Lesson #3

Subject/Grade Level Unit

Acid/Base Indicators Grade 5 Science Classroom Chemistry

Date Time Duration Teacher

November 15, 2013 75 Minutes Gregory Craig

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: Specific Learning Outcomes: 5-7 Students will describe the properties and interactions of various household liquids and solids and interpret their interactions. 9. Students will use an indicator to identify a solution as being acidic or basic

LEARNING OBJECTIVES
Students will: 1. Identify basic properties of acids 2. Identify basic properties of bases 3. Identify indicator results as acidic or basic

ASSESSMENTS
Observations: Key Questions: Products/Performance s: Observing the students. Students responses to the exit questions What is an acid/base? (7) (8) What indicator results show if a substance is an acid or a base? (9) Litmus paper results notes (9) Checklist (9)

LEARNING RESOURCES CONSULTED

http://chemistry.about.com/od/acidsbase1/a/redcabbage-ph-indicator.htm

MATERIALS AND EQUIPMENT

Sour skittles 100% (or close to) dark chocolate vinegar litmus paper (red and blue) tums and water lemon juice and cola ammonia and orange juice dish soap and milk coffee

PROCEDURE
Prior to lesson Prepare the liquids/mixtures and spread them around the room. Include both red and blue litmus paper at each station (7 of each colour at each station). Introduction Time Brainstorm with the students what they think acids and bases are and if they could name some examples of each. 5 min What is an acid/base? (7) (8) Part of attention grabber. Making note of students answers to brainstorming. Conclude with the students what they came up with for what they think acids and bases are. Body Time Have the students discuss in pairs what they think acids and bases 15 min could do to you if you accidentally poured some on your skin.

Attention Grabber

Assessment of Prior Knowledge Transition to Body

Learning Activity #1

After 2-3 minutes have the students share their findings with the class. (answers: burn your skin, cause a rash, damage your skin) This means that acids and bases are corrosive. Remind the students to use quiet discussion voices while talking (demonstrate an appropriate volume of voice for them). The students will then discuss in their pairs what are some safety precautions they could take while handling acids and bases. After about 3 minutes have the students share what they think they could do. (make sure they mention or help them come up with gloves, extra clothing, pants not shorts). Ask the students if they have ever had vinegar on something they ate before. Can they remember what it tasted like? Tell the students that vinegar happens to be an acid and that all acids taste sour. Ask the students if they had ever ended up getting soap in their mouth some how. Inform the students that soap is actually a base, and like soap, all bases taste bitter. Have the students come up and try a sour skittle and some dark chocolate if they want to try something sour and something bitter. Write on the board Acids and bases are corrosive and Acids = sour, bases = bitter. Wrap up with the students. Ask them what one property of both acids and bases are and what is one property of each? What is an acid/base? (7) (8) Listening to the students responses. Going around during the pair discussion and checking off a student on the checklist if you notice that they understand the learning objective. Ask the students if they have ever heard of litmus paper. Wait and see what the students answer and if nothing is correct explain to them that litmus paper is a strip of red or blue paper that can be used to determine if a substance is an acid or a base. Explain to them that if red litmus paper turns blue then what you dipped it into is a base. And if blue litmus paper turns red, then what you dipped it into is an acid. Write on the board blue red = acid, red blue = base. Ask them to refer to the board if they ever have trouble during the next activity. Hand out the handout with the different liquids names written on it. There will be stations set up around the classroom with different chemicals/liquids/mixtures and litmus paper at each station. Students will be instructed to go around the classroom in groups of three testing each liquid with a red litmus paper and a blue litmus paper (one per group) and determining if the substance is an acid or a base. The liquids will be: 1. vinegar 2. tums dissolved in water 3. lemon juice 4. cola 5. ammonia 6. orange juice 7. dish soap in water

Teacher Notes: Assessments/ Differentiation

Learning Activity #2

35 min

8. 9. 10. 11. 12.

milk coffee Baking soda Borax Salt water

Teacher Notes: Assessments/ Differentiation

Learning Activity #3

Teacher Notes: Assessments/ Differentiation

Consolidation of Learning:

The students will be given 3 minutes at each station to test the liquid and write down their results on the sheet they were given. After they are done at all stations the students will be given time to share their answers with people from different groups. The note pages will be handed in at the end of class. What indicator results show if a substance is an acid or a base? (9) Observing the students at each station while they work. Having a conversation with individual students about their answers to their experiments. Listening in to their conversations while they share answers. Marking on a checklist if you notice that a students understanding is in line with the learning objective. Checklist will have the class list on it. Red Cabbage Juice Indicator Gather the students around the back table. Tell them that we will be making our own indicator to tell if something is an acid or a base and will be testing it on some of the substances we already tested with the litmus paper. This is something you can do at home! Here are the steps: 1. Place about 2 cups of red cabbage in a blender, cover it with boiling water, and blend it. 2. Filter out the plant material to obtain a red-purple-bluish colored liquid. This liquid is at about pH 7. (The exact color you get depends on the pH of the water.) 3. Pour about 50 - 100 mL of your red cabbage indicator into each 250 mL beaker. Test the liquid by adding vinegar, tums, ammonia, and cola to different samples of the solution. Ask the students what colour means the substance is an acid and what colour means the substance is a base. Have the students record the steps down in their binders and to record the colours that show for acids and bases. Tell them that this is something they can do at home if they want to. What indicator results show if a substance is an acid or a base? (9) Listening to the students responses to the questions proposed to them. Making sure their answers are in line with the learning objective. Closure With the students at their desks ask them to put their thumbs up or down in response to the following questions. If the students agree with the statement they will put their thumb up, if they disagree they will put their thumb down. Ask them if 1. vinegar is a base?

15 min

Time

3 min

2. 3. 4. 5. 6. 7. 8. 9. Feedback From Students: Feedback To Students Transition To Next Lesson Sponge Activity/Activities

tums are an acid? lemon juice is an acid? Cola is a base? ammonia is a base? orange juice is an acid? dish soap in water is a base? Milk is an acid? coffee is a base?

Consolidation of learning. Tell the students what a great job they did today! Next lesson Mrs. Harding will be teaching you guys, so I hope you enjoyed your lessons from me! Chemistry Jeopardy