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Choose a Focal Norm for Today

Slide A

Individually Plan

From the norms chart, silently choose a norm that you will intentionally work at and monitor today to help our learning community grow stronger and more productive for everyone.

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What have we figured out so far?

Slide B

Whole-Class Discussion

Let’s meet in a Scientists Circle and share the discoveries we made during our last lesson.

We will use what we figured out to add to our Progress Trackers as a whole class.

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Updating Our Progress Tracker

Slide C

Take a moment to create a chart like this in your science notebook. We will discuss each box together before we fill them in.

Question	Source of evidence

What we figured out in words/pictures

Set up notebooks with a 3-box Progress Tracker. Display slide C. Direct students to create this chart in their science notebooks following the two-column entry they had from Lesson 3.

Lead a Consensus Discussion about what we’ve figured out so far. Say, We will use the boxes on this tracker to guide our discussion, and we’ll pause to let you record your thinking as we go.

Identify the question we’ve been working on most recently. Ask students to look back at their individual Progress Tracker from yesterday and identify the question we were working on. Students should respond with, What is in a bath bomb that is producing the gas? (Students may say, What do each of those things do when added to water? If so, you can follow up with, Why did we combine each ingredient with water? What were we trying to figure out?)

Direct students to write this question in the question box of their 3-box Progress Tracker: What is in a bath bomb that is producing the gas?

�Identify the sources of evidence. Ask, How did we investigate this question? What evidence did we gather to help us try to answer it?

Students may want to look back through recent pages of their notebook to find this evidence. They should identify the following:

Ingredients lists from store-bought and homemade bath bombs
Observations of individual bath bomb ingredients
Observations of each individual ingredient added to water

Co-develop the “What we figured out” section from our work with these sources of evidence. Invite students to contribute ideas to the discussion using prompts such as the ones below, and encourage students to take note of, build on, and clarify each other’s ideas. Use follow-up prompts such as Do you agree? and Did anyone say the same idea in a different way? to encourage students to find consensus.

Say, OK, let’s recognize that we are using another key model idea here. We are saying properties don’t change for a substance. Let’s add that to our Key Model Idea poster. (Add this idea to the poster):

Properties don’t change for a substance.

Say, So up until now, we’ve kept track of our Key Model Ideas on this poster only. And all of the key ideas we’ve listed here are ones that you all developed in previous units like [material:th.n] and [material:wc.n]. But this idea about properties is a new Key Model Idea that we just developed in our last lesson. Going forward let’s make sure to keep a record of these new Key Models Ideas in your Progress Trackers as we figure them out. That may end up being a useful reference for you as you develop future arguments, explanations, and models.

Tell students to record this new Key Model Idea in their Progress Trackers in the What we figured out box. Tell them they can use the exact wording on the poster or their own words for the same idea.

Say, Just to make sure each new Key Model Idea is easy to find when we need them, let’s highlight each one that we add to our Progress Trackers so they stand out. Let’s highlight this first one now.

See the example Key Model Ideas poster shown in teacher guide, updated from this discussion.

An example of a 3-box tracker with possible responses is also in the teacher guide with key model ideas highlighted. The exact wording you and your class have chosen to use might vary from this example.

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Slide D

Planning Our Investigation

coconut oil
Epsom salts
baking soda
olive oil
sugar-free lemonade mix
citric acid
sugar-based lemonade mix
sugar
table salt
corn starch

With your group

What are we hoping to figure out by testing combinations of these different ingredients?

What evidence are we looking for to help figure that out?

How many different possible combinations will we have if we combine them two at a time to water?

Discuss the investigation in small groups. Display slide D. Say, In a moment you will talk with your group about the questions on the slide. But before you do, can someone remind us again what question we are trying to answer through this investigation?

Students should say we are trying to figure out what combinations of substances in a bath bomb are the ones that are producing a gas.

Give students about 3–4 minutes to get into small groups and discuss the following questions on slide D:

What are we hoping to figure out by testing combinations of these different ingredients?
What evidence are we looking for to help figure that out?
How many different possible combinations will we have if we combine them two at a time to water?

Prepare for the investigation. Say, I have a chart listing each of these 10 ingredients in each row and in each column. Let’s see if we can use it to reason out how many unique combinations there are for us to try.

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Slide E

Preparing for Our Investigation

With your class

Each group will test a different row of combinations.

Highlight the row assigned to you in your copy of this table.

