Science 3 Stage UBD Lesson Plan

Teacher and Grade Level NOS

Miss Spilman Science searches for cause and effect
Miss Gutschenritter relationships to explain natural events.
2nd Grade

Disciplinary Core Ideas NGSS Standard(s)

Chemical Reaction 2-PS1-4
Construct an argument with evidence that
some changes caused by heating or cooling
can be reversed and some cannot.

PSI.B:
Heating or cooling a substance may cause
changes that can be observed. Sometimes
these changes are reversible, and sometimes
they are not.

Purpose: To understand that certain substances can react differently when exposed to different
chemicals and temperatures.

Topic Question:
What happens when you mix certain ingredients together?

Student Naïve Conceptions Science Background Knowledge for

 Students think they have to be able Discrepant Event
to see chemical reactions.  What can happen if certain ingredients are
 Students think that a chemical mixed together.
change must be able to be  How to mix ingredients together and
reversible. follow step by step directions.
 Students also think that heat has to  What kinds of
be involved for a chemical reaction  Chemical reaction takes place with a
to occur. substance.
 Students think a chemical reaction  Reaction happens when two or more
is when dissolving or a change of molecules interact.
state occurs.  Physical change is different than a
 Students think that melting has to chemical change.
occur when a chemical change  Some ingredients cannot go back to their
happens. original form.
Science Topic:
By adding yeast and water to hydrogen
peroxide it creates a thick foamy
substance. You add dish soap to help
create the foam and food coloring to add
color. The water activates the yeast and
then the yeast mixing with the hydrogen
peroxide cause the foaming substance to
occur and rise.

Materials:
Water bottles, yeast, water, plastic table cloth, disposable food tray, food coloring, whisk,
small cups, funnel, dish soap, hydrogen peroxide, 1tbsp measuring spoon, liquid measuring
cup, display board, bubbles (to give to the kids), baby wipes (to clean their hands if they feel
the soap).

Stage 1: Exploration

Set Up:
We will place the table cloth over the table and then set up our tri-fold. Then we will measure
out the need amount (1/2 cup) of hydrogen peroxide in each bottle (we will start with 20
bottles, if we need more one of us can fill bottles while groups are moving.) Set out all
materials needs. This includes setting out the dish soap, all four colors of food coloring, the
water, the yeast, whisk, small cups to mix the yeast and water in, the funnel, the water bottle in
the disposable food tray with the ½ cup of hydrogen peroxide already in it, the 1 tbsp
measuring spoon, and baby wipes. Have the bubbles to give to the students after the
discrepant event is over sitting with the tri-fold. (We will do each discrepant event together
working as a team to make the project work, we will also include children in helping with it.)

Welcoming/Establishing Comfortable Environment:

Welcome the child and introduce ourselves: Hello my name is Ms. Gutschenritter/Ms.
Spilman.
Ask: What is your name? (child says name)
Ask: What grade are you in? (Child says what grade they’re in.)
We will make sure to use the child’s name during the discrepant event to make them feel
comfortable and welcome in the group.

Pre- Assessment:
Ask: When you mix something together what makes it change? (All answers are acceptable
as long as they are school appropriate. Answers may include: heat, magic, air, pressure, etc...)
Ask: Does anyone know what you do with the ingredients when you are cooking? (All
answers are acceptable. Answers may include: you mix ingredients together, you add all
ingredients together, you heat ingredients up, you put them in a bowl, you follow directions of
the recipe, etc.)
Hook:
Ask: Would you like to see how five different ingredients mix together to make a
chemical change? (Students should answer with an excited yes!)

Explore:
Show students the dish soap, hot water, hydrogen peroxide, food coloring, and yeast. As you
show each one make sure to say what it is. For example: Hold up the dish soap and say this is
dish soap, do that for all five ingredients.
Ask: What do you think the dish soap is for? (Listen to students responses, could include: to
make bubbles, it smells good, etc. and praise them for answers.)
Ask: What do you think the water is for? (Listen to students responses, could include: to
mix with something, to make the dish soap bubble, etc. and praise them for answers.)
Ask: What do you think the hydrogen peroxide is for? (Listen to students responses, could
include: to make more bubbles, to react with something, etc. and praise them for answers.)
Ask: What do you think the food coloring is for? (Listen to students responses, could
include: to make it colorful and praise them for answers.)
Ask: What do you think the yeast is for? (Listen to students responses, could include:
students saying something about how yeast makes bread and that it makes bread rise and
praise them for answers.)

Stage 2: Concept Development

Ask: What do you think will happen when we mix all the ingredients together?
Listen carefully to what the students tell you (I think it will make bubbles, I think a reaction
will happen, I think it will become the color of food coloring we use, etc.). Make sure you
restate key ideas of what the child says. (Key ideas are things that would happen once we do
the discrepant event). Make sure to use the child’s words to make sure they develop and
understanding of why things change, how things change, and characteristics of chemical
change.

