Raisins and Soda Balea Nazer

Raisins and Soda Balea Nazer

Physical Science Lesson Plan

Subject: Science

Grade: K-2

Duration of Lesson: Approx. 20 minutes

Performance Standards:

4587. Habits of Mind- Students develop habits of mind including curiosity, open-mindedness, and persistence.

Objective: Students will make predictions and carry out an experiment. The students will then compare their predictions to the results and discuss the outcomes.

Key Concepts and Terms:

Dehydrated: Had water/liquids inside at on time, and now there are little/no liquids or water.

Raisin: A dehydrated grape

Carbonation:The bubbles in soda pop.

Introduction:

~ This lesson would be used in conjunction with the fish tank/buoyancy lesson.

MOTIVATION- Begin by asking students if they had ever left anything out in the sun to dry. An example might be leaving a swimming suit or a pair of wet tennis shoes outside to dry.

~This will lead to the opportunity to define dehydration. Then ask about dehydrated foods, if anyone knows of any etc.

~Be sure to ask if students know what a dehydrated grape is called-raisin

ANTICIPATORY SET- Say, “well remember the other day when we did the experiment with the fish tank, and observed what object sank and floated?” –Children should recall previous experiment.

Say, “Well today we are going to do something similar, but we are going to use grapes and raisins. We are going to see what happens when we put grapes and raisins in soda pop and in water.” -Students should recall from previous experiment that grapes sink in water.

Instructional Input:

This activity would work well in small groups 2-4 students in each group.

Put students in their small groups; provide them with a piece of paper to write their predictions on. Fold paper in half, hot dog style, and one side for predictions and the other for results.

-Provide four cups (clear) for each group. Fill two half way with water and the other two half way with a light colored/clear soda.

-Give each group 2 grapes and a few raisins. Have students put one grape in the water and one grape in the soda.

-Have students write down their observations.

-Next have students put a couple of raisins in the other water cup and a few in the other soda cup.

-Again have students write down their observations. –Raisins should float with the soda bubbles and then sink when hit the surface.

Questions to ask during this time:

- What is happening to the grapes?

- Why do you think the raisins float?

- Are the raisins floating in the water? Why not?

- Once all groups have written down their observations, have students draw a conclusion/summarize their observations. ~depending on the age level this could be simple or in depth.

-gather as a group once more and talk about what was observed and why the results came out the way they did.

~the dehydration of the raisins- made them light enough the carbonation bubbles could carry them to the surface. Once the carbonation bubbles popped, the raisins sank to the bottom again.

Assessment:

This could be a formal or an informal assessment. You could collect the prediction and result sheets from the students and use them as a formal assessment. On the other hand, the whole experiment could be an informal assessment though questioning.

Classroom management considerations:

~Activity has many supplies, have them divided before hand.

~Have paper towels on hand in case of spills.

~Have students throw their own materials in the trash when experiment is over.

Closure:

Lesson Summary- This lesson is a good lesson to relate to the previous buoyancy lesson. The use of soda is an interesting element for the students. This lesson could be expanded with older students or shortened if there is not a lot of time available.

Resources/Materials:

~Clear plastic cups

~Clear soda (sprite)

~Grapes

~Raisins

~Napkins

~Paper

~Pencils/pens

Accommodations for individual students:

~Have Para educator assist with group activity.

~Have a worksheet with fill in the blanks for observations/predictions

~Just concentrate on the raisins

If enrichment is needed:

~Allow for the observation of other materials in water and soda

-other dried fruit

-beans

Resources Consulted:

Stepans, J. (2006). Targeting students science misconceptions: Physical science concepts using the conceptual change model. Clearwater, FL: Showboard Inc.