WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate: Victoria Ramsey-Boyles

Date: November 5, 2014
School: Brookview Elementary
Grade/Subject: 5th Grade - Science
Unit Topic: Do You Know What It Takes To Become A Scientist?
Lesson Topic: Boo Bubbles Introducing sublimation to students and incorporating the scientific
method.
Lesson 1, Lesson 2, or Lesson 3: Lesson 3

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

Students will
1. incorporate key terms, from lesson one, relating experiment to the scientific method
(observation, hypothesis, test, experiments, results, and conclusion).
2. construct a hypothesis.
3. conduct an experiment.
4. write a procedure.
5. draw a conclusion.
6. 6. explain the states of matter involved in this experiment.
WV CSOS
Nature of Science
Students will
SC.S.5.1
demonstrate skills of scientific inquiry.
Demonstrate safe techniques for handling, manipulating, and caring
SC.O.5.1.1
for science materials and equipment.
utilize experimentation to demonstrate scientific processes and
SC.O.5.1.9
thinking skills (e.g., formulating questions, predicting, forming
Content of Science
hypothesis, and quantifying).
SC.S.5.2
apply knowledge, understanding and skills of science subject.
matter/concepts to daily life experiences.
NATIONAL STANDARDS
U. Unifying Concepts and Processes - Unifying concepts and processes help students think about and
integrate a range of basic ideas, which builds an understanding of the natural world.
E.U.2 Evidence, models, and explanation
E.U.5 Form and function
-Science as Inquiry Science as inquiry requires students to combine processes and scientific thinking
to develop their understanding of science.
E.A.1 Abilities necessary to do scientific inquiry.
E.A.2 Understandings about scientific inquiry.Physical Science Physical science focuses on science facts, concepts, principles, theories, and models

That is important for all students to know, understand, and use.

E.B.1 Properties of objects and materials
MANAGEMENT FRAMEWORK
Overall Time Approximately 50 minutes
Time Frame 15 minutes Review of the two previous lessons to make sure students are prepared.
10 minutes Define terms and engage students in a classroom discussion.
5 minutes Explain instructions for the experiment, develop a hypothesis, and review
safety rules.
20 minutes Perform experiment and record all required data.
STRATEGIES
Teacher/student led discussion, guided instruction, teacher modeling/demonstration/simulations,
discovery learning, student/group learning.
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
-Individual help will be issued if student shows signs of confusion.
-Interaction and hands-on activities will be incorporated.
PROCEDURES: Introduction/ Lesson Set
-Will begin lesson by having a quick review of the two previous lessons taught.
-Teacher will give thorough directions to students regarding experiment.
-Teacher will then state all safety rules to students and make sure they are enforced.
- Will assess students by visual observations and by asking questions.
PROCEDURES: Body & Transitions
-Transition from classroom discussion, review of scientific method, and review of safety rules to
experiment.
-Have students choose a problem or question before beginning experiment.
1. Choose a problem or question.
Your question or problem must:
be written in question form.
be one that reflects your available resources.
be safe to investigate.
Examples of a question- How will the dry ice react once it is dropped into warm water?
2. Perform research.
Using information and handouts given in class perform research that is needed for the
experiment.
3. Form a hypothesis.
A hypothesis is an educated guess about the question.
Use an if and then statement.
An "If and then" statement is one that shows a cause and an effect relationship.
Example 1, If I drop a cup of dry ice into the warm water then it will cause the ice to
dissolve.
Example 2, If I drop a cup of dry ice into the warm water then it will cause the dry ice
to form fog. (experiment is showing solid turning into a gas)
Dry ice is a frozen form of carbon dioxide.
4. Test your hypothesis by doing an experiment.
Form an experiment procedure. The experimental procedure is a list of every step that will be
used to complete your experiment.

