Thematic Unit

Kourtney Shumate

Using Technology- Applications in the Content Areas

Kaplan University

ET 503-01AU
Name: Acids and Bases

Subject: Science

Description of Lesson: These lessons focus on the basics of acids and properties,

including properties of each, identifying solutions as acids, bases, or neutrals using

indicators such as litmus paper, pH testing strips, and phenolphthalein. These lessons

are based on the South Carolina seventh grade science curriculum standards.

Grade Level and Description of Learners: This unit was designed for a group of 22

seventh-grade, at-risk boys. They have been placed on an at-risk team due to

struggles at home, academics, behavior and/or standardized testing. The students

possess an array of learning styles and abilities. Many students have an IEP and/or BIP

and only receive inclusion in ELA and Math. The classroom is equipped with an LCD

projector, a Promethean Board, classroom set of Activotes, and eight laptop

computers. The class periods are sixty minutes long.

Technology Tools:

 BrainPOP- tutorial software

 Promethean Board- interactive white board

 Activotes- clickers used with Promethean Board

 Virtual Lab- simulation software

 Alien Juice Bar- gaming software

 Learning Dice- materials generator

 Excel- spreadsheet to organize data

Lesson 1: (1 class period)

Goals:

 Students will recognize that solutions can be classified as acids, bases, or

neutrals based on their pH.

 Students will understand that acids and bases have different physical and

chemical properties.

Performance Objectives: Students will be able to distinguish between acids and

bases and use indicators (including litmus paper, pH paper, and phenolphthalein) to

determine their relative pH. (South Carolina Seventh Grade Science Standard: 7-5.6)

Direct Instruction:

 Activators: 1. Have some students put a small drop of soap on their hands and

describe how they feel. Have some students put hand sanitizer on their hands

and describe how they feel. Lead class discussion about why soapy hands feel

slick or slimy but hands with the sanitizer will just feel wet until sanitizer dries.

(Bases are slick or slimy and acids are not.)

2. The previous day, two nails should have been left in different substances, one

in a carbonated soft drink and the other in a beaker of soap. Have students

make observations and lead class discussion on the changes that took place.

(Nail in carbonated drink will show signs of corrosion since acids are corrosive to

metals. Other nail should show no signs of corrosion.)

 Read Around the Text (RAT) Glencoe South Carolina science grade 7, textbook

pp. 606-613 (Anchorage School District, 2009).

 Show BrainPOP video- Acids and Bases.

 Using Promethean Board, complete a Venn diagram comparing the properties of

acids and bases.

  Administer BrainPOP quiz using Activotes.

 Closure: Lead discussion about properties of acids and bases reflecting upon the

activator activities and Venn diagram.

Guided Practice:

 Activator: Class discussion on observations made about soap vs. hand sanitizer

and carbonated drink vs. soap.

 Read Around the Text (RAT) Glencoe South Carolina science grade 7, textbook

pp. 606-613 (Anchorage School District, 2009).

 Students will watch BrainPOP video- Acids and Bases.

 Go over notes on properties of acids and bases and administer using a

Promethean flipchart.

 Have students independently complete a Venn diagram comparing properties of

acids and bases using notes in their journals. Check the Venn diagram as a class

using a Promethean flipchart.

 Take BrainPOP quiz in previously assigned lab groups using Activotes for a quiz

grade. Each student uses their own Activote but they can discuss the questions

within their lab groups before responding.

 Closure: Participate in discussion about properties of acids and bases reflecting

upon the activators and Venn diagram.

Required Materials and Equipment:

 Soap, hand sanitizer, 2 nails, carbonated drink, 2 beakers

 Glencoe South Carolina science grade 7 textbook

 Student journals- Students record all notes in a marble journal.

 Laptop and LCD Projector- Used to show BrainPOP video, Acids and Bases.
  BrainPOP subscription- BrainPOP is a tutorial software program available that

covers many standards across the curriculum.

 Promethean Board and Promethean pens- The interactive white board is used to

display teacher-created flipchart and to manipulate properties on Venn diagram.

 Activotes- Clickers used to administer BrainPOP quiz to get immediate feedback

on student understanding of properties of acids and bases. Students type in

their answer to multiple-choice questions and teacher gets immediate feedback

from the program.

Assessment and Follow-up:

 Discussions and Venn diagrams will be used as formative assessments.

 BrainPOP quiz is used as a quiz grade.

 A more formal assessment will be given at the completion of the lessons and

upon completion of the chemistry unit.

