Lesson Plan Template: Guided or Open Inquiry
Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will be able to:
- conduct systematic observations
- use appropriate tools to gather data
- communicate results of scientific investigations
- compare and contrast physical and chemical changes
- track and record changes made to experimental procedures
Prior Knowledge: What prior knowledge should students have for this lesson?
- Proper scientific measurement skills utilizing graduated cylinders and triple beam balances.
- Appropriate safety measures.
- Development and use of data tables or other appropriate methods of recording data, both quantitative and qualitative.
- Knowledge of lab report format.
Guiding Questions: What are the guiding questions for this lesson?
- What are the differences between physical and chemical changes?
- How will your data be recorded and reported?
- How will you know if a chemical reaction has occurred?
Introduction: How will the teacher inform students of the intent of the lesson? How will students understand or develop an investigable question?
Teacher will have several pre-made samples of "Gluva-Glop" to allow students to see and feel the original sample. The teacher should also have to display the reactants used to make "Gluva-Glop" - glue, water, and the "secret sauce".
Teacher will read introductory story about the Silver Scorpion Toy Company and their world famous substance, "Gluva-Glop." This story can be modified to reflect a scenario that is more likely for your geographic area.
The Silver Scorpion Toy Company is the exclusive producer and distributor of world-renowned "GluvaGlop". Recently, during a prolonged period of heavy rainfall, the headquarters and manufacturing plant owned by the Silver Scorpion Toy Company were inundated by floodwaters. In their haste to leave, the former office secretary and plant supervisor neglected to secure the water-proof doors on the safe and storage facility. The secret family recipe, written with water-soluble ink, was destroyed along with all but one small sample of GluvaGlop. This sample was located on the top shelf of a storage cabinet and escaped the destruction caused by the floodwaters.
Ms. Gluva, creator of GluvaGlop, was so emotionally devastated by the loss of her invention that she can only remember the reactants (raw ingredients) and the total amount but not the measurements of each ingredient used to make GluvaGlop.
Your group is challenged with the task to recreate GluvaGlop and return the Silver Scorpion Toy Company to its glory.
Your group will be supplied with the raw ingredients used to make this fabulous material and you will need to determine the correct amounts necessary making for GluvaGlop. Be sure to take accurate notes, record each trial you attempt, keep a log of changes you make with each subsequent trial. The groups who successfully recreate GluvaGlop will receive a bonus as their reward as well as thanks from those whose livelihood you have saved.
Good luck and good "glopping"!!
Investigate: What will the teacher do to give students an opportunity to develop, try, revise, and implement their own methods to gather data?
The design of the lesson incorporates opportunities for multiple trials and revisions in order to replicate the provided sample. Students can create their own method of recording both qualitative and quantitative data. The methods chosen by the students should be monitored by the teacher for accuracy and applicability.
Analyze: How will the teacher help students determine a way to represent, analyze, and interpret the data they collect?
The teacher will lead a discussion of data collection methods and procedures, student examples.
Closure: What will the teacher do to bring the lesson to a close? How will the students make sense of the investigation?
As a class each group will report their lab results and procedures.
Have a discussion of physical changes and chemical changes as they relate to the lab.
Determination of mastery of the learning targets will come from several areas; teacher observation of student performance, teacher questioning during lab activity, student modifications of lab "recipe", and final lab report.
At the beginning of the lesson, the teacher can assess previous knowledge of the following concepts: physical and chemical properties of substances, physical and chemical changes. One method to accomplish this is with a "Show what you know" activity. With students in small groups, ask each group to brainstorm and record in the column headed "Show what you know about" items they can recall about the above mentioned concepts. After several minutes, ask one group to report one item from their "Show what you know about" column. Have a student record the class responses on the board or on chart paper. Other groups should check their list for identical or similar items and mark their list so it is not repeated. Continue around the room until all items have been reported. ** This is a good time for the teacher to identify and discuss any misconceptions as items are reported.
In the same groups, have students brainstorm and record any questions they might have about each of the four items on the chart. Again, go around by group discussing any questions students have thought of for each of the items.
Feedback to Students
During this lab activity, students will receive immediate feedback based upon the results of each trial. If their substance does not look or feel like the sample, they will know that their "recipe" is incorrect and they will need to make adjustments prior to the next trial. Through questioning by the teacher, students can be guided toward appropriate revisions to their "recipe" for further testing. It is important to stress the need for accurate record keeping in order to track the recipe adjustments.
Some questions might include:
- How does your sample compare to the original sample in terms of texture?
- Does it seem like your sample has more or less water than the original sample?
- What can you alter to change the consistency of your next sample?