Distribute a copy of Combinations of Ingredients to Test to each student. Display slide E. Say, I was thinking we could have 10 groups, and each group could test all the combinations for a row in this table. For example, group 1 could test coconut oil, which is listed at the start of their row, with each of the ingredients listed at the tops of the 10 columns.

Ask, Does anyone see any combinations in this row that it wouldn’t make sense for this group to do? Students will say, Coconut oil with coconut oil.

Point out that this sort of redundancy might be in other rows too. Mark Xs in these boxes together as you identify them as a class, as shown below.✱

Say, This leaves 9 combinations for each group to try. I will give each group an ice cube tray like this one, which has 12 spots in it. Hold up an ice cube tray to show the class.

Say, This will allow each group to test the 9 combinations they are assigned from their row. So, let’s assign the groups now.

Assign group numbers to lab groups. Continue to display slide E. Have students highlight the row that shows the combinations that their group has been assigned to test.

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Preparing for Our Investigation

Slide F

Title a new page on the left side of your notebook: Testing Combinations of Bath Bomb Ingredients.

In the bottom section of your handout, write the combinations you plan to test in each space of your ice cube tray. This key should be identical for everyone in your group.

Testing Combinations of Bath Bomb Ingredients

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Preparing for Our Investigation

Slide G

Number the right side of your notebook 1 through 9 so you can easily link the observations you write with the corresponding combination of ingredients from your key.

Testing Combinations of Bath Bomb Ingredients

Observations

1

2

3

4

5

6

7

8

9

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How did you do with your focal norm?

Slide H

Exit Ticket

How did you do with practicing the norm you selected to work on?

How did the class do as a learning community today?

What did we do well?
What could we improve on?

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Combinations of Ingredients Lab Procedures

Slide I

Wear splash goggles the whole time.

Carry materials carefully to and from your work space in their bin.

Use the dropper that coordinates with each cup’s letter—do not cross-contaminate the pipettes.

Use only 5–6 drops of each solution for each section of your ice cube tray.

Record a “Y” on your data chart for combinations that caused bubbles
Write detailed observations in your notebook.

When finished, clean your ice cube tray as directed.

Be sure all materials in your bin are neat and tidy when you return them.

Review safety guidelines. Display slide I. Review the following lab procedures and clarify details as needed for your classroom.

Wear splash goggles the whole time.
Carry materials carefully to and from your work space in their bin.
Use the dropper that coordinates with each cup’s letter—do not cross-contaminate pipettes.
Use only 5–6 drops of each solution for each section of your ice cube tray.
Record detailed observations in your notebook.
When finished, clean your ice cube tray as directed.
Be sure all materials in your bin are neat and tidy when you return them.

Review material retrieval and clean-up procedures for your classroom. Say, Each group’s bin of ingredients contains solutions of all of the substances. Your bin will have a larger amount of the substance for the row you were assigned so you will have enough to mix with all the other substances. But remember, you only need 5–6 drops of each solution for each test you do—we want to conserve resources for other classes to use.

Carry out the investigation. Allow about 12 minutes for students to conduct their investigations. Circulate to hear what students are noticing, and take note of the way they coordinate group work to share the tasks and so everyone can see what is happening for each combination up close.

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Slide J

Sharing Our Results

Record a “Y” on this class chart for any combinations you found that caused bubbles.

Collect classroom data. In the last 3 minutes of this lab, display slide J. While a few members of each group clean up, ask another member of the group to mark a “Y” on the class data chart for any combinations they found that caused bubbles. Depending on your situation, they may put a sticky note into that cell of the chart on the screen, or update the slide itself using your computer and projector or an interactive board, or mark on a printed copy of the chart displayed on a document camera. Explain that if there is already a mark in a cell, they should also mark their data there so we can see where other groups got similar results.

Examine data and confirm results. Keep slide J displayed with the sticky notes (or other marks) from all groups on the chart. Ask the whole class to identify patterns in the data. Ask students how we can use this chart to make sure that each combination yielded the same results for both groups that tested them. Students should point out that the results were confirmed by multiple tests.

Discuss the lemonade mix. Say, So it looks like baking soda and water with either lemonade mix or citric acid were the combinations that produced a gas. Let’s think about these ingredients a bit more. If we look back at Lesson 3’s Bath Bomb Ingredient Data where we have some data about all the different ingredients, what did we say about the last two ingredients? How are they different from the rest of the ingredients listed in the table?

