OpenSciEd Unit 7.2 · Lesson 03
Look for: Students propose moving forward with the root…
From Teacher Edition
Facilitation guidance from the lesson plan — what to notice in student thinking and how to respond while teaching.
What to look / listen for
and listen for
- Students propose moving forward with the root killer and aluminum foil in saltwater reaction as the best candidate for trying in their homemade flameless heater because it causes the greatest temperature increase.
- Students identify the direction of energy flow into or out of the reaction system based on the temperature changes.
What to do
If students are having a hard time deciding which exothermic (warming) reaction with which to move forward, ask them to consider the mass of the solid substances in addition to the maximum temperature change. The root killer and aluminum reaction causes a larger temperature increase for a lower mass of solid reactants.
Students will track the flow of energy into and out of the reaction systems. This is the focus CCC that students will be using in this activity. If students struggle with this task, especially for the endothermic reaction, there will be additional opportunities for them to master this concept.
HOME LEARNING OPPORTUNITY
Instruct students to finish recording energy flow and answering sensemaking questions on Class Data for Chemical Reactions Lab. Make sure that all students have the entire set of class data and the sensemaking questions available so that they can analyze the results as a whole.
What to do
Building towards 3.A.2: Collect data that support choosing the chemical reaction that has the ability to transfer the most energy to the food system.