FIRST YEAR SCIENCE
MATTER AND ITS PROPERTIES
MODULE 3 — Give Me Your Reaction!
Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be
given by the author(s) or the BEAM Project Management Unit and the source must
be clearly acknowledged.
Mind Map
The Mind Map displays the organization and relationship between the concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.
1. Activating Prior Learning
Background or purpose
Students are aware that matter in the environment undergoes physical and chemical changes. They also have prior knowledge about fair testing. This will help them in their task to
discover more about chemical change.
Strategy “MATCH MAKER”
In this context, it is a strategy which makes use of materials (printed in cards) to be matched in order to illustrate a simple hypothetical experimental procedure to test a hypothesis.
Activity
With the materials given (printed in cards), ask each group to design a simple experimental procedure to test the given hypothesis.
Hypothesis:
The temperature of water affects the solubility of sugar.
Materials:
1tsp sugar 1tsp sugar 1tbsp sugar hot water cold water hot water
Formative Assessment
Assess the involvement of the students using the Class Participation Checklist, page 18.
2. Setting the Context
This stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview how the learning experience will fit into the larger scheme.
Activity
Ask the students to identify the variables/factors involved in their procedure. Lead them to identify the independent or manipulated variable (temperature of water), the dependent variable (the same amount of sugar), and the control or constant variable (the same amount of water).
Inform them that in the next stage they will conduct actual trial-and-error activities to discover some factors that affect the rate of chemical reaction. Present objectives and some scientific terms used in the lesson.
3. Learning Activity Sequence
Strategies
A. SIMULATION
A strategy which aims to create a “real life” situation or experience. This will help the students to learn specific principles/ concept and help enhance their thinking skills. Learners are required to interpret the situation and make decisions based on the information provided.
B. TRIAL-AND-ERROR
This is a method for obtaining knowledge where one tries an option to see if it works. If it works, then that is the solution. If it doesn't work, there is an error – then one tries another option.
Activity 1 — Effect of Concentration
Refer to Student Activity Sheet 1, page 12.Give each group a pack of baking soda, a sachet of vinegar, sheets of bathroom tissue, 1 empty film canister, small plastic medicine cup, a plastic teaspoon and a meter stick. After guiding them how to make a film canister rocket, let them discover the concentration of the materials that will make the best “rocket fuel”. Inform them that baking soda and vinegar react to produce a gas that can be used in the activity as “rocket fuel”. Orient them that the criterion for judging the best fuel is its capacity to propel the rocket to reach the greatest height.
Give precautionary measures before conducting the activity. Inform them to stay away from their rockets when they are ready to launch it. Caution them not to launch their rocket with light fixtures above them. Guide them to investigate the effect of one variable at a time. Ask them to observe and record their observations in each set of mixture in a table provided below. They can add more rows to the table if needed.
TRIAL MATERIALS OBSERVATION (flight height in meters and other observations)
1 e.g.: ____ml vinegar + ____tsp baking soda
2 3
Activity 2 — Control Your Temper!
Refer to Student Activity Sheet 2, page 14.TRIAL MATERIALS OBSERVATION
1 2 3
Activity 3 – To Expose or Not To Expose!
Refer to Student Activity Sheet 3, page 15.Prepare tap water for the whole class. Give each group 2 identical transparent plastic dry cups and 2 Alka seltzer tablets. Get them to crush one and leave the other whole. Let them manipulate the materials to see the effect of surface area on the rate of chemical reaction. Ask them to observe and record their observations. Rows can be added if needed.
TRIAL MATERIALS OBSERVATION
1 2 3
Formative Assessment
Check the progress of the separate groups as they formulate their methods and tabulate their results.
Get a representative from each group to describe the method used in each experiment and describe their conclusions.
Determine how effectively they have understood the intention of the separate experiments and take the opportunity to summarize the results as a whole class.
4. Check for Understanding of the topic or skill
This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.
Strategies
1. Question Dice (Teacher Resource Sheet 1, page 11)
A strategy that allows the learners to explore and analyze their observations and come up with the concept in the activity performed. In this lesson, it uses 2 dice with printed question starters such as what and how (for dice 1) and did and are(for dice 2) which will help the students enhance their questioning skills.
2. Three Thinking Hats
perspectives. White hat asks for information; green hat for new ideas or creativity; and blue hat for conclusions.
Activity
Option 1
Request group 1 to toss two question dice to form a question. Give them the freedom to choose among the groups who will answer their question. The group who answers correctly will again toss the dice and formulate a question. The process will be repeated to give all groups a chance to share their ideas and come up with the essential concepts of the lesson. The following table reflects suggested questions which may be formulated when tossing two question dice.
QUESTION DICE
1 2 QUESTIONS
What
are
...the materials used in activity 1? activity 2? activity 3? ...your inferences after performing the 3 activities? ...the indicators of chemical reaction that you observed?
did
...you do to find out the effect of temperature on the rate of chemical reaction? effect of concentration of reactants? effect of surface area?
...you observe when there was less amount of reactants? when there was great amount of reactants?
How
are
...the materials helpful in your task?
...the different concentration of substances important in the activity? different temperature of water? differences in the surface area (whole and crushed) of the tablet?
did ...the reaction become slower? Faster? ...you discover the best “rocket fuel”?
...you find the various tasks –interesting or boring?
Option 2
As each hat is shown, ask the following questions.
