Directions 1. Use the instructional model to show students where they are in the course of the unit. Show slide 2 of the 5.4 Other Examples of Combustion PPT. 2. Have students read through the numbered questions on the Three Questions poster. Display slide 3 and 4 of the 5.4 Other Examples of Combustion PPT. Students will need the Three Questions 11x17 Poster (or Handout) questions to help guide their explanations for the organic materials. 3. Have students complete the reading and corresponding explanation worksheet for one other organic materials. Display slide 5 of the 5.4 Other Examples of Combustion PPT. Give each student a copy of one of the 5.4 Other Organic Materials Readings. About 1/3 of the students should read about each organic material. students read using the Questions, Connections, Questions Student Reading Strategy for a discussion of tools and classroom strategies to support sensemaking of readings. See the Questions, Connections, Questions Reading Strategy Educator Resource document for information about how to engage students with this strategy. Have students complete the 5.4 Explaining Combustion Worksheet for the organic materials they read about. Modifications: Students can work in pairs or groups with those who have the same organic material. 4. Have students who focused on the same organic material form a group. In their groups, have students discuss their answers and come to consensus about their explanations and answers to the questions. Students can use the Three Questions Explanation Checklist on the back of the Three Questions Handout to check that their explanation includes each of the parts (matter movement, matter change, energy change, and matter movement) and answers the prompt in a cohesive way. 5. Have students share their explanations for their organic material. Decide how to have students share the explanation for their organic material. Students who focused on the same organic material can present to the whole class. They could make a poster to share. Students can form groups of three with students who focused on each of three organic materials. 6. Have students discuss the similarities and differences between the organic materials. Display slide 6-7 of the 5.4 Other Examples of Combustion PPT. Show the animations on slide 7 and 8 for the combustion of propane and octane (note: there is not an animation for cellulose). Have a class discussion about the similarities and differences between the combustion of octane, propane, and cellulose. Students should recognize that the chemical change is similar in each cases and that the rules about atoms and energy always apply. 7. Have students write a class explanation for how organic materials burn. Display slide 8 of the 5.4 Other Examples of Combustion PPT. Have students construct a class explanation for what happens when organic materials burn. Make sure students address the key numbered questions of the Three Questions 11x17 Poster in their organic materials explanations. Additionally, have students include how combustion is alike for all organic materials and is possibly different for other organic materials. Students can use the checklist on the back of the Three Questions Handout to check that the class explanation includes each of the parts (matter movement, matter change, energy change, and matter movement) and answers the prompt in a cohesive way. 8. Have a discussion to complete the Learning Tracking Tool for this activity. Show slide 9 of the 5.4 Other Examples of Combustion PPT. Have students take out their Learning Tracking Tool for Systems and Scale. Have students write the activity name, "Explaining Other Examples" and their role “Explainer” in the first column. Have a class discussion about what students did during the activity. When you come to consensus as a class, have students record the answer in the second column of the tool. Have a class discussion about what students figured out during the activity that will help them in answering the unit driving question. When you come to consensus as a class, have students record the answer in the third column of the tool. Have a class discussion about what students are wondering now that will help them move towards answering the unit driving question. Have students record the questions in the fourth column of the tool. Have students review their Learning Tracking Tool to reflect on what they figured out across the unit. Example Learning Tracking Tool Activity Chunk What Did We Do? What Did We Figure Out? What Are We Asking Now? Explaining Other Examples Explainer Apply what was figured out about ethanol burning to explain other examples of organic materials burning. The chemical change of combustion is similar for all organic materials. The organic material combines with oxygen to produce carbon dioxide and water. The chemical energy in the organic material is transformed into heat and light energy. Why is combustion of organic materials important in the world? 9. (Optional) Have students complete the Big Idea Probe: Fill 'Er Up for the final time. If you decided to use the Big Idea Probe: Fill 'Er Up, have students complete it and share their ideas again. Have students discuss how their ideas have changed throughout the unit. See Assessing the Big Idea Probe: Fill 'Er Up for suggestions about how to use the Big Idea Probe.
