1. Carol Eckmann
ELRN 750

2. Students will explore acids and bases through
experimentation, observation, predictions and questioning to describe
observable chemical changes of matter through kitchen chemistry with
baking soda and vinegar.

3. • State Standard
• Fourth Grade Nature of Science
• Indicator 2: Apply the skills necessary to
conduct scientific investigation.
• Common Core
• Writing Standard Grade 4
• 3: Write narratives to develop real or
imagined experiences or events using
effective techniques descriptive details, and
clear event sequences.
• ISTE NETS
• 2. Communication and Collaboration
• d. Contribute to project teams to produce
original works or solve problems.
• 4. Critical Thinking, Problem Solving, and
Decision Making
• b. Plan and manage activities to develop a
solution or complete a project.

4. • Outcome
• Use scientific investigation to
question, predict, develop a plan, manage
data, make an evidence based conclusion, reflect
and apply to everyday activities. Share findings
through a digital documentary.
• Meaningful Learning
• Active – Plan and manipulate conditions of the
experiment to draw conclusions about the power
of chemical reactions.
• Cooperative – Work as a group to
document, explore, and explain the chemical
reaction.
• Authentic – Apply what learned to baking of quick
bread/cake and household cleaning.
• Activities & Final
Project
• Conduct an investigation to explore the power of
the chemical reaction between baking soda and
vinegar with a group. Keep an individual
scientific journal of the process on Spiderscribe.
Produce, as a group, a multimedia documentary

5. • Teacher
• Piece of cake or quick bread
• Safety Equipment (eye protection)
• Bar cookie pan/ plate/ foil pan
• Baking soda
• Vinegar
• 3 small cups
• Food coloring
• Medicine/eye dropper
• Medium & small clear glass
container
• 5 popcorn kernels
• Student
• Safety Equipment (eye protection)
• Small foil pan (per group)
• Medicine dropper (per group)
• Colored vinegar (3 colors per group)
• Baking soda
• Vinegar
• Funnels (2 for each balloon group)
• Tissue paper (for rocket groups)
• Variety of plastic shaped container
for each groups
• Balloons (for balloon groups)
• Other bases and acids as requested
• Art supplies as needed
• Items to clean with baking soda and
vinegar
• Baking supplies
• pH indicators if requested

6. • Teacher
• Spider Scribe
• Smartboard
• Student
• Spider Scribe
• Camera or video recorder
• Audio recording equipment
• Computer
• Microsoft Word or Google Docs
• Powerpoint, Prezi, slideshare

7. • Preparations
Try all experiments ahead of time.
Students should be familiar with the use on Spiderscribe and
scientific journaling.
Students should have working knowledge of
powerpoint, perzi, and/or slideshare.
Students should be familiar with a camera or video cameras.Preparations
Procedures
Assessments
Extensions
Web Links

8. • Procedures
Gain Attention –class activity
• Experiment 1: Spread baking soda on a plate. Have 2 to 4 small
cups of vinegar colored with different colors of food coloring. Drop
colored vinegar on to soda with a medicine or eye dropper and
watch the reaction.
What happens? Why does it happen? What does it look like? What
happens when the different colors touch? Is there any energy or power
in the reaction? How strong is it?
• Experiment 2: Fill glass with 1 cup of water. Place ¼ cup of vinegar
in the glass and stir. Add 1 teaspoon baking soda to the glass and
immediately toss in 5 kernels of popcorn. Popcorn will dance on
carbon dioxide bubbles. Experiment with different sized and shaped
glasses.
During class experiments model scientific journaling techniques using
Spiderscrib.
Use pretest to determine students prior knowledge. Introduce acids and
bases to class, exploring ideas of pH and chemical reactions.
Review safety guidelines when conducting an experiment, expectations
of group work and journaling procedures. Introduce final project
requirements.
Explain that it is a documentary of whole investigation that is to include
still images or video. Small groups should be assigned so that they can
discuss a plan of action to capture the investigation. Action report
should be presented to the teacher so that any questions or
clarifications maybe made prior to beginning experiment and to make
sure the appropriate equipment is available.
As a class discuss the question/problem/purpose of the experiment.
Introduce or assign any additional research information as required.
Break into small groups to complete either the rocket or balloon
experiment. Both experiments should be equally represented so that
the teams can collaborate on the experiments. Individual teams should
make predictions and formulate a plan of action including a supply list.
Preparations
Procedures
Assessments
Extensions
Web Links

9. • Small Group Experiments:
• Rockets
• Baking Soda, 16 oz. plastic bottle (and other bottle of various
sizes and shapes), Vinegar & Tissue Paper, eye protection,
outside location
• Fill the bottle with around an inch of vinegar. Pour some
baking soda into a piece of tissue paper. Place paper into
bottle and replace the cap. Shake bottle, place on ground
upside down standing on the cap, stand back. The pressure
will build up causing the bottle cap to pop off and the bottle
into the sky. Experiment with different quantities of vinegar
and baking soda and rotate the bottle so that the cap is up.
Document results.
• Balloons
• Baking Soda, Vinegar, plastic bottles (various sizes and
shapes), balloon, 2 funnels, eye protection, outside location
• Fill about 1/3 of bottle with vinegar using the first funnel.
Using the other dry funnel pour baking soda into your balloon
so that it is about ½ full. Cover the top of the bottle with the
balloon being careful not to dump soda into the vinegar
prematurely. When ready lift the balloon and let the baking
soda fall into the vinegar. Watch balloon expand and blow
up. Experiment with different sized balloons, bottles and
quantities of vinegar and baking soda. Document results.
Preparations
Procedures
Assessments
Extensions
Web Links

10. • Scientific Journal
• Components
• 1. Questions, Problem, Purpose
• What is a chemical reaction? How do you know a chemical reaction has taken
place?
• How much power does the chemical reaction between baking soda and vinegar
have? How can we measure it?
• What is baking soda and vinegar and why do they react?
• Can this reaction be useful to me personally?
• 2. Prediction
• Based on what I know now, what will happen and why when baking soda and
vinegar are mixed together? Does this reaction have enough power to make a
plastic bottle shoot into the sky or expand (blow up) a balloon?
• 3. Planning
• Create an action plan for beginning the experiment. Revisit as necessary and
adjust as new information becomes available.
• 4. Observations, Data, Graphs, Drawing, Video, Audio
• What did we do and how did we do it? Additional information, expanded and
interesting topics researched to help gather data.
• 5. Claims and Evidence
• Make an evidence based explanation regarding their investigation.
• What claim can we deduct from the investigation and what supporting evidence
did we find.
• 6. Conclusion
• What is our “final answer”?
• 7. Reflection
• Share with classmates, evaluate process, new questions, why is this important
to me?
Preparations
Procedures
Assessments
Extensions
Web Links

11. • Once the experiment is complete and data collected and put into
graphs, charts or drawings. Have the groups that did the same
experiment share their findings with each other and discuss
similarities and differences between the procedures and findings.
Claims and evidence should be recorded in their journals, as well
as, any discussion notes.
• As a large group discuss the investigations and what evidence the
small groups have found. Break into small groups to discuss
individual investigation conclusions.
• As a large group discuss individual conclusions and reflect on the
investigation, what was learned, how it applies to everyday life.
• Provide time to groups to review the investigation and create a
documentary of the experience using
powerpoint, perzi, slideshare, or other presentation format.
• Share presentations and have group answer questions from the
audience.
• As a large group discuss the usefulness of this investigation in daily
life. Make a plan to investigate further baking and/or cleaning with
baking soda and vinegar.
• Reflect as a large group on the whole experience of creating a
documentary.
Preparations
Procedures
Assessments
Extensions
Web Links

12. • Assessments
• Pre-Test
• What is an acid? What is a base? What happens when
the two are mixed together? Do you think that this
reaction could blow up a balloon or fuel a plastic bottle
rocket?
• Self Assessment of Group Participation
• Evaluate your participation in you group by answer the
following questions with: All of the time, Most of the
time, Some times or Not at all.
• Did you stay focused on the task and be counted on by
your fellow team members?
• Did you complete all your assigned tasks without
depending on others to do the work?
• Were you respectful during discussions, when asking
questions, and interacting with team members to
problem solve?
• Did you help in gathering information and sharing ideas
that match the group’s goal?
• Did you have a positive attitude about the project and
the work of others?
• Individual Assessment of Scientific Journal
• Are all the components of the journal clearly presented
in an organized and easy to understand format using
Spiderscribe.
• Group Assessment of Multimedia
Documentary of Investigation
• Presentation Rubric
Preparations
Procedures
Assessments
Extensions
Web Links

13. Presentation
Rubric
Beginning Developing Accomplished Exemplary
Introduction
Does not give any
information about what the
documentary is about or is
missing.
Gives very little information
about what documentary is
about.
Gives too much information
(summary)
Presents a concise lead-in
to the documentary.
Purpose/Problem
Does not address the
chemical reaction between
baking soda and vinegar.
Addresses a chemical
reaction that is unrelated to
baking soda and vinegar.
Addresses an issue
somewhat related to the
chemical reaction.
Addresses a real issue
directly related to the
chemical reaction
Procedure
Not sequential, most steps
are missing or are
confusing.
Some of the steps are
understandable, most are
confusing and lack detail.
Most of the steps are
understandable, some lack
detail or are confusing.
Steps are easy to follow
that are logical and
adequately detailed.
Data & Results
Data is missing or doesn’t
match experimental
findings.
Data is complete, minor
inaccuracies or is only
verbally represented.
Data is complete and
visually represented but is
unorganized or confusing.
Data is complete, accurate,
visually represented
organized and easy to
follow.
Conclusion
Presents an illogical
explanation for findings that
are not based on evidence
collected during the
investigation .
Presents an explanation of
the findings that are
somewhat based on the
evidence collected during
the investigation.
Presents an explanation of
findings based on evidence
collected during the
investigation but is not well
organized or confusing.
Presents a logical
explanation of findings
based on evidence
collected during the
investigation and is well
organized.
Reflection
Does not reflect on the
investigation.
Reflects only on the
investigation and doesn’t
present a question for
further study.
Reflects on the
investigation and presents
a question for further study.
Reflects on the
investigation, includes
personal significances and
presents a question for
further study.
Grammar & Spelling
There are more than 5
grammar and spelling
errors
There are 4-5 grammar and
spelling errors
There are 1-3 grammar and
spelling errors
Free of grammar and
spelling errors.
Technical
Presentation disorganized
or not working properly.
Doesn’t include any video
or audio material.
Presentation Includes video
and/or audio material. Only
includes part of
investigation
Presentation is complete.
Transitions are choppy.
Doesn’t engage the
audience.
Presentation is complete
has nice transitions, in
organized and has nice flow
and is engaging for the
audience.
One team member did most
of the work, no clear Few members did most of On task most of the time,
Focused and on task,
Shared tasks and

14. • Authentic Extensions
• Explore the Chemical reaction between baking soda
and vinegar in baked goods such as quick breads
and cakes.
• Explore recipes for the use of baking soda and vinegar.
What are common ingredient combinations with baking soda
and/or vinegar? What roll does heat play in baking? Why
use baking soda and vinegar in baking?
• Bake a recipe that uses baking soda and vinegar and a
recipe that uses yeast. What is the difference in texture of
the baked product? What similarities are there?
• Create an original recipe using baking soda and vinegar.
Bake it and troubleshoot ingredients for improvements.
Revise recipe and bake to determine if the revision was
successful.
• Explore the use of baking soda and vinegar in
household cleaning.
• Interview family members, friends, other teachers, neighbors
about how they use baking soda and vinegar in household
cleaning.
• Check ingredient list of household cleaners (soaps,
toothpaste, detergents, disinfectants) for baking soda and
vinegar in the ingredient labels. What other names are used
for baking soda and vinegar?
• Try a cleaning technique found through interviews or
research (internet, books, magazines). Did it work? What
do you think causes the cleaning power? Share with class.
As a class pick out techniques to try and report back on.
Preparations
Procedures
Assessments
Extensions
Web Links

15. • Web Links
• Bill Nye the science guy -
http://youtu.be/PlwuxpMh8nk - 7F Simple
Chemical Reactions
• BBC-KS3 bitesized Science – Chemical and
material behavior -
http://youtu.be/PlwuxpMh8nk
• GEMS Alien Juice Bar game -
http://sv.berkeley.edu/showcase/flash/juicebar.
html
• Colorful Chemistry of Acids and Bases -
http://youtu.be/Ko5iDMYzwWE
• Joy of Baking.com
http://www.joyofbaking.com/bakingsoda.html
• 1001 uses for White Vinegar
http://www.vinegartips.com/scripts/pageViewS
ec.asp?id=7
• 5 best Baking Soda and Vinegar Cleaning
Solutions http://www.rd.com/slideshows/5-
best-baking-soda-and-vinegar-cleaning-
solutions/
Preparations
Procedures
Assessments
Extensions
Web Links

16. • Fizzy Drops http://kidsactivitiesblog.com/18076/baking-soda-
and-vinegar-experiment
• Teaching Chemistry Through Cooking
http://www.brighthubeducation.com/lesson-plans-grades-3-
5/32227-teaching-chemistry-through-cooking-yeast-and-bread/
• Baking Soda and Vinegar Rocket
http://www.instructables.com/id/baking-soda-and-vinegar-
rocket/
• Baking Soda Rocket
http://www.brighthubeducation.com/lesson-plans-grades-3-
5/32227-teaching-chemistry-through-cooking-yeast-and-bread/
• Dancing Popcorn http://www.letstalkscience.ca/programs-
and-services/hands-on-activities/chemistry/how-can-you-
make-popcorn-kernels-dance.html

17. • Elementary Team Work Rubric
http://www2.uwstout.edu/content/profdev/rubrics/elemtea
mworkrubric.html
• Scientific Report Rubric
http://edweb.sdsu.edu/triton/tidepoolunit/Rubrics/reportru
bric.html