Acids and Bases Chemistry

Author: Tayler Flanders

Date created: 02/11/2020 4:51 PM PST ; Date modified: 02/11/2020 9:54 PM PST

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VITAL INFORMATION
Subject(s) Science

Topic/Unit of Study & Unit: Chemistry & Chemical Reactions

Time Allotment
Time Allotment: Two days - total of one hour

Grade/Level Grade 5

Objective Students will be able to define an acid and a base, using words like pH,
bitter and sour, to 100% accuracy.

Students will be able to identify acids and bases, given a list of

different household items, foods, or fluids, to 75% accuracy.

Students will be able to predict what will happen when an egg is

placed into an acid or a base, providing context and hands-on lab
tools.

Students will be able to connect ideas from the acids and bases egg
lab to predict what will happen when baking soda and vinegar are
mixed together.

Summary To begin, students will review their use of pH indicator strips at their
Rancho Sonado field trip. We will use this memory to talk about the
pH scale, what it means, and define acids and bases. Students will
discuss examples of each an acid and a base, with their correlated pH
numbers, then go over what "neutral" pH is. Students will then begin
by identifying our acid and base in our egg lab using sentence frames
and making predictions for what would happen in each liquid. In their
science journals, students will create a chart for their observations
and a chart for some graphic depictions of what is happening in each
liquid. In the 7 groups, three will be given the baking soda and water
solution, while the other four tables will be given vinegar, each also
given one raw egg to pace inside. Once the egg is added, students will
make observations as groups, then as a class we will share so that
each group has observations for acids and bases. Students will leave
the solutions until the next day. The next day, students will be
provided their solutions and eggs, recording observations in their
chart and drawing what they see. Students will then have the chance
 to write the results of each and answer some follow up questions to
link their thinking to other concepts and review the material.

IMPLEMENTATION
W (Where, Why & What) Subject: Chemistry and Chemical Reactions

Topic: Acids and Bases

Goals:

Allow students to explore acids and bases, the terminology

associated with chemistry, and experiment with household
examples.
Students will apply the knowledge and understanding from
their previous field trip and hands-on experiment to understand
other possible reactions.

H (Hooked & Hold) Prior knowledge:

Students went on a wildlife field trip and tested the pH of the

water, using indicator strips and a pH scale.
Students used vinegar to clean dirty pennies overnight.
Students watched the reaction of each liquid (water, water and
salt, vinegar) and pennies.

Real-life connections:

Discussion of household items

Discussion of tastes
Discussion of foods

Anticipatory Set:

Review the Rancho Sonado trip and use of pH strips

Talk about the pH scale and what an acid and a base are, giving
examples
Show short video of red cabbage and household food items to
turn acids and bases different colors

Essential Questions:

How can we use acids and bases to change the properties of a

normal egg?
What would happen if acids and bases were added together?

E (Explore & Experience) Direct Instruction:

Defining pH scale, acids, bases, neutral substances

Rad cabbage experiment video

Cooperative Learning:
 Discussion of examples for acids and bases
Table group discussion about observations for experiement
Classroom discussion about what we saw in our experiement
cups

Hands-on Experiences:

Students were to work in table groups to test an egg in an acid

(vinegar) and base (baking soda and water)
Groups worked together to make observations and write/draw
what they see

Modeling:

Students will be given some starting examples for acids and

bases, as well as what an observation is and some ideas for
what to look for
Students will have sentence frames to fill in as examples

Guided Practice:

Students will be working as directions are given, working as a

classroom to set up our science journals and set up our
experiments step by step

Independent Practice:

Students are expected to work independently to fill in their

ideas in our sentence frames
Students will work to draw and write about what they see

R (Rethink, Revise & Analyze and Reflect:

Refine)
Students will talk about their knowledge of acids and bases,
along with their previous experiment
Students will have time to reflect on their current knowledge in
order to create a hypothesis
Students will take the results from the experiment to answer
some questions about other scenarios

Rethink/Refine/Revise:

Students will be able to reflect on their learning experience and

hands-on activity to answer questions and write proper
conclusion sentences
Students will be able to work with partners and groups, as well
as respond as a class to get feedback

E (Evaluate) Diagnostic:

Discussion reminding them about our field trip activities

Formative Informal:
 Discussion
Group observations
Classroom review
Science Journal Write-ups

T (Tailored) Behavior and Organization:

Students need simple, straight forward tasks for the time

constraints
Students will work in groups of 4
Students will be allowed discussion so that they can collaborate
with peers

Interests/Learning Styles:

Kinesthetic/Hands-on
Provide experiment for tables to use and work with
Visual
Colors
Pre-written charts
Sentence frames
Notes on projector
Labels
Video
Auditory
Discussion
Explanations
Read aloud
Video

Differentiate:

Colors
Video
Captioning option
Audio available
Discussions in groups
Writing
Sentence frames
Organized charts

O (Organized) Preceding Lesson:

Introduction to Alchemists and Chemistry with Pennies

Subsequent Lesson:

Chemical Reactions with Rubber, Silly Putty, and Fireworks

Materials:

Video
Projector
Science Journals
 Pens/Pencils
8 cups
baking soda
water
vinegar
8 eggs
labels
speakers

Technology:

Video to introduce subject and show different experiments for

the subject matter
Projector camera for charts/sentence frames/cups

MATERIALS AND RESOURCES

Instructional Resources No Handouts - Students will write in their science journals

Links:

1. Red Cabbage Video

Resources
Materials and resources:
Video
Projector
Science Journals
Pens/Pencils
8 cups
baking soda
water
vinegar
8 eggs
labels
speakers
Technology resources:
Chrome, Dig. Cameras, OneNote Software for Notes

STANDARDS & ASSESSMENT

Standards Display: Collapse All Expand All

CA- Next Generation Science Standards (2014)

Grade: Grade 5
Standard: 5-PS1 Matter and Its Interactions

Standard: 5-PS1-3. Make observations and measurements to identify

materials based on their properties.

Standard: 5-PS1-4. Conduct an investigation to determine whether the

 mixing of two or more substances results in new substances.

Assessment/Rubrics No Rubrics Used