PART III: 5E Polymers
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Polymers Teach 1 Names of student(s) teaching: Teach date: Teach time: Teach length: 45 minutes Title of lesson: Polymer Properties (Day 3) Source (Kit, Lesson, Page #): Concept statement/Main idea: Polymers are a long chain of hundreds or thousands of tiny molecules. Polymers make up many of the objects around us such as plastics, fabrics, and even naturally occurring paper, rubber and leather. Standards for the lesson: PS1.A: Structure and Properties of Matter Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon and the effects of air on larger particles or objects. (5-PS1-1) Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.) (5-PS1-3) Objectives Evaluation Write objectives in SWBAT form Write at least one question to match the objective you listed or describe what you will look at to be sure that students can do this. SWBAT classify plastics based on the polymers used to make up the various types of plastics used in everyday life. Which of the following was NOT a characteristic of the plastic's physical appearance? SWBAT explain reuse, reduce, and recycle. What are the three R’s? SWBAT determine what a polymer is. A polymer is: July 2021
Transcript of PART III: 5E Polymers
Polymers
Teach 1 Names of student(s) teaching:
Teach date:Teach time:Teach length: 45 minutes
Title of lesson: Polymer Properties (Day 3)Source (Kit, Lesson, Page #):
Concept statement/Main idea:
Polymers are a long chain of hundreds or thousands of tiny molecules. Polymers make upmany of the objects around us such as plastics, fabrics, and even naturally occurring paper,rubber and leather.
Standards for the lesson:
PS1.A: Structure and Properties of MatterMatter of any type can be subdivided into particles that are too small to see, but even thenthe matter still exists and can be detected by other means. A model showing that gases aremade from matter particles that are too small to see and are moving freely around in spacecan explain many observations, including the inflation and shape of a balloon and the effectsof air on larger particles or objects. (5-PS1-1)
Measurements of a variety of properties can be used to identify materials. (Boundary: At thisgrade level, mass and weight are not distinguished, and no attempt is made to define theunseen particles or explain the atomic-scale mechanism of evaporation and condensation.)(5-PS1-3)
Objectives Evaluation
Write objectives in SWBAT formWrite at least one question to match the
objective you listed or describe what you willlook at to be sure that students can do this.
SWBAT classify plastics based on thepolymers used to make up the various typesof plastics used in everyday life.
Which of the following was NOT acharacteristic of the plastic's physicalappearance?
SWBAT explain reuse, reduce, and recycle. What are the three R’s?
SWBAT determine what a polymer is. A polymer is:
July 2021
Step 1: Polymers Lesson Plan Template
EngagementEstimated time: 15 minutes
Description of activity:
What the teacher does What the student does
Possible questions to askstudents — think like a studentand consider possible student
responses
The teacher will administer aKahoot that does acompetition style quiz onwhat the students havelearned over the past twodifferent lessons.
http://tinyurl.com/polymerkahoot
The teacher may want tohave a certificate/none foodprize for the students whoreceive the top 3 highestscores.
The teacher will then go overthe slides as a short recap,asking the students for theirown explanation of what apolymer and monomer are.Then the teacher will remindthem that on Thursday they
The students will answer thequestions the teacher asksand come up with anyquestions that they needclarification on from theprevious lessons.
What do the ingredients forFlubber represent?
Can you use physicalcharacteristics to describeother objects?
What does polymer &monomer mean?
What is plastic made up of?What is recycling?
Why do we separate differentplastics?
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Step 1: Polymers Lesson Plan Template
went over the differentpolymer abbreviations. Theywill also ask the students whythey believe different plasticsare categorized.
Resources needed:
Electronic device compatible with Kahoot
Safety considerations:
ExplorationEstimated time: 30 minutes
Description of activity: Students will observe the entire life cycle of plastics through an oil
experiment.
What the teacher does What the student does
Possible questions to askstudents — think like a studentand consider possible student
responses
The teacher will monitor thestudents’ activity and answerany questions the studentsmay have throughout the lab.
The teacher will ask thestudents for everydayexamples of things thatconsist of polymers.
The teacher will make thetransition to the explainsection by explaining the lifecycle of plastics.
The teacher will explain thattoday the students will beinvestigating the life cycle ofplastics.
Students will get intodifferent groups and performthe different activities laidout at the different stations.
The students will collect acup of “oil” that has differentpaper clips, nuts, and bolts;that represent the oilunrefined/purified.
At station 2 the students willseparate the paper clips andnuts and bolts into differentpiles to purify the oil.
At station 3 the students willlink the paper clips togetherto form different plastics. Thestudents will form the
Why is it necessary toseparate the oil?
How many different items areyou able to make with the oilsample you received?
What happens to the 2 ormore paper clips that do notget used when the polymersare recycled?
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Step 1: Polymers Lesson Plan Template
The teacher will direct thestudents to get into differentgroups that visit each stationthat display to the studentsthe different stages ofplastics.
different chains of 10 purple,8 green and 20 silver to seewhat plastics they can create.
The students will identify thedifferent RIC Codes that gowith the materials they gotout of their station 1 cup ofoil.
At station 4 they will disposeof the parts of the polymersthat cannot be recycled. Thenthey will go and unhook thepaper clips showing howmuch of the plastic they willget to recycle. Give thestudents the opportunity todecide if they should throwout their newly formed toys,bags, and bottles or recyclethem.
Resources needed:
Paperclips, bolts, pebbles, and cups.
Safety considerations:
Do not consume or break any of the materials!
Edges of the paperclips are sharp.
ExplanationEstimated time: 15 minutes
Description of activity:
What the teacher does What the student does
Possible questions to askstudents — think like a studentand consider possible student
responses
July 2021
Step 1: Polymers Lesson Plan Template
The teacher will ask thestudents to each create aposter that explains the lifecycle of plastics.
The teacher will walk aroundto the different groups tomonitor the progress of thegroups.
The teacher will direct thestudents to present theirideas to the class in groups.
The students will share theirposters that explain the lifecycle of plastics and whathappens during each cycle.
The students will work ingroups independently tomake these posters that theywill then present to the class.
What happens to the 2 ormore paper clips that do notget used when the polymersare recycled?
Why is it necessary to purifythe oil/ any substance beforeit's made into plastic?
Resources needed:
Large paper and markers.
Safety considerations:
ElaborationEstimated time: 10 minutes
Description of activity: The students will perform a board game in group.
What the teacher does What the student does
Possible questions to askstudents — think like a studentand consider possible student
responses
The teacher will have thestudents complete a boardgame over recycling.
The teacher will monitor thestudents’ progress and thenbring the students back tothe front (so that thestudents are away from thecorrect responses) for someassessment questions.
The students will completethe game and then sharewhere they put differentgame pieces under thecategories of the reduce,reuse and recycle.
Why is it important that werecycle rather than throwingout everything?
What are some differentexamples of items to reusethat you use everyday?
What are some differentexamples of items to recyclethat you use everyday?
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Step 1: Polymers Lesson Plan Template
The teacher will have thestudents from each tableshare 5 of the different gamepieces they decided to putunder the reduce, reuse,recycle categories.
How can you ‘reduce’ youruse daily?
What impact does recycling,reducing and reusing have onthe environment?
Resources needed:
Game board (pdf)
Safety considerations:
EvaluationEstimated time: 5 minutes
Description of activity: The students will take a short quiz on their own.
What the teacher does What the student does
Possible questions to askstudents — think like a studentand consider possible student
responses
Administers the quiz forstudents to complete on theirown based on theinformation they just learned.
The student will complete thequiz on their own.
Resources needed:
Evaluation Quiz
Safety considerations:
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Step 1: Polymers Lesson Plan Template
July 2021
Step 1: Polymers Lesson Plan Template
July 2021
Step 1: Polymers Lesson Plan Template
July 2021
Step 1: Polymers Lesson Plan Template
July 2021
Step 1: Polymers Lesson Plan Template
July 2021
Step 1: Polymers Lesson Plan Template
July 2021
Step 1: Polymers Lesson Plan Template
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