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Kettering Lesson Plan

Elephant Shampoo

Making Elephant Shampoo:

1. Explain directions to students & set rules.
2. Place plastic bottle in cake pan & put funnel in bottle.
3. Place ½ cup of Hydrogen peroxide into the bottle with 4 drops of food coloring.
4. Add about 1 tablespoon of liquid dish soap into the bottle and swish the bottle around a
bit to mix it.
6. In a separate small cup, combine the 3 tablespoons of warm water and 1 packet of yeast
together and mix for about 30 seconds.
7. Now the adventure starts! Pour the yeast water mixture into the funnel and watch the
foaminess begin!
Group Member Names: Brittany Ferrier, Kara Morales, Michelle Belcher
Initial or Revised Lesson
(indicate one)
Grade Level Taught: 5th
Performance 5-PS1-4 Conduct an investigation to determine whether the mixing of two or
Expectation more substances result in new substances.

Disciplinary PS1.B: Chemical Reactions When two or more different substances are
Core Idea(s) mixed, a new substance with different properties may be formed.

Science and Planning and Carrying Out Investigations

Engineering Conduct an investigation collaboratively to produce data to serve as the basis
Practice(s) for evidence, using fair tests in which variables are controlled and the number
of trials considered.

Cross- Cause and Effect

Cutting Cause and effect relationships are routinely identified, tested, and used to
Concept(s) explain change.

Specific Students will conduct an experiment to determine whether the mixing of two
Learning or more substances result in a new substance.

Materials  A clean 16 ounce plastic soda or water bottle

 1/2 cup 20-volume hydrogen peroxide liquid (20-volume is a 6% solution,
ask an adult to get this from a beauty supply store or hair salon)
 1 Tablespoon (one packet) of dry yeast
 3 Tablespoons of warm water
 1 Funnel
 1 Cake pan
 Liquid dishwashing soap
 Food coloring
 Small cup
 Safety goggles
 Amazing Shampoo Planning Worksheet
 Amazing Elephant Worksheet

Lesson Plan Teacher asks/says/does: Student Concept/Learning Goal:

1. Ask students what they 1. Student respond Student goal is to

Engage know about mixing two with “Mixing oil activate prior knowledge
different substances and water” “Mixing about mixing two
together. “Have you ever baking soda and different substances
mixed two substances vinegar” together and what may
together? What were they? happen between the
How do you mix those 2. Students respond substances. Students will
two substances?” “It bubbles” “It also be asked to activate
hurts when…” “It is their prior knowledge
2. Ask students what they interesting when..” about hydrogen peroxide
know about hydrogen “I don’t like and yeast to better help
peroxide. Ask, “Have you feeling…” them understand the
ever put hydrogen results of our activity.
peroxide on a cut? What 3. Students respond
happens when it comes in “Oh yeah I know
contact with the cut? Why yeast makes bread
does it do this?” rise”

3. Ask students what they Have students

know about yeast. Ask, complete the first
“Have you ever used yeast section of the
when baking?” “What do “Amazing Shampoo
you think yeast is used Planning Sheet” by
for?” “What do you think writing their
yeast does?” hypothesis and a
testable question.
4. Explain to students that
today we are going to do
an activity that involves
hydrogen peroxide.

Instructional Questioning/Activating Prior knowledge: Since we are asking the students to

Strategies think about what hydrogen peroxide and dry yeast do, we are activating prior
Used (with knowledge as well as having them question what they may already know about
rationale): the substance.

1. Allow students to see all 1. Students use their A specific goal we want
Explore the materials. Tell them to senses to preview students to grasp in the
touch, smell, and look at the materials of the explore section is having
the materials. Then, write experiment and then students use their prior
their observations on write their knowledge by learning
how different chemicals
Amazing Shampoo observations on the have altering chemical
Planning Sheet. worksheet. reactions. They will see
how these chemicals react
2-6. Have the student 2. The group of with one another and ask
contribute equally to the students will have: a questions throughout the
experiment by taking turns cake pan, plastic experiment. If I mixed
in counterclockwise. bottle, dawn (soap) these chemical with
*Distribute lab roles and in small cup, food another substance would
materials. coloring, funnel, it have the same
goggles, 1/2 cup reaction? Students will
7. Students will then peroxide, dissolved work as a group, each
participate in a Single yeast mixture. embodying a role and
Round Robin. Ask their own jobs all while
students to predict what 3. Students will sharing their ideas and
they think will happen stand up bottle in thoughts throughout the
when yeast is added to the the center of the experiment.
peroxide. cake pan.
4. Then, students
will put the funnel
8. Have students record in the opening.
their predictions on
worksheet. Have students 5. Then, students
record what their will add 3-4 drops
experiment looks like of food coloring to
before. (Amazing the peroxide and
Shampoo Planning Sheet) pour the peroxide
through the funnel
9. Once they have into the bottle.
recorded their answers,
one student will pour the 6. Then, they will
yeast mixture into the add the Dawn
bottle and quickly remove detergent to the
the funnel. peroxide in the
10. Allow students to
7. Single Round
touch, smell, and look at
Robin: Students
the chemical reaction that
will share their
happened. Remind them to
predictions with
not put the reaction in
their teammates.
their mouth! Ask the
students “What they
8. Students will
write… “If yeast is
added to the
peroxide mixture,
9. Students will
watch the yeast
mixture be poured
into the bottle and
see the chemical
reaction happen.

