Inquiry Activity Sequence for High School Chemistry

Name: Erin Masko Driving Question: When using a recipe to bake cookies, how do you change the amounts of the ingredients in the recipe, and how does changing the amounts affect the final overall cooked product? 1 cup sugar + 1 cup peanut butter + 1 egg = 24 cookies

Trajectory of Inquiry Sequence Focus Objective

Unit Learning Objectives Students will be able to balance chemical equations and predict product yield through their knowledge of a cookie recipe. Using Scientific Practices

Big Ideas and Examples A recipe can represent a chemical reaction, and within that reaction, the number of moles would be represented by the amount of each ingredient used. A mole is a unit of measure in any given chemical reaction, similar to how a dozen is a unit of measure for eggs. When working with chemical reactions, it is important to remember the conservation of mass, that the mass (or in the recipes instance, the amount) that goes into the reaction is equal to the mass that comes out of the reaction. The mass is conserved in the reaction, or recipe, but the final product may be in a different form than the reactants were (such as cookies compared to sugar and eggs). The product yield can be predicted based on the known input of reactants. My goal is for students to see the relation of a recipe, something familiar, to a chemical reaction. The end product still consists of all of the same atoms as the ingredients, or reactants, they were conserves and are simply in a different form. Also, students should recognize that balancing a recipe, meaning if I want to double the product yield, than I need to double all of the ingredients, directly relates to chemical reactions as well. If I want to double the product yield in a chemical reaction, I would need to double all of the reactants.

Students will be able to construct this explanation through the data collected from the baking of cookies. Students will be provided with all of the reactants (ingredients) to make cookies, and if they can properly balance the reaction (recipe), then the final product (cookies) will be edible. Students will apply their knowledge of balancing reactions, and converting from grams to moles through the act of baking cookies. They will be able to see the real-world application of chemistry.

Activity Sequence Stages Purpose of Activity Brief Description of Activity Formative Assessment Scientific practice(s)

Establish a problem / Engage

Initial class discussion. Students will be posed with the initial questions of: How does this recipe relate to chemistry? (they will be given the recipe) They will then be asked, If I wanted to make 72 cookies, what would I need to do to the rest of the recipe? and If you are given 570 grams of peanut butter, how much sugar are you going to need, and how many cookies will you produce? By posing these questions to the class and letting them discuss it with their small groups, a discussion is facilitated between the students about a real-world example, and it allows the students a chance to share ideas without pressure. Students questions are always important, but especially in the early stages of a unit. By allowing students to record their questions before the lesson is taught, real student thoughts, predictions, and inquiry can be explored. The ideas are genuinely their own. Students will be asked to record their group/individual questions on one of three poster boards placed around the classroom. Things I already know about this topic, Things I think will be important to know about this

Small group model. Students will be required to record their initial response and their groups response in their warm-up (STAT).

-Hypothesizing -Using personal experiences as data -Predicting

Questions

Each group of students will be responsible for recording at least two thoughts on each poster board. I will read the thoughts, ideas, and questions to see what understanding they already have, and what areas might be the most

-Questioning -Justifying ideas with evidence -Group discussions -Predictions -Using past (background)

topic, and Questions. Students are free to share all of difficult for students. their thoughts, and in a manner that allows re-visitation. Evidence: Data and patterns OR predict/explai n Using any and all background knowledge, and their realworld experience with recipes/cooking, students will conduct an experiment where they actually mix up and bake the cookies. Students will devise their own experiments to determine a way in which to answer the driving question. These experiments will all be their ideas and predictions. They will be provided with the materials necessary to make two batches of cookies (doubling the recipe). They will be split into groups and provided different tasks (based on class determination and need). Students will decide on what they what to test within their experiment, and each group will be assigned one of the varying tasks to complete. Students will record their data and observations, then come together as a class to share their results (hopefully delicious ones!). This is a chance for students to gather all final and necessary information in order to answer the driving question. Their goal is to devise experiments that will provide enough data for students to predict how to manipulate and use chemical reactions. Students would come together as a class to share data, and this would be done with a summary-type chart (TOOL). Students would each get a chance to share results and important information learned. The laboratory experiment is huge (need eggs, sugar, peanut butter, and baking supplies). Students will need to conduct the experiment, and record their data. At the end of it all, they will need to come together as a class and share that data in a summary chart.

knowledge -Hypothesizing -Revising models based on evidence -Using personal experiences as data -Predicting -Questioning -Recognizing uncertainty and figuring out ways test to become more certain -Justifying ideas with evidence -Recording observations -Sharing data collected

Students explanations/ models OR observe/expl ain

After conducting their varying laboratory experiments, I Explanations, lab reports, and would like for students to explain how they would get charted gained knowledge. 72 cookies as a product. What would they need to do to the amounts of the different ingredients in order to change the amount of the product? Students should also be able to explain how much sugar they would need to use if they were given 570 grams of peanut butter to use. Students should explain their reasoning with scientific evidence (gained from data in the experiment). Students will also re-visit the three poster boards from the beginning of the unit and make any necessary alterations to the poster boards. This could be knowledge gained, or what lingering questions any student might still have. This allows students to see how their ideas have changed and what knowledge theyve gained. Writing a report (answering the questions) allows students to practice scientific explanations as well as writing which is very important when it comes to standardized tests. Students should be able to use scientific vocabulary now, and they should recognize their scientific growth through the initial poster boards that will be re-visited. Students will also write a lab report after their experiments and their sharing of data through an experiment summary chart. Students will be given the chance to try to use what theyve learned through the experiment in order to answer some other questions before a lesson on stoichiometry is taught. Students will be asked to put together a tricycle for Tiny Tikes Tricycle Company, and then using their balanced equation that they come up with, they will be asked to answer some stoichiometry questions regarding, for example, how Scientific explanations. Experiment summary chart.

-Communicating science ideas with others -Revising ideas -Scientific explanations

Scientific theories or models

-Communicating science ideas -Revising models

many wheels are needed for 288 tricycles. Students will also be provided with the mass of chocolate, graham crackers, and marshmallows. They will then be asked to write an equation to make a smore. They will use this equation and the masses provided, and they will be asked to complete some conversion equations. These will all stem from the knowledge gained in their cookie experiment. Students will be using background knowledge (from the inquiry lab) in order to create a scientific understanding of stoichiometry, without any formal lesson being taught. Communication Students will create their own explanations for a fellow cook as to the importance of doubling ALL ingredients if the desired result is to double the amount of product yield. Explanations using knowledge gained in class. Exam question. -Communicating science ideas