Part 1: Lesson Plan Inquiry Based Intended Subject and Grade Level: 8th Grade Science Course Materials: Literature Items

Download as pdf or txt
Download as pdf or txt
You are on page 1of 16

Isaac Lim

Diet Coke and Mentos Inquiry and Documentary Lab


Part 1: Lesson Plan = Inquiry Based
Intended subject and grade level: 8th grade science course
Materials:
Literature items:
None
Items for lab
Base items: iPad, iMovie, 2 liter Diet Cokes, Mint Mentos.
Other items: This will vary for student/teacher due to different independent variables.

Objectives:
-Students will be able to construct a list of procedures for a science lab that demonstrates
proper lab safety.
-Students will be able to analyze data from recordings to describe significant trends or
relationships within the data.
-Students will be able to convey the main ideas of their data by creating a documentary or
"Mythbusters" TV show style video.

Engagement:
Students will view this video (http://www.youtube.com/watch?v=RX4_OrRZa1g).
This is considered to be one of the first viral videos on youtube. The teacher will ask how
many Mentos were used in a single 2 liter Diet Coke bottle.

Before Learning:
The intention here is to make this lesson to be guided inquiry at the beginning. In
my experience, 8th grade students will struggle with complete lab design if left very
open. The main question that will be posed is "What can affect the height of the geyser in

the Diet Coke and Mentos?" The students will be tasked to compile a list of independent
variables that they can test to see if they can change the geyser height. Some potential
ideas that students may come up with:
1. Using different sodas
2. Different temperature sodas
3. Different flavor of Mentos
4. Use of additives

Students may also need a basic guideline of clean up procedures and data
collection as this lab will need to be done outdoors. Acquiring a hose and running water
may be necessary to clean up the area after students finish. Also, some sort of measuring
tape needs to be set up along a wall or hang down from the roof.

Student will also need to develop a script/plan for their documentary/TV show.
The teacher should show clips from the show Mythbusters and also clip from various
documentaries. Students should be made aware of the different styles in which the
show/documentary addresses the audience. Mythbusters uses a combination of offcamera narration and in-scene dialogue to explain what is going on. Documentaries will
have a wide variety of styles too. Groups should decide on what scenes and images they
would like to have incorporated in their mini-documentary. Along with their script,
students need to look at the role of the camera man. The class should do some test
recording with dialogue so that student can gain confidence in filming.

During Learning:
What the students will do

What the teacher will do

Day 1

Teachers may need to model certain parts of

Students will survey the work area and take

the experiment. The part the teacher needs to

videos or photos. They will use these videos

give freedom on is the independent variables

and photos to create a set of procedures for

they want to test. Some direction may be

setup, experimentation, data collection, and

needed looking at based on the feasibility of

clean up.

the materials or the amount of items.

If time permits on day 1, get procedures


checked off by teacher.
Day 2 (This may actually be several days

Teacher should model how to run the actual

later if students need to acquire supplies for

control experiment. The visual will help

their particular experiment)

students to fine tune how their own procedures

Students will need to run a control experiment

on both their control and independent variable

in order to do a comparison with their

experiments.

independent variable. Control variables are


determined by the Eepy Bird video or set up

Teacher should look at work flow. Are

by the class beforehand.

students moving from experimentation, data


record, clean up, and re-test in an efficient

Students will do practice run and then collect

manner? Students may not be very good at this

data as time and supplies permit. The basic set

at first but practice reps will help.

up would be to use the number of Mentos used


by Eepy bird with one 2 liter Diet Coke.
Ideally each group would conduct around 5
trials if there are enough supplies.

IPads will use to record the geyser reaction for


each trial so that students can review videos to
get the exact height of the geyser.
Day 3-5?

At this point, the teacher involvement will be

Students will collect data from their given

minimal in data collection. Teacher should just

independent variables...

be ready jump in when trouble arises.

For example:
If a group is testing different sodas, they will

The teacher will need to help the groups who

run trials for all the different sodas the group

finish early as these students may feel

decided on.

unfamiliar with using iMovie and their iPads.

During data collection students will:


1. Observe all safety rules including the use of
goggles.
2. Use iPad to record the geyser on video to
review the height at a later time.
3. Adhere to clean up procedures.

4. Groups who finish early will review data


video.
5. Groups should develop data tables and
graphs based off their own data.

Day 6-8

Teachers will need make sure the students

Compile footage and data to work on graphs

have constructed a way to share their data

and charts.

graphically. The teacher can show examples


from Mythbusters or documentaries to show

Students need to see if their hypothesis was

students that data is not completely narrated

correct or incorrect. Students should also

but is narration is used to supplement the

determine if their data presentation works

graphical data.

better with comparisons or with showing a


relationship.

Students will also work on video editing and


narration of their documentary/episode.
Students should look at creating a storyboard
to create the sequence of scenes that they
would want.

After Learning:
Students should have the opportunity to share their documentaries/videos with the
class. This project actually has two inquiry activities. One deals with the science of
measuring geyser height to draw comparisons or conclusions on a trend. The other part is
dealing with the open ended way to share their data through the medium of a
documentary/TV show. This would also be a good opportunity for students to discuss
improvements to the experimental design on their own experiment and the experiments
done by others.

