Emmy Costantino

10/21/13- 10/27/13
Cookbook Lab Revamp

I.

Is an Acid or a Base More Useful for Invisible Ink and Why?

A Revamp Lab for Grade 2
Standards and Objectives
a. Pennsylvania State Standards
i. Science and Technology
1. 3.1.4. A- Know that natural and human-made objects are
made up of parts.
Identify parts that are natural and human-made
(e.g., ball point pen, simple electrical circuits, plant
anatomy).
2. 3.1.4. E- Recognize change in natural and physical systems.
Describe the change to objects caused by heat, cold,
light or chemicals.
3. 3.2.4. A- Identify and use the nature of scientific and
technological knowledge.
Provide clear explanations that account for
observations and results
Relate how new information can change existing
perceptions
4. 3.2.4. C- Recognize and use the elements of scientific
inquiry to solve problems.
Generate questions about objects, organisms and/or
events that can be answered through scientific
investigations.
State a conclusion that is consistent with the
information.
5. 3.4.4. A- Recognize basic concepts about the structure and
properties of matter.
Describe properties of matter (e.g., hardness,
reactions to simple chemical tests).
Know different material characteristics (e.g.,
texture, state of matter, solubility).
6. 3.7.4. A- Explore the use of basic tools, simple materials
and techniques to safely solve problems.
Describe the scientific principles on which various
tools are based.
Select and safely apply appropriate tools and
materials to solve simple problems.
7. 3.7.4. B- Select appropriate instruments to study materials.
Explain appropriate instrument selection for
specific tasks.
ii.
Environment and Ecology

1. 4.2.4. B- Identify products derived from natural resources.

Identify products made from trees
Identify by- products of manmade products (e.g.,
plastics, metal, aluminum, fabrics, paper,
cardboard).
National Science Standards
Science as Inquiry- CONTENT STANDARD A:
o Abilities necessary to do scientific inquiry
o Understandings about scientific inquiry
Physical Science- CONTENT STANDARD B:
o Properties of objects and materials
o Position and motion of objects
o Light, heat, electricity and magnetism
Earth and Space Science- CONTENT STANDARD D:
o Properties of earth materials
Science and Technology- CONTENT STANDARD E:
o Abilities of technological design
o Understanding about science and technology
o Ability to distinguish between natural objects and
objects made by humans
History and Nature of Science- CONTENT STANDARD
G:
o Science as a human endeavor
b. Enduring Understandings
i.

Acids break down the paper and weaken bonds

ii.
Bases work differently dont break it down
iii.
How the pH scale works, its significance, relate it to objects seen
in their everyday lives
iv.

Where acids and bases fall on the pH scale

v. How oxidizing changes the color of the lemon juice

c. Essential Questions
i.
Why does lemon juice writing appear on paper when heated?
ii.
In what ways do acids and bases react to paper?
iii.
In what ways does oxidizing change appearance of the lemon juice
and why?
d. Performance Standards
i.
Students will know:
1. How oxidization works and effects different liquids
2. How bases and acids react to papers bonds
3. How water is different from acids and bases and how
neutrals work

II.

4. How heat effects oxidizing

5. How the pH scale works
6. How heat effects different chemicals
7. That lemons are acidic
8. Why lemon juice can be used as an effective invisible ink
ii.
Students will be able to:
1. Heat paper successfully
2. Use q-tips and other tools to gently apply liquids to
materials (in this case paper)
3. How to carefully handle liquids in a lab setting
4. How to carefully handle fragile technology and different
materials in the lab
5. Identify where different things should be placed on the pH
scale
6. Determine different methods of seeing if substances are
acidic or not
7. Identify home products that are acidic/ relate to everyday
life
Assessments
a. Pre- assessment
i. Class discussion using the K of the KLEW chart to determine what
children already know about acids, bases, and oxidization
ii. W of the KLEW chart to get a clear understanding of what they
would like to learn and explore in this lab
b. Formative
i. Have them write about their observations and keep a chart of what
liquids they tested
ii. Come around to different tables and have the children explain to
me what they are learning and understanding about the lab as they
go
c. Summative
i. Because this is not a multiple day activity I think next class should
have a short quiz just asking for brief answers about what they
learned to make sure everyone understands the new concepts and
see what holes need to be filled
ii. For homework, see if they can take what they have just learned and
apply some aspect of it to an experience they have had. We will
share these in class to help them relate new concepts to prior
knowledge.
d. Adaptations
i. If struggling I would slow them down and because I will be
moving through the classroom I would seek them out more so than
the children that understand to try and help them conceptualize the
material. Would also offer hours during free time where they could
come ask me questions if any still remain.

