Activity 3.5 - Explaining Soda Water Fizzing (40 min)

Show slide 3 of the 3.5 Explaining Soda Water Fizzing PPT

• Tell students that this activity’s purpose is to develop explanations for what happens when soda water fizzes.
• Return each student's copy of 3.3 Evidence-Based Arguments Tool for Soda Water Fizzing and have them review their arguments before they completed the molecular modeling activity. Ask them to think about what they know now that they didn’t know then.
• Ask them to think about what they know now that they didn’t know then.

Show slide 4 of the 3.5 Explaining Soda Water Fizzing PPT. Give each student one copy of the 3.3 Evidence-Based Arguments Tool for Soda Water Fizzing

• Tell students that in this final step of the soda water investigation, they will combine everything they learned about what happens when soda water fizzes into one explanation.
• Remind them to consider both their evidence from the investigation as well as what they learned in the molecular modeling activity to construct their explanations.

Give students about 10 minutes to complete the Explanations process tool. 

Show slide 5 of the 3.5 Explaining Soda Water Fizzing PPT. Divide students into pairs and have them compare explanations for both the Matter Movement Question, the Matter Change Question, and the final explanation on the process tool.

Invite students to share their ideas with the class.

Display slides 6-8 of the PPT. Have students compare their answers to the Matter Movement Question with the answers on the slide. Have students use a different colored writing utensil to make any needed changes to their answers. Allow students to ask questions if they do not understand why their ideas are incorrect. If students have model explanations to share, display student work and discuss. If students have common areas of weakness in their explanations, ask for a volunteer to share, display student work, and discuss ways of strengthening the response.

Display slide 9-10 of the PPT for the Matter Change Question and repeat the process above.

Display slide 11 of the PPT for the final explanation. Have students check that their story includes each of the parts (matter movement, matter change, and matter movement). If students don’t have all three parts in their explanation, instruct them to add to their explanation using a different colored writing utensil.

Have students Gather together their process tools for the unit (Predictions and Planning Tool, Evidence-Based Argument Tool). Have a discussion about how their ideas have changed related to:

• Scale?
• Movement?
• Carbon?

Ask students what do they know about soda water now that they didn’t know before the investigation? Record responses.

Show slide 13 of the 3.5 Explaining Soda Water Fizzing PPT. Tell students that in this lesson they focused on two of the Three Questions: The Matter Movement Question and the Matter Change Question. For the rest of the Carbon TIME lessons, we will also be discussing the third question: The Energy Change Question.

Show slide 16 of the 3.5 Explaining Soda Water Fizzing PPT.

• Have students take out their Learning Tracking Tool for Systems and Scale.
• Have students write the activity name "Explaining Soda Water Fizzing" 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 keep their Learning Tracking Tool for Systems & Scale for future activities.
• Example Learning Tracking Tool