EDUCATION 472 STRATEGY INSTRUCTION LOG TEMPLATE

DATE OF STRATEGY LESSON:

10/12/22

TOPIC AREA:

Attention

GROUPING:

Whole class split into individuals

STRATEGY USED:

Making a Lemon Volcano

https://www.sciencebuddies.org/stem-activities/make-lemon-volcano?from=Blog

RATIONALE and CONNECTION TO MARZANO’S TOP NINE:

This strategy is being implemented so the students have an attention

grabbing and experimental idea of the concept that was going to be taught. It is
something that students don’t typically think of reacting the way it does. It connects
to Marzano’s Top Nine by non-linguistic representation and generating and testing
hypothesis. The evidence I gathered was from previous experiences that high school
students are very uninterested in chemistry unless an experiment occurs that
turned out to react in a different way than expected. This is an attempt to gain
attention and keep it throughout the lesson.

The cooperating teacher and I talked about how her students are very
unengaged during class. Most are obligated to take chemistry and have very little
interest in the content. A simple but engaging experiment like this is trying to get
the students to want to make hypothesis about it as well as conclusion about the
reaction occuring

PA COMMON CORE STANDARDS and/or IEP GOAL:

CHEM.A.1.1.1 Classify physical or chemical changes within a system in terms of

matter and/or energy.

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CHEM.B.2.1 Predict what happens during a chemical reaction

STEP-BY-STEP EXPLICIT DIRECTIONS PROVIDED TO STUDENT(S):

1. Quick review of acid/base reactions and what they are

2. Explanation of materials in the experiment told to students
3. Students are to write down what their hypothesis is for the experiment
based on the materials
4. Each student is given their own lemon, plastic knife, and plastic spoon
5. Food coloring and baking soda will be shared amongst class
6. Student cuts top of lemon off
7. Students use a plastic butter knife and spoon to break up/ partially scoop
the inside of lemon out
8. Student adds drops of food coloring inside lemon
9. Student pours baking soda on top of lemon
10. Student uses plastic knife to mix baking soda inside of lemon
11. Student watches and records what occurs within the reaction
12. Student may add more baking soda and mixing until the reaction stops
13. Students clean up mess and heads to seats
14. Students will briefly explain what happened and why they think it
happened on their sheet with their hypothesis

RESULTS OF THE STRATEGY:

Students were not expecting the lemon to foam. We heard lots of fascinated
voices. The students talked about the reactions the whole class and the students
were the most engaged they have been in a while. They were raising their hands
and wanted to share their observations and what theirs looked like. A few students
even asked to take pictures of their lemons. The teacher said she will most
definitely will be doing the small experiment again.

PERSONAL REFLECTION:

I thought this was my best strategy present. It was based on what I would do
in my own classroom in order to gain interest. Simple experiments are usually loved
by students. The students were extremely engaging and were able to connect the
experiment to the acid/base reactions they were learning in class. The students
shared a lot on how they knew it was an acid/base reaction and if their hypothesis
were correct. The steps were basic enough that students were able to complete them

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on their own. If they had questions, usually they asked a peer. Students got a taste
of an individual lab even though it was simple. It was one of the few times I felt
comfortable in what I was doing and was confident afterwards that it went okay.