Video Presentation Title: The Science of Special Effects: Controlling a Burning House
Unit of Instruction: Chemical Reactions Subject/Course: Chemistry
Standard(s):
HS4.5.3.B manipulate the limiting reagent concept qualitatively.
Objective(s): Students will be able to…
1) Relate knowledge of fire and chemical reactions to a real world problem.
2) Propose and evaluate possible solutions to a real world problem.
3) Explain character traits related to employment options in the field of special effects.
4) Predict how problem-solving skills are used in the workplace.
Assessment/Demonstration of Learning: Resources Needed:
Spark 101 Spark 101 Think-Write-Pair-Share: Burning Dollhouse
Spark 101 Spark 101 Four Corners and a Diamond: Burning Dollhouse
Index cards
© 2015 Spark 101 Developed by Meredith Zanni, James Hubert Blake High School , Silver Spring, MD
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Lesson Component
Activator
(Prior to showing the video presentation)
Problem/Motivation
(Part I of video)
Time Allotted
Time:
10 minutes
Grouping:
individuals
pairs
Time:
5 minutes
Problem Solving
Activity
(Describe process for identifying possible solution(s) to the problem presented)
Solving the Problem
(Part II of video)
Time:
15 minutes
Grouping:
Small groups (3-5)
Time:
2 minutes
Comparing Solutions and Meaning
(Describe process for identifying possible solution(s) to the problem presented)
Time:
5 minutes
Grouping:
Small groups (3-5)
Whole group
Teacher Procedure
Pose the question: What do you know about fire?
Have the students work individually and then in pairs to complete the Think-Pair-Share worksheet.
Show this first segment of the video to your students, letting them know that they will be working on solving the real-world problem after viewing.
How would you create a burning dollhouse that lasts 30 seconds?
Considerations: fuel, oxygen, heat, chemical reaction
Checks for Understanding
Have the students work in small groups to complete the 4 Corners and a Diamond worksheet. As the students work, circulate to visit each group and listen to their conversations as they complete the worksheet.
Show this second segment of the video to your students, letting them know that they will be comparing their solutions to the actual solution shared by the industry professional(s).
Checks for Understanding
Call on one student from each group to share a solution that is
© 2015 Spark 101 Developed by Meredith Zanni, James Hubert Blake High School , Silver Spring, MD
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Future Impact and
Meaning
(Part III of video)
(Have students reflect on how solving the problem might relate to current or future goals)
Future Impact and
Meaning
Summarizer/Closure
Time:
2 minutes
Time:
2 minutes
Grouping:
Whole group
Time:
5 minutes
Grouping:
Individual
Assessment (if applicable)
Show this third and final segment of the video to your students, letting them know that they will be reflecting on their thoughts related to pursing possible education pathways and careers presented in the video.
Checks for Understanding
Discuss with the whole group whether they were surprised by the character traits of employees presented in the video.
Individually, have the students write down on an index card how they believe the problem solving skills used in today’s activity may be used in the workplace.
Additional Notes (if needed)
CK12 Connections (if available)
Access videos, text, and other resources at: http://www.ck12.org/chemistry/Chemical-Reaction-Overview/
OpenStax Connections (if available)
© 2015 Spark 101 Developed by Meredith Zanni, James Hubert Blake High School , Silver Spring, MD
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