TCNJ Lesson Plan

Raisin Races

Student Name: Gabi Sabony School Name: Hopewell Elementary School

Grade Level: 2 Host Teachers Name: Claudia Scotti

Guiding and/or Essential Questions: Why do the bubbles stick to the raisins? What is carbon
dioxide? Why do the raisins sink and rise?

Pre-lesson Assignments and/or Student Prior Knowledge: Students may have some
knowledge about solids, liquids, and gases.

Standards: 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds
of materials by their observable properties.

Learning Objectives and Assessments:

Learning Objectives Assessment

Students will make predictions of what they
think will happen during the experiment.
Students will share their predictions on a class
graph.
Students will make conclusions of what
happened in the experiment.
Teacher will assess for thoughtful predictions
through their records.
Teacher will assess the conclusions based on
accuracy and thoughtfulness.

Materials/Resources:
Clear glass- 2
Clear plastic cups- 19
Raisins
Water
Goggles
White board
Marker
Clear soft drink
Worksheets- 19
From
http://whattheteacherwants.blogspot.com/2011/02/science-experiments-for-elementary.html.
Pencils

Plan for set-up/distribution/cleanup of materials:

The students desks will be cleared before the experiment. I will provide the
students with materials, and Mrs. Scotti and Ms. Soriano will help provide each student with the
cups with soft drink and raisins.
Step by Step plan (numbered):
1. Lesson beginning: Students will begin at their seats. I will explain that we are doing a
science experiment. I will ask, We are going to put raisins in a cup of soda. What do
you think will happen? I will take some volunteers to share their predictions, and then
hand out a worksheet that allows the students to make a prediction and a conclusion. I
will explain that right now, we are only going to make a prediction.
2. After students write their predictions on their worksheet, I will ask each student to share
their response, which we will record on a graph.
3. Before students come to the table for the demonstration, I will hand out safety goggles. I
will explain that these are to protect our eyes during experiments. Even though there is
nothing in this experiment that will damage our eyes, it is good to be prepared. Also, we
will not be eating or drinking any of the materials.
4. Once completed, I will invite all students to the kidney-shaped table in the corner of the
room. I will have all of the materials laid out on the table in front of me. I will explain
that we are going to do a science experiment together, and then they can each do their
own at their desks. I will demonstrate the experiment for the students.
5. I will first begin with demonstrate dropping raisins into a cup of water, which will elicit
no reaction. The raisins will not rise because they are heavy, and there is nothing to
make them float.
6. Then I will take a cup of soda. I will ask, Does anyone know how the bubbles get into
soda? I will take some guesses, and then I will explain that a machine pumps the gas
into the drink at the factory, and then the bottles are closed. When you open a soda
bottle, the hissing noise is the air coming out. I will connect this to a Soda Stream, and
ask if any students have seen a Soda Stream make a soft drink.
7. I will then pour some soda into the clear cup, and drop some raisins into the drink and
allow the students to watch the reaction.
8. I will explain that because raisins are heavy, they sink to the bottom. Bubbles of carbon
dioxide, which is the air that we breathe, connect to the wrinkles on the raisins and make
them rise to the top. At the top, the bubbles pop and the raisins sink back down. The
raisins will continue to rise and sink until the bubbles of carbon dioxide in the drink are
gone.
9. Then, I will add some squished raisins to the drink, and ask the students to explain what
is happening. I will explain that because I have squished the raisins, the wrinkles are not
there anymore, and it is more difficult for the carbon dioxide to attach to the wrinkles.
10. After the demonstration, students will head back to their desks and do their own
experiment. Before the students begin working by themselves, I will explain again that
we will not eat or drink the materials.
11. Closing: The students will be instructed to clean up by placing their goggles and cups of
soda with raisins on the kidney-shaped table carefully. When they return to their desks,
they will write their conclusion of the experiment on the worksheet.

Key Questions:
What do you think will happen when the raisins go in the soda? Does anyone know how the
bubbles get into the drink? Has anyone seen how a Soda Stream works? What is happening when
the raisins are in the soda?

Logistics:
Timing:

Introduction and predictions: 3 minutes

Explanations and demonstration: 7 minutes
Individual experiments: 10 minutes
Clean up: 2 minutes
Conclusions: 4 minutes
Total: 26 minutes

Transitions: When students go to and from the table for the demonstration, students will
walk over quietly. When the teacher is handing out materials, the students will be quiet as well.

Classroom Management: The teacher will use a hand clap to gain students attentions.
The teacher will also make sure that students remain quiet and attentive during the lesson and
activities. The students will be referred to as scientists.

Differentiation

Early finishers will be instructed to review their work by makings sure they gave their best effort
and that their punctuation and capitalizations are correct. Students who need additional support
can receive help from the teachers or from a classmate.