Instructional Generating and Testing Hypotheses: We are asking the students to come up
Strategies with a hypothesis of what is going to happen (make a prediction) this is
Used (with following the scientific method. They will then test their hypothesis by doing
rationale): the activity.
Field experience: They will be getting field experience by doing the lab
themselves in a safe setting like a laboratory in later academic years.
Hands-on learning: The students get to see the experiment happen right in front
of them. They also are able to touch, see, smell any changes that have happened
during the experiment.

1. Ask, “What happened to 1. Students will After the experiment,

Explain the yeast and peroxide as respond “When the their goal is to debrief
they mixed together? Did yeast was mixed, it how mixing the two
it create a new substance started to make different substances
or is it the same bubbles” “The created a new substance,
substance?” mixture grew” “The and ask questions/ discuss
“Why does this happen..? mixture foamed with their group their
Explain. out” “After a observations. Teacher can
“What is the result…? minute or so, it facilitate where it is
“How do these items began to come out needed but students are
react..? in a moving stream able to think through the
“What would happen if we that looked like exploration and answer
mixed different toothpaste” their own questions
ingredients, would the throughout the processes.
reaction be the same…? 2. Students will feel
Why or why not? the reaction with
their hands and
2. Ask students to draw write about how it is
pictures to explain what different from what
they saw. (Amazing they started with.
Shampoo Planning Sheet)-
- the before and the after. 3. Students will
draw that when they
3. Explain to students that added the yeast to
what they saw was a the bottle it started
chemical reaction. When to bubble and
the yeast was added to expand in the bottle.
they hydrogen peroxide, it Also, when the
removed the oxygen from yeast was added the
the hydrogen peroxide. bubble rose in the
Since it did this very fast, bottle.
it created lots and lots of
bubbles (which they saw).

4. Ask, “What did they

learn for the exploration of
chemicals and their

5. Answer any questions

students might have and
clarifying anything if
needed. As teachers we
want to relate the
experiment back to the
engagement part and their
prior knowledge. “Did you
think that when we mixed
these ingredients today
that this would happen?”
“Did you think that when
you used dish soap and/or
hydrogen peroxide that it
would react this way?”
“Were your hypothesis

Instructional Questioning: We are asking the students questions to have them begin to
Strategies critically think about what we just did in our experiment.
Used (with Discussion: We will discuss our findings as a class and this allows students to
rationale): see the different perspectives of their peers. This also encourages team effort
as well as critical thinking skills.

1. Lead students to explain 1. Students respond With their own questions

Elaborate chemical change in their with their own ideas asked and some answered,
own words. Then, explain and predictions the goal for students is to
what may happen if they before testing their think outside the box and
add more of one of the hypothesis. “I think ask themselves what
substances. This gets adding more yeast would happen if we
students to think and talk will…” “I think changed chemicals, added
about the reaction and the adding more more of one chemical or
evidence that supports hydrogen peroxide less of another. Would the
their ideas. will…” reaction be the same or
2. Students will different? Students
2. Ask students how they explain “By adding discuss again with their
might change one or more __, there will be group and share ideas.
of the materials to affect more of a chemical
what happened, such as, reaction”
more/less yeast, more/less
detergent, different
detergent. (Amazing
Elephant Worksheet)

3. Clarify any questions

and discuss what their
ideas are as a group. What
makes them have this kind
of conclusion? Why do
they think that?

Instructional Questions: Again we are asking the students questions to have them start
Strategies critically thinking about the process.
Used (with Direct instruction: Since we are guiding the questions and discussing the
rationale): findings to the class we are directly instructing them on the worksheet.

1. Students will use the Students write a Students goal is to assess

Evaluate Amazing Elephant conclusion their observations of the
Shampoo worksheet to including three key experimentation by
describe how if we were to parts: completing an analysis of
add more or less of a 1. Make a CLAIM: their findings and what
substance how it would Statement saying if they have learned from
change the outcome of our the results support each procedure
experiment. or do not support and operation within this
the hypothesis. science lesson.
2. Ask students to describe
any real world situations 2. Provide
where a new substance is EVIDENCE for the
created and how adding CLAIM: Summary
more of less of one of the results and
substance will change the data
outcome (Amazing
Elephant Shampoo
Worksheet). Have 3. Provide
students discuss their REASONING that
answers with the group. links the
CLAIM: This is an
explanation and
conclusion of
results showcasing
understanding of the
lesson and
experiment of
chemical reaction.

Instructional Peer-Teaching: By encouraging the students to do this experiment at home with

Strategies their parents they will or can engage in peer-teaching. They will show their
Used (with parents the process and encourage other family members to try the experiment.
Amazing Elephant Shampoo!

1. How could you change each material to affect what the “shampoo” does?

Yeast Soap Hydrogen Peroxide

2. Based on the evidence from our experiment, create a new hypothesis of what may
happen when increasing or decreasing one of the substances above.

3. Describe any real world situations where a new substance is created and how
adding more of less of one substance will change the outcome.

My hypothesis is: If _____________________________________________________, then


My Amazing Shampoo before: My Amazing Shampoo after: