Classroom Activities
Day 1 & 2: Bubble Formulas
In the opening session, the teacher will have various small samples of soaps, and liquid detergents in wells. In small differentiated groups, the students will investigate the physical properties and record their observations. The work session will continue with students working in their groups, testing the pH, and comparing the viscosity of the samples. The teacher will engage the students to brainstorm the different properties that soaps and detergents have that make them unique. For this activity, the students may create a Venn diagram or a double bubble map with poster paper. Students will discuss their findings, and will complete brief note-taking corrections in their science interactive notebook. Following this, students will demonstrate the properties of soap and detergents by investigating different formulas for making bubbles. Students will test and record the pH as well as blow bubbles to see which formula created the longest lasting bubbles. In the closing session, they will analyze their results and draw conclusions as to what physical properties gave evidence to their conclusion. They will write their lab report in their science interactive notebook. (See Appendix 2, adapted from Prentice Hall Science Explorer Physical Science Interdisciplinary Explorations, pg. 8)
Day 3 & 4: Marble Lather Picture
In the opening session, the teacher will discuss the actions of surfactants, explain polarity, and differentiate the states of matter, emphasizing colloids in this activity. For the work session, the students will be in differentiated groups and will create designs in the shaving cream and the foamy soap to illustrate movement of liquid through various states of matter, polarity, and the actions of surfactants. Students will conclude the session by answering the analyzing questions in essay format. Selected students/groups will be called on to present their findings. (Teacher will look for groups with different designs) (See Appendix 3, adapted from Journal of Chemical Education, Classroom Activity, #89).
Day 5 & 6: How does soap remove dirt?
In the opening session, the teacher will conduct a whole group discussion on chemical bonds, i.e., ionic and covalent bonds. The discussion will continue to expand on properties of ionic and covalent compounds with an emphasis on attraction between polar and nonpolar molecules. Students will individually create a two-tab foldable book that will compare and contrast covalent and ionic bonding. They will glue the foldable in their science interactive notebook. The work session will include an activity entitled, "How does soap remove dirt?" This activity will explore how the surface tension (attraction between molecules of water) changes when soap is added enabling the soap to remove dirt. The students will observe that the surface of water has a very thin layer of water molecules bonded together. In the closing session, the students will answer the analyze questions using the vocabulary words for this lesson to explain their answers. (See Appendix 4, adapted from Prentice Hall Science Explorer, Interdisciplinary Explorations, 2001)
Day 7 & 8: What is the claim to this soap's fame?
In the opening session, students will investigate the claims of various brands of soap. The whole group discussion will explore variables that make the soap and laundry detergent effective. For the work session, students will be in small groups, and will have several labels from a variety of soaps and detergents available to compare and contrast. First, they will list the ingredients on the label, and compare the oils. Then, they will write and analyze the language of the claim that the company used to describe how their product works. Third, they will note how many kinds of surfaces the product claims to clean. For the closing, the students will create a graphic organizer to illustrate their label investigation, and group leaders will present the information. (Adapted from Prentice Hall, Science Explorer Physical Science, pg. 141)
Homework: Students will survey about 10-20 people in their community to gather data on soaps (brand, color, fragrance, uses, size, etc.) and will bring these data to class. They will create a bar graph based on this information. Students will be grouped according to their multiple-intelligence profile.
Day 9 & 10:
Lab Activity: Creating Soap
In this lab activity, the teacher will demonstrate how to make soaps using two different formulas. Emphasis will be placed on lab safety practices. On the tenth day, the teacher will introduce soap making as a lab activity. The rules and procedures will be a whole group delivery, in the opening session. Then, the students will prepare and complete their labs in their differentiated learning groups. Students will analyze and conclude their results as well as present and communicate their findings.
(See Appendix 5: How to make soap)
Day 11-15: The Culminating Activity: The Soap Company
In this activity, students will start creating their soaps, based on data gathered from their survey. Students will designate roles and responsibilities to each person in their group. They will complete a checklist of items brought and the cost. The students will divide the cost of their materials, as well as their profits, evenly. Students will use the days to create about 10 soaps for marketing purposes. They will package and market their soaps with an advertisement/jingle. This can be performed live, audio, or video. It must be appropriate for age, lyrics, music, and clothing. The students will also complete a tri-fold board display. Students will create and distribute the invitations to their presentations to the learning community. They will be able to market their product after assessment is completed. Parents are very helpful in this activity. (See Appendix 6: Tri-fold board display)
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