Procedure used to make dry ice Boo Bubbles

1.
Review all safety rules before beginning experiment.
2.
Using a large table, organize all materials needed for experiment.
3.
Take a 9 oz. plastic cup and fill it half full of water, and add a big squirt of dish soap.
4.
Next, pour warm water into large jar (keeping the water level below the valve).
5.
Drop a few chunks of dry ice into the jaw, and watch what happens.
6.
Make sure not to screw the lid on. The lid is used to control the amount of water
vapor that comes out of the tube.
7.
Put the end of the tube into the bubble solution (with the lid off), and then take it out
of the bubble solution.
8.
Once you pull the end out of the bubble solution, use the lid (by covering the top) to
control the about o water vapor needed to make the bubbles.
9.
A bubble will form.
10.
Once the bubble is the size desired, shake the tube so the bubble will fall off.
11.
Once it hits the table, the bubble will disappear.
12.
Place a cotton glove on one hand, form a bubble, and allow it to fall into the glove (the
cotton glove protects the bubble from the oil and dirt on your hands).
Note: Notice that the bubbles fee heavy. The bubbles are heavy because carbon
dioxide is trapped in the bubble and water vapor.
5.
Analyze your data.
Take sometime to carefully review all of the data collected from the experiment.
What did I found out from my experiment?
I found out from my experiment that boo bubbles are formed by dry ice and warm water. Dry
ice is a frozen form of carbon dioxide. Once it is dropped into the water, the dry ice forms a
water vapor. With the needed supplies and proper venting, boo bubbles are formed. Boo
bubbles are made up of trapped carbon dioxide and water vapor.
6.
Draw conclusions.
Drawing conclusions will summarize whether or not your experiment results support or
contradict your original hypothesis.
My hypothesis was that if I dropped the dry ice into the warm water that the dry ice
would then form a water vapor/fog. My results do support my hypothesis, but also
showed that dropping the dry ice into water and using bubble solution formed
bubbles. According to my experiment, these bubbles are made up of carbon dioxide
and trapped water vapors. If you touch the bubbles with the hand, they will pop
because of the oil and dirt on the hand. If you use a cotton glove, you will be able to
bounce the bubble in your hand. You are able to change the size of the bubble by
using the lid to the jar. The lid is used to control the amount of fog entering the tube.
The dry ice started as a solid and ended as a gas.
Key Terms:
Carbon Dioxide- a heavy colorless gas that does not support burning, dissolves in water
to form carbonic acid, is absorbed from the air by plants in photosynthesis, and has
many industrial uses (www.wordcentral.com).
Dry ice- frozen carbon dioxide.
Evaporation- to pass off or cause to pass off into vapor from a liquid state
(www.wordcentral.com).
-Have students sit at their assigned seats and have them draw a conclusion about the experiment.
-Will perform a short assessment using thumbs up and thumbs down.

1.
2.
3.
4.

Dry ice is frozen carbon dioxide (thumbs up).

You are able to touch dry ice (thumbs down-you MUST wear heavy gloves).
Boo Bubble consists of trapped carbon dioxide and water vapors (thumbs up).
It is important to choose a problem or a question before beginning your research (thumbs
up).
5.
Boo Bubbles are safe to touch (thumbs up).
-Student will then ask questions and explain what difficulties they ad (if any).
PROCEDURES: Closure
- Verbal assessment will take place.
- Will do a quick review with thumbs up/thumbs to show full understanding of lesson.
ASSESSMENT: Diagnostic
Teacher will ask student-guiding questions and provide clarification as needed. Teacher will begin by
asking students what they know about carbon dioxide, the scientific method, and the three states of
matter (objective one).
ASSESSMENT: Formative
Teacher will assess knowledge of the objectives by hands-on experiment and verbal assessment.
Student will be required to construct a hypothesis, conduct and experiment, write a procedure, and
draw a conclusion when performing the experiment Boo Bubbles (objectives one, two, three, and
four).
ASSESSMENT: Summative
This assessment will be both a verbal and written assessment. Students will think critically to make the
relationships between the experiment and the three states of matter. They will be required to write a
conclusion and incorporate the states of matter involved in this experiment. All correct explanations
will show full understand of this lesson and all objectives (objective five).
MATERIALS:
3 - 500 mL clear graduated cylinders
Bowl
Three 9 oz. cups
24" Cloth strip
Clear safety glasses
Tongs
Five - 8" Green glow sticks
Gloves (for dry ice)
Dry ice
1 plastic jar with lid
12 pair of cotton gloves
Rubber tubing
1 Threaded nozzle
1 Bottle of dish soap
Paper towels
Table covers
Warm water (not hot nor cold)
EXTENDED ACTIVITIES:
-If Student Finishes Early: Students who finish early can write a summary of what took place during the
experiment.
-If Lesson Finishes Early: If lesson finishes early, teacher can have students write a summary about the

experiment explaining what took place (states of matter) and include a drawing.
-If Technology Fails: Technology is not incorporated into this lesson.
POST-TEACHING:
- The next time that I teach this lesson, I will make sure more than enough time is allowed for this
experiment. I will also incorporate more activities, if possible.

Name : ___________________
Evaluation Rubric :
Points:
4
The student(s) can state and explain all three properties of matter and correctly state an
example of each property.
3
The student(s) can state and explain the three properties of matter.
2
The student(s) can state the three states of matter and give and example of each
property.
1
The student(s) can state the three states of matter.