Samantha Moller
Whitney Pannell
February 13, 2011
Science Methods
Unit Plan
Lesson 1
th
Grade: 7
Subject: Science
Content:
,f" Ifllil
Chemistry
Time: 40 minutes
National Standard: Change, consistency and measurement
Iowa Core Curriculum Standard: Design and conduct different kinds of scientific experiments
Develop general abilities such as making systematic observations, taking accurate
measurements,
Materials:
and identifying
and controlling
variables.
Solutions of substances
Cabbage solution (already made up)
Dixie cups
Droppers/pipettes
Towels
Graphic Organizer
Lab notebook
Evaluation of self
Materials
Distributed:
Materials will already be set out for students at their lab tables.
(Group 1 at table 1, group 2 at table 2, group 3 at table 3)
There will be 5 solutions (control) at each table
On the designated table there will be 5 solutions are located
Materials Collected: Students will need to clean up their mess with directions from me. For the first
few days we will be referring back to the cups so we will keep the cups that turned color on our lab
table. The other cups that did not turn color will be placed in a bucket, one group at a time.
we want to experiment
(this way if
with other solutions we still have the control)
Objective: SWBT: discover the 0emical
substances by experimenting
reactions of substances by their pH levels in different
and observing substances colors and comparing the colors to other
substances using the graphic organizer to collect their data
Accommodations:
Students will be in groups of 3
Using graphic organizer
Extension: have students help other groups / answer questions on data sheet before going over them
Each group has jobs
•
Anticipatory Set: Tell students we are going to be doing an experiment today. We haven't been in the
lab for a couple of days, let's review the safety rules. Let's see if we can do it without our safety rule
sheet.
Remember when we are in lab we are always collecting data. Today we will have a worksheet to help
collect data, make sure it is very clear so later we can write our data into our lab notebooks.
We will be working in groups of 3 today and each person in the group is going to have a job. If you are
numbered 1 you are going to be the time keeper, if you are numbered 2 you will be the data collector,
making sure you & your group collect the correct data, and if you are numbered 3 you will be the leader
making sure everyone is on track and using time wisely.
Procedure:
•
0-kr-t 0+\= b~ 5Zeao.'fl3
().. ';Y:\{flC~ ~"'I fuK.
Count students into groups of 3. Number off 1,2,3 you are a group, 1,2,3 you are a group, 1,2,3
you are a group. Raise your hands if you are a 1 go over time keeper. Raise your hand if you are
a 2, go over data collector. Raise your hand if you are 3, you are leader, go over leader
expectations.
•
Let students go back to their designated lab tables but make sure their fingertips are just
•
touching the lab table
Show students that they have 5 cups in front of them labeled 1-5 in black. Show that on the
designated table there are cups labeled 1-5 in a different color. You are going to take the cup
from your table to the designated table. If you have cup 1 you go to cup one at the other table,
••
cup two goes with cup two, cup three goes with cup three, cup four goes with cup four and cup
five goes with cup five. Make sure you take our cup with the black writing on it back to your
table. Group one you will start at cup 1 then 2 three four five, group 2 start at cup 2 then three,
four five one and group 3 at cup three then four five one two. You will move up show for
example.
If there is someone at your number, wait at your lab table till they are finished.
•
Jasmine pass out Graphic Org.anizer while I pass out colored pencils
•
Have students start on their experime.nt! When you are finished come to me for extra direction/
cleaning up procedures.
The time keeper must make sure their experiment
is done in 20 minutes. I will set timer for 15 so that
way when it goes off they know they have five more minutes and it also reminds the time keeper of
their job. If I see that a group isn't finished on time I will walk over and tell them they have 1 minute to
clean up giving them directions. If all groups are still on task working give a couple more minutes for
discovery and then clap or give a signal that we are finished to get attention.
,f.~
When students are done experimenting have them go back to their desk, answer the questions after the
data sheet and record their data to their lab notebook. Staple their data sheet into their lab notebook.
~Q,~!:,
q~"
~~
.
•
Have students get back into their groups. Students will present their findings to the class, group
1 then group 2 then group 3.
•
What kind of pattern did we see in each of the presentations?
•
What do the different
~ •
•
~
colors mean?
~
.-
•
Did you notice anything else?
•
Go over the graphic organizer, did each group get the same colors?
•
•
How about the questions .
•
Tell students what the solutions were. Solution 1 was lemon juice, 2 was pop (coke) 3 was
detergent watered down, 4 was Windex/ kitchen cleaner, and S was cranapple juice. The liquid
in your cups before it changed color was a control, which was actually cabbage juice. This helps
get an accurate color of the solution. The reason these solutions have different colors is
because they are different in acidity. The colors mean something; it is called the pH level. The
pH level has a scale, -;'n the scale show what the colors mean and what their pH level i0t helps
us determine
•
if solutions are acidic, base or neutral.
Hint: when something is acidic it is sour like.
Does this help determine
what you found today?
What other solutions can we test?
Can you guess what solutions are acidic, base or neutral? Use the prediction in the lab notebook.
Formative Assessments: experiment,
lab notebook and graphic organizer, questions, discussion,-eVa\.
Closure: In today's experiment what did you discover?
1. Solutions changed color and the"color means different things, the pH level and we found a
••
pattern that everyone came up with about the same colors for the solution.
Tomorrow we are going to learn w~y these solutions changed color and what it means .
Ticket out: tell me a solution they want to test or a question wanUofind
the answer to .
_-_.>
•• _-
Evaluation:
TWC: students understanding
it.
TWC: documentation
•
•.
that the control solution changes color due to the substance they ad~ to
on graphic organizer and lab notebook .
•
Name
Evaluation
What was your job?
Did you fulfill your job requirements?
How?
What were your strengths or something you thought you did very well?
What can you work on for next time?
••
Did you get along with your group members?
Did you stay on task?
Did you enjoy the experiment?
•
_
.
.
•
•
Name
Data Sheet
Substance number
Color
_
•
Samantha Moller
Whitney Pannell
February 13, 20 II
Science Methods
Lesson 2
Subject: Science
Topic: pH levels
Grade Level: 7th
Time allotted: 25
National Standard:
Change, consistency and measurement
Iowa Core Curriculum Standard: Design and conduct different kinds of scientific
experiments.
Develop general abilities such as making systematic observations, taking accurate
measurements, and identifYing and controlling variables.
Objective: SWBA T: draw, color, and label their own pH level scale on paper using correct
colors and pH level correspondence and one example for each level with 100% accuracy.
•
Materials: pH scale website, color pencils, pH scale example, rulers
http://www.brainpop.com/science/matterandchemistrvlphscale/previ
ew. weml
Accommodations:
Jessica will pass out pH handouts
Anticipatory Set: Yesterday, we learned how different substances create different reactions and
have different levels of acid in them. Our control was the water, which means water is neutral.
The reason for this is based on the pH levels of different materials. I am going to name off some
different items and I want you to put your thumbs up if you think it has a higher pH level then
water, and put your thumbs down if you think the item has a lower pH level than water.
Higher: battery acid, tomato juice, soda, orange juice
Lower: baking soda, soapy water, bleach, liquid drain cleaner
Procedure:
•
•
•
•
•
•
Students will be put into groups of 3 or 4
Each group will be assigned a computer with the website already pulled up on the screen
(http://www.brainpop.com/science/matterandchemistry/phscal
e/previ ew. wem I )_
Students will watch a video on pH levels and the pH scale~
After all students are finished with the video, they can have 5 minutes to participate in
any of the pH activities that go along with the video.
After the 5 minutes, students will return to their original seats.
A discussion will be had about was learned from the video
o What is an acid? pH less than 7 -o What is a base? pH greater than 7 -"
•
•
o
What number is water on the pH scale and why is it special? 7 and it is the
neutralizer
o How do you measure the acidity of an object? pH strips and color code chart
o Why acids can eat away at metal, etc.?
o How can acids and bases neutralize one another?
o What is a buffer? substances that can block pH changes for a short period of time
• Show pH chart on the smart board.
• Discuss
o Different pH levels
o Colors on the chart
o Solutions, substances, and foods and their place on the pH chart
o Which items are bases, neutralizers, bases, and/or buffers
Activity:
• Pass out white construction paper to all students along with colored pencils
• Students will draw the shape of their pH chart, give examples and suggestions (rectangle,
square, circle)
-.
