Tofel, Carly

TITLE OF UNIT: Can You Make The Egg Float? Grade Level: 4th grade I. SECTION ONE: Identifying standards and objectives A. PA Academic Standards for Science and Technology 3.4.4.A Recognize basic concepts about the structure and properties of matter o Describe properties of matter (hardness, reactions to simple chemical tests) o Know that combining two or more substances can make new materials with different properties o Know different material characteristics (texture, state of matter, solubility)

National Standards Content Standard B As a result of their activities in grades K-4, all students should develop an understanding of Properties of objects and materials Position and motion of objects Light, heat, electricity, and magnetism B. Enduring Understandings: For this lab, the essential questions have to do with chemical reactions. I would like them to understand the properties of matter and how to describe what happens to different items after they are changed. Being able to describe what is happening because of an outside force is a very useful tool, which can and will be used throughout the students entire lives. Big ideas include that salt can make an egg float, and to see whether or not any other solutes can do that to an egg. The concept or theme of this lab is to discover how and why adding salt to water can make an egg float. At the same time, it is possible for there to be a dilemma. Some students could get very frustrated with this idea and that could cause a problem for them. They could also get frustrated because of the procedure, which will later be explained. It is very tedious at one point. C. Essential Questions: Why is it important for students to know the affects of different solutes? In what ways do we witness chemical tests in our everyday lives? Why is it important to understand how different solutes affect different items?

Tofel, Carly

D. Performance standards: -To meet the standards, 1. Students will know a. The properties of different solutes, like salt b. The properties of water c. How to follow basic instructions 2. Students will be able to a. Explain why salt has that affect on the egg b. Be able to test different solutes and explain the results c. Articulate to the class their findings and reasonings d. Relate this lab to the outside world II. SECTION TWO: Identifying assessment 1. Pre-Assessment: Have a class discussion with students i. Ask what they know about water ii. Ask what they know about salt iii. Discuss what they think will happen iv. Discuss other solutes and what they think will happen 2. Formative: Periodically, check for understanding by Observing what they are doing step by step to see if they are following the procedure Ask them at each step what they think will happen and why Have them test different solutes to see if they work and have them explain why they chose them 3. Summative: End of the lesson check for understanding, be sure to include a RUBRIC/ Task Sheet where necessary Have the students write up a paper on why salt creates the egg to float. Ask the students to design another experiment based on this lesson. Ask them why certain other solutes worked and why others didnt Have them discuss how this would apply to the outside world 4. Adaptations for Special Needs Students Students who are impaired or handicapped will have an AID with them at all times to assist them. Gifted children could try testing other solutes they think will work before testing the salt to see if their predictions were right about the other solutes. III. SECTION THREE: Identifying lesson activities 1. Materials Eggs (multiple so that the students can have multiple attempts) Water Salt Other possible solutes A drinking glass

Tofel, Carly

2. Procedures Start with a class discussion on water, salt, other solutes, and eggs i. Discuss what they think will happen and why Have students pair up in a group of two Hand out one tall glass to each group of students that is filled half way with regular tap water Hand out premeasured salt to each group (about 6 tablespoons) that is in a little bowl Have the students mix all of the salt in with the water already in their glass Once the water has settled, have the students pour plain water in the cup to fill the rest of the glass i. This has to be done very carefully so that the salt water and the regular water do not mix (try pouring it on a tilt) Hand out one egg to start to each group Hand out a pair of tongs to each group as well Have them lower the egg very slowly and carefully into the water to see what happens If done right, the egg should float in the middle of the glass Engage: 1, 2, 3, 4, 5 i. Have the students discuss the properties of salt and water ii. Hand out the ingredients for the lab so that they can actually visualize them iii. Have the students create a chart or diagram of what they know, what they think will happen, and what they actually observe 1. For now they will only be able to fill in the first two columns Explore 1, 2, 3, 4, 5 i. Have the students actually do the experiment ii. Ask what they are observing iii. Hopefully they will see that the egg floats in the middle of the glass Explain: 1, 2, 3, 4, 5 i. Now that they have done the experiment, ask students to explain why they think the egg floated ii. Have them explain their findings to the class Elaborate: 1, 2, 3, 4, 5 i. Have the students test other solutes to see if they make the egg float like the salt water did ii. Ask them about the other tested solutes to see which ones worked and which ones didnt Evaluate: 1, 2, 3, 4, 5 i. Have the students engage in a discussion about salt and other tested solutes to explain why certain other ones worked ii. Have them relate this lab to the real world (how materials are affected by different chemical reactions)

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