NETS- Teachers:

 1. Facilitate and Inspire Student Learning and Creativity

 2. Design and Develop Digital-Age Learning Experiences and Assessments

 3. Model Digital-Age Work and Learning

 4. Promote and Model Digital Citizenship and Responsibility

NETS- Students

 2. Communication and Collaboration

 6. Technology Operations and Concepts

Lesson 2

Goals: Students will know and understand how indicators react with acidic, basic, and

neutral substances. They will also be able to use indicators to classify solutions as

acids, bases, or neutrals. Students will also understand that strong bases can be as

dangerous as strong acids. A common misconception students have is that acids are

dangerous and bases are not.

Performance Objectives: Students will be able to distinguish between acids and

bases and use indicators (including litmus paper, pH paper, and phenolphthalein) to

determine their relative pH. (South Carolina Seventh Grade Science Standard: 7-5.6)

Direct Instruction:

 Activator: Review and discuss properties of acids and bases. Lead into using

indicators to determine if a substance is acidic, basic, or neutral. Ask students if

anyone has ever had experience testing the pH of an aquarium or a swimming

pool. How did they do it and why did they do it?

 Show students BrainPOP video, pH scale.

 In their lab groups using the laptops, students complete virtual lab, What is the

pH of common solutions?

http://glencoe.mcgraw-

hill.com/sites/007876789/student_view0/unit4/chapter21/virtual_lab.html

Students print results after completing the lab and the teacher will collect them.

 Upon completion of the virtual lab students will be directed to go to

http://sv.berkeley.edu/showcase/flash/juicebar.html to enjoy a free gaming

software that reinforces standards.

 Closure: Discuss findings of virtual lab by probing students about results. Sample

questions: Were they surprised by any of the substances? Were all of their
 predictions correct, why or why not? Is it okay if your predictions aren’t correct?

Why or why not?

Have a picture of a pH scale on the Promethean board and either the names or

pictures of the solutions tested in the virtual lab. Students can come to the

Promethean board and manipulate solutions to place them on the pH scale

where they belong.

Guided Practice:

 Activator: Class discussion of previous day and indicators.

 Watch BrainPOP tutorial on the pH scale.

 In pre-assigned lab groups, using the laptops, complete virtual lab. This lab has

students use pH strips to determine the pH of some common substances and

classify them as acids, bases, or neutrals. Students will complete a data table,

make predictions, and analyze their data to make conclusions.

 Students will become bar tenders at the Alien Juice Bar by serving acidic, basic,

or neutral drinks to customers reinforcing using indicators to determine pH of

solutions.

 Closure: Participate in discussion and use the Promethean Board to place

solutions on the pH scale based on their pH level.

Required Materials and Equipment:

 LCD Projector and laptop to show BrainPOP

 BrainPOP subscription- BrainPOP is an available tutorial software program that

covers many standards across the curriculum.

 Virtual Lab- What is the pH of common solutions?

http://glencoe.mcgraw-

hill.com/sites/007876789/student_view0/unit4/chapter21/virtual_lab.html
 This simulation allows students to progress through the inquiry process using pH

strips to determine the pH of some common substances. Students have to make

predictions, test the pH of each substance, complete a data table, and analyze

their data to answer questions and draw conclusions about the substances.

Students will complete this in their pre-assigned lab groups. By completing the

virtual lab, students will observe how pH strips are used to determine the pH of

substances and understand how to place the substances on a pH scale.

 Alien Juice Bar- http://sv.berkeley.edu/showcase/flash/juicebar.html

This free gaming software starts with the basics of using cabbage juice as an

indicator. Students earn their “bartender’s license” in order to serve aliens their

drink of preference. Students can use acids and bases to make drinks more

acidic, more neutral, or more basic for their customers. If they serve them drinks

of the wrong pH, they will get sick and eventually die.

 Promethean Board- The board will be used to display a pH scale and solutions

tested in the virtual lab. Students will use the interactive white board to

manipulate the solutions to place them on the pH scale where they belong.

Assessment and Follow-up:

 Observations will be made during the virtual lab.

 Discussions within the groups during the virtual lab and the closure discussion.

 Printed lab reports from virtual lab.

 A more formal assessment will be given at the completion of the lessons and

upon completion of the chemistry unit.

NETS- Teachers:

 1. Facilitate and Inspire Student Learning and Creativity

 2. Design and Develop Digital-Age Learning Experiences and Assessments

  3. Model Digital-Age Work and Learning

 4. Promote and Model Digital Citizenship and Responsibility

NETS- Students

 1. Creativity and Innovation

 2. Communication and Collaboration

 3. Research and Information Fluency

 4. Critical Thinking, Problem Solving, and Decision Making

 5. Digital Citizenship

 6. Technology Operations and Concepts

Lesson 3

Goals: Students will know and understand how indicators react with acidic, basic, and

neutral substances. They will also be able to use indicators to classify solutions as

acids, bases, or neutrals. Student will understand how to create spreadsheets and

input data collected from a lab.

Performance Objectives:

 Students will be able to distinguish between acids and bases and use indicators

(including litmus paper, pH paper, and phenolphthalein) to determine their

relative pH (South Carolina seventh grade science standard: 7-5.6).

 Use appropriate tools and instruments safely and accurately when conducting a

controlled scientific investigation (South Carolina seventh grade science

standard: 7-1.1).

 Explain the importance that repeated trials and a well-chosen sample size have

with regard to the validity of a controlled scientific investigation (South Carolina

seventh grade science standard: 7-1.4).

 Use appropriate safety procedures when conducting scientific investigations

(South Carolina seventh grade science standard: 7-1.7).

Direct Instruction:

 Activator: Discuss virtual pH lab and Alien Juice Bar and the indicators used for

both activities.

 Go over instructions for pH lab (attached) and creating a spreadsheet using

Excel. Have students complete pH lab and provide assistance to groups who

need it.
  Once students have completed the spreadsheets, they will be printed and

shared with the class. We will compare the results and discuss the importance of

repeated trials in experiments.

Guided Practice:

 Activator discussion

 Complete lab and create spreadsheet using Excel on laptops.

 Compare printed results from each lab group and participate in discussion of

repeated trials.

Required Materials and Equipment:

 Lab materials (listed on lab procedures sheet)

 Laptops- These will be used for students to create a spreadsheet using the data

that was collected during the lab. Students will then, use these spreadsheets to

compare results with other lab groups in order to understand the importance of

repeated trials when conducting investigations.

 Tools For Educators (2009)- This is a free materials generators software

available on the internet. There are a variety of materials that can be created

that can be used across the curriculum for a variety of grade levels.

Assessment and Follow-up:

 Students will be graded on the lab based on lab conclusions, spreadsheet, and

peer evaluations completed by lab partners.

 Students will be asked to write six questions for homework about acids, bases,

and neutrals that will be used to make learning cubes in class the following day.

Students will create the learning cubes using the materials generator provided

by Tools for Educators (2009)- http://www.toolsforeducators.com/dice/. Each lab

group (3) will choose six questions and create a cube. Once the dice have been
 created and printed, they will be used to review material learned during the unit.

Each lab group will be given an opportunity to use each cube that was created.

Each lab group will also be given a grade based on their cube and their peer

evaluations. (Sample cubes are attached.)

NETS- Teachers:

 1. Facilitate and Inspire Student Learning and Creativity

 2. Design and Develop Digital-Age Learning Experiences and Assessments

 3. Model Digital-Age Work and Learning

 4. Promote and Model Digital Citizenship and Responsibility

NETS- Students

 1. Creativity and Innovation

 2. Communication and Collaboration

 3. Research and Information Fluency

 4. Critical Thinking, Problem Solving, and Decision Making

 5. Digital Citizenship

 6. Technology Operations and Concepts

Unit Assessment

Students must take the quiz on the following link, print the certificate and submit to

the teacher upon completion of the unit.

http://www.proprofs.com/quiz-school/story.php?title=baseics-ph
Resources

Anchorage School District (2010). Retrieved January 9, 2010 from

http://www.asdk12.org/MiddleLink/HighFive/RAT/lesson_plan.asp

Berkeley (2000). Retrieved January 9, 2010 from

http://sv.berkeley.edu/showcase/flash/juicebar.html

Biggs, A., Daniel, L., Feather Jr., R. M., Ortleb, E., Rillero, P., & Zike, D. (2007).
Glencoe science: South Carolina science grade 7. Columbus, Ohio: McGraw Hill.

BrainPOP (2010). Retrieved January 9, 2010 from

http://www.brainpop.com/science/matterandchemistry/acidsandbases

BrainPOP (2010). Retrieved January 9, 2010 from

http://www.brainpop.com/science/matterandchemistry/phscale

Glencoe (2010). Retrieved January 9, 2010 from

http://glencoe.mcgraw-
hill.com/sites/0078786789/student_view0/unit4/chapter21/virtual_lab.html

ISTE. (2007). National educational technology standards. Retrieved January 9, 2010

from
http://www.iste.org/AM/Template.cfm?Section=NETS

South Carolina Department of Education. (2005). Grades k-8 academic standards

supporting
documents. Retrieved January 9, 2010 from
https://www.ed.sc.gov/apps/cso/standards/supdocs_k8.cfm#area_7

Tools for Educators (2010). Retrieved January 9, 2010 from

http://www.toolsforeducators.com/dice/
 pH LAB
CONCLUSIONS Name __________________
Date __________________

1. In the space provided below, draw a simple pH scale using a number

line and label it 0-14. Be sure to label on the pH scale where the
 acids are located and where the bases are located. Place the
substances that were used in the lab where they belong on the pH
scale.

2. Use the pH scale that you just created using the data that you
collected, answer the following questions.

a. Which substance is the weakest acid? Cite evidence.

b. Which substance is the strongest base? Cite evidence.

c. Which substance is closest to being a neutral? Cite evidence.

3. Were any of your predictions incorrect? If so, which ones?

Did this surprise you, why or why not?

pH LAB PROCEDURES
Materials:

 Goggles
 Red litmus paper
 Blue litmus paper
 pH strips
 10 mL of phenolphthalein
 eye droppers
 lemon juice
 pine-sol
 shampoo
 glass cleaner
 body lotion
 mouthwash
  conditioner
 vinegar
 lab data sheet

Be sure to read ALL steps carefully and keep lab safety procedures in mind!
1. Put on safety goggles.
2. When you receive each substance, record your observations (3) in the
OBSERVATIONS column.
3. Record your predictions about each substance. Write acid, base, or neutral on
the blank in the PREDICTIONS column. Beside pH, record the pH value between
0 and 14 that you predict the substance will have.
4. Get a blue litmus paper strip out of the bag and dip one end of it in the
substance. Record beside blue in the RESULTS column what color the litmus
paper turned.
5. Get a red litmus paper strip out of the bag and dip one end of it in the
substance. Record beside red in the RESULTS column what color the litmus
paper turned.
6. Using one of the eyedropper, place a drop of the substance in the well. Then,
using another eyedropper, place a drop of phenolphthalein in the well. Record
the color that the substance turns on the data table.
7. Get a pH strip out of the vial and dip one end of it in the substance. Match the
color on the strip to the color on the color chart to determine the pH. Record
this number beside pH in the RESULTS column.
8. Complete steps 3-6 for each substance.
9. Use the data that you collected to complete the lab conclusions.
10. Clean up your lab area. Be sure to return ALL necessary materials to the lab
basket.
11. Get a laptop from the laptop station. Open a new Excel document and create a
spreadsheet using the data that you collected to share with the class. Once you
have completed your spreadsheet, name it using your class period, lab group
number, and pH lab data.
 17

pH LAB DATA SHEETName______________________ Date_________________

Substance Observations Predictions Results
Lemon juice Litmus paper: ___________ Blue: ______ Red: _____
Phenolpthalein: ________
Phenolphthalein: ______
pH: ______
pH: _____
Pine-sol Litmus paper: ___________ Blue: ______ Red: _____
Phenolpthalein: ________ Phenolphthalein: ______
pH: ______
pH: _____
Shampoo Litmus paper: ___________ Blue: ______ Red: _____
Phenolpthalein: ________ Phenolphthalein: ______
pH: ______
pH: _____
Glass cleaner Litmus paper: ___________ Blue: ______ Red: _____
Phenolpthalein: ________ Phenolphthalein: ______
pH: ______
pH: _____
Body lotion Litmus paper: ___________ Blue: ______ Red: _____
Phenolpthalein: ________ Phenolphthalein: ______
pH: ______
pH: _____
Mouthwash Litmus paper: ___________ Blue: ______ Red: _____
Phenolpthalein: ________ Phenolphthalein: ______
pH: ______
pH: _____
Conditioner Litmus paper: ___________ Blue: ______ Red: _____
Phenolpthalein: ________ Phenolphthalein: ______
pH: ______
pH: _____
Vinegar Litmus paper: ___________ Blue: ______ Red: _____
Phenolpthalein: ________ Phenolphthalein: ______
pH: ______
pH: _____
Thematic Unit Final Project Assignment Rubric
 18

Scoring Criteria Mastery Level Proficient Level Practiced Level Emergent Level Introductory Level No Progress Earned
Points
5 4 3 2 1 0 and
CLA Score
Course Level At all times uses web- Consistently uses Usually uses web- Inconsistently uses Rarely uses web-based Fails to use
Assessment based delivery tools and web-based delivery based delivery tools web-based delivery delivery tools and other web-based CLA
(CLA) other technologies to tools and other and other tools and other technologies to enhance delivery tools SCORE
enhance the curriculum. technologies to technologies to technologies to the curriculum. and other (outcome
Criterion enhance the enhance the enhance the technologies to #1):
(Course curriculum. curriculum. curriculum. enhance the _____/5
Outcome #1) curriculum.