• Each chart must have exactly I:!t:ql!~ions
• Students can use the example chart, if needed, for measurements and colors that
correspond with each pH level.
• Each level will need to have at least I item that is an example of that pH level.
• Students should try to come up with items other than the ones on the chart, although they
are always options. Examples could be found from yesterday's experiment, /Tom the
video we watched online, dictionaries, etc.
'Closure:
Students will finish up their coloring and labeling of the pH chart. Students will take turns
(clockwise) stating what item they put in each category. Teacher will write each of the items on
the smart board under the appropriate category. If an item doesn't belong, a discussion will take
place. For those students who did not have an item, they can choose /Tom the list written on the
board. Students need to save their pH charts for the rest of the week because they will be using
them for other lessons and experiments.
Formative Assessment:
pH level organiz~r, group/student discussion, thumbs up/d().:vn
Evaluation: TWC: Student has correct labeling and colors with 100% accuracy on the pH level
organizer with at least I example for each level.
•
•
Concentrat i on of
Hydrogen ions
compared to di st illed water
10,000,000
1,000,000
100,000
EXllmples of solutions
Bat tery llci d, strong
llt this pH
Hydrofluo ri c Aci d
Hydrochl ori c llci d secreted
by stomach 1i ni ng
Lemon Juice, Gastric
Vineger
Acid
10,000
Grllpefruit,
Orllnge Juice,
1,000
Acid rain
Tomllto Juice
100
Soft dri nki ng wllter
Black Coffee
10
Uri ne
•
Saliva
"Pure" wllter
1/10
Sea water
Baki ng SOdll
1/1,000
Grellt Sill t Lake
Hi 1k of Hllgnesi a
1/10,000
Ammoni a sol uti on
1/100,000
SOllPYwllter
1/1,000,000
•
1/10,000,000
Bl ellches
Oven cl ellner
Li qui d drai n cl ellner
SOdll
•
1/
10
rID
~CA
wolvt
•
Samantha Moller
Whitney Pannell
February 13, 2011
Science Methods
Unit Plan
Lesson 3
Grade:
]'h
Subject: Science
Content: Chemistry, pH levels, acidity
TIme: 40 minutes
National Standard: Change, consistency and measurement
Iowa Core Curriculum
Standard: Design and conduct different
kinds of scientific experiments
Develop general abilities such as making systematic observations,
measurements,
and identifying
and controlling
taking accurate
variables.
Materials:
•
Solutions that are acidic
•
pH paper, litmus paper
•
Graphic Organizer
•
Candies
•
Lemonade
•
Brownies
•
Other juices
ollecting da
onto the graphic or
.
ds were mo~e acidic than the others by experimenting
f e.-dl.
r __
(h.f'n J mom.
1-.y .•.L
sr
and
-
SWBT: create a PQster that has foods that are acidic on it using their data from the lab getting all checks
-.
on the checklist
--------
Accommodations:
Anticipatory
Students will be in groups
Set: Today we are going to learn a little more about things that are acidic. Have you ever
had lemonade that was just too-sour?
Sometimes the word acidic and sour goes hand in hand. When I
drink lemonade ralw~ys put water in it. Why do you suppose I do that?
Have students think about it and then discuss in their pod.
Procedure:
•
Today we are going to find out what other foods are. acidic.
•
What side of the scale is the more acidic foods?
•
How do you know that?
•
Take out your pH scale that you made to so we can test our items
-"- .,--
Today we are going to do an experiment
with foods. What we are going to do is test what our mouth is
at the moment, then take a couple drinks of water then test what it is (should be close to neutral). This
lab we are going to work independently in groups and together as a class. What I mean by this is that
each of us are going to taste the food and find out what our pH is. We are doing it as a class because
you can not move ahead when you are finished, we are staying together.
group because we are going to compare our pH levels to each other.
"
•
•
•
•
Students
Hav
it
'II be in
or 4
...>
-
A~d we are doing this as
~
ep,
a/cIa,:;
:r
(...b"'~\
<:t.
