Lesson Plan Title

Lesson Plan Title: Candy Chemistry Audience: 3rd grade students in a rural community; school wide 40% of students qualify for free lunch/textbooks Adult Roles: Team-teach lesson Time: 2-3 days Concept / Topic To Teach: Basic Chemistry – Mixtures

Standards Addressed:

Science: 3.1.2 Participate in different types of guided scientific investigations, such as observing objects and events and collecting specimens for analysis. (Core Standard) 3.1.3 Keep and report records of investigations and observations using tools, such as journals, charts, graphs, and computers. (Core Standard) Standards for the 21st Century Learner

2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

General Goal(s): Students will apply their new knowledge of mixtures to different candies.

Specific Objectives:  Students will explain the difference between a mixture that is the same (homogeneous) and different (heterogeneous) using common foods.  Students will predict the outcome of cookie recipes (hypothesis) and compare their hypotheses with the results.  Students will analyze various samples and record their data on charts.

Required Materials:  Variety of candies and other foods – include both types of mixtures – in clear containers o Care should be taken when selecting candies-are any students allergic to nuts? Other ingredients?  Trail mix in clear container  Kool-Aid mix, water, sugar, clear pitcher  Student recording charts  Paper plates  Computer  LCD projector and screen

Anticipatory Set (Lead-In): Many types of mixtures exist. (Show students the trail mix ingredients) What will happen when we mix these ingredients? What will the result look like? (Mix it up) This is an example of a heterogeneous mixture. Since you can see the different parts (nuts, raisins, pretzels) this is a mixture that does not all look the same. (Show the parts of the Kool-Aid) What will happen when we mix these ingredients? What will the results look like? (Mix it up) This is an example of a homogeneous mixture. That means it looks all the same. Label containers (homogeneous/same & heterogeneous/different)

Step-By-Step Procedures: Using Name That Candybar, look at different candies as a class and decide what kind of mixture they are ON THE INSIDE. Do several. Be sure the students are getting the idea before continuing to the stations.

Now we are going to look at different foods and decide what kind of mixture they are. You will use your chart to record what you see. Let’s start with our examples.

Example #1 is the trail mix. Draw a picture of the trail mix and mark same or different. Do the same for the kool-aid (#2).

Stations: Send each group to a different station. Partners will draw what they see and mark if it is a mixture that looks all the same or different. Each station should be numbered and clearly labeled. Ideas for stations: taffy, chocolate syrup, M&Ms, Chex mix, cupcake without icing; can of mixed vegetables; cross-sections of other candies (not on first page of website)

EXTENTION ACTIVITY #1: Materials Needed:  Access to kitchen (FACS class)  Cookie sheets  Ingredients for two different kinds of cookies –such as a cookie that has chips and one that is all the same (chocolate chip cookies and fudgie cookies; sugar cookies and chip cookies).  Oven

Cookies: Show students all the ingredients for each recipe. Using prior knowledge, predict whether the cookies (as a whole) will be heterogeneous (look different) mixtures or homogeneous (looks all the same) mixtures.

EXTENTION ACTIVITY #2 Homework: Finding Mixtures in daily life Look for different kinds of mixtures during lunch and at home in your kitchen. Draw a picture of 3 different mixtures you find. Are they same or different?

EXTENTION ACTIVITY #3 with tie-in to social studies (Trowley) Materials needed: 5 lb flour 1 canister salt Water Tub for mixing Medium styrofoam meat trays (get donated from local grocery) For social studies tie-in printout of U.S. map that will fit on the tray.

After the stations activity, make clay using a 5 lb bag of flour, 1 canister of salt, and enough water to make it a doughy clay. This would be an example of a homogeneous/same mixture.

Social Studies tie-in: Students could create topographical maps using the clay. If they are studying the United States, they can use a printout of the United States to shape their pieces of clay. They can add the mountains and Mississippi River. Once the clay dries (at least a day) they can add paint to finish their basic topographical map.

Assessment Based On Objectives: Grade the students’ charts for accuracy. Give students a chance to explain their thinking behind the mixture, to evaluate for understanding.

(Lesson Plan form used with permission from LessonPlansPage.com)

Lesson Resources:

American Association of School Librarians. "Standards for the 21st Century Learner." 2007. Web. 4 April 2010. .

Crandell, Kimberly. “Top 10 Scientific Uses for Leftover Halloween Candy.” 1 Nov 2007. Web. 4 April 2010.

Indiana Department of Education. "Indiana Standards and Resources: 3rd Grade: Science". 2000. Web. 4 April 2010. .

Science Museum of Minnesota. “Name That Candy Bar.” Thinking Fountain. 2009. Web. 4 March 2010. .

Trowley, Cheryl. Recipe for Clay. Student Teaching Experience. Fall 1995.