III.

ii. If too easy, though I plan on introducing new liquids, I could also
introduce new materials for them to test the differing liquids on,
and allow them to try using cold instead of heat and see if
temperature effects results as well.
Lesson Activities
a. Materials
i. Lemon Juice
ii. Apple Juice
iii. Milk
iv. Water
v. Milk of magnesia
vi. Copy paper
vii. Hair dryer or bunsen burner or light bulb
viii. Q-tips
b. Procedure
i. Engage:
1. Write in lemon juice on a piece of paper Hello
2. Let it dry prior to class
3. At the start of class, show the secret message to the class by
heating it over the light (this should prompt curiosity as to
why it happened)
4. Ask them What is happening? What do you see or
observe? Why do you think my writing is showing up?
5. K in the KLEW chart (about acids and bases, heat and
bonds)
6. W in the KLEW chart, see what there questions are and add
in the ones in number 4 if they are not answered
adequately, maybe put in one or two variations if their
responses arent specific enough and require more thought
ii. Explore:
1. Give each grouped table a light, paper for each student, a
small bowl of lemon juice and a q-tip
2. Let them do the lab with ONLY the lemon juice
3. Have them heat the note over the light so they can see that
this acidic liquid does in fact work as invisible ink
iii. Explain:
1. Class discussion about why they think it worked
2. Write their answers on the board
3. Expand and use one of the ideas about (possibly, paper
being weaker or lemon being acid etc) as a launch point or
segway in order to begin giving some facts about acids,
acids only (because bases will be introduced through the
milk of magnesia not creating text on paper)
4. Explain the breaking of paper bonds when using acids
which when it wets the paper begins to weaken and think it
out

5. Next, introduce the concept of oxidization and begin to

discuss oxidizing and how the heat from the light and the
breaking of bonds aids in turning the liquid brown.
6. See if you answered any of the questions in the W (or
question) column sufficiently enough
7. Begin to add new questions to W column based on the first
lemon round
iv. Elaborate:
1. Which would a more suitable invisible ink? Why do you
think? (Guiding Question for this part)
2. Bring out the other materials (new paper and milk, water,
apple juice and milk of magnesia)
3. Allow them to do their own exploring recreating the lab
with the other liquids
4. Do they notice that some work and some do not?
5. Are all of the liquids working as well as lemon? Worse?
Better?
6. See if they can answer the questions they generated.
7. See if they can answer the guiding question
v. Evaluate:
1. In noticing not all worked as invisible ink, see if they
noticed that milk of magnesia is not an acid
2. Introduce the idea of bases because this is one
3. Come together as a class and discuss what they have
learned from this experience
4. Finish the KLEW chart
5. Review what we now know
6. Homework: Have them write a short paper to explain 3
things: 1. What did they know about acids and bases prior?
(this will show prior knowledge and allow me to see how
they tied previous into new) 2. What new information have
you learned? 3. Name one acid and one base found in your
home
7. We will briefly share these in the start of the next class to
help them collaborate with each other and see if anyone can
relate to anothers examples
8. Collect them for me to grade and review
vi. Themes in procedures:
1. Teachers: Circulate to make sure everyone is focused and
acting safely, answer any questions they may have, lead
discussions during the K and W in KLEW chart, only allow
for questions that are immediately relevant and if there is
time at the end of class can answer the irrelevant ones.
2. Students: Come up with their own questions to explore
during Elaborate, based on the lab they have just seen and
the new info they have.

Reflection:
This lab was very clearly intended for a young class because it is incredibly
straightforward and step-by-step. I do think that some direct instruction is important and
for this lab did keep some of it, but in an effort to teach with inquiry I added to the end of
the lab. My goal in doing this was so that once they understand the goals and concepts of
the assignment they were free to have open inquiry (National Research Council, 2000)
and explore with whatever materials I present later. This is important so that I am certain
they have all achieved or had access too the concepts I wished for them to have exposure
too, later expanding to allow for exploration. I plan on teaching younger classes and
would like this to be an early in the year experience so as our book Inquiry and the
National Science Education Standards depicts on page 29, there are many different levels
of inquiry. This one in particular would probably be aimed to be a partial inquiry based
lab in which it begins with the idea of engaging (which is the initial step in the 5E Model
of inquiry) as National Research Council states on page 34, I am providing a perplexing
situation for the students. This is followed by a set test (of lemon juice and heat), having
pillars of the inquiry ideology, I feel, allows for the children to be excited about their
work, thinking that their findings are all their own when in reality they have been subtly
guided to the correct answers.
I also would like to make sure that the essential questions I have come up with not
only get put into the KLEW chart, but are also interwoven and frequently brought to the
forefront of the lesson. As our other book Understanding By Design mentions, in
reference to Essential Questions, on page 106, their aim is to stimulate thought, to
provoke inquiry, and to spark more questions- including thoughtful student questions- not
just pat answers. In asking my questions, I feel that I can guide them to create new

questions to further expand the classs knowledge, the questions being central to the unit
to engender probing inquiry and eventual transfer (Wiggins, McTighe. 2005.p.106).
Using my broad and thought provoking questions, and giving them the set lab as a start
up, they will know what they are doing, what questions to ask, and how to properly
answer these questions when I allow them to explore on their own in attempt to prepare
them for the ability to do open inquiry (National Research Council, 2000). I feel that I
have successfully achieved an age appropriate inquiry revamp of the invisible ink
experiment and through my end additions, which allow for exploration as well as lots of
time for discussion and questions. I am very proud of this lesson plan and feel that it was
very helpful in allowing me to practice creating this type of experiment.
Resources:
- National Research Council. (2000). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, DC: National Academy Press.
- Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD.