Lesson Cycle

Lesson Title/Topic: third grade science

Concept: learning chemical reactions, density, and buoyancy
Standards/Rationale: 112.14(b) (2) scientific investigation and reasoning(A) plan and
implement descriptive investigations (F)communicating valid conclusions supported by
data in writing, by drawing pictures, and through verbal discussion.
Learning Target:
The student will draw a labeled diagram of
the steps that lead to a chemical reaction
for 85% accuracy.

Assessment:
Labeled chemical reaction diagram

Materials: plastic spoons, safety materials (goggles, aprons, gloves), vinegar, baking soda,
beakers or glasses for experiment, raisins, balloon, worksheets for groups, dry water bottle,
pennies, bowls, paper towels, funnel, pencils, orange page divider
Lesson Cycle: (Direct instruction)
The teacher will:
Focus/Mental Set:
-Have items ready for chemical reaction
(volcano with baking soda already set up).
-Have definitions put up in the room of the
words: acid, base, gas, chemical reaction,
density, and buoyancy.
-Briefly go over the definitions of a
chemical reaction, density, and buoyancy
from the weeks previous lessons about
density and buoyancy (chemical reaction-a
chemical change that occurs when two or
more substances combine to form a new
substance), (density- how compact or
concentrated something is), (buoyancy- the
ability or tendency to float in water or air
or some other fluid).
-Hand out to each student the definitions of
chemical reaction, density, and buoyancy.
-Call on Brooke to pour vinegar into the
volcano to demonstrate a chemical
reaction.

The student will:

-Read the definitions of chemical reaction,
density, and buoyancy to their face buddy
and in their own words, describe what each
definition means to them.
-Watch as Brooke pours vinegar into the
volcano to demonstrate a chemical
reaction.

Teacher Input:
-Will call on Sally, Tiffany, and Violeta to
name different types of chemical reactions.
-Watch YouTube video about chemical
reactions (may only watch a portion of it
depending on time).
- https://youtu.be/x5bwaCaPKM4
-Have questions prepared for Mix Pair
Share (tell your partner about a chemical
reaction; name an object that is dense; why
do you need an acid and a base in a
chemical reaction?)
-Start with Mix Pair Share structure.
-Briefly remind students of the structure
and what they are to do.
-Tell students to mix/pair.
-Question: tell your partner about a
chemical reaction; give time to think.
-Repeat the structure.
-Question: Why do you need an acid and a
base in a chemical reaction?
-Have pennies, vinegar, bowl, and paper
towels ready.
-Call on Alan to put the pennies in the
paper towel and pour vinegar on top of
them; talk about the chemical reaction and
how we can observe this over the next few
days.
-If time allows, have Tiffany add baking
soda to an unfilled balloon.
-Have Michelle pour 2 to 3 tsps. of vinegar
to the empty dry water bottle with a funnel.
-Attach the balloon to the top of the bottle,
and tip the vinegar so it mixes with the
baking soda; watch the balloon blow up.
Guided Practice:
-Have table helpers (Brooke, Michelle,
Chad) come get their group materials.
-Instruct one person from each table to read
the materials/instructions for the table.
- Tell students to hold the paper up when
they have it.
-Call on table one to read the materials list
(whoever held the paper up).
-Hold up materials as they are being called

-Answer when called on to name a type of

chemical reaction different from what has
been named by a classmate.
-Will watch YouTube video about chemical
reactions.
-Will pair up for structure Mix Pair Share.
-Will listen and answer questions when
appropriate.
-Watch as Alan puts pennies on the paper
towel and pours vinegar on top of them.
-Talk about the chemical reaction and how
to observe this over the next few days.
-Participate in next experiment time
permitting.
-Watch Tiffany add baking soda to an
unfilled balloon.
-Watch Michelle pour 2 to 3 tsps. of
vinegar in to the empty dry water bottle
with a funnel.
-Watch as the balloon is attached to the top
of the bottle and it is expanding.

-Will listen for name to get materials for

group.
-Read materials/instructions for experiment
(designated person).
-Hold the paper up when they have it.
-Hold up materials as they are being called
out.
-Listen to all the instructions as they are
being read.
-Hold up the raisin experiment paper.

out.
-Call on table two to read 1-3 on
instructions list (whoever held the paper
up).
-Call on table three to read 4-6 on
instructions list (whoever held the paper
up).
-Have another group member to hold up
the raisin experiment paper.
-Table one will read the question.
-Table two will read hypothesis a, b, and c.
-Table three will read hypothesis d and e.
-Read conclusion portion and briefly.
-Explain they will draw a labeled diagram
of the steps of the raisin experiment that
lead to a chemical reaction for their
independent practice, and turn in to me
when finished.
-Ask Tiffany what independent practice is.
-Have students count of 1,2,3.
-Ones will do step one and four.
-Twos will do step two.
-Threes will do step three.
-Have ones raise their hands and tell their
group what steps they are doing.
-Have threes raise their hands and tell their
group what steps they are doing.
-Ask if there are any questions, and answer
accordingly.
-Instruct table helpers to clean up when
finished with experiment (Brooke,
Michelle, Chad).
-remind students to start independent
practice when finished.
-Instruct ones to start the experiment.
-Instruct ones to continue experiment until
completed.

-Listen to the raisin experiment paper being

read.
-Count off 1,2,3.
-Ones will do steps 1 and 4.
-Twos will do step 2.
-Threes will do step 3.
-Ones will raise their hands and tell their
group what steps they are doing.
-Twos will raise their hands and tell their
groups what steps they are doing.
-Threes will raise their hands and tell their
groups what steps they are doing.
-Ask any questions.
-Ones will start the experiment.
-Continue experiment until completed.
-Clean up when finished (Brooke,
Michelle, Chad).
-Start independent practice when finished.

Independent Practice:
-Have students draw a labeled diagram of
the steps of the raisin experiment that lead
to a chemical reaction

-Draw a labeled diagram of the steps of the

raisin experiment that lead to a chemical
reaction and turn it in to the teacher.

Closure:
Have students tell their face buddy what a
chemical reaction is and one new thing

-Tell their face buddy what a chemical

reaction is and one new thing they learned
about chemical reactions.

they learned about chemical reactions.

Options:
Enrichment:
-Students will conduct their own chemical
reaction and record it on YouTube.

Modifications/Correctives:
-VC will have an orange page divider to
place over worksheets to help read them.
References:

Reteach:
-Have a power point Prezi ready that will
show step by step how to conduct a
chemical reaction; students will do a
chemical reaction while watching the
power point.