Younger: I think it will make a lot of bubbles because of the soap used. I also think the
bubbles will be the color that I chose of food coloring. Maybe something is happening to
make it very bubbly.

Older: I think there will be a reaction that occurs between some of the ingredients that
causes a lot of bubbles to be made. I also think that because we put food coloring in it
the bubbles will be the same color as the food coloring we chose. I also think that the
warm water activates the yeast which causes the reaction.

Procedure:
1. Place the food tray with the water bottle that already has ½ cup of hydrogen peroxide in it on
the table. Say: We have filled the water bottle already with the ½ cup of hydrogen
peroxide.
2. Ask: Would anyone like to help us put the dish soap in with the hydrogen peroxide?
3. Call on student who raises their hand. Make sure to use their first name.
4. Tell the student thank you for helping and they may have a seat.
 5. Say: We are going to take a vote for what color we use. Raise your hand for only one
color. Yellow. Blue. Red. Green. Teal. Orange. Purple.
6. Say: This color won!! (Say the actual color that won for that group.)
7. Say: I need 8 volunteers to help use put the food coloring in.
8. Call on students who raise their hand one at a time to come up and put one drop of food
coloring in, until all 8 drops have been added.
9. Say: Now Ms. Spilman and I (or Ms. Gutschenritter and I) are going to put 1 tbsp on
yeast in this cup and then we are going to put 3 tbsp’s of water in with it. Now we are
going to mix it. We need to count to 30, count with us! Begin counting,
1,2,3,4,5,6,7,8,9…30.
10. Ask: Ms. Spilman (or Ms. Gutschenritter) will you please hold the funnel while I pour
this mixture into the water bottle.
11. Hold the funnel and Say: Watch closely as an awesome chemical reaction takes place.
12. Pour the water and yeast mixture into the water bottle and quickly take the funnel away from
the water bottle.
13. Ask: What did you see? (Answers may include: whatever color of foam coming from the top
of the water bottle, the dish soap turned into foam, it exploded, etc.)
14. Say: You may touch it and feel it. (Before saying this make sure no one is allergic to any of
the ingredients).
15. Ask: What did it feel like? (It felt soft, thick, airy, etc.) Was it cold or hot? (Answers
should only be that it was hot or warm.) Why do you think it was warm/hot? (Because the
water was warm/hot.)
16. Say: The foam was actually hot because of an exothermic chemical reaction.

Stage 3: Expansion and Evaluation

Brief Explanation of What Happened:

 Say: Dish soap helps makes bubbles, the water, the yeast, and the hydrogen peroxide
react together to make the bubbles rise, the water also activates the yeast, and the food
coloring makes the foam an awesome color! The hydrogen peroxide is an acid and the
yeast is a base and when they mix together they create a chemical reaction.
Expansion:
Then, double amount of yeast we add to the mixture.
Ask: What do you think is going to happen with more yeast added to the mixture? (I think
there will still be a chemical reaction, I think it will make it foamier, I think it will stay the
same, etc.)
Proceed to put double the amount of yeast into the mixture and see what happens.
Ask: What do you see that is different this time around than the first time? (I see that
there is a lot more foam, I see that the foam raised quicker than the last time, I see that the
foam is thicker than last time, etc.)

Evaluate:
Ask: What is one scientific thing that you learned from this activity? (Bases and acids
react, chemical reactions don’t need heat, you can’t always see that a chemical reaction is
occurring.)
Thank students for participating in the presentation.
Ask: Do you think you will try this at home and see if you get the same results? (Yes or
No).
Ask: Do you have any further questions about this activity? (Allow questions to be asked).
Offer students bubbles to take with them once all questions have been answered.
Repeat process with new students.

Citation in APA 6:

Barker, V. (n.d.). Beyond Appearances: Students’ Misconceptions About Basic Chemical

Ideas. Institute of Education, University of London. Retrieved from
http://modeling.asu.edu/modeling/KindVanessaBarkerchem.pdf

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http://study.com/academy/popular/chemical-reactions-experiments-for-kids.html

Fact Monster. (2007). Chemical Reactions. Dorling Kindersley, n.p. Retrieved from
http://www.factmonster.com/dk/science/encyclopedia/chemical-reactions.html

Newson, L. (1997). Understanding Science Ideas; A Guide for Primary Teachers. Collins
Educational, Hammersmith, London: Collins Educational.
Physical and Chemical Changes. (n.d.). Retrieved April 03, 2017, from
http://www.mcwdn.org/chemist/pcchange.html

Raders CHEM4KIDS.com. (2017). Chemical Reactions. Andrew Rader Studios, n.p.

Retrieved from http://www.chem4kids.com/files/react_intro.html.