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Notes for teachers

Prior knowledge about how properties of matter can change and behave is helpful.

This activity incorporates science, math, writing, and engineering practices using inquiry based learning.

This lesson can be adapted in many ways to fit your time and class constraints.

This lesson can be done with the entire class or in after STEM Club.

This lesson includes whole class, individual and group work. Students will work with the class,independently, with a partner, and in small groups.

List of Materials

round balloons (deflated) 1 per student
12 inch wooden skewer sticks 1 per group, they can share
cooking oil (any type)
small container or cap for oil
paper towel
Q-CER Form (Question, Claim, Evidence and Reasoning)
Data Sheet
How to Harpoon a Balloon Reference

The reference sheet for this lesson came from a PD that I participated in from the United States Naval Academy. It offers helpful background information and step by step instructions. I do not share this information with students until you are completely finished with the investigation as it reveals the explanation behind the trick. Let them discover what they need to do to pull it off successfully.

CAUTION:

the skewer is a sharp object and the oil can be messy, if a student pops their balloon before the try to skewer it, too bad they only get one chance to get the phenomenon right, students will learn the value of being careful with their materials, students can get carried away with this investigation,so keep a close eye on them, safety first��Alternative with dish soap: https://www.youtube.com/watch?v=LO8OGkhsX6M

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Standards

Math

Numbers and Operations

5.NBT.B.5 perform operations

Number and Operations-Fractions

5.NF.A.1-2 equivalent fractions / models

Measurement and Data

5.MD.B.2 represent and interpret data

Mathematical Practices

5.MP.2 reason abstractly and quantitatively
5.MP.4 model with math
5.MP.5 use appropriate tools
5.MP.6 attend to precision
5.MP.7 use structure and patterns

Standards

Physical Science

5.P1U1.1 Analyze and interpret data to explain that matter of any type can be subdivided into particles too small to see and, in a closed system, if properties change or chemical reactions occur, the amount of matter stays the same

Cross Cutting Concepts

Patterns and cause and effect relationships

Science and Engineering Practices

plan and carry out investigations
analyze and interpret data
use math and computational thinking
construct explanations
use evidence
communicate information

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Objectives:

Students will investigate a phenomenon by applying and using prior knowledge about the properties and changes in matter.

Students will observe and record properties of matter.

Students will predict and explain a phenomenon based on knowledge and evidence.

Students will generate facts and questions about the phenomenon using a Q-CER form.

Students will create and a model to demonstrate the phenomenon.

Students will collect, record, analyze, interpret and graph results.

Students will represent mathematical data using fractions, decimals and percentages.

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Agenda

Day 1 (1 class period approx. 45-60 min.)

Introduction and background information on phenomena
Investigating Phenomena Lab Sheet side 1 “Applying Properties Of Matter”
Students will observe and record specific properties on lab sheet

Day 2

Side 2 of Phenomena Lab Sheet
Demonstrate the balloon phenomenon in front of class
Students will carefully observe and record observations
Start Q-CER organizer

Day 3

Complete side 1 of Q-CER form
Conduct trials (each student attempts the trick)
Observe and record results

Day 4

Complete side 2 of Q-CER
Analyze, compare, and interpret data
State a claim and reasoning based on results and evidence collected

Day 5

Create a pie chart to communicate and display overall trial results
Show results using equivalent fractions, decimals, and percentages
Explore extension options (optional)

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Intro/Driving Question/Opening

What do you think a phenomenon is or has to do with?

video clue

video definition

Ask intro question and allow students time to think and respond. They can write what they think and then share ideas. At this point DO NOT lead them in any direction let them generate their own ideas based on the word itself, how it was used in the question and if they have heard a similar form of the word.
After hearing their ideas tell them that you think that you have a video that will help explain what a phenomenon is Muppet Style.This is just a silly video and a fun way to get them excited and interested in learning about phenomena. After the video, discuss any ideas the got from the video as it does have captions.
Tell students that they will be investigating a phenomenon and show the next video link. After the video discuss the true meaning of phenomena in the world and what it is important to understand them.
NOTE: plural form is phenomena and the singular form is phenomenon

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Hands-on Activity Instructions

Whole class activity with small group and independent components
Have balloon, skewer, and oil ready for observations and for student trials
students will record properties of each one on lab sheet
Pass around a balloon, skewer, and small container of oil for further observations of properties (students are just feeling materials and passing them along
complete side 1 of lab sheet before preceding
side 2 of lab sheet predict outcome of phenomenon
Teacher will conduct live demo of harpooning a balloon.
Students will record observations and reflect
Q-Cer Organizer side 1
Students try to harpoon balloon
Record observations / results of trial
Discuss, compare, analyze and interpret data
Complete side 2 of Q-CER (state claim and reasoning based on evidence)
Graph data using a pie chart
Represent data using fractions, decimals, and percentages

Harpoon a Balloon: Investigating a Phenomenon

Master Copy of Lab Sheet
Master Copy of Q-CER form
How to harpoon a balloon reference
Teacher Key and Notes: Harpoon a Balloon
Refer to agenda timeline slide for pacing
Refer to objectives slide for focus and purpose
Refer to intro slide for driving question and anticipatory set details and video links
Refer to Notes and Materials slide for more details and tips

TIPS:

practice harpooning a balloon until you have it mastered, follow instructions on the how to harpoon a balloon reference sheet, students are expecting to see a phenomenon, do not tell the students what you are doing, encourage them to closely observe each step of the process
if time permits, allow all students a chance to try the harpooning trick. Do not reveal the secrets, they should have been observing and watching exactly how you did it
if time doesn’t permit, you may partner students, make sure only one student blows the balloon up, we don’t want to spread germs
keep track of successful harpoons so you can graph the overall success rate
students will use their experiences, evidence and knowledge about properties of matter to state a claim and support it with good reasoning and evidence

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Assessment

Check for accuracy and completeness on observation lab sheet
Formative assessment on students’ ability to record detailed observations
Check bar graphs for completeness and accuracy
Q-CER form can be used as a formative to check for understanding and ability to follow directions and take notes
Q-CER form (reasoning paragraph) can be used as a summative that shows overall comprehension of the phenomenon and topic
Performance Assessment, were students able to successfully harpoon the balloon?

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Differentiation

Use more guided instruction, modeling and support
For writing components, offer sentence stems to get them started
Complete Q-CER form together with shared ideas
Allow students to work together
Provide graph templates

Remediation

Extension/Enrichment

Research other examples of phenomena and make a slideshow
Redo harpoon trick changing one of the variables (different oil, no oil, metal skewer, different balloon etc.)
Watch video and write a response about how the properties of matter changed and the effects it had on the outcome.
Experiment with different materials and test their properties. (is it flexible, does it stretch, does it go back into shape, how does temperature affect its properties? etc.)

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