Lesson Plans for Cooking With Chemistry Lesson

Name: Erin Masko Synthesized Objective Balance chemical equations and predict product yield through the background knowledge of using a cookie recipe. Driving Question: When using a recipe to bake cookies, how do you change the amounts of the ingredients in the recipe, and how does changing the amounts affect the final overall cooked product? 1 cup sugar + 1 cup peanut butter + 1 egg = 24 cookies Big Ideas and Content Recipes are something seen often and are familiar. By using a cookie recipe, or creating a recipe to make a smore, students are to understand the ideas of conservation of mass, and balancing reactions (or recipe). Students will work with recipes and real world materials in order to explore and construct a balance equation to represent the task at hand. Students will be able to construct an explanation through the data collected from the creation of smores, as well as the idea of a cookie recipe. Students will be expected to properly balance the reaction (recipe), and they will apply their knowledge of balanced reactions in order to convert from grams of material A to grams of material B. They will be able to see the real-world application of chemistry through their inquiry of stoichiometry.

Day 1
Materials - Cooking With Chemicals Inquiry into Stoichiometry handout - 54 Graham Crackers - 48 Chocolate Pieces - 64 Marshmallows - Paper Towel - Balance

Activities Opener (3 minutes) Introduction to Laboratory Students are informed that they will be conducting an inquiry laboratory, meaning they may not know anything about the topic at hand, but through an investigation, they will be able to answer end questions and create the scientific explanation on their own Students are split into randomized groups Explanation of Simulation (8 minutes) Laboratory instructions are given to the class Materials are presented to each group (students are instructed that they are not allowed to eat any of the materials until instructed to do so. Failure to adhere to these instructions will result in a failure of the laboratory). Laboratory handout is provided to each student Students are provided with the task and the end goals Students are allowed a chance to ask questions on the task at hand Planning Investigation (4 minutes) Students have approximately 5 minutes to become acclimated with the laboratory questions, the materials, and the task at hand. Students are given time to consult with one another and assign tasks among their group. Assigning tasks often allows for a hostilefree work environment. Their goal is to devise experiments that will provide enough data for students to predict how to manipulate and use chemical reactions. Running Simulation (35 minutes) Students are given approximately 30 minutes to conduct the experiment. Students are to rely on one another within their group, to rely on collective background knowledge, and to work together to solve the given task. Students in this particular lab are not familiar with stoichiometry, and therefore, they are running a simulation in order to piece together pieces of information that will help them explain what stoichiometry is. Students are given a chance to use the materials provided, along with a structured laboratory handout for recording observations and thoughts, in order to make sense of the given questions. Students are to weigh out each of the reactants and record their mass Students are to create a balanced reaction that represents how one makes a smore Students will use the equation (reaction), along with the recoded mass of the materials, and their previous background knowledge, in order to answer a series of questions regarding how many smores can be made from the given materials.

Collecting Class Data (2 minutes) Students were required to record all responses on an individual handout. Handouts were collected as an exit ticket for the day. Student responses will be discussed upon opening of class next day. Closer (None for the days activity) Assessment (Included within laboratory handout) Students are provided with the final question to respond to within their inquiry investigation: If you are given 50 grams of chocolate, what is the mass for the amount of graham crackers and what is the mass for the amount of marshmallows needed to make this many smores? Students are to respond to the assessment question before being allowed to construct and eat their smore.

Day 2
Materials - Inquiry Lab Handouts - Tiny Tikes problem Activities Opener (5 minutes) Students are provided with their lab handouts from the previous lesson Students are informed that we, as a class, will be discussing their results from the previous lesson Class Discussion (of patterns) (10 minutes) Students are given the opportunity to discuss the results and patterns that they found the previous day. Students are given a chance to express their ideas and contribute to a class discussion on what we know so far about stoichiometry. Students use their lab handouts as a reference. The whole class discusses the ideas discovered during the inquiry lab, and they also discuss the beginnings of what they predict stoichiometry to mean. Based on their background knowledge and the activity from the day prior, students have an opportunity to explain any understandings they may have about stoichiometry and the deeper lesson at hand. Students Explanations (5 minutes)

After the whole class gets a chance to share their ideas of what stoichiometry is, and how to solve a given problem, students are given a few minutes of reflection. This insures that each person records their thoughts, and that they pay attention while classmates are talking, as their ideas might make sense in a given scenario. Students explain their thoughts privately first. Explanation of Simulation (3 minutes) Students are presented with a new problem to solve Takes about 3 minutes to explain the task. Students work with their table groups to answer the questions related to building a tricycle. Running Simulation (20 minutes) Students are given an allotted time to complete the task at hand. Students are provided with a Tiny Tikes worksheet Students can work with their table groups to complete the task, otherwise they are working alone. Closer (5 minutes) Students will be called together for the last 5 minutes of class. Students will be asked to share ideas on how to solve the given problems together. Most students would have the assignment complete, but this allows me to check on students progress before they leave me for the day. Students are also given an opportunity to ask questions and clear up concepts before they depart for the day. Assessment Students will be asked to put together a tricycle for Tiny Tikes Tricycle Company, and then using their balanced equation that they come up with, they will be asked to answer some stoichiometry questions regarding, for example, how many wheels are needed for 288 tricycles. This question will be provided on the in-class handout

Day 3
Materials - Cookie recipe - Cookie Chemistry Handout - Intro into Stoichiometry Handout and Stoichiometry Map Activities

Opener (7 minutes) Pre-assessment **Students are to work on their own** A cookie recipe, or any recipe for that matter, can relate to a chemical reaction. The ingredients that are required for the recipe are the reactants and the final products, such as cookies, are the chemical products. Pre-Assessment Relate what you know about chemical reactions to the following recipe: 1 cup sugar + 1 cup peanut butter + 1 eggs = 24 cookies If I wanted to make 72 cookies, what would I need to do to the rest of the recipe? If you are given 540 grams of peanut butter, how much sugar are you going to need, and how many cookies will you produce? Explain both of these using prior background knowledge as well as your understanding of chemical reactions through information gained through the inquiry lab. Class Discussion (8 minutes) First, students will share out their ideas from the pre-assessment with their small groups. A discussion will be facilitated between the students about a real world example, and by working in the small groups before transitioning into the whole class model, students are allowed a chance to participate without pressure. Students will be asked to share out some of their ideas about how to double the total number of cookies, and how to use the recipe if you only have 1 egg. Students will be called upon as they raise their hand. Students will then be asked to explain these ideas using background knowledge and knowledge of chemical reactions. Students may not fully understand how to relate the recipe to a chemical reaction, but their attempts and efforts with be duly noted. Responses, all responses, are recorded on the board (regardless of accuracy). Students will be called upon to offer their ideas, and all ideas are shared on the board. Students will not be told if their responses are right or wrong. This is simply a time for students to share out their ideas, and to continue exploring their own ideas on what stoichiometry is. Simulation (class lecture 20 minutes) Students have had opportunities to make connections and to inquire as to what stoichiometry is. Now, this is my chance to clear up any confusions and to guide students to the correct path. Students will be provided with an Intro into Stoichiometry Handout and Stoichiometry Map. Students will be instructed on how to use and follow the map (this will be critical for them to understand, as they will be asked to keep this map handy for the duration of the unit). Students will also be taught how to complete a stoichiometry problem using a balanced chemical reaction. Sample problems will be modeled for the class, and each step of the problem will be demonstrated and explained.

After problems have been modeled, students will be given an opportunity to work in their small groups to coach each other through a set of stoichiometry problems. Assessment (small group model 15-20 minutes) Students will work with their small groups in order to complete a set of stoichiometry problems. Students will be asked to call upon information gained from the past three lessons, especially from the problems that were modeled for them. The handout will provide students with structured stoichiometry problems, and transition them into solving problems without structure. These assignments will be collected before students leave the class, in order for me to make any final adjustments to the curriculum for the next lesson.