the glass and stir. Add 1 teaspoon baking soda to the glass andimmediately toss in 5 kernels of popcorn. Popcorn will dance oncarbon dioxide bubbles. Experiment with different sized and shapedglasses.During class experiments model scientific journaling techniques usingSpiderscrib.Use pretest to determine students prior knowledge. Introduce acids andbases to class, exploring ideas of pH and chemical reactions.Review safety guidelines when conducting an experiment, expectationsof group work and journaling procedures. Introduce final projectrequirements.Explain that it is a documentary of whole investigation that is to includestill images or video. Small groups should be assigned so that they candiscuss a plan of action to capture the investigation. Action reportshould be presented to the teacher so that any questions orclarifications maybe made prior to beginning experiment and to makesure the appropriate equipment is available.As a class discuss the question/problem/purpose of the experiment.Introduce or assign any additional research information as required.Break into small groups to complete either the rocket or balloonexperiment. Both experiments should be equally represented so thatthe teams can collaborate on the experiments. Individual teams shouldmake predictions and formulate a plan of action including a supply list.PreparationsProceduresAssessmentsExtensionsWeb Links
  9. 9. • Small Group Experiments:• Rockets• Baking Soda, 16 oz. plastic bottle (and other bottle of varioussizes and shapes), Vinegar & Tissue Paper, eye protection,outside location• Fill the bottle with around an inch of vinegar. Pour somebaking soda into a piece of tissue paper. Place paper intobottle and replace the cap. Shake bottle, place on groundupside down standing on the cap, stand back. The pressurewill build up causing the bottle cap to pop off and the bottleinto the sky. Experiment with different quantities of vinegarand baking soda and rotate the bottle so that the cap is up.Document results.• Balloons• Baking Soda, Vinegar, plastic bottles (various sizes andshapes), balloon, 2 funnels, eye protection, outside location• Fill about 1/3 of bottle with vinegar using the first funnel.Using the other dry funnel pour baking soda into your balloonso that it is about ½ full. Cover the top of the bottle with theballoon being careful not to dump soda into the vinegarprematurely. When ready lift the balloon and let the bakingsoda fall into the vinegar. Watch balloon expand and blowup. Experiment with different sized balloons, bottles andquantities of vinegar and baking soda. Document results.PreparationsProceduresAssessmentsExtensionsWeb Links
  10. 10. • Scientific Journal• Components• 1. Questions, Problem, Purpose• What is a chemical reaction? How do you know a chemical reaction has takenplace?• How much power does the chemical reaction between baking soda and vinegarhave? How can we measure it?• What is baking soda and vinegar and why do they react?• Can this reaction be useful to me personally?• 2. Prediction• Based on what I know now, what will happen and why when baking soda andvinegar are mixed together? Does this reaction have enough power to make aplastic bottle shoot into the sky or expand (blow up) a balloon?• 3. Planning• Create an action plan for beginning the experiment. Revisit as necessary andadjust as new information becomes available.• 4. Observations, Data, Graphs, Drawing, Video, Audio• What did we do and how did we do it? Additional information, expanded andinteresting topics researched to help gather data.• 5. Claims and Evidence• Make an evidence based explanation regarding their investigation.• What claim can we deduct from the investigation and what supporting evidencedid we find.• 6. Conclusion• What is our “final answer”?• 7. Reflection• Share with classmates, evaluate process, new questions, why is this importantto me?PreparationsProceduresAssessmentsExtensionsWeb Links
  11. 11. • Once the experiment is complete and data collected and put intographs, charts or drawings. Have the groups that did the sameexperiment share their findings with each other and discusssimilarities and differences between the procedures and findings.Claims and evidence should be recorded in their journals, as wellas, any discussion notes.• As a large group discuss the investigations and what evidence thesmall groups have found. Break into small groups to discussindividual investigation conclusions.• As a large group discuss individual conclusions and reflect on theinvestigation, what was learned, how it applies to everyday life.• Provide time to groups to review the investigation and create adocumentary of the experience usingpowerpoint, perzi, slideshare, or other presentation format.• Share presentations and have group answer questions from theaudience.• As a large group discuss the usefulness of this investigation in dailylife. Make a plan to investigate further baking and/or cleaning withbaking soda and vinegar.• Reflect as a large group on the whole experience of creating adocumentary.PreparationsProceduresAssessmentsExtensionsWeb Links
