S&S Lesson 3 Tab 2

Target Performances

(Optional) Lesson 3 – Investigating and Explaining Soda Water Fizzing (students as investigators and explainers)

Activity 3.1: Predictions and Planning for Soda Water Fizzing (20 min)

Students develop hypotheses about how matter moves and changes when soda water loses its fizz and make predictions about how they can use their investigation tools—digital balances and BTB—to detect movements and changes in matter.

Activity 3.2: Observing Soda Water Fizzing (30 min)

Students record data about changes in mass and BTB when soda water fizzes and reach consensus about patterns in their data.

Activity 3.3: Evidence-Based Arguments about Soda Water Fizzing (45 min)

Students (a) use data from their investigations to develop evidence-based arguments about matter movements and matter changes when soda water fizzes, and (b) identify unanswered questions about matter movement and matter change that the data are insufficient to address.

Activity 3.4: Molecular Models for Soda Water Fizzing (45 min)

Students use molecular models to explain how carbon, oxygen, and hydrogen atoms are rearranged into new molecules during the decomposition of carbonic acid (the chemical change that happens when soda water fizzes).

Activity 3.5: Explaining Soda Water Fizzing (40 min)

Students explain how matter moves and changes when soda water loses its fizz (connecting macroscopic observations with atomic-molecular models and using the principle of conservation of matter).

NGSS Performance Expectations

Middle School

  • Structures and Properties of Matter. MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
  • Chemical Reactions. MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
  • Chemical Reactions. MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

High School

  • Chemical Reactions. HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.