GASC+Lesson

Polymer Lesson INDICATORS || CYSCCH.1.3.01 Use the periodic table to make predictions about some bonding traits of the elements. CYSCCH.1.3.03 Differentiate and identify the characteristics of a material with ionic, covalent, or metallic bonds. CYSCCH.1.3.05 Differentiate between molecules and ions. CYSCCH.1.3.10 Determine the polarity of a molecule based on its shape and the electro negativity of its atoms. CYSCCH.1.3.12 Identify the type and strength of intermolecular attractions. || (3 per class block are recommended) || # TSW begin with a vocabulary strategy. (See link) (abstract, concrete, sequential, global) Class Discussion Lab Report || (Reading, Writing or math) (optional) || Writing/Chemistry ||
 * TEACHER NAME: Weisz SUBJECT/COURSE: Science III**
 * Week of: 10/17 UNIT OF STUDY: Polymers**
 * ESSENTIAL QUESTIONS, ELEMENTS OR
 * ACTIVITIES for ENGAGEMENT
 * 1) TSW choose a word from the chapter- Ionic, polymer, covalent, etc. and create the vocabulary map for the word. (concrete and sequential)
 * 2) TSW share their map with a peer and explain their words to each other. (abstract and global)
 * 3) TSW put this in their notebook and get a lab report for the Polymer Lab. (sequential)
 * 4) TSW work with their assigned lab partner to complete the pre-lab questions about safety, predictions, and working together (global, sequential)
 * 5) TSW move to the lab and begin their first polymer creation by following the directions and working with their partner (sequential, concrete)
 * 6) TSW rate their polymer on the scale and describe their observations of the polymer. (see Lab report for examples) (global, abstract)
 * 7) TSW then conduct the different tests outlined in the lab report. The students are given the categories and will see how each of the different polymers reacts. (sequential, abstract, global)
 * 8) After the students make the 3 different polymers and test all three, they will complete their conclusions and reflection of the lab. Their questions will be concrete, sequential, abstract, and global. ||
 * ASSESSMENT of STUDENT LEARNING || Vocabulary cards
 * ANCHOR FOCUS

This lesson can easily be adapted for all ability levels. Students can be arranged in lab pairs by the teacher to make sure the students will be successful. Pictures could be drawn for the lab report or questions could be answered in bullets or lists rather than full sentences. For ELL learners, they may need some assistance with explaining their words or understanding polymer, so the vocabulary word of the day may be polymer and this may be their assigned word for the activity to help them be more successful with the lab. If a student has an IEP, they may only have to submit one lab report per group, as long as all members contributed, or maybe students have assigned roles within the lab to allow for responsibility but also acknowledge ability. The teacher may also read the directions for each polymer and if it is a struggling class or group, the teacher may have the students check in after so many steps to keep the group on track or make sure they are correct with their step-by-step instructions.

Example of Vocab:

Sample Lab Report (Students are also provided with a Pre-lab, directions for each polymer, and Post lab- Wrap up) Name ___________________________________________________ Playing with Polymers Please follow the directions on the attached sheet for making Gloop as well as Boogers. You will also make one other type of slime using the recipes provided. Once you are finished PLEASE make sure you have labeled your different slimes.

You will conduct the following tests on the different substances and make conclusions.

Describe the substance, color, texture, odor, and any other observations.
 * Gloop  ||   Boogers   || ||

Rate the Slime level 1-5- 1= not slimy 5= very slimy
 * Gloop  ||   Boogers   || ||

Slow Poke Test- Roll the slime into a ball and SLOWLY poke your fingers into the slime and record your observations. What happens? How far does your finger go into the slime?


 * Gloop  ||   Boogers   || ||

Quick Poke Test- Roll the slime into a ball and then QUICKLY poke your fingers into the slime and record your observations. What happens? How far does your finger go into the slime?


 * Gloop  ||   Boogers   || ||

Slow Pull Test- SLOWLY pull on the ends of the piece of slime. What happens?


 * Gloop  ||   Boogers   || ||

Quick Pull Test- QUICKLY pull on the ends of the piece of slime. What happens?


 * Gloop  ||   Boogers   || ||

* You need a timer -Blob Test- Roll your slime into a ball and let it sit. Record the amount if time it takes for the blob to flatten out.


 * Gloop  ||   Boogers   || ||

* You need a timer and a ruler- Hang Test-Hold your glob of slime at a height of 30 cm above the lab table. How long does it take for the slime to reach the table from a height of 30 cm?
 * Gloop  ||   Boogers   || ||

* You need a ruler- Bounce Test- Roll your slime into a ball and drop it on the table from a height of 30 cm. Rate the bounce 1= poor 5= great.


 * Gloop  ||   Boogers   || ||