The students are expected to understand the distinction between physical and chemical reactions. The baking soda vinegar simple experiment will be used to accomplish these goals. The students will conduct a control experiment with water and then observe the results. The students will make observations during the testing process. At the end of the trial, these will be documented and utilized to write a report. Classroom and student factors: The lesson will be undertaken to pupils at grade three. Several factors will be taken into account. These include students’ ability to learn, available learning materials and the classroom settings. Basically, the experiment will be conducted in an open environment especially outside the classrooms. This because of the evolution of gas especially when vinegar solution reacts with baking soda. Alternatively, the experiment can be undertaken in a well-ventilated laboratory setting. However, the experiment will be exclusively conducted in children without learning impairment involving vision and hearing. This will ensure that report written by the students will be based on observation of the chemical and physical reaction processes.
In a bid to enhance learning among the pupils, charts, toys, and songs will be used. Moreover, complex words used in the experiment will be explained to the learners. Furthermore, themes that draw the attention of the pupils will also form part of the teaching aid.
National / State Learning Standards
Specific learning target(s) / objectives:
At the end of the science fair, learners need to;
1. Understand the concept of physical and chemical changes
2. Explain the reaction process leading to gas production and inflation of the balloons used for the experiment
3. Discuss the principles behind the bursting of balloons.
Teaching notes:
The lesson is categorized under the study of Physical and Chemical reactions. Reactions of acids and a carbonate will form the basis of the experiment. Besides, the gas evolved will be used to explain the concepts of matter.
Agenda
The lesson begins with a brief introduction of baking soda and vinegar. Learners then get insights on the reaction process between the vinegar and baking soda. Pupils are expected to observe and record their findings from the experiment. Finally, the pupils reflect on the physical and chemical changes by observing the control experiment where water is substituted for vinegar. Formative assessment:
The pupils will be assessed based on an understanding of the experiment. Besides, the learners will also be gauged on their participation in the study groups. Questions regarding physical and chemical changes will be availed in the study groups to test the lesson understanding. Learners will be expected to explain the examples of physical and chemical reactions common in their area.
Academic Language
English
Key vocabulary:
- Reaction
- Physical changes
- Experiment
- Dispense
- Chemical changes
- Control experiment
Function:
The language aims to foster understanding of concepts involved in the science fair project. Intrinsically, simple English will be used mainly when describing key terms used during the lessons. The knowledge of these key terms will be based on the assessment of the key terms used in the experiment. This will form part of the evaluation studies.
Form:
The aim of the science fair will be to enhance the understanding of both physical and chemical reactions. As such, organization of language will start from known to unknown concepts. The language will also begin from simple to complex. The learners will be asked if they are familiar with apparatus and reagents used in the experiment. If they do not understand, then the teacher need to explain to them while providing examples.
Instructional Materials, Equipment and Technology
- Baking soda
- Vinegar solution
- Three bottles
- Food coloring
- Three balloons of different colors
- Funnel
- Spoon
- Water
Grouping:
The learners will be grouped based on their ability to learn. Pupils that have the ability to grasp information faster will be categorized in the groups of Fast Learners. On the other hand, pupils have slower learning abilities will be grouped as Slow Learners. The instruction methods used for these categories will be different so as to enhance the understanding of the science fair concepts.
II. Instruction
A. Opening
Prior knowledge connection:
This lesson will complement the class studies on the reactions of both the chemical and physical components. In addition, it expounds on the study of the properties of matter especially gas.
Anticipatory set:
Let the learners assemble in the classroom prior to the science fair. Ask: What is baking soda? Where do we find it and what are the uses? Allow the learners to brainstorm the questions as you show them various brands of baking soda. Give 3 to 4 pupils the opportunity to answer the questions you had asked. Accept the answers provided by the pupils even if not correct. Motivate the learners by appreciating the selected pupils who had provided the answer. Then go ahead to provide the correct answers to the prompts. Describe with examples baking soda and vinegar. Explain the uses of the duo for the science fair experiment.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation
The experiment will be introduced to the pupils. The set-up will be arranged by the teachers and later pupils allowed to arrange on their in the study groups. Carry out the procedures of the experiments systematically to enhance understanding of concepts to the pupils. Allow the learners to make observations during the experiment. Explain the concepts of chemical and physical reactions. Indulge the learners in providing a list of examples of reactions categorized as either physical or chemical reaction within their locale. Place the pupils in study groups and avail worksheets to them so that they provide a list of the chemical and physical reactions. Sample the examples given as well as the observations during the experiment. Provide explanations on each of the concepts during the experiment. Initially, the pupils need to make observations on how the experiment is arranged and the outcome. Thereafter, the students should be ready to prepare their experiments based on the explanations from the teacher. They need to record the observation made and write a report on the same. Priority will be given to students with slow learning abilities. They will be encouraged to participate in the experiment by use of familiar objects such as toys. On the other hand, students who are fast learners may be used to teach the slow learners. This encourages understanding of concepts from both the teacher and pupil perspectives.
III. ASSESSMENT
Summative Assessment:
The learners are assessed based knowledge on the principles of the experiment. They will be evaluated on the methodology of the experiment, observation and the ability to draw a succinct conclusion of the experiment. Participation of each pupil in the group discussion will also be important especially during the entire period of the experiment. Differentiation:
The experiment banks on the observation of color change as well as hearing of the bursting balloons. As such, the experiment does not favor learning for pupils with hearing and visual challenges. Besides, assessment of understandings for these pupils will come with challenges.
Closure:
In wrapping up the lesson, allow the pupils to brainstorm the concept of physical and chemical reactions. To achieve these, ask questions regarding the topics learned. Allow them to ask questions on concepts not clearly understood.
Homework:
Homework is part of the evaluation process to the learners. Provide homework on the examples of chemical and physical changes. The task is supposed to be done at home with the support of the guardian. The homework is part of the skill development and therefore will be assessed at the end of the term exams. Precisely, the homework is aimed at developing the observation skills of the learners. Moreover, it allows the learners to develop critical and creative skills. Therefore, a worksheet will be availed to the learners where they will do the assignments given to them.
Reference
Heinecke, L. L. (2014). Kitchen science lab for kids: 52 family-friendly experiments from around the house.