Students should recall these last two ingredients are mixtures made of more than one substance, while the rest of the ingredients are substances. Say, Let’s look at an ingredient list for the lemonade mixes to see what they are made of.

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Navigation

Slide K

Turn and Talk

What substances do you predict you would find on the ingredient label of the two lemonade mixtures?

The lemonade mix is a mixture, which means it contains more than one substance.

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Analyze Lemonade Mix Labels

Slide L

On Your Own What patterns do you notice between the substances listed in the ingredients of these mixes and the substances that resulted in bubbles appearing during our investigation?

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Update Your Progress Tracker

Slide M

What have we figured out?

Question

Progress Tracker

What I figured out

What question were we trying to answer?

What did you figure out about that?

Record your thoughts in your notebook.

Make sure you are in your Progress Tracker section.

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Arguing for a Claim About the Bath Bomb Gas

Slide N

Whole-Group Discussion

What claim can we make about the gas in the bubbles? Is it any of the substances we started with, or is it a different substance(s)? Use evidence and key model ideas to support your claim.

Snap fingers when you hear evidence; tap feet when you hear a key model idea.

Facilitate a Building Understandings Discussion. Say, OK, so we know that in the bath bombs, the substances that cause the gas bubbles are baking soda, citric acid, and water. But we still don’t know what the gas is. Do you think this gas that appears is a different substance, or one of these substances?

Display slide N. Ask students to read the following questions to themselves first and think about them for a minute.

What claim can we make about the gas in the bubbles? Is it any of the substances we started with, or is it a new substance(s)?

Say, As we develop our ideas about these questions, I will ask others to weigh in on what’s being said. You might hear me say something like, “Can we restate what that person said? Can you explain why you agree or disagree? Does everyone agree?” In order for us to be able to hear and respond to everyone’s ideas, we need to listen for understanding and speak clearly.✱

Make sure the anchor chart for arguing for (or against) a claim from Lesson 2 is visible.

Say, I am also going to ask us to listen specifically for people using evidence and key model ideas. Whenever you hear someone reference evidence, snap your fingers. Whenever you hear a key model idea we’ve agreed on, lightly tap your feet on the floor. You can snap or tap even if someone is repeating evidence or a key model idea they just heard from someone else. Then I might pause to ask where or how that evidence or key model idea was used to support our claim.

Ask a student to restate the argument in support of gas being a different substance(s), in order to help us practice the logic of the new claim we are trying to support. As the student(s) restates the argument, write it on chart paper or type it onto a blank slide so you will be able to clearly point out the evidence and key model idea(s).

After you scribe the argument, use prompts such as those shown below to call students' attention to where we used evidence and where we used key model idea(s) that support the argument. Multiple examples of marked-up arguments are shown on the next page for reference.

Navigate to the next lesson. Post the paper with the argument from this discussion where students will be able to reference it during the next lesson.

Emphasize the new insight this argument is providing us. Say, We have made an argument that a new substance is in the gas bubbles that wasn’t one of the substances we started with and yet it came from the matter that was in those substances we started with. So somehow this combination of substances resulted in the formation of a new substance. But what substance is it then? And what type of data would we need to be able figure that out?Maybe you have some initial ideas about that. When we’re together next time, let’s see if we can make progress on this question to see if we can figure that out.

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Exit Ticket

Slide O

On your own, answer the following questions on a note card:

This is the second time you have participated with your peets in developing an argument with evidence.

How are you feeling about your ability to help to develop an argument?
Thinking about our norm of “respectful,” how does this norm help to support collaboration when co-developing an argument?

Turn in your note card when you are finished. Be sure you have included your name on your note card.

Think about our class norm “Respectful.”

Hand out a note card to each student and display slide O. Say, Write your name on your note card on one side. Then on the other side answer the two questions on the slide. We just collaborated on coming to a conclusion on what we know about the gas from the bath bomb up to this point in the unit. Everyone should feel like they played a critical role in helping to develop this argument. Take a couple of minutes and individually reflect on where you feel you are in your ability to develop evidence-based arguments. Use the questions on the slide to guide you. The second question on the slide has to do with our norms. Reflect on the norm “Respectful” and explain how this norm helps us to be able to collaborate as we developed this argument together.

Give the students the last couple of minutes to answer the questions on the note card handed out. Collect these before the students leave and read through them before the next class.