LDC Module Template
Role of Chemistry in Daily Life
Information Sheet for Informational/Explanatory Module
Module title:
Role of Chemistry in Daily Life
Module description
(overview):
Horses, humans, and grass: These are all organisms composed of chemical substances that affect their life processes. Whether we are cooking, swimming in
the ocean, making sweet tea, fueling our bodies with food, or using laundry detergent to remove stains from our clothes, all students can benefit from a
knowledge of basic chemistry. Chemical substances found in organisms include atoms, water, acids, bases, carbohydrates, proteins, fats, DNA, and enzymes. In
this module, students will conduct research on the role of chemistry in daily life. Through labs, demonstrations, hands-on activities, and research, students will
consider and investigate how life processes are affected by chemical bonding, properties of water, organic molecules, enzymes/hormones and chemical reactions.
Skills regarding the appropriate procedures, controls, and variable in scientific experimentation will also be addressed. They will conclude the unit with a “Real
Life” lab entitled McMush. In this lab, students determine the organic molecules present in a McDonalds Happy Meal. As a final product, students will write a
formal lab report addressing the research regarding organic molecules, and the results of their lab.
Task Template 17: After researching __________(informational texts) on ________(content), developing a hypothesis, and conducting an
experiment examining the role of chemistry in daily life, write a laboratory report that explains your procedures and results and confirms or rejects
your hypothesis. What conclusions can you draw? (Informational or Explanatory/ Procedure-Sequential)
Template task
(include number,
type, level):
Teaching task:
After researching a selection of scientific articles, textbooks, and lab sources on the role of chemistry in daily life, developing a hypothesis, and
conducting an experiment examining the role of chemistry in daily life, write a laboratory report that explains your procedures and results and
confirms or rejects your hypothesis. What conclusions can you draw?
Grade(s)/Level:
10th Grade
Discipline: (e.g.,
ELA, science,
Science
1
history, other?)
Course:
Biology
Author(s):
Margie Towery
Contact
information:
towerym@greenbrierschools.org
Greenbrier High School
72 Green Valley Drive
Greenbrier, AR 72058
501-679-4236 (work)
501-519-2697 (cell)
2
Section 1: What Task?
Teaching task:
Reading texts:
Background to
share with
students:
TEACHING TASK
After researching a selection of scientific articles, textbooks, and lab sources on the role of chemistry in daily life, developing a hypothesis, and
conducting an experiment examining the role of chemistry in daily life, write a laboratory report that explains your procedures and results and confirms
or rejects your hypothesis. What conclusions can you draw?
 Biology Text Book
 www.nms.org / Laying the Foundation, Inc,, “Phases of Inquiry”
 www.nms.org / Laying the Foundation, Inc,, “A Cool Chemical Reaction”
 www.nms.org / Laying the Foundation, Inc,, “McMush”
 ChemMatters, October 2011, “The Skinny on Sweetners: How do they Work?”
 ChemMatters, February 2012, “Attack of the Gluten”
 Student-chosen SOURCE {regarding properties of water}
 Mainstream media websites (popsci; sciam; nat geo)
 http://owl.english.purdue.edu/owl/resource/560/01/
 http://science.how stuff works.com
Horses, humans, and grass: These are all organisms composed of chemical substances that affect their daily life. Whether we are cooking, swimming in
the ocean, making sweet tea, fueling our bodies with food, or using laundry detergent to remove stains from our clothes, all students can benefit from
the knowledge of basic chemistry. Chemical substances found in organisms include atoms, water, acids, bases, carbohydrates, proteins, fats, DNA, and
enzymes. In this module, students will conduct research on the role of chemistry in daily life. Through labs, demonstrations, hands-on activities, and
research, students will consider and investigate how life processes are affected by chemical bonding, properties of water, organic molecules,
enzymes/hormones and chemical reactions. We will conclude the unit with a “Real Life” lab entitled McMush. This lab provides an opportunity for the
development of skills involved in chemically testing for the presence of the carbohydrates, lipids, and proteins found in food samples. Skills regarding the
appropriate procedures, controls, and variable in scientific experimentation will also be addressed. Using the skills that you have developed throughout
the unit, you should be able to determine which organic compounds are present in a children’s hamburger meal. As a final product, students will write a
formal lab report addressing the research regarding organic molecules, and the results of their lab.
Extension
(optional):
