Educ 335 - Reactions Final

Grace Navratil
EDUC 335, Spring 21

Expansion/Elaboration for Benchmark 2P.3.1.1.1
Benchmark 2P.3.1.1.1. states, “Develop a simple diagram or physical model to illustrate
how some changes caused by heating or colling can be reversed and some cannot”. After
preforming the engagement phase where students will observe both a reversable and
irreversible changes, students will have time to explore.
Engage
I will take an ice cube and place it on a metal tray. This metal tray will allow the ice cube
to melt quickly. Once the ice cube has melted, I will ask the students, “do you think we can turn
this back into an ice cube?”. I will give students a couple minutes to respond and give their
ideas. I will then guide this conversation to ultimately get to the point that this ‘reaction’ can be
reversed. Once students understand the idea of a reaction being reversed, I will pull out an egg
from an electric egg cooker boiler (if students are not fully engaged at this point, I will throw
the hard-boiled egg on the ground to try and grasp attention). I will pose the questions, “why is
this egg solid”. I will then allow time for their responses and guide them to the idea that it was a
hard-boiled egg. I will then guide them to the idea that it was a reaction that caused this to
happen. I will then pose the question, “is this reaction reversable?”. Giving students time to
answer and come up with possible solutions will engage them and make them feel included.
Once the students have had a chance to share their answers in groups, I will tell them that none
of their solutions will work and that there are in fact no solutions reverse this reaction. This will
leave students at a cliff hanger curious about why there isn’t a way to reverse this reaction.
Finally, I will preview the lesson that students will be learning over the next couple of days.
I chose this activity to engage students because I believe demonstrations are one of the
most effective engagement tools. Being more of a visual learner, seeing something done in
front of me was always an easy way to get me on the edge of my seat. It also breaks the routine
that many schools have. It’s just a fun exciting activity to do in front of the students to get their
brains engaged and thinking about the topic.
Explore
In order to explore this topic more and give students a change to access their prior knowledge I
will conduct stages. Each stage will contain a different reaction. Students will have travel
through these stations with a group so they can all express their thoughts and have an initial
discussion about them. These stations will include reactions that are both reversible and
irreversible reaction such as were shown in the engagement step. A few examples might
include evaporating water, burning a candle, melting a popsicle, and mixing salt with water. The
students will have approximately 5 minutes at each station to think about these reactions as a
group.
Once the students have had time at each station, the teacher will hand out a work sheet
with questions about each station. These questions will be very open-ended in order to allow
the students to express what they already know.
- What happened during this reaction?
- Why do you think this happened?
- Do you think there is a way to undo this reaction, if yes how so?
- Are reactions either reversable or irreversible? Why or why not?
These questions will be useful for students to also start to understand what ideas they
have about reversable and irreversible reactions. After the students have had approximately
5 minutes to write down their thoughts that they should have discussed during stations, we
will have a big group discussion. This discussion will be 100% student led but guided with
the questions. I will be ready to let the students thought lead the conversation so they can
really discover more about their own thought process.
Explain
To start the explain phase, the teacher will quickly present the vocab formally that has
already been discussed. This vocabulary includes reversible/irreversible reactions, evaporation,
chemical reaction, and condensation. This vocabulary will be introduced first, so students have
these tools to have a meaningful discussion about what they explored.
After the vocabulary has been reviewed, students will have a discussion about reversable
vs. irreversible reactions. The teacher will have questions prepared to ask students in order to
guide the conversation to cover the content. This conversation will be recorded by the teacher
in the form of a table on the smartboard/whiteboard as follows…
Reversable reactions Irreversible reactions
This will allow student to gain a deeper understanding and to also make sense of their
ideas in their heads. The table will be very helpful in connecting the actual content that must be
taught and what the students discovered in their exploration phase.
After the conversation has come to a conclusion the teacher will briefly go over the
content that the students have discovered in a typical lesson. The lesson will be much shorter
because students will already know a good chunk of the content. This lesson’s purpose will be
more so to review the content and connect any loose ends that the students may have in their
heads still. Seeing the content out clearly and stated will help students to make their thoughts
more concrete and help them gain a deeper understanding of reversible and irreversible
reactions.
Expansion/Elaboration
Once students have had the opportunity to explore the topic more and gain a better
understanding, they are now ready to expand the ideas. Thus far they should understand the
difference between reversable and irreversible reactions. In order the expand this topic, I
ultimately want students to be able to apply their knowledge to other reactions to determine
their reversibility.
For this activity, I would let students do a more student-led expansion. There will be
many reactions one per page of paper.
Before After
This reaction is:
I know this because:
The reaction will have certain characteristics about what materials are present before and after
the reaction occurs. Students will then have to use their knowledge on reversible vs.
irreversible reactions to determine which type of reactions are present on their piece of paper.
This will be beneficial for students because they are able to use the information, they already
know in order to apply it to reactions that are unfamiliar to them.
Once a student has finished with their first example, they will bring it to me where I can
look over the reaction and correct any misconceptions through asking them questions. It’s
important that I ask questions that will direct the students thinking rather than giving them the
correct answer. If the student has applied the knowledge correctly, they move on to another
piece of paper and continue the process over again. This activity will also allow me to assess
student’s individual knowledge so I know who still may need some extra help, or what topics
may need extra clarification before evaluating the students.

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Grace Navratil

EDUC 335, Spring 21

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