IT Project:

Lesson Plan Template

Interactive video: https://www.youtube.com/watch?v=LjeBaPm98pg

Endorsement
Subject
Class
Unit
Lesson
Resources
Standard

Introduction

Technology
Uses/Materials
Needed
Objectives

Preparing the
Student
Assessment of
Student
Learning

Lesson
Sequence

Fifth Grade
Science
Fifth Grade Science
Chemical Reactions in Everyday Life
Mentos and Soda Volcanic Reaction
Non-Print: Imovie Web: LPS (Lincoln Public School) Curriculum Standards
LPS (Lincoln Public School) Curriculum Standards,
In this lesson, the students will be meeting two standards according to the LPS
Curriculum Standards; 5.2.5 and 5.4.2! 5.2.5 states that students will be able to observe
and describe physical and chemical changes. This is being done by them watching and
observing the acid and the base working with each other. 5.4.2 states that they will
identify and apply different components of the scientific method (question, hypothesis,
procedure). Each student is making their own hypothesis on what is going to happen with
the experiment.
Throughout this lesson, students will be able to use their observation skills to describe the
physical and chemical changes that will occur during the mentos and soda experiment.
Students will be able to identify the state of change that will occur. They will learn that
when adding mentos, which has a base, to a soda which is primarily an acid, it will allow
the carbon dioxide to be released causing the eruption.
Through this lesson, as the teacher we will need a computer, so the students will be able
to watch the instructional video explaining the experiment. As students, they will be
provided with Mentos and a bottle of Diet Coke.
Objective 1: Use a hypothesis to predict what will happen in the experiment.
Objective 2: Students will enhance their knowledge of chemical reactions.
Objective 3: Students will record (write) and reflect on what they learn from experiment.
To prepare, a class discussion will be held to allow students to gain knowledge of the
basic chemical reaction of an acid and a base. The students will need to have an
understanding of hypothesis and understand the components of a scientific investigation.
Students will be learning stages of Blooms Taxonomy:
-Remember: Students will recall previous learned knowledge about the use of hypothesis.
-Understand: Students will verbally explain what will happen in their own words, so we
know that they are grasping the concept. This will occur within a classroom discussion.
-Applying: Students will draw a picture of what they think will happen based on their
understanding of the reaction of a base and an acid, while applying previous knowledge
of their hypothesis.
1.) At the beginning of class, we will discuss how mixing a base and an acid releases
gas, which will cause the explosion.
2.) After the introduction of the new material, we will review a hypothesis which
students learned from a previous lesson.
3.) Each student will draw their hypothesis on half of a piece of paper. Their
hypothesis will be based on what they think will occur during the Mentos and Diet
Coke experiment.
4.) Once student finish their drawn hypothesis the interactive video will be shown to
the students.
5.) At the first pause of the video, a variety of students will be given the opportunity

Measurement
of Success

to share their hypothesis will the class.

6.) The video will resume showing the steps right up to the actual experiment. This
will help to show exactly how the students should perform the experiment.
7.) The video will be paused yet again and the class will be divided into groups to
perform the experiment.
8.) Students will perform experiment within groups Once experiment is complete,
class will come together as a whole.
9.) Students will then draw what happen in the experiment on the second half of the
piece of paper next to their hypothesis. They will also write two sentences to
describe each half (their hypothesis and end result).
10.)
Class will come together and as a whole, we will continue the video.
During the video students will see what exactly was suppose to happen.
11.)
At the end, students will discuss why this occurs and explore why some
results may have varied. At this time we will discuss that is okay to make a
hypothesis that could be incorrect.
12.)
Then we will cover the exact reasons as to why this experiment happens.
Students will also add in their own options and reasons during this time.
13.)
At the very end, students will hand in their papers to shown the teacher
their thought process and understanding of the experiment.
Success and progress from the lesson will be shown through student-led discussion after
the actual experiment and video. Also students will show their metacognition through
their drawings and sentence decriptions that they will turn in.