CONTENT STANDARDS FROM STATE OR DISTRICT
Standards
source:
NUMBER
MC.1.B.1
CONTENT STANDARDS
Describe the structure and function of the major organic molecules found in living systems: carbohydrates, proteins, enzymes, lipids, nucleic acids
MC.1.B.2
MC.1.B.3
MC.1.B.4
Describe the relationship between an enzyme and its substrate molecule
Investigate the properties and importance of water and its significance for life: surface tension, adhesion, cohesion, polarity, pH
Explain the role of energy in chemical reactions of living systems: activation energy, exergonic reactions, endergonic reactions
3
NS.10.B.2
NS.10.B.4
NS.11.B.1
Compare and contrast hypothesis, theories, and laws
Summarize the guidelines of science: explanations are based on observations, evidence and testing; hypothesis must be testable; understanding and/or
conclusions may change with additional empirical data; scientific knowledge must have peer review and verification before acceptance,
Develop and explain the appropriate procedure, controls, and variables in scientific experimentation
NS.11.B.2
NS.11.B.3
NS.11.B.4
NS.11.B.5
NS.11.B.6
Research and apply appropriate safety precautions when designing and/or conducting scientific investigations
Identify sources of bias that could affect experimental outcome
Gather and analyze data using appropriate summary statistics
Formulate valid conclusions without bias
Communicate experimental results using appropriate reports, figures, and tables
COMMON CORE STATE STANDARDS
READING STANDARDS FOR INFORMATIONAL OR EXPLANATORY
“Built In” Reading Standards
“When Appropriate” Reading Standards
1 – Read closely to determine what the text says explicitly and to make 3 – Analyze how and why individuals, events, and ideas develop and
logical inferences from it; cite specific textual evidence when writing or interact over the course of a text.
speaking to support conclusions drawn from the test.
2 – Determine central ideas or themes of a text and analyze their
5 – Analyze the structure of texts, including how specific sentences,
development; summarize the key supporting details and ideas.
paragraphs, and larger portions of the text (e.g. a section, chapter, scene,
or stanza) relate to each other and the whole.
4 – Interpret words and phrases as they are used in a text, including
7to–each
Integrate
content presented in diverse formats and
otherand
andevaluate
the whole.
determining technical, connotative, and figurative meanings, and analyze media, including visually and quantitatively, as well as in words.
how specific word choices shape meaning or tone.
6 – Assess how point of view or purpose shapes the content and
8 – Delineate and evaluate the argument and specific claims in a text,
style of a text.
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
10 – Read and comprehend complex literary and informational texts
9 – Analyze how two or more texts address similar themes or topics in
independently and proficiently.
order to build knowledge or to compare the approaches the authors
take.
dently and proficiently.
WRITING STANDARDS FOR INFORMATIONAL OR EXPLANATORY
“Built-in” Writing Standards
“When Appropriate” Writing Standards
4
2 – Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
4 – Produce clear and coherent writing in which the development,
organization and style are appropriate to task, purpose, and audience.
5 – Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
9 – Draw evidence from literary or informational texts to support
analysis, reflection, and research.
10 – Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audience.
1 – Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient
evidence.
3 – Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details, and wellstructured event sequences.
6 – Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others.
7 – Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
8 – Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
5
Informational/Explanatory Teaching Task Rubric for Template Task Collection Version 2.0
Scoring
Elements
Not Yet
1
1.5
Approaches Expectations
2
2.5
Meets Expectations
3
3.5
Advanced
4
Addresses all aspects of prompt
appropriately and maintains a strongly
developed focus. D: Addresses additional
demands with thoroughness and makes
a connection to controlling idea.
Establishes a strong controlling idea with
a clear purpose maintained throughout
the response.
Attempts to address prompt,
but lacks focus or is off-task.
Addresses prompt appropriately,
but with a weak or uneven focus.
Addresses prompt appropriately and
maintains a clear, steady focus.
D: Addresses additional demands
sufficiently.
Attempts to establish a
controlling idea, but lacks a
clear purpose.
Establishes a controlling idea with
a general purpose.
Establishes a controlling idea with a
clear purpose maintained throughout
the response.
Attempts to present information
in response to the prompt, but
