Summary

In this activity, the students will be introduced to and explore different lab equipment, model appropriate group work and class discussions, and practice writing efficient Claim-Evidence-Reasoning reports. This is an introductory activity for use in a general education chemistry class.

Grade Level

High School

NGSS Alignment

This activity will help prepare your students to meet the performance expectations in the following standards:

• HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
• Scientific and Engineering Practices:
  • Constructing Explanations and Designing Solutions
  • Engaging in Argument from Evidence

Objectives

By the end of this activity, students should be able to

• Match essential lab equipment to their appropriate descriptions.
• Understand the expectations for group work and class discussions in the chemistry classroom.
• Write a valid and complete CER defending their choice for most “essential” lab equipment.

Chemistry Topics

This activity supports students’ understanding of

• Lab Equipment
• Lab Safety
• Claim-Evidence-Reasoning (CER)

Time

Teacher Preparation: 30 minutes

Lesson: 90 minutes

Materials

• Description Cards printed on cardstock
• White boards for CERs (optional)
• Dry Erase markers for CERs
• One of each of the following to be placed at the lab stations:
  • Beaker; Graduated Cylinder; Erlenmeyer Flask; Stopper; Thermometer; Digital thermometer; Hot Plate; Bunsen Burner; Rubber Tubing; Striker; Watch glass; Beaker Tongs; Forceps; Wash Bottle; Wire Gauze; Disposable Pipette; Stir rod; Scoopula; Rubber Spatula; Magnetic Stirrers; Safety Goggles; Ring Stand; Clamps; Test Tube; Test Tube Holders; Test Tube Rack; Rings; Droppers; Florence Flask; Crucible; Funnel; Volumetric Flask; Burets; Clay Triangle; Indicator Paper; General Tongs; Balance

Safety

• No specific safety precautions need to be observed for this activity.

Teacher Notes

• In this activity, students will be introduced to lab equipment, practice Claim-Evidence-Reasoning (CERs), and be introduced to classroom expectations of lab work, group discussions, and general classroom behavior.
• In the activity, I have six different chemistry lab "tools" placed at each lab station. There are also cards with the names and descriptions of each tool at each station. During the activity the students rotate throughout each lab station to make sure that they are exposed to each piece of equipment.
• The students' first job is to match the card with the tool at each station. Then, they individually decide which tool they believe would be most useful for survival on a desert island. (This makes the lab a little more exciting for the kids). They do not need to agree with their group members on which tool they would take to the island with them.
• After each group has been to each lab station and completed both tasks at each, they return to their home lab station. While at their original station, the students then look over the seven tools they have chosen (one from each station visited) and decide which ONE they would take to the island. They then write a CER to support their decision.
• Once each member has a solid CER* (this is a practice for CER writing as well), then they read their CERs to their group members. At this point they give feedback on both the quality of the CER and the tool choice itself. Once they have heard each group member's CER, the students must work as a group to decide which one lab piece that the group decides they will take for survival. When they have made a decision as a group, they write a group CER.
• After each group has completed their CER the class shares out in a circle format (white boards are helpful here).
• After the activity we discuss how we are not actually being stranded on a desert island, but we will be using all of these tools in the chemistry lab and we must understand how they work in order to ensure proper lab results and lab safety. If they don't then they will be exiled to the deserted island of "no lab zone". It's not a fun place.
• Background information:
  • Claim-Evidence-Reasoning (CER) is a way of reporting the results of a lab or activity without doing a formal lab report.
  • The C stands for Claim. This is where you essentially state your findings from the lab.It should be a statement and it should be concise.
  • The E stands for Evidence.This is where the students will include their data tables, graphs, and any other evidence that they have collected throughout the lab. I always tell my students that evidence cannot be argued.
  • The R stands for Reasoning. This is where the students explain the implications of their data and discuss how the lab makes sense. Many teachers incorporate different parts into their reasoning, but it should always relate the data back to the claim, without using circular reasoning.
  • Example: Claim: The tool