Version:1.0 StartHTML:0000000210 EndHTML:0000009788 StartFragment:0000002582 EndFragment:0000009752 SourceURL:file://localhost/Users/teacher/Desktop/ME/%20methods%20science/Science%20Inquiry%20Lesson.doc
1. Hold up a beaker that has starch and water in it (telling students what it is)and ask students if you add iodine will it make a new substance? (add iodine- this will turn the substance a blueish-black color) Review with students how this is a chemical change by drawing the double helix on the board and explain that starch when disolved in water takes this form, but when idoine is added it makes a new substance changing it blue. When different chemicals are put together a new substance can be formed- sometimes this is only a physical change (e.g., tearing paper- ask why this is physical and not chemical- answer because you can put the paper back together) or it can be a chemical change (e.g., buring paper because you cannot get the paper back to a normal state). Remind students that a physical property is on that can be observed (size, color) and a chemical property are observed during a chemical reaction.
2. Ask students what are some clues that a chemical reaction occurs? Have students discuss this for 1 minute writing their answer(s) on their tables white boards. Each group will quickly state their answers, while you, the teacher, writes a their answers on the Smartboard. Examples students could have are new odor, produces gas, percipate formation, generates heat- make sure students understand each of these by assigning a type to each small group to present the main idea on their group white board- giving them 3-minutes and then re-grouping to discuss and write the answers on the Smartboard).
3. The problem: Students are chemsits that are working for a large oil company trying to come up with an alternative to run vehicles other than gasoline or electricty. Tell students that they will be watching different reactions occur, but they have to decide if they are physical or chemical reactions.
4. Students are to write on their individual white boards their hypothesis on the reactions (wil it be chemical or physical?) and then what they believe after they have seen the reactions (students are to keep two hypotheses and reactions (for each set)).
Before each mixing (which the teacher is to in front of the class) have students write their hypothesis and raise this up to show the class. Ask a couple of students questions on their thinking of their hypothesis. Discuss this as a class and see where the majority of thinking is - chemical or physical reaction. Mix the sbustances and have students write down their thinking at that point- did it match their hypothesis- why or why not (ask students this question). Students are to then raise this up to show the teacher/clas. Again, discuss this as a group seeing where the concensious is with the students. Clear up any confusion, if there is any, if students (a majority) have the wrong thinking.
**have students keep their hypothesis and after statement on the board to compare. Students are to erase these after each two reactions. The teacher is to make notes on a large piece of paper stating what students hypotheses and final decisions are of the reactions (concensus of the group).
**write down antecedent notes on students who may need extra review or a mini-lesson on the lesson; also those who may need enrichment
5. Beakers will have different substances- these will not be labeled with the substance title but with A, B, C, D, etx. (different letters for each substance). Students are to give a hypotheis on what the substance is and if when the substances are combined if it makes a chemical or physical reaction. Additionally, students, after the reaction, will decide if there hypothese were correct and state why or why not this is the case.
6. 1- antacid (A) and water (B)
2- baking soda (C) and water (B)
3- milk (D) and vinegar (E)
4- milk (D) and water (B)
5- baking soda (C) and vinegar (E)
6- baking powder (F) and vinegar (E)
each will be labeled with letters as stated above to help students make correlations between similar substances and reactions
7. After the experiments students are to write on a piece of paper which reaction would best be used for a fuel alternative and why.
8. Students are to hand in their papers for their ticket out the door for a discussion the next period. The students notes and explanations of their findings from the whiteboards will be part of the evaluation done on this assignment. The final piece will be their tickets out the door.
Evaluation:
One will be able to evaulate if the students understand chemical versus physical changes based on each students findings when reviewing the whitebaords. Additionally, the antecdendent notes will ultimatly help with the evaluation. Finally, the ticket out the door, of the student hypothesis of which reaction would best make a fuel alternative and why will help with knowing if students understand checmial vs physical reactions.