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TAG Strategy for This Lesson: The Six Thinking Hats REVISED

Unit Name
Solutions, Acids & Bases

Lesson Name Time Needed (Hours/Days)

“I’m In Love with the CoCo!” 1 90-minute Class Period

Grade Subject Course

10-12th Science Honors Chemistry

GA Standards of Excellence & TAG Standards

(Please include both GSE & TAG Standards)

GSE Standards
SC6. Obtain, evaluate, and communicate information about the properties that describe solutions
and the nature of acids and bases.
c. Use mathematics and computational thinking to evaluate commercial products in terms of
their concentrations (i.e., molarity and percent by mass).
f. Use mathematics and computational thinking to compare, contrast, and evaluate the nature of
acids and bases in terms of percent dissociation, hydronium ion concentration, and pH.

TAG Standards
Advanced Communication Skills Standard:
1. The student uses written, spoken, and technological media to convey new learning or
challenge existing ideas.
2. The student produces written and/or oral work that is complex, purposeful, and organized,
includes relevant supporting examples and manipulation of language.
3. The student creates products and/or presentations that synthesize information from diverse
sources and communicate expertise to a variety of authentic audiences.
8. The student participates in small group discussions to argue persuasively or reinforce others’
good points.
9. The student maintains a journal or log for self-reflection and/or self-evaluation.

Advanced Research Skills Standard:

3. The student uses concepts within and across disciplines to develop valid hypotheses, these
statements, or alternative interpretations of data.
4. The student selects appropriate research tools and methodologies (e.g., historical, descriptive,
developmental, case, field, correlation, action, survey, interview) to conduct scientific
investigations.
5. The student gathers, organizes, analyzes, and synthesizes data from multiple sources to
support or disprove a hypothesis.
6. The student develops and uses systematic procedures for recording and organizing
information.
7. The student evaluates research methodologies and data to detect validity, bias, reliability, and
applicability to real-world problems and/or solutions.
9. The student uses APA or MLA style to document/cite references, resources, quotations, notes,
and bibliographies.
11. The student applies ethical standards to research and analyses.
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Creative Thinking & Problem-Solving Skills Standard:
5. The student develops original ideas, presentations, or products through synthesis and
evaluation.
6. The student, independently or through collaboration with classmates, clarifies, illustrates, or
elaborates on an idea for product improvement.
10. The student monitors and reflects on the creative process of problem solving for future
applications.

Higher Order Critical Thinking Skills Standard:

2. The student responds to questions with supporting information that reflects in-depth
knowledge of a topic.
9. The student identifies stereotypes, biases, and prejudices in one’s own reasoning and that of
others.
11. The student draws conclusions based upon relevant information while discarding irrelevant
information.
14. The student identifies and illustrates basic principles and the foundational
concepts that are central to understanding the essence of a field of study.
15. The student recognizes that the responsibility to examine and challenge
existing ideas and theories are an ongoing process.

Essential Question(s)
What should students know when lesson is completed?

Should there be a limit to how many Cokes (Coca-Cola) a person consumes each day?

Teacher Lesson Preparation

Teacher will set up desk in 2 groups facing each other for the debate.
Class Set 6 Thinking Hats Analysis Worksheet
Ensure technology and web sources are functional and accessible for research.
Bottles (16 oz or 2 L) of Coke (with the label intentionally removed).
250 mL Beakers
Litmus pH Test Strips
pH Scale

Activating Strategy (For example: Hook/Mini-Lesson/Warm-Up/Connection to Prior Learning)

Students will be shown a Coca-Cola commercial:

 https://www.youtube.com/watch?v=S2nBBMbjS8w

Students will be asked whether they are in favor or against the essential question. For example,
“Raise your hand if you agree that there should be a limit on the amount of Cokes a person drinks a
day.” Students will be separated into two groups based on their position and will engage in a debate.
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Instructional Sequence and Activities (Including Use of Technology)

Students will be introduced to the Six Thinking Hats Strategy and will be instructed to use the
strategy complete the template to guide their individual explorations of the essential question. See the
provided document below.
 White Hat – What are the facts? What do we need to know?
 Blue Hat – What’s been learned? What steps do we need to take in order to answer this
question?
 Black Hat – What are the negative effects of Coca-Cola?
 Yellow Hat – What are the benefits of Coca-Cola?
 Red Hat – How do you feel about a limit being placed on Coca-Cola? (Pre vs. Post)
 Green Hat – New opportunities based on the results of the research.
Teacher will encourage students to be thorough as they complete the template as it will help them
construct their paper. As students complete the template, the teacher will move amongst the room to
help facilitate student progression.

Students will complete research via technology (for factual evidence about the ingredients within
Coke and etc.) and in the laboratory area (where they will test the pH of Coke to determine its exact
acidity/basicity).

After students collect their data, the teacher will provide students with instructions regarding their
reflection paper, as well as provide them with a “how to” of how to write references in APA format.
Students will be instructed to utilize their six hats template and their collected data to write their
reflection paper. As students begin to construct their paper, the teacher will walk around the room to
address any of the students concerns.

Assessment Strategies

Students will write a paper that addresses the following focus: What is the science behind soft drinks
(solution, acid or base, what’s in it) and do you think there should a consumption limit? Why/why
not?
 Paper will need to reference/highlight their previously foundational knowledge of acids and
bases, solutions, molarity, and pH that they’ve learned in class.
o They will use the proper scientific language throughout the paper.
 Paper will need to use information/facts from at least 3 valid internet resources.
 Paper must include an APA bibliography page with in-text citations.
 Students will attach their Six Thinking Hats completed document to the paper.

In a reflection of the strategy, students will be asked how they feel about the Six Thinking Hats
differentiation strategy – what worked, what didn’t, etc. They will be asked once after the completion
of the template and, again, after the completion of their paper.

Differentiation
Scaffolds/Interventions/Extensions/Enrichment

Potential implementations/adjustments based on differentiation:

 Students can be separated into 6 Thinking Hat groups where each individual group is
responsible for addressing one of the hats. After providing adequate working time, the groups
will reconvene into a whole-class group and orally share out their findings/statements.
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 The position groups can be maintained for the entire lesson, whereas those who originally
disagreed produce a product that agrees with their original standing and those who originally
agreed develop a product that agrees with that. Groups will come back together at the end of
the period (or next class) presenting their products to each other resulting in a more contextual
debate.
 Instead of creating a research paper, student can be given the option of other products based
on their interests – flyer, commercial, poster, etc.

Materials/Links/Text References/Resources

 The soda will be purchased from the store. Litmus strips and beakers are already on hand in
the laboratory stations.
 Specific internet/text references are based upon student discretion. They are required to have
at least 3 reputable references.
 The template for guided thinking using the 6 Thinking Hats will be provided to students after
the activating strategy (debate) when directions of the assignment are given. See below.
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Name: ______________________________________ Date: ____________________ Block: ________

6 Thinking Hats: “I’m in Love with the CoCo!”

1. White Hat – What do we know about acids and bases? What do we know about pH? What
do we need to know in order to successfully obtain an answer? _________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

2. Blue Hat – What steps do we need to take in order to answer this question? What research
(internet and experimental) do we need to conduct? __________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

3. Black Hat – What are the negative effects of Coca-Cola? ___________________________

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

4. Yellow Hat – What are the benefits of Coca-Cola? ________________________________

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

5. Red Hat – How did you feel about placing a limit on consumption prior to the debate
and/or research? How do you feel now after completing your research and the experiment? ___________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

6. Green Hat – Based on the results of your research/experiment, what new ideas or
opportunities have you formed? How can your results be used? _________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________