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1. State Standard(s):
5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.
5-PS1-3. Make observations and measurements to identify materials based on their properties.
2. Teaching Model(s):
Direct/Indirect instruction
Lemov
Questioning: DOK
3. Objective(s):
Day 1:
o Students will observe a real-world phenomenon (changes to stone gargoyles over
time).
o Students will hypothesize why these statues are changing and possible
cause/effect scenarios.
o Students will make a claim about what caused the physical changes and support
their claim with evidence.
Day 2:
o Students will investigate how introducing certain substances can change physical
properties.
o Students will observe the effects of different liquids and a dull penny.
o Students will record evidence from the experiment by drawing and labeling a
diagram of their results.
o Students will hypothesize what happened to make the dull penny shiny.
Day 3:
o Students will investigate how introducing certain substances can change
physical properties.
o Students will perform an experiment to see how physical/chemical
changes occur.
o Students will record evidence from the experiment through drawing and
taking notes.
o Students will hypothesize what caused the changes in the experiment.
o Students will evaluate their original hypotheses about the gargoyles and
revise as needed.
Day 1:
Motivation/Engagement:
1. TW (teacher will) display a picture of the Statue of Liberty followed by one showing its
original copper look and the green look we see in the statue today. Discussion Questions:
“Does anyone know what material the statue of Liberty is made of?” (DOK Level 1)
“Why do you think the statue doesn’t look like copper?” (DOK Level 2)
“What are some substances that might cause these effects on the statue?” (DOK
Level 2)
Motivation/Engagement:
1. Review topic from yesterday about how substances can change over time (Ex: Gargoyles
or the Statue of Liberty).
2. Explain that today we will see if we can reverse these changes using dull pennies and
common household liquids.
Developmental Activities or Learning Experiences:
1. Explicit Instruction/Teacher Modeling
Continue on to start Mystery 1: Are Magic Potions Real?
i. Watch intro together as a class.
Stop for discussion questions (Discuss as table groups)
Show the class a dull, brown penny. “Suppose you wanted to make this dull
brown penny bright and shiny. Can you think of any liquids in your house
that might do that?” (DOK level 2)
“Why do you think those liquids might work?” (DOK level 3)
Move on to the activity
2. Guided Practice/Interactive Modeling
SW get into groups of 4 for the hands-on activity (Use grouping sticks to group).
SW be working with their groups to complete an experiment to see what liquids
can change the appearance of a dull copper penny.
Each group needs: A Chromebook logged into Mystery Science, 4 dull pennies (1
x student), 4 labeled plastic containers and liquid ingredients (Water, Vinegar,
Salt, Liquid Soap)
i. “Which substance do you think will clean the penny? Why?” (DOK 2/3)
SW follow step-by-step directions in the unit to complete the experiment.
1. Each student will test their penny in 1 of the liquid substances by
dipping ½ of the penny in the liquid for 30 seconds.
2. SW then compare results as a group. Was their hypothesis correct?
3. Students should clean up experiment and put ALL pennies in
plastic container with salt/vinegar mixture (As directed in module).
This will be vital for next experiment.
3. Independent Working Time
SW complete question 1a) on The Alchemist’s Potion WS.
SW draw and label a picture to explain what they think happened to the dull
penny that became shiny.
Review and Closure:
1. As a class, we will discuss how the experiment turned out.
a. “Which liquid was able to change the penny?” (DOK 1)
b. “What do you think happened to remove the brown color and make the penny
shiny?” (DOK 3)
Extension:
Students can discuss what other household substances they believe might have a similar
result of making the penny shiny again.
Day 3:
Motivation/Engagement:
1. TW review penny activity from prior lesson and explain that today we will be answering
the question: What happened to the dull brown stuff we cleaned off the pennies in the last
experiment?
2. Have students regroup into workgroups from previous experiment.
a. Distribute pennies in containers, small paper cup (1x group), ziplock bags (1x
group), steel nails (1xgroup), paper plate (1x group), small piece of masking tape.
Day 2:
Accommodations: Allow students to sit closer for whole group. Allow extended
time to complete assignments if needed. Groups can work together to answer
worksheet questions. Provide sentence starters.
Modifications: Allow for shorter answers if needed. Allow students to draw and
label instead of writing.
Differentiations:
Enrichment: Students can hypothesize if this would work with other
coins/substances that are not copper, will the result be the same? Have
some other coin variations ready to try.
Support: TW give extra support and guidance where needed.
Heterogenous groups will ensure that classmates can provide extra
support/direction if necessary. Ask students to verbally describe what
happened in the experiment and why they believe it happened that way.
Day 3:
Accommodations: Allow students to sit closer for whole group. Allow extended
time to complete assignments if needed. Groups can work together to answer
worksheet questions. Provide sentence starters.
Modifications: Allow for shorter answers if needed. Allow students to draw and
label instead of writing.
Differentiations:
Enrichment: Students can hypothesize if other objects can become coated
with copper like a paper clip or another coin, will the result be the same?
Students can run these experiments alongside the nail one to compare
results.
Support: TW give extra support and guidance where needed.
Heterogenous groups will ensure that classmates can provide extra
support/direction if necessary. Ask students to verbally describe what
happened in the experiment and why they believe it happened that way.
b. Day 2
Formative:
TW collect the worksheets to check for understanding.
DOK questioning.
Class Discussion
TW take notes on assessment sheet as students work through experiment
c. Day 3
Formative:
TW collect worksheets to check for understanding
Informal observations as teacher circulates, recorded on data sheet.
DOK questioning/Class discussion.
Exit Ticket
8. Homework Assignment:
None
9. Reflection:
a. Strengths: This lesson was very engaging. Students were excited to bring in pennies
and see what would happen to them. There were a lot of good, critical thinking questions
asked and good class discussion about what might be happening to the pennies which
continued with the 2nd nail experiment. These two activities really built on each other and
after performing the nail experiment, students really understood that the copper from the
dull pennies did not disappear, it just dissolved in the salt/vinegar solution.
b. Concerns: Pacing and staying on track was a big concern for day 2 which improved on
day 3. Group discussion expectations need to be gone over explicitly as well as group
roles. During day 2 penny experiment students did not understand that every member of
the group needed to test a penny in a different solution. For day 3 nail experiment I
provided group role badges and had students figure out who did what before starting the
activity.
c. Insights: Science is crazy and there is a lot going on. It is very hands on and requires
students to listen closely to directions in order to achieve the necessary results. As a
teacher, I need to be very organized in my set up of materials and my directions to the
students to minimize the chaos factor while performing these fun, hands-on activities.