Demo Show (3-5) .docx - Wartburg College Henrys Law 3-5 Time 60 minutes Standard(s Grade Level 3-5 4-PS3-3 Ask questions and predict outcomes about the

Demo Show (3-5) .docx - Wartburg College Henrys Law 3-5...

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Wartburg College Henry’s Law 3-5 Time: 60 minutes Grade Level: 3-5 Standard(s): 4-PS3-3: Ask questions and predict outcomes about the changes in energy that occur when objects collide. Clarification Statement: Modify this standard so that students predict the outcomes of changes in pressure and volume following Henry’s Law. NGSS : Crosscutting Concept: Energy can be transferred in various ways and between objects Science and Engineering Practices: Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. Objective (cognitive): After participating in the experiments, students will be able to explain how gas particles in soda move using Henry’s Law with at least 80% accuracy. Objective (affective): After making predictions about soda during the lesson, students will be able to reflect on their predictions and explain if their thinking has changed with at least 80% accuracy. Objective (psychomotor): After filling in the exit slips, students will be able to hand the exit slips and their prediction papers in before leaving class. Materials & Supplies LISTED: - One Bag of Balloons - 2 Unopened Soda Bottles - 2 Baby Bottles (Can be substituted with any container over which the balloon can fit ) - Exit Slips Anticipatory Set/ Enticement : Ask students if they have ever blown up a balloon before. What is inside the balloon? If needed, prompt students and guide them to answer “gas.” Potential Misconception: Blow up a balloon either yourself or with a pump and show students that the balloon does not have anything in it, but it still makes a circular shape. Explain that this is because the balloon is filled with the gas you blew into it . Explain that even though you can’t see gas, it’s everywhere. Bring out a soda bottle and ask students if they think there is gas in the bottle. Make sure that students know that even though the bottle is filled with liquid, there is still space for the air and the gas in the bottle.
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