Questions:
White hat
Green hat
1. How did you find out the effect of temperature on the rate of chemical reactions? What factor/s did you change?
2. How did you find out the effect of surface area exposed on the rate of chemical reaction? 3. How did you find out the effect of concentration of reactants on the rate of chemical
reactions?
Blue hat
1. What is the relationship of the different concentration of reactants on the rate of chemical reactions?
2. What is the relationship of the difference in temperature on the rate of chemical reactions?
3. What is the relationship of the difference in surface area exposed on the rate of chemical reactions?
Formative Assessment
Rubrics on oral communication skills (refer page19 )
5. Practice and Application
In this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations. This also brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning
gained. Teachers can also foreshadow the next set of learning experiences and make the relevant links.
Activity
Option 1
Ask the students to complete the following statements. Guide them to focus on the factors affecting the rate of chemical reactions.
A chemical reaction happens when....
(two or more substances (reactants) interact to form new substances (products) )
Chemical reactions are FASTEST when ...
(the temperature is highest, the concentration of substances is greatest and the surface area exposed is largest)
Chemical reactions are SLOWEST when ...
(the temperature is lowest, the concentration of substances is smallest and the surface area exposed is smallest)
Option 2
Request the students to explain the effect of some factors that affect chemical reactions in the following situations:
• Refrigeration of food
• Using twigs rather than a log in starting a fire
• Using a small amount of yeast in making dough nuts
Roundup
Students should be able to recognize how chemical reaction happens, to identify the factors and determine how these factors affect the speed/rate of a chemical reaction.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning experiences and make the relevant links.
Background or purpose
Students' exposure to the different learning activities helped them learn the essential concept of the lesson.
Strategy: Mind Map
A strategy which makes use of a map as a thinking tool that helps learners connect ideas and see relationships.
Activity
Formative Assessment
Checking their written answers or group output
Roundup
End the lesson by emphasizing that chemical changes are happening around us, even within us. These changes involve chemical reaction. In every chemical reaction, there are
participants known as reactants which, by chemically reacting with one another, result in the creation of a new product or products.
Chemical reactions differ in rate — some are slow, others occur at moderate rate and still others are fast. These differences in the rates of reactions are due to several factors like temperature, concentration of reactants and surface area.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide) The ways I will evaluate the success of my teaching this unit are:
Teacher Resource Sheet 1
QUESTION DICE
Question Dice 1
Student Activity Sheet 1
Film Canister Rocket
Objective:
To make a film canister rocket and determine what will make the
rocket fly highest.
Materials:
•
1 empty film canister with lid
•
1 pc construction paper (any color)
•
1 small piece masking/scotch tape
•
1 pair of scissors
•
baking soda
•
vinegar
Procedure:
Make sure you do this outside.
1. Roll a piece of paper around
the film canister once so
that it makes a long tube.
2. Make sure that the cover of
the film canister sticks out
the bottom end of the tube.
Tape the paper in place.
3. Make a nose cone by cutting
a circle out of construction
paper.
•
Cut a line to the middle of
the circle - the radius - and
twist the paper into a cone
shape.
•
Tape the ends together and tape it on top of the construction paper tube.
4. You may want to put some fins on the end opposite the nose cone. These can
stabilize the rocket.
5. Turn the rocket upside down and take off the cover of the film canister.
7. Set the rocket down so that the nose cone points up.
8. Stand back and get ready for blast-off!!
9. Repeat the experiment with different amounts of baking soda and vinegar.
Results
Enter the results of your experiment in the table below:
TRIAL
MATERIALS
OBSERVATION (flight height in
meters and other observations)
1
____ml vinegar + ____tsp baking
soda
2
3
4
Conclusions:
Student Activity Sheet 2
Control Your Temper!
You will be given 2 Alka Seltzer tablets, 2 identical transparent dry cups, some hot
water and water at normal temperature.
You need to find the effect of temperature on the rate of chemical reaction.
Procedure
As a group, discuss how you might discover how temperature affects the rate of a
chemical reaction.
Describe your procedure:
Results
Enter the results of your experiment in the table below:
TRIAL
MATERIALS
OBSERVATION
1
2
3
Conclusions:
Student Activity Sheet 3
To Expose or Not To Expose!
In this experiment, you will discover the effect of changing the surface area on the
rate of a chemical reaction.
You will be provided 2 identical transparent plastic dry cups, 2 Alka seltzer tablets
and some tap water.
Procedure
Discuss in your group the method you will use to find the effect of changing the
surface area on the rate of a chemical reaction.
Hint: You will need to crush one of the tablets and leave the other whole.
Describe your method:
Results
Enter your observations in the table below
TRIAL
MATERIALS
OBSERVATION
1
2
3
Conclusions:
Student Activity Sheet 4
Mind Map
Objectives:
•
To cite and write the factors that affect chemical reactions; and
•
To state the relationship between these factors and the rate of chemical
reactions
Instruction:
CLASS PARTICIPATION CHECKLIST
DIRECTION: Check the box that corresponds to the observed behavior of the
student. This tool will be used in the entire duration of the class.
RUBRIC FOR ASSESING STUDENTS’ ORAL COMMUNICATION SKILLS
Criteria 3 2 1
Expresses Ideas
Clearly The student clearly and effectively communicates information and ideas with accuracy and clarity
The student communicates
information and ideas satisfactorily.
No judgment can be made.
Demonstrates knowledge of specified language structures and vocabulary Demonstrates thorough knowledge of specified language structures and vocabulary