Use web-based
delivery tools and
other technologies
to enhance the
curriculum.
28-30 POINTS 25-27 POINTS 22-24 POINTS 19-21 POINTS 15-18 POINTS 0 POINTS

30 POINTS Points: /30

Course Level At all times throughout Consistently Usually throughout Inconsistently Rarely throughout Fails to
Assessment lessons in the unit, throughout lessons in lessons in the unit, throughout lessons in lessons in the unit, demonstrate CLA
(CLA) demonstrates great the unit, demonstrates demonstrates some the unit, demonstrates insight or throughout SCORE
insight and depth when some insight and insight and/or depth demonstrates some depth when evaluating lessons in the (outcome
Criterion evaluating technology depth when evaluating when evaluating insight or depth when technology tools for unit insight and #2):
(Course tools for effectiveness. technology tools for technology tools for evaluating effectiveness to depth when _____/5
Outcome #2) effectiveness. effectiveness. technology tools for enhance. evaluating
effectiveness. technology
Evaluate tools for
technology tools effectiveness.
for effectiveness in
enhancing
curriculum. 47-50 POINTS 42-46 POINTS 37-41 POINTS 32-36 POINTS 25-31 POINTS 0 POINTS

50 POINTS Points: /50

Course Level Unit is at all times
Unit is consistently Unit is usually Unit is inconsistently Unit is rarely theme
Fails to design
Assessment based on a well an acceptable CLA
based on a well based on an theme based but based, includes less than
(CLA) designed theme and theme based SCORE
designed theme and acceptable theme includes 3 lessons 3 lesson plans and/or
includes three lessons unit that (outcome
Criterion that follow the model.
includes three lessons and includes three that follow the model. plans do not follow the
includes 3
that follow the model. lessons that follow model. #3):
(Course Each plan lesson plans _____/5
Outcome #3) the model.
Each plan is Each plan is inconsistently Each plan rarely that follow the
exceptionally well- exceptionally well- Each plan usually demonstrates some demonstrates model.
Design a thematic written and at all times written and and demonstrates a understanding of understanding of
Each plan fails
unit use of demonstrates consistently good understanding educational theory or educational theory and
to demonstrate
technologies in a exceptional insight, demonstrates of educational effective use of use of technology to
understanding
specific content thoughtfulness, exceptional insight, theory and use of technology to enhance learning.
of educational
area. and understanding of thoughtfulness, technology to enhance learning.
 19

educational theory and

and understanding of enhance learning. theory and use
use of technology to
educational theory of technology
enhance learning.
and use of technology to enhance
to enhance learning. 110-126 POINTS learning
127-143 POINTS 85-109 POINTS
0-84 POINTS
144-160 POINTS
161-170 POINTS
170 POINTS Points: /
170

Writing Assignment is free of Assignment has very Assignment has Assignment has Assignment has many Fails to use
Mechanics and APA formatting, few, if any, APA some APA several APA APA formatting, spelling, appropriate No CLA
Timeliness spelling, grammar, or formatting, spelling, formatting, spelling, formatting, spelling, grammar, punctuation mechanics and
punctuation errors. grammar, punctuation grammar, grammar, and APA errors. May APA. May
Citations and reference errors. Citations and punctuation and punctuation and APA have been submitted have been
list are properly reference list are APA errors. errors. May have late. submitted late.
formatted in APA style. properly formatted in May have been been submitted late.
Submitted on time. APA style. Submitted submitted late.
50 POINTS on time.

47-50 POINTS 42-46 POINTS 37-41 POINTS 32-36 POINTS 25-31 POINTS 0-24 POINTS Points: /50
Timeliness Submitted on time. Submitted one day Submitted 2-3 days Submitted 4-7 days
Submitted 8-10 days Submitted No CLA
late. more than 10
late. late. late days late.
30 POINTS days late.

25-27 POINTS 22-24 POINTS 19-21 POINTS

28-30 POINTS 15-18 POINTS 0-14 POINTS

Points: /30

Assignment Total
Points Assignment
Points: /
330
Instructor Summative Comments:
20