Timing:
The estimated time of completion of this activity was 8 separate class periods.
The class periods would be approximately an hour long. Students may be asked to
complete some of the film editing at home so it may not take 8 days to complete.

Part 2: Meta-discussion
I chose to use a lesson plan used previously in my teaching experience, but since have put
aside due to pressures in my curriculum. The lab is fun to do for students, but over the years it
became less and less relevant. One reason why it became less relevant is the fact that the original
incarnation of this lab did not utilize inquiry. Due to the messy nature of this activity, it was
decided by me and my colleagues to keep a tight control over how the experiment is done and
what variables need to be tested. I believe this is understandable when you make large amounts
of candy and soda available to middle school students.
I think the lesson plan would be much more successful as students are also tasked with
documenting their work through video recording on their iPads. If students know they are being
recorded, intentional misbehavior may be less of a concern. Instead, the accidental and honest

mistakes would come forward and create a very authentic learning experience. This lesson is also
inspired by the episodes of Mythbusters where nothing goes according to plan. It is important
for students to realize that much of science is built upon learning from failures or exploring
open-ended ideas.
The main reason I chose to make this about 8 full class periods is to give some room for
time when unforeseen events occur in the experiment. Usually a lab like this would take 3 or 4
full days, but that would be just enough time to gather data and then move on. In this way,
students can respond to unexpected issues with some breathing room. Part of the inquiry process
is to react thoughtfully to challenges. In a traditional academic setting, students are expected to
get the right answer the first time around, but a lab that reflected those values would be more like
my original version of this lesson. Instead, students can collaboratively find a way to navigate
around the bumps and then continue in their pursuit of finding the truth in their chosen
independent variables.

Part 1: Lesson Plan = Learning by Design


Intended subject and grade level: 8th grade science course
Materials:
Literature items:
None
Items for lab
Base items: iPad, iMovie, 2 liter Diet Cokes, Mint Mentos.
Other items: A nozzle system they will design to increase the height of the geyser.

Objectives:
-Students will be able to construct a list of procedures for a science lab that demonstrates
proper lab safety.
-Students will be able to analyze data from recordings to describe significant trends or
relationships within the data.
-Students will be able to convey the main ideas of their data by creating a documentary or
"Mythbusters" TV show style video.

Engagement:
Students will view this video (http://www.youtube.com/watch?v=RX4_OrRZa1g).
This is considered to be one of the first viral videos on youtube. The teacher will ask how
many Mentos were used in a single 2 liter Diet Coke bottle.

Before Learning:
Students will be tasked in creating the highest possible geyser height using some
type of funnel device. The most popular product that is available for Mentos delivery and
pressurized nozzle is made by Steve Spangler.
http://www.stevespanglerscience.com/geyser-tube.html

Students can test the Steve Spangler geyser tube as baseline equipment. The ultimate goal
is to design a geyser tube, or something similar, to gain greater geyser heights.
Students may also need a basic guideline of clean up procedures and data
collection as this lab will need to be done outdoors. Acquiring a hose and running water
may be necessary to clean up the area after students finish. Also, some sort of measuring
tape needs to be set up along a wall or hang down from the roof.
Student will also need to develop a script/plan for their documentary/TV show.
The teacher should show clips from the show Mythbusters and also clip from various
documentaries. Students should be made aware of the different styles in which the
show/documentary addresses the audience. Mythbusters uses a combination of offcamera narration and in-scene dialogue to explain what is going on. Documentaries will
have a wide variety of styles too. Groups should decide on what scenes and images they
would like to have incorporated in their mini-documentary. Along with their script,
students need to look at the role of the camera man. The class should do some test
recording with dialogue so that student can gain confidence in filming. Their "episode"
they create will chronicle all aspects of their design of the experiment, testing, and redesign based on their feedback from the teacher and peers.

During Learning:
What the students will do

What the teacher will do

Day 1

Teachers may need to model certain parts of

Students will survey the work area and take

the experiment. The part the teacher needs to

videos or photos. They will use these videos

give freedom is how the kids want to create

and photos to create a set of procedures for

their new nozzle. It might get very messy

setup, experimentation, data collection, and

depending on what they decide to do so having

clean up.

goggles and panchos available will be


important. Some discussion may be needed

If time permits on day 1, get procedures

looking at based on the feasibility of the

checked off by teacher.

materials or the amount of items.

Day 2 (This may actually be several days

Teacher should model how to run the actual

later if students need to acquire supplies for

control experiment. The visual will help

their particular experiment)

students to fine tune how their own procedures

Students will need to run a control experiment

on both their control and independent variable

in order to do a comparison with their

experiments.

independent variable. Control variables are


determined by the Eepy Bird video or set up

Teacher should look at work flow. Are

by the class beforehand. All groups should use

students moving from experimentation, data

a standard nozzle like the Geyser Tube from

record, clean up, and re-test in an efficient

Spangler.

manner? Students may not be very good at this


at first but practice reps will help.

