Video Presentation Title: the Science of Special Effects: Controlling a Burning House

Spark 101 Lesson Plan

Video Presentation Title: The Science of Special Effects: Controlling a Burning House

Unit of Instruction: Chemical Reactions Subject/Course: Chemistry

Standard(s): Objective(s): Students will be able to… HS1.1.1 recognize that real problems have more than one 1) Relate knowledge of fire and chemical reactions to a real world solution and decisions to accept one over another are problem. made on the basis of many issues 2) Propose and evaluate possible solutions to a real world problem. HS4.5.1.2 identify combustion reactions given balanced formula 3) Explain character traits related to employment options in the field of special effects. equation or written description 4) Predict how problem-solving skills are used in the workplace. HS4.5.3 demonstrate that adjusting quantities of reactants may affect the amounts of products formed HS4.5.3.B manipulate the limiting reagent concept qualitatively.

Assessment/Demonstration of Learning: Resources Needed: Spark 101 Spark 101 Think-Write-Pair-Share: Burning Dollhouse Spark 101 Spark 101 Four Corners and a Diamond: Burning Dollhouse Index cards

© 2015 Spark 101 Developed by Meredith Zanni, James Hubert Blake High School , Silver Spring, MD Page 1 of 3 Lesson Component Time Allotted Teacher Procedure Pose the question: What do you know about fire? Activator (Prior to showing the video Time: Have the students work individually and then in pairs to complete the Think-Pair-Share presentation) 10 minutes worksheet.

Grouping: individuals pairs

Show this first segment of the video to your students, letting them know that they will Problem/Motivation Time: be working on solving the real-world problem after viewing. (Part I of video) 5 minutes

How would you create a burning dollhouse that lasts 30 seconds? Problem Solving Time: Considerations: fuel, oxygen, heat, chemical reaction Activity 15 minutes (Describe process for identifying possible Grouping: Checks for Understanding solution(s) to the problem Small groups (3-5) Have the students work in small groups to complete the 4 Corners and a Diamond presented) worksheet. As the students work, circulate to visit each group and listen to their conversations as they complete the worksheet. Show this second segment of the video to your students, letting them know that they Solving the Problem Time: will be comparing their solutions to the actual solution shared by the industry (Part II of video) 2 minutes professional(s).

Comparing Solutions Time: and Meaning 5 minutes (Describe process for identifying possible Grouping: Checks for Understanding solution(s) to the problem Small groups (3-5) Call on one student from each group to share a solution that is presented) Whole group

© 2015 Spark 101 Developed by Meredith Zanni, James Hubert Blake High School , Silver Spring, MD Page 2 of 3 Show this third and final segment of the video to your students, letting them know that Future Impact and Time: they will be reflecting on their thoughts related to pursing possible education pathways Meaning 2 minutes and careers presented in the video. (Part III of video)

Future Impact and Time: Meaning 2 minutes (Have students reflect Checks for Understanding on how solving the Grouping: Discuss with the whole group whether they were surprised by the character traits of problem might relate Whole group employees presented in the video. to current or future goals)

Individually, have the students write down on an index card how they believe the Summarizer/Closure Time: problem solving skills used in today’s activity may be used in the workplace. 5 minutes

Grouping: Individual

Assessment (if applicable)

Additional Notes (if needed)

CK12 Connections (if available) OpenStax Connections (if available)

Access videos, text, and other resources at: http://www.ck12.org/chemistry/Chemical-Reaction-Overview/