-j-to'-; 17>.'
ss out graphic organizer
Have y ney pass out litmus paper
Have Jerome pass out water bottles to each student (cups)
Designate one person from each pod that is to come get the item to eat/drink
First we are going to test what the pH level of our mouth is. Use pH scale
Take a drink of water: test pH level: record
Wait five minutes
Come get item
Eat the item: test pH: record: drink water
Wait five minutes
Come get item
Eat item: test pH: record: drink water
Wait five minutes
Come get item
Drink item: test pH: record: drink water
Wait five minutes
Come get item
Eat/drink: test pH: record: drink water
•
Compare data with pod
•
Have students answer questions on a separate piece of paper
•
Have students turn in Questions
•
Go over the questions
•
Now we are going to do an in class activity.
You are going to make a Roster about foods that are
acidic. On the poster I want you to draw or use magazines for the foods that you tested, I also
want you to record what the pH levels of those foods were. The foods should be in order from
their pH levels so it is easy to read.
Formative Assessments: data collection, discussion, questions, poster
'5
" '.Ii,
Activity:
Students will make a poster of what foods are acidic based on their experiment
Closure:
Tell students that there are more things/foods
that are acidic. Today we just learned about some foods
and drinks that are acidic. Can you think of anymore things that are acidic?
Tomorrow
we are going to learn about items that are basic and neutral.
Your job is to go home and find things in our house that are acidic. Make a list to come back and talk
about tomorrow.
Evaluation: TWC: Graphic organizer for foods that was acidic by using the data collection sheet
TWC: Creation of poster transferring
information
from graphic org<l."izer to poster using the checklist
•
Name
Data Sheet
Food/Drink
pH
•
Compare your pH levels with your group members.
Questions to think about:
Which foods/drinks were most acidic? Which were more basic?
What would happen if you didn't take a drink in between foods?
•
What would happen if you didn't wait 5 minutes in between foods?
_
Checklist for Poster
_
pH levelsare indicated
_Foods
are indicated
_Creative
_Neat
&
_Organized
This experiment demonstrates how sugary foods mix with plaque in the mouth to create acid that can
cause tooth decay. It meets the National Science Education Standard F-Science in Personal and Social
Perspectives.
Materials:
•
•
•
•
Litmus paper (with range of at least 5.0-7.5)
Sugary foods, such as: candy, cake, brownies, pie, and cookies
Water (either bottled or have cups available for each student)
Activity Sheet
Procedure:
Day One
1. Have a class discussion about food and how different types of food affect teeth. Make sure to
discuss sugary foods. Ask students what happens to their teeth if they eat sugary foods.
2. Explain that the students will be doing an experiment today to see how sugary foods affect their
teeth. Divide the class into groups of 4-5 students for the experiment.
•.
Give each student water to drink before the experiment to neutralize the pH in their mouths. Have
each student test their mouth with litmus paper to find the starting pH level. Record on activity
sheet.
4. Distribute one sugary snack to each group (check food allergies beforehand). Each group will only
test one type of food. Let students predict which food will have the greatest effect on their teeth.
Give each group a few minutes to eat their food.
5. Once the food is eaten, have the students test their mouths again using the litmus paper. Have the
students record their pH levels every 5 minutes for the next 30 minutes. In groups, have the
students discuss what the food is doing to their mouths.
6. Gather the class together for a group discussion to discuss how the food affected their mouth. Talk
about acid attacks and how sugary foods mix with plaque in the mouth to produce acid that can
cause tooth decay. Have a member from each group record their group's pH levels for the food
they consumed on the whiteboard. Discuss which foods produced the most acid.
Day Two
1. Repeat this experiment. Have each group drink water after they eat the same food they had on day
one. After every 5 minute interval (for 30 minutes), have the students drink water to see how it can
affect the pH level in their mouths.
2. Record group findings as a class and discuss how water helps
neutralize the mouth after eating sugary foods.
3. Discuss how food choices affect our oral health and talk about better
food choices .
•
n.oo._ll_
NATIONAL
MUSEUM of
DENTISTRY
31 S. Greene Street, Baltimore. MD 2120 I .
www.smile.experience.org
@
2009 The Dr. Samuel D. Harris
National Museum of Dentistry
Starting pH level:
-------
Which food will affect the pH level the most?
_
Type of food eaten:
_
DAY ONE
Group Members pH Levels
Your pH
Level
1st 5 min. interval
2nd 5 min. interval
3rd 5 min. interval
4th 5 min. interval
5th 5 min. interval
6th 5 min. interval
What is happening to your mouth during this experiment?
_
How might this affect your teeth?
_
According to class data, which food produced the most acid in the mouth?
DAY TWO
_
Group Members pH Levels
Your pH
Level
1st 5 min. interval
2nd 5 min. interval
3rd 5 min. interval
4th 5 min. interval
5th 5 min. interval
6th 5 min. interval
How does drinking water after eating sugary foods affect your mouth?
•
_
What snack choices are good for your teeth?
_
NATIONAL
MUSEUM
of
DENTISTRY
31 S. Greene Street. Baltimore. MD 21201
WW'W .smile-experience.org
@
2009 The Dr. Samuel D. Harris
National Museum of Dentistry
Samantha Moller
Whitney Pannell
February 13,2011
Science Methods
Lesson 4
Subject: Science
Topic: pH levels- bases
Grade Level: 7th
Time allotted: 45 min
National Standard:
Change, consistency and measurement
Iowa Core Curriculum Standard: Design and conduct different kinds of scientific
experiments.
Develop general abilities such as making systematic observations, taking accurate
measurements, and identifying and controlling variables.
Strategy:
Inquiry Based Instruction
Objective: SW discover: what bases are and what their pH levels are and be able to compare the
solutions to one another by experimenting and writing I sentence explaining what makes a base
a base. (Using the words: base ~[J~pH level) ,/ cIA ~r
0- _
1'-+
---.
----..
rj ,---'
\
Materials:
• pH strips
• data recording sheet
• Shampoo
• Liquid Plumber
• Water
• Baking Soda
Accommodations: students requiring assistance can work with teacher or be in a group
required to test fewer solutions.
Anticipatory Set: We have learned about acidity in our previous lesson. What makes a
substance labeled as an acid? (pH 1-6) Today we will do an experiment on bases. What makes a
substance a base? Is there anything other than acid and bases that are included on the pH chart?
These are the questions we need to keep in mind while performing our experiment.
Procedure:
• Teacher will put students in groups of 3-4 students.
• Each student will have an assigned job
o Recorder
o Management of experiment
o
•
•
•
•
•
•
•
•
•
•
•
Material manager ( in groups of 3 this job will be included in management of
experiment)
o Reporter
Teacher will pass out I recording sheet per group
Teacher will assign and explain each job to the group members
o Recorder will write on the graphic organizer the information needed
o Materials manager will responsible for collecting and putting back all the
materials
o Reporter will explain to the class their findings and how they performed their
experiment
o Manger of experiment will make sure all the information needed is found and all
parts of the experiment are completed.
Rules for the experiment will be discussed by writing them on the board
o Solutions are to stay in the proper containers, etc.
Materials manager will gather up all the materials needed for the experiment
Students will then have free experimentation time (20-25 min)
Teacher will walk around to each group listening to conversations, watching techniques,
and guiding students with higher-level thinking questions.
When each group has finished testing and recording all solutions, the materials manager
will neatly place all materials and solutions back in the materials table.
Each group (reporter) will explain to the class what they found during their
experimentation time
A chart will be constructed on the smart board similar to the one the students used for
their experiment
Each group will give the teacher their pH levels for each substance.
As a class we will find the average and use that for our final pH level.
Closure: Now that we have had some time learning about:
• pH levels
• pH chart
• acids
• bases
• experiment with some different solutions,
• neutralizers
We will use the last day to review all we have learned and play an engaging game to tie it all
together. A post assessment will also be given.
Formative Assessment:
• ask if everyone understand what is expected of them during the experiment --• Teacher guided questions during experimentation-• Student discussion during group work
• Listening to student responses during class discussion
_
• Visual check as students tum their sentenc<,:~JI!-~
p
1+
? <r
a
Evaluation: TWC: for I sentence per students explaining<-;h~t a base is u ng the pH levels as
a reference.
---
bo'J <- -
.
.
Name: ---------
Base
pH Level
Samantha Moller
Whitney Pannell
February 13,2011
Science Methods
Unit Plan
Lesson 5
Grade: 7th
Subject: Science
Content: Chemistry, pH levels, acidity
Time: 40 minutes
National Standard:
Change, consistency and measurement
¥~)
Iowa Core Curriculum Standard: Design and conduct different kinds of scientific experiments»" or't-,J "'~.