Students will do practice run and then collect


data as time and supplies permit. The basic set
up would be to use the number of Mentos used
by Eepy bird with one 2 liter Diet Coke.
Ideally each group would conduct around 5
trials if there are enough supplies.

IPads will use to record the geyser reaction for


each trial so that students can review videos to
get the exact height of the geyser.
Day 3-7?

At this point, the teacher involvement will be

Students will collect data using their nozzles.

minimal in data collection. Teacher should just

During data collection students will:

be ready jump in when trouble arises.

1. Observe all safety rules including the use of


goggles.

The teacher will need to help the groups who

2. Use iPad to record the geyser on video to

finish early as these students may feel

review the height at a later time.

unfamiliar with using iMovie and their iPads.

3. Adhere to clean up procedures.


4. Groups who finish early will review data
video.
5. Groups should develop data tables and
graphs based off their own data.

Day 7-10

Teachers will need make sure the students

Compile footage and data to work on graphs

have constructed a way to share their data

and charts.

graphically. The teacher can show examples


from Mythbusters or documentaries to show

Students need to test their design and compare

students that data is not completely narrated

the results of their geyser with their newer

but is narration is used to supplement the

designs.

graphical data.

Students will also work on video editing and


narration of their documentary/episode.
Students should look at creating a storyboard
to create the sequence of scenes that they
would want. Their video should document all
their different designs and how their design
evolved from their data, successes, and
failures.

After Learning:
Students should have the opportunity to share their documentaries/videos with the
class. The projects can spark discussion on how each group went about doing the design
and re-design process. Students can compare the similarities and differences from each
group. By looking at different design strategies, the class could even look at making a
final design by combining the successful elements from each group to make an ultimate
geyser tube that they believe would achieve the greatest height.
I think the greatest lesson by using the learning-by-design lab will be the role of
failing in the design process. The discussion and reflection on how failure is a major
component of learning would be an interesting idea for students to consider.

Timing:
The estimated time of completion of this activity was 10 separate class periods.
The class periods would be approximately an hour long. Students may be asked to
complete some of the film editing at home so it may not take 8 days to complete.

Part 2: Meta-discussion
The lesson for the Diet Coke and Mentos was repurposed to be following the Learning by
Design model. The core purpose of this lesson is to teach the scientific method but it is done in
the context of the production of an artifact. The show Mythbusters is referenced as a way of
producing their tv show or documentary type video, but this actually resembles show like
Orange County Choppers. Reality shows like "OCC" introduce discussions of design and also
the process of trial and error when producing their vehicles. Reality show drama aside, students
documenting their design choices would be a powerful way for students to look into their own
learning process. I believe the greatest impact would come in how students initially conceive and

idea and then maybe confront misconceptions on how the nozzle would work in the midst of a
geyser reaction. Students might believe that certain techniques or components on their tubes
would make for good design in their minds, but when they actually test it they can see how their
thinking could be flawed (Han & Bhattacharya, 2001).

Compare and Contrast of the Lessons


The first lesson was inquiry based and the second one was done under the Learning by
Design model. From a technology integration standpoint, I believe both have the same level of
depth without much compromise. The iPad and videos are primarily used to document the work
to reflect upon later. I like the reflection aspect as I believe this is very lacking in education. The
development of meta-cognition is often ignored and students are left to figure it out on their own.
By documenting most everything in their experiments, the students can create a story about how
their thinking evolves from the beginning to the end. They can also discuss their pitfalls as they
look at what they did not know and then gain understanding after a trial run.
For the inquiry lesson, I think a great strength is the sheer diversity in variables that
students can choose and pursue. Though each group gets locked into a particular independent
variable, there are many things be test at altogether. When students get to share their minidocumentaries, there is a wider breadth of information that can be shared from every
experimental investigation. The diversity is also a weakness in logistical support. Fortunately
everyone has an iPad at my school so the unified technology should not create a major problem.
The different materials and supplies may create an organizational nightmare for the teacher.
Storing everything and making sure all materials are ready to go will be difficult to manage
without the aid of the students.

The Learning by Design activity fosters the greatest amount of collaboration when it
comes to focusing on the creation of a singular artifact. Everyone in the group is more mindful
about the artifact design whereas the inquiry lesson set jobs and data collection can get very
rigid. I can see the collaboration in the inquiry lesson be more of isolated islands of students
fulfilling roles, but not necessarily engaged on the significance of the data. The collaboration in
Learning by Design can engage all students as they ask each other thoughts on how to better
improve designs or introducing counter-points to suggestions. I feel like the potential for robust
conversations and brainstorming will come from Learning by Design.
As I look at both these labs, I'm inclined to believe that there are some major challenges
implementing them in a middle school environment. Classroom management of all the
personalities amongst the shuffling in stations, while recording can become its own obstacle in
the learning process. The success will hinge on certain procedures being practiced so that
students are comfortable and confident. Success also rests on the level of buy-in and student
engagement.

References
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based
Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and
technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/

You might also like