Sample Lesson: Changes in Matter Using a Root Beer Float
Course: Science Strand: Properties of Changes in Matter Grade: 5 Time: 60 minutes
Lesson Description: Students will make a root beer float and document the physical changes they observe during the experiment using their SketchNotes app. This is a culminating experiment, therefore it incorporates many aspects of the unit.
Essential Question: What changes in matter take place when creating a root beer float? Is this a chemical or physical reaction?
Overall Expectation(s): 2. conduct investigations that explore the properties of matter and changes in matter 3.demonstrate an understanding of the properties of matter, changes of state, and physical and chemical change Specific Expectation(s): 2.3 use scientific inquiry/experimentation skills to investigate changes of state and changes in matter 2.5 use appropriate science and technology vocabulary, including mass, volume, properties, matter, physical/reversible changes, and chemical/irreversible changes, in oral and written communication 2.6 use a variety of forms to communicate with different audiences for a variety of purposes 3.3 explain changes of state in matter 3.8 distinguish between a physical change and a chemical change
Key Skills to be applied/learned: teamwork, following instructions, chemical and physical changes, properties of matter, changes in matter Background Knowledge: students should have a good understanding of changes in matter, properties of matter and chemical and physical changes as they have learned about these topics throughout the unit.
Student Groupings: groups of 4
Considerations: teacher must explain clearly that students cannot eat materials until the experiment is over and they have been divided evenly between the group members. Teacher will divide each root beer float between the four group members to prevent arguments. All group members must help clean desks afterwards. All food and beverage labels will be examined for allergies. Teacher will assign roles within each group to ensure groups work cooperatively and are successful.
Materials: iPad, Sketchnote app, class set of plastic cups, root beer, ice cream, ice cream scoops
Accommodations: if students would like to write on a paper instead of using Sketchnote they may do so, if teacher feels class cannot "handle" the experiment in groups the teacher will demonstrate and groups will observe using Sketchnote, working in groups will distribute science abilities more evenly, teacher will assign student roles within the group to fit individual and group needs
Open (20 minutes): Teacher will ask students to brainstorm, in groups, on their Sketchnote app examples of physical changes. The class and teacher will talk about these examples and discuss whether they are a physical or chemical change. Middle (30 minutes): Students will make a root beer float and explain what is happening using pictures and words on their Sketchnote app. Each group will be given the materials to make one root beer float that will be divided between group members at the end. Group members will be assigned different roles before the experiment starts. One of these group members will take notes on the app. Close (10 minutes): Class will discuss why a root beer float is a physical change in matter. What happened during the experiment. How the ice cream and root beer changed during the experiment. Did the ice cream release or absorb heat?
Sketchnotes is important to this lesson in science because it is essential for students to illustrate what is occurring in an experiment to deepen their understanding. The app allows students to draw what is currently occurring while thinking of the new science vocabulary they have learned to incorporate with it. Students have the option of adding the vocabulary while drawing or writing it in later. Sketchnotes is crucial for the 21st century learner because it differentiates instruction. Students are given the opportunity to explain what is occurring in a different way that may make more sense to them. Students who are better at illustrating concepts, opposed to writing them will still be able to demonstrate their understanding of concepts. Sketchnotes enables students to quickly make changes to their work if they make a mistake or need to add something. The app will be more engaging if students enjoy working on the iPad more than they like working on paper. Sketchnotes is also important because work can be uploaded by video or photo, therefore each student and teacher can easily share their work with one another. This simple sharing ability, making Sketchnotes easier to access, and the classroom more connected is essential for the 21st century learner.