Develop general abilities such as making systematic observations, taking accurate
J~ '1",1' t;;
measurements, and identifYing and controlling variables.
Xv"'~~'<-~
l'
}O , /
Materials: GEMS ~!ien ~uice Bar Activity worksheet
Computer lab
v\
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if
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r.f ><.I"'"
\ c'"
,J
~
..1"""'\
\- ",\
r ,'"'" '"..,.,:,,)
0
~,
~ x'''\ 'II .f'
iJ)"!I " 'I-
1.'\-\' ') ~
Accommodations:
Students can communicate quietly to each other if they have a question
I will be walking around to attend to all students
Extension: Students can look at a different website to get more practice
Anticipatory Set:
Today is going to be our last day working on pH levels.
Ask students what they have learned this whole week and take a few hands.
Today we are going to do an online activity with pH
Procedure:
• Tell students we are going to the computer lab.
• How do we behave in the computer lab? Go over
• Line up and go to computer lab
• Have students go to designated computer, Pass out activity worksheet
• on the main computer show where they are going to go, show them what to do
• Go through the directions with the students
ff)r
lV,v "
,v.,
co ~
0'
CJyJ'
;1'''
,~
1~
•
•
•
Tell them that they can help each other if they have a questions but it should be quiet.
Put music on and students can't talk over that.
Tell students to raise their hand ifthey need extra help
Circulate room to help students who seem to be struggling
If students finish early have them go to a different website for more practice with acids, bases
and neutral concepts.
•
•
Students should be able to finish, if they were not on task then they will stay in to finish
it, or sometime I the day when we have free time. Otherwise they will need to stay after
school or come before school or at home if they have a computer.
Line students up and go back to classroom
Formative Assessments:
Alien activity worksheet
Discussion
Activity:
Website activity: students will do all 3 challenges on the website to give them practice dealing
with acids, bases and neutral solutions through an online activity lab.
Closure:
Go over the paragraphs at the end of the Alien activity worksheet: it says what did you learn
from this lab. Students will share with their pods and combine their experience to report to class
Evaluation: TWC: Completion of the alien activity worksheet (not necessarily that they did it
correctly but that they did do it) and completion of the paragraph of what they learned
GE IS Alien Juice Bar Activity
http://scienccview.berkelcy.cdu/showcase/tlash/juicebar.html
Name
Date
_
-----------
Challenge 1 - Alien Juice Bar:
I.
2.
3.
4.
5.
6.
7.
Click on Challenge 1 then "start".
Click on the pitcher of cabbage juice and drag towards one of the three drinks.
The cabbage juice will pour into a beaker and mayor may not change color.
Continue until all three drinks have been poured.
Place the drinks onto the correct shelf above the alien's head.
When done, pull the "check me" lever.
If you are wrong, the bottles will come off the shelf - try again until you get them
all right!
8. Fill in the data table to show your results.
Fill in the data table:
Drink
Window Cleaner
Lemon Juice
Water
Color in Beaker
Acid, Neutral, or Base?
Click on "Test More" to continue.
9. Click on the pitcher of cabbage juice and drag towards one of the nine drinks.
10. You may pour the cabbage juice to indicate if it is an acidic, basic or neutral
drink.
II. Continue until all nine drinks have been poured, or you can try to guess the pH of
each bottle!
12. Place the drinks onto the correct shelf above the alien's head.
13. When done, pull the "check me" lever.
14. If you are wrong, the bottles will come off the shelf - try again until you get them
all right!
15. Fill in the table to indicate where each drink belongs.
Fill in the data table:
Acid
•
•
Neutral
Base
Click on 'Continue" for a surprise!
Click on "Main Menu" to continue.
w\,w.middleschoolscience.com
2003 - Created for use with the following website:
http://scienceview.berkeley.edulshowcaseltlash/juicebar.htm
I
Challenge 2 - The Flying Cabbage Juice Bar:
I. Read the directions on the screen and then hit "Start".
2. Listen to your customers carefully, if you give them the wrong drink, they can get
sick or even die and you will lose your license! Good Luck!
3. You can test the pH of each drink with the pitcher of cabbage juice and you can
also restock the shelf if you run low on drinks.
4. Drink choices: lemon juice, water, mouthwash, water, cough medicine, window
cleaner, toothpaste juice, coffee, liquid soap, water, soda pop, and orange juice.
5. Record your results into the data table.
Customer #
They Asked
For:
You Gave:
Example
Neutral
Lemon Juice
Sick
Customer?
Try Al(ain.
Water
Yummy or
Dead?
Yummv!
1
2
3
4
5
6
•
Did all your customers survive? Congratulations! Click on "Continue".
• OR: Did vou lose vour license? Trval!ain!
Yummy or
Sick? Try
They asked
You gave:
Customer #
Dead?
al!ain.
for:
1
2
3
4
5
6
•
•
Did all your customers survive? Congratulations!
Click on "Continue".
OR: Still need another chance? If not, leave blank.
Yummy or
Sick? Try
They asked
You gave:
Customer #
Dead?
ae:ain.
for:
1
2
3
4
5
6
• Did all your customers survive? Congratulations! Click on "Continue".
• Click on "Main Menu" then Challenge 3.
www.middleschoolscience.com
2003 - Created for use with the following website:
http://scienceview. berkeJey.eduishowcaselflashljuicebar.htmJ
Challenge 3 - Alien Juice Bar Challenge:
I. Click on Start.
2. Drag the pitcher of cabbage juice until all the glasses on the tray change color and
the pH is indicated.
3. The server will tell you what types of drinks need to be on the tray.
4. Your job is to add different amounts ofliquid (click and drag the bottles) to each
glass to change the pH to the pH that is being asked for. Mentally assign a
number to each glass to keep track in the data table.
5. This is a tough assignment, one hint is that different drinks will make the pH
either change in small increments or large increments; it is up to you to figure out
the right combinations! Good luck!
6. When you have reached the correct pH for all the glasses on the tray, it will
automatically move to the next level. Record your results!
Acidic Drinks
Start
Finish
Drink #
Basic Drinks
Start
Finish
Neutral Drinks
Start
Finish
I
2
3
4
5
6
Conclusions:
3-5 complete sentences on what you learned by doing this activity.
Note: by refreshing the website, you will always start at the beginning of the activity, in
case you need to get back to the main menu.
www.middleschoolscience.com
2003 - Created for use with the following website:
http://scienceview.berkeley.edulshowcase/flash/juicebar.htm
I
r
Samantha Moller
Whitney Pannell
February 15,2011
Science Methods
Overview
Lesson #1
Unit Goals
At the end of this unit students will be able to:
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1. Solutions based on the nature of their
chemical properties, collecting data
and using safety procedures
Date:
Objective: SWBA T discover the chemical
reactions Q.f.substances1l¥ their pH levels in
different substances by experimenting and
observing substances c~lors andcomparing the
colors to the others substances using the
graph~c organizer to collect their data.
Topic: pH levels
Lesson #2
Objective: SWBA T draw, color, and label their
own pH le.\'elscale on 'paper using correct
colors and pH level correspondence and one
example for each level with I00%~curacy.
Topic: pH level scale
Activity: Students will be drawing, labeling,
and coloring their own pH chart with at least
one example of a substance for each level.
Activity: Students will be testing the pH levels
of !!iven substances and recording them.
Lesson #3
Objective: SWBA T determine which foods
were more acidic than the others by
experimenting and collecting data onto the
graphic organizer and create a poster that has
foods that are acidif on it using their data from
the lab gelting all checks in the checklist.
Topic: pH Acids
Activity: students will taste different foods
while recording the pH level of their mouth
after each. Students will also be creating a
noster based on their findings.
Lesson #4
Objective: SWBA T discover what bases are
and what their pH levels are and be able to
compare the solutions to one another by
experimenting and writing-I sentence
explaining what makes a base a base. (using
the words base and pH l~veTf~
~ft5
;:); Objective: SWB1)T'complete the Alien J!£ce
Bar online by co_~pleting all tables and~charts
intheir packet an~Lng.a.reasOriable
conclusion_",,~ •. /t whA-i ~ _ ~
Topic: pH bases
Activity: Students will be performing a lab
online and completing all charts and tables.
They need to write a conclusion at the end of
their virtual lab.
Activity: students will be testing different base
solutions and comparing their pH levels. They
will then write one sentence explaining what
makes a base a base.
Topic: pH Review (bases and acids)
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Samantha Moller
Whitney Pannell
February 15,2011
Science Methods
Assessment Plan
Learning Goals
Iowa Core Curriculum
Standard
Assessments
Pre-Assessment
Format of Assessment
Paper and pencil pre-test
Formative Assessment(s)
Graphic organizer
Discussions
Lab notebook
evaluation
Thumbs up/down
Questions
Poster
Sentences
Experiment Completion
Learning Goal I
Solutions based on the
nature of their chemical
properties. collecting data
and using safety
procedures
Post Assessment
Paper and pencil test matched
to the pre-test
The pre-assessment will not be graded. This will be used as a tool to guide instruction and to be
aware of the students' prior knowledge in regard to pH levels, the pH chart, what is considered
and acid and a base and how foods are placed on the pH chart.
The formative assessments will all be graded a little differently. Rubrics are provided for poster,
so students know exactly what is expected of them. For all of the other daily assessments, the
teacher will take mental and/or written notes about each student or group of students' progress.
All individuals will be graded fairly and consistently. The graphic organizers that correspond
with the experiments will show the teacher how they worked in their group as well as what kind
of understanding the group has of the topic. The eyaluation will also be great assessment has to
how each member was active in the group and experiment.
The post-assessment will be graded'and worth 17 points. A point value has been assigned to each
individual question and each correct answer will be based on the usage of correct terminology
and facts provided.
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-
•
Samantha Moller
Whitney Pannell
February 13, 2011
Science Methods
Pre-test
1. What does pH mean?
2. What is the range of numbers on the pH scale?
3. What do the different numbers mean?
4.
•
Water is:
a. Acidic
b. Neutral
c. Basic
5. Give an example of an acidic food/drink:
6.
Give an example of a solution that is basic:
7. Why do we need to know pH levels?
•
•
1. What did you discover/learn in the labs? ( Z
2. What does pH mean?
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3. What is the range of numbers on the pH scale?
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Post-test
4. What do the different numbers mean?
5.
Draw a picture of a pH scale.
6. Water is:
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a. Acidic
b. Neutral
c. Basic
7.
•
Give 2 example of an acidic food/drink:
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Samantha Moller
Whitney Pannell
February 13, 2011
Science Methods
•
8.
How do we make something less acidic?
9.
Give 2 example of a solution that is basic:
10. Why do we need to know pH levels?
11. What in our bodies is acidic?
a. Stomach
b. Mouth
c. All the above
•
•
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Samantha Moller
Whitney Pannell
February 13, 2011
Science methods
Unit References:Lesson 1:
Lesson 2:
http://www.envirohealthtech.com/ph.htm
http://www.brainpop.com/sci
ence/rnatterandchern istry/phscale/preview. wernl
Lesson 3:
http://www.google
.co m/i mgres?i mgu rl=http://going-well.com/wp/wp-
content/u ploads/2009 /11/ aIkalin e-acidic -foods.j pg& imgrefu rl= http://goingwell.co m/ category / nutriti on/ &usg= _ Vaxyswz TpLh DUjO 1tTl d nyAZcVg=& h=3S8&w=400&sz=43 &h I=en&
sta rl=2&zoom= 1& tbn id= Be3 HnUWU ESGXyM:& tbn h= 111&tbnw= 124&ei=zV1 YTa2rN 4P_8Ab.
INCZBw&prev=/images%3Fq%3Dacidic%2Bfoods%2Gum%3D1%2Ghl%3Den%2Gclient%3Dfirefoxa%2 Ghs%3DgGS%2Gsa%3DX%2Grls%3Dorg. mozi Iia :enUS:official%2Gchannel%3Ds%2Gbiw%3D1280%2Gbih%3DG19%2Gtbs%3Disch:1&um=1&itbs=1
http://fha
.ma ryla nd .gov / pdf/ora Ihea Ith/ cd h m_ m idd Ie_ school_ activity-a cid_mouth. pdf
Lesson 4:
Lesson 5:
Scienceview. berkeley .ed u/ showcase/fiash/j
uice bar. htm I