  12. 12. • Assessments• Pre-Test• What is an acid? What is a base? What happens whenthe two are mixed together? Do you think that thisreaction could blow up a balloon or fuel a plastic bottlerocket?• Self Assessment of Group Participation• Evaluate your participation in you group by answer thefollowing questions with: All of the time, Most of thetime, Some times or Not at all.• Did you stay focused on the task and be counted on byyour fellow team members?• Did you complete all your assigned tasks withoutdepending on others to do the work?• Were you respectful during discussions, when askingquestions, and interacting with team members toproblem solve?• Did you help in gathering information and sharing ideasthat match the group’s goal?• Did you have a positive attitude about the project andthe work of others?• Individual Assessment of Scientific Journal• Are all the components of the journal clearly presentedin an organized and easy to understand format usingSpiderscribe.• Group Assessment of MultimediaDocumentary of Investigation• Presentation RubricPreparationsProceduresAssessmentsExtensionsWeb Links
  13. 13. PresentationRubricBeginning Developing Accomplished ExemplaryIntroductionDoes not give anyinformation about what thedocumentary is about or ismissing.Gives very little informationabout what documentary isabout.Gives too much information(summary)Presents a concise lead-into the documentary.Purpose/ProblemDoes not address thechemical reaction betweenbaking soda and vinegar.Addresses a chemicalreaction that is unrelated tobaking soda and vinegar.Addresses an issuesomewhat related to thechemical reaction.Addresses a real issuedirectly related to thechemical reactionProcedureNot sequential, most stepsare missing or areconfusing.Some of the steps areunderstandable, most areconfusing and lack detail.Most of the steps areunderstandable, some lackdetail or are confusing.Steps are easy to followthat are logical andadequately detailed.Data & ResultsData is missing or doesn’tmatch experimentalfindings.Data is complete, minorinaccuracies or is onlyverbally represented.Data is complete andvisually represented but isunorganized or confusing.Data is complete, accurate,visually representedorganized and easy tofollow.ConclusionPresents an illogicalexplanation for findings thatare not based on evidencecollected during theinvestigation .Presents an explanation ofthe findings that aresomewhat based on theevidence collected duringthe investigation.Presents an explanation offindings based on evidencecollected during theinvestigation but is not wellorganized or confusing.Presents a logicalexplanation of findingsbased on evidencecollected during theinvestigation and is wellorganized.ReflectionDoes not reflect on theinvestigation.Reflects only on theinvestigation and doesn’tpresent a question forfurther study.Reflects on theinvestigation and presentsa question for further study.Reflects on theinvestigation, includespersonal significances andpresents a question forfurther study.Grammar & SpellingThere are more than 5grammar and spellingerrorsThere are 4-5 grammar andspelling errorsThere are 1-3 grammar andspelling errorsFree of grammar andspelling errors.TechnicalPresentation disorganizedor not working properly.Doesn’t include any videoor audio material.Presentation Includes videoand/or audio material. Onlyincludes part ofinvestigationPresentation is complete.Transitions are choppy.Doesn’t engage theaudience.Presentation is completehas nice transitions, inorganized and has nice flowand is engaging for theaudience.One team member did mostof the work, no clear Few members did most of On task most of the time,Focused and on task,Shared tasks and
  14. 14. • Authentic Extensions• Explore the Chemical reaction between baking sodaand vinegar in baked goods such as quick breadsand cakes.• Explore recipes for the use of baking soda and vinegar.What are common ingredient combinations with baking sodaand/or vinegar? What roll does heat play in baking? Whyuse baking soda and vinegar in baking?• Bake a recipe that uses baking soda and vinegar and arecipe that uses yeast. What is the difference in texture ofthe baked product? What similarities are there?• Create an original recipe using baking soda and vinegar.Bake it and troubleshoot ingredients for improvements.Revise recipe and bake to determine if the revision wassuccessful.• Explore the use of baking soda and vinegar inhousehold cleaning.• Interview family members, friends, other teachers, neighborsabout how they use baking soda and vinegar in householdcleaning.• Check ingredient list of household cleaners (soaps,toothpaste, detergents, disinfectants) for baking soda andvinegar in the ingredient labels. What other names are usedfor baking soda and vinegar?• Try a cleaning technique found through interviews orresearch (internet, books, magazines). Did it work? Whatdo you think causes the cleaning power? Share with class.As a class pick out techniques to try and report back on.PreparationsProceduresAssessmentsExtensionsWeb Links
  15. 15. • Web Links• Bill Nye the science guy - - 7F SimpleChemical Reactions• BBC-KS3 bitesized Science – Chemical andmaterial behavior -• GEMS Alien Juice Bar game -• Colorful Chemistry of Acids and Bases -• Joy of Baking.com• 1001 uses for White Vinegar• 5 best Baking Soda and Vinegar CleaningSolutions Links
  16. 16. • Fizzy Drops• Teaching Chemistry Through Cooking• Baking Soda and Vinegar Rocket• Baking Soda Rocket• Dancing Popcorn
  17. 17. • Elementary Team Work Rubric• Scientific Report Rubric