lacks connections or relevance
to the purpose of the prompt.
Presents information from
reading materials relevant to the
purpose of the prompt with
minor lapses in accuracy or
completeness.
Presents information from reading
materials relevant to the prompt
with accuracy and sufficient detail.
Accurately presents information relevant
to all parts of the prompt with effective
selection of sources and details from
reading materials.
Attempts to provide details in
response to the prompt,
including retelling, but lacks
sufficient development or
relevancy.
Presents appropriate details to
support the focus and controlling
idea.
Presents appropriate and sufficient
details to support the focus and
controlling idea.
Presents thorough and detailed
information to strongly support the
focus and controlling idea.
Organization
Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate
organizational structure to
address the specific requirements
of the prompt, with some lapses
in coherence or awkward use of
the organizational structure
Maintains an appropriate
organizational structure to address
the specific requirements of the
prompt.
Maintains an organizational structure
that intentionally and effectively
enhances the presentation of
information as required by the specific
prompt.
Conventions
Attempts to demonstrate
standard English conventions,
but lacks cohesion and control
of grammar, usage, and
mechanics. Sources are used
without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion. Uses
language and tone with some
inaccurate, inappropriate, or
uneven features. Inconsistently
cites sources.
Demonstrates a command of
standard English conventions and
cohesion, with few errors. Response
includes language and tone
appropriate to the audience,
purpose, and specific requirements
of the prompt. Cites sources using an
appropriate format with only minor
Demonstrates and maintains a welldeveloped command of standard English
conventions and cohesion, with few
errors. Response includes language and
tone consistently appropriate to the
audience, purpose, and specific
requirements of the prompt.
Consistently cites sources using an
Focus
Controlling
Idea
Reading/
Research
Development
6
Content
Understanding
Attempts to include disciplinary
content in explanations, but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary content
relevant to the prompt; shows
basic or uneven understanding of
content; minor errors in
explanation.
errors.
appropriate format.
Accurately presents disciplinary
content relevant to the prompt with
sufficient explanations that
demonstrate understanding.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
7
Section 2: What Skills?
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1.Bridging Conversation
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. (Kwl-p.27)
2. Task analysis
Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 2: READING PROCESS
1. Active Reading
Ability to identify the central point and main supporting elements of a text.
D4 In your discussion, address the credibility and origin of sources in view of your research topic. (Argumentation or
Informational/Explanatory)
D5 Identify any gaps or unanswered questions. (Argumentation or Informational/Explanatory)
2. Essential vocabulary
Ability to identify and master terms essential to understanding a text.
3. Note-taking
Ability to select important facts and passages for use in one’s own writing. (Pair and Share)
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging
Ability to begin linking reading results to writing task.(exit slip)
SKILLS CLUSTER 4: WRITING PROCESS
1. Hypothesis
Ability to establish a hypothesis and consolidate information relevant to task.
2. Planning
Ability to develop a line of thought and text structure appropriate to an informational/explanatory task.
3. Development
Ability to construct an initial draft with an emerging line of thought and structure.
D4 In your discussion, address the credibility and origin of sources in view of your research topic. (Argumentation or
Informational/Explanatory)
D5 Identify any gaps or unanswered questions. (Argumentation or Informational/Explanatory)
4. Revision
Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
5. Editing
Ability to proofread and format a piece to make it more effective.
6. Completion
Ability to submit final piece that meets expectations.
Section 3: What Instruction?
PACING
SKILL AND DEFINITION
PRODUCT AND PROMPT
SKILLS CLUSTER 1: PREPARING FOR THE TASK
SCORING (PRODUCT “MEETS
EXPECTATIONS” IF IT…)
INSTRUCTIONAL STRATEGIES
Day 1
1.Bridging Conversation
Ability to connect the task
and new content to
existing knowledge, skills,
experiences, interests, and
concerns.
Day 1
2. Task analysis
Ability to understand and
explain the task’s prompt
and rubric.
Day 2
Bridging Conversation
Ability to connect the task
and new content to
existing knowledge, skills,
experiences, interests, and
concerns.
Students will:

Be pre-assessed on their
knowledge of basic
chemistry and how it affects
daily life.

After answering pre-test
questions regarding basic
chemistry, finish a Short
Constructed Response in
which they generate a list of
things they already know
about the role of chemistry
in daily life.
Students will :

Read the Task prompt and
then be asked to rewrite the
task’s prompt in their own
words
“Why is experimentation, to include
contrasting hypothesis, theories, and
laws and summarizing explanations
based on observations, evidence and
testing, needed for scientific
knowledge?”
Students will:

Investigate “Chemistry in
Action” by participating in a
Lab entitled Phases of
Inquiry. Students will
complete an Exit Slip
(Teacher Resource # 2) at
the completion of the lab.
Completed Pre-Test and a
response that contains 5 ideas
written in complete sentences
(This will be put in their Bell
Ringer Notebook and will be
worth 10 points)
Completed Poster/Whiteboard
and Student participation in
groups
Completed Lab and Exit Slip
(20 points)
Teacher will:
 Pre-assess students on their knowledge
of basic chemistry and how it affects daily
life. The pre-assessment will consist of
16 matching questions and a prompt
requesting a Short Constructed
Response in which they generate a list of
5 things they already know about the role
of chemistry in daily life. (Teacher
Resource # 1)
Teacher will:
 Show/Read the Task Prompt to the
students and have the students complete a
Task Analysis worksheet in which they
will be asked key questions to determine
their understanding of the prompt.
 Facilitate students to work in groups to
create a poster/Whiteboard displaying
their understanding of the prompt.
Teacher will:
 Assess the ability of students to make a
connection between chemistry and
experimentation while observing
students in the LAB: Phases of Inquiry
(Appendix # 1), where they will work
with skittles. Leading questions for
thought will be displayed as they proceed
through the inquiry lab (Teacher
Resource # 2).
 Prompt students to complete an Exit Slip
(Teacher Resource # 3)
SKILLS CLUSTER 2: READING PROCESS
Day 3
1. Active reading
Ability to identify the
central point and main
supporting elements of a
text.
Students will :

Following a Bell Ringer
regarding elements,
compounds, and mixtures,
students will be led through
a short power-point
regarding covalent and ionic
bonding of atoms.

Participate in a Quick Lab:
Opposites Attract! with
inflated balloons and salt.
L2 Ability to identify and
analyze the credibility
and origin of sources.
L3 Ability to identify
gaps and unanswered
questions.

Day 4-5
Complete a short
constructed-response on
how this activity relates to
bonding.
“How do the properties and
importance of water affect life?”
After a teacher-led lecture regarding
the properties of water,
Students will:

Closely read an article on
properties of water, entitled
“How Water Works“

Participate in a Think-PairShare activity to discuss the
properties of water.

Participate in a LAB entitled
Water/Milk Polarity.
Completion of Bell Ringer (10
points)
Short-constructed response is
submitted and student actively
participated in lab (10 points).
Students completes reading
assignment and actively
participates in Think-PairShare
Completed Lab Worksheet (12
points)
Teacher will:
 Assign a Bell Ringer regarding elements,
compounds, and mixtures
 Present a Power-Point with short
embedded video clip on atoms, elements,
compounds, and bonding. (Use textbook
resources or Internet). Students will
have a copy of the power-point where
they can read along and make notes.
 Facilitate students in a Quick Lab:
Opposites Attract! (Teacher Resource
# 4) with inflated balloons and salt to
assess their understanding of concepts.
 Prompt students to write a shortconstructed response regarding atoms
and polar molecules and their
understanding of the activity.
Teacher will:
 Present a Power-Point on the properties
of water (Use textbook resources or
Internet).
 Facilitate a Close-Read with the article on
the properties of water entitled “How
Water Works“ (Appendix # 2)
 Facilitate students in a lab entitled LAB:
Water/Milk Polarity (Appendix 3)
Day 5
2. Essential vocabulary
Ability to identify and
master terms essential to
understanding a text.
“How do the structure and function
of organic molecules affect living
systems?” Students will:

Complete Bell Ringer

Closely read teacherprovided article entitled
“The Skinny on Sweeteners”
regarding carbohydrates
and will identify key
vocabulary words in an
activity entitled Blanket the
Table.
Completed Bell Ringer (10
points)
Completion of cards
constructed during “Blanket the
table” activity (20 points)
10 participation points for
completion of prompt in 4corner activity
Day 6
Students will:

Day 7
3. Note-taking
Ability to select important
facts and passages for use
in one’s own writing.
After listening to a lecture
on Macromolecules,
participate in a 4-corner
Group activity to answer
prompt regarding
macromolecules.
“Does the structure of certain
components of carbohydrates,
specifically glutein, affect living
systems?” Students will

Read article entitled “Attack
of the Gluten.“

Identify key concepts while
completing an activity
entitled “4-Square
Vocabulary.”
10 participation points for
completing “4-Square
Vocabulary” worksheets
Teacher will:
 Lead students in a bell ringer where
students identify objects (of your choice)
on a table as a carbohydrate, fat, protein,
or DNA.
 Provide a close-read article entitled “The
Skinny on Sweeteners”(Appendix # 4).
 Number students off to result in 4 in a
group and then lead students in a
vocabulary activity called “Blanket the
Table” (Teacher Resource # 5)( In this
activity, students will throw index cards
into the middle of the table listing
concepts learned during their Close Read.
Tables will share out to class and then
rotate group of cards at their table
clockwise to the next table and share out
1 more time.)
Teacher will:
 Present a power-point (Use textbook
resources or Internet) and short video
clip on macromolecules.
 Facilitate students in a 4-corner activity
(Teacher Resource # 6) to answer a
prompt regarding macromolecules.
Teacher will:
 Provide an article entitled “Attack of the
Gluten” (Appendix # 5).
 Facilitate the students in an activity
entitled “4-Corner Vocab” (Teacher
Resource # 7)
SKILLS CLUSTER 3: TRANSITION TO WRITING
Day 8
1. Bridging
Ability to begin linking
reading results to writing
task.
Day 9
“What is the role of energy in the
chemical reactions of living things?”
Students will:

Take notes regarding
chemical reactions and
enzymes

Work in groups of three to
witness exergonic and
endergonic reactions
Students will:

Show ability to link
information and data gained
from an experiment to begin
constructing a Formal Lab
Report. The report will be
based on guidelines that
must be followed to design
and conduct a scientific
investigation.
Completed notes and mini-lab
Completed Lab Write-up using
provided form/Student actively
participates in lab (20 points)
Teacher will:
 Provide the students a short lecture
regarding chemical reactions and
enzymes
 Demonstrate enzymes using models (I
use models made of swimming noodles)
 Facilitate the students in a mini-lab to
introduce chemical reactions. This
involves putting students in groups of 3.
Give each group two beakers. Put
hydrogen peroxide/yeast in one beaker
and baking soda/vinegar in the other to
demonstrate exergonic and endergonic
reactions
Teacher will:
 Lead students in a LAB entitled “A Cool
Chemical Reaction.” (Appendix # 6)
They will be required to write up their lab
using a condensed and simple provided
form as they start linking the lab to a
writing task (Teacher Resource # 8).
SKILLS CLUSTER 4: WRITING PROCESS
Day 10
1. Summarizing a Lab
Investigation
Ability to establish an
Observation, hypothesis,
and prediction to
consolidate information
relevant to task.

Participate in the final
activity of the unit, Lab:
McMush
Active Participation in
Lab/Completion of Lab
Questions
Completion of Abstract
Students will:
Day 11
Day 12
Students will:

2. Development
Ability to construct an
initial draft with an
emerging line of thought
and structure.
L2 Ability to analyze the
credibility and origin of
sources.
L3 Ability to identify
gaps or unanswered
questions.
Complete a basic lab report
template provided by the
teacher to use as an abstract
for the purpose of
summarizing the lab
investigation. The abstract
will include observation,
hypothesis, and procedures.
However, students will go to
a computer lab and search
the net for example reports
as they prepare to write a
draft of the final lab report.
Students will:

Use completed abstract to
write an initial draft
complete with opening
hypothesis, and other
required components of a
Formal Lab Report. All
Students will use the formal
lab report template
provided by the teacher.
Completion of Lab Report Draft
Teacher will:
 Facilitate the students through final LAB
of the unit, “McMush.” (Appendix 7) In
this lab, students test carbohydrates, fats,
sugars, and protein in a McDonalds
Happy Meal.
Teacher will:
 Instruct students on how to write an
abstract meant to draw in the reader and
give a brief introduction of the
investigation. The abstract for this project
will be a basic lab report outline which
will include the observations, hypothesis,
and procedures of Lab McMush. (Use
Teacher Resource # 8.)
 Provide students access to computers and
have them search the net for sample lab
reports as they prepare to write a draft of
the final lab report.
Teacher will:
 Provide students with a Lab Report
template and rubric (Teacher
Resource # 9) required by all students to
use. Facilitate students to work in
original lab groups as they collaborate to
complete a draft of their final Lab Report.
(Each student is required to submit a
Formal Lab Report)
Day 13
3. Revision
Ability to refine text,
including line of thought,
language usage, and tone
as appropriate to audience
and purpose.
Day 14
4. Editing
Ability to proofread and
format a piece to make it
more effective.
Day 15
5. Completion
Ability to submit final
piece that meets
expectations.
Students will :

Pair up with their lab
partners and complete a
peer-review using Lab
Report Rubric

Sign off on partner’s
checklist as evidence of task
completion
Students will:

Work with their lab partner
to proofread Final Draft for
grammar errors

Refine their organization of
ideas as homework. When
appropriate, they will use
textual evidence in their
report.
Students will;

Submit Formal Lab Report.
MATERIALS, REFERENCES, AND SUPPORTS
FOR TEACHERS
REFER TO TEACHER RESOURCES AND APPENDICES IN TEACHER WORK
SECTION
Students sign off on Peerreview checklist
Teacher will:
 Assign students to pair up with their lab
partners to complete a Peer-Review
using the Lab Report Rubric Grading
Form (Teacher Resource # 10). They
will then sign off on each other’s checklist
as evidence of task completion.
Demonstrates work with lab
partners while refining draft
Teacher will:
 Assign students to work with their lab
partners to proofread Final Draft for
grammar errors and then they will refine
their organization of ideas as homework.
When appropriate, students will use
textual evidence in their report.
Fits the “Meets Expectations”
category in the rubric for the
teaching task
Teacher will:

Collect Formal Lab Reports.
FOR STUDENTS
REFER TO TEACHER RESOURCES AND APPENDICES IN TEACHER WORK SECTION
Section 4: What Results?
STUDENT WORK SAMPLES
[Include at least two samples of student work at each scoring level.]
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)
Classroom
assessment task
Background to share
with students
(optional):
Reading texts:
Teacher Work Section
Here are added thoughts about teaching this module.
TEACHER RESOURCES:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Pre-Assessment with Short Constructed Response
Inquiry Lab Leading Questions
Exit Slip
Quick Lab: Opposites Attract
Group Activity: Blanket the Table
4-Corner Activity
4-Corner Vocabulary
Lab Abstract/Write-up
Formal Lab Report Guidelines and Rubric
Peer Review Grading Form
Teacher Resource # 1:
___1.
___2.
___3.
___4.
Chemistry of Life Pre-Quiz
atom
ion
electron
synthesis
A charged atom that has gained/lost electrons
Moving energy
50% of diet, starches, sugars
A naturally occurring substance: metal,
non, metal, or gas
___5. Compounds having a carbon base
A.
B.
C.
D.
___6. 30 % of diet, need it to build cells
F. element
___7. Maintaining constant (normal) conditions
Inside an organism
G. decomposition
___8. The (-) charged subatomic particle
H. homeostasis
___9. 20 % of diet, “fats”
I. pH
__10. Ca+, K+, Mg+2, Na+, Cl-
J. single replacement
__11. To make something new
A + B (yields) AB
K. electrolytes
__12. To break down
AB (yields) A + B
L. organic compounds
__13. AB + C (yields) AC + B
M. double replacement
__14. AB + CD (yields) AD + BC
N. carbohydrates
__15. % of H+ ions in solution, 7 is neutral
O. lipids
__16. The smallest unit of an element
P. proteins
E. kinetic energy
Short Response Question
How do we see/experience chemistry every day? List 5 things you already know about the role of chemistry in daily life.
1.
2.
3.
4.
5.
Teacher Resource # 2:
Inquiry lab leading questions:
1.
2.
3.
4.
5.
6.
7.
8.
What was happening in the dish?
Did all the colors spread at the same rate?
What happened when two colors met?
Did you notice any layering of colors when you looked in from the side?
Did the layering always occur in the same color order?
Did you notice a clear band toward the end of the lab?
What caused the clear band to form?
What “liquid” did you use in the second part of the lab and what were the results?
Exit Slip
3
2
1
Things I Learned Today …
Things I Found Interesting …
Question I Still Have …
Teacher Resource # 4:
Quick lab: Opposites Attract
1.
2.
3.
4.
5.
6.
To demonstrate the attraction between opposite charges, have students gently rub an inflated balloon through their hair
Have students bring the balloon close to their hair without touching their hair.
Have students describe their observations
Explain that their hair is attracted to the balloon because the negative charges on the balloon are attracted to the positive charges on their hair.
Put salt on lab tables/desks
Repeat steps 1-3 again
Teacher Resource # 5
Blanket the Table Activity:
This is a group sharing activity that encourages thoughtful examination of article read or concepts taught. Steps are as follows:
1.
2.
3.
4.
5.
6.
7.
Students close read assigned article
Number students off to result in 4 students per group
Give students index cards
Students will throw index cards into the middle of the table listing concepts learned during their close read
Tables will share out the cards as a group with each other
Cards from each table will then be rotated clockwise to next table
Teacher will facilitate a discussion with entire class as they share out their thoughts about the close read
Teacher Resource # 6:
4 Corners
(Students share their knowledge on a given topic by going to assigned corner of
the room and discussing the topic)
Steps:
1) Decide a topic for discussion for the 4 corners of your classroom and label
the four corners of the room with one of 4 topics chosen for discussion.
2) Number the students in your room 1-4.
3) Instruct all # 1’s to go to corner designated number 1, # 2’s to corner
designated number 2, and so forth.
4) Once there, students respond to the prompt/topic for discussion, answer
any questions and decide who will share out.
5) After 20 minutes, students chosen to share out will share with the class as
prompted by the teacher.
Teacher Resource # 7:
Teacher Resource # 8:
LAB WRITE-UP AND ABSTRACT
TITLE OF LAB:________________________________________________
I.
State the Problem: (What questions are you asking?) (Collecting Observations)
II.
Form a Hypothesis: (What do you think the result is going to be?)(Prediction)
III.
Materials List:
IV.
Experiment/Procedure:
V.
Observation: (Collect Data/Graph if Possible/What events do you see?)(Observations)
Teacher resource #10:
Appendix
The attached materials support teaching this module.
Appendices:
1.
2.
3.
4.
5.
6.
7.
Lab: Phases of Inquiry
Article: “How Water Works”
Lab: Water/Milk Polarity
Article: “The Skinny on Sweetners”
Article: “Attack of the Gluten”
Lab: A Cool Chemical Reaction
Lab: McMush
Laying the Foundation labs are copyrighted and cannot be displayed on this document. Articles are listed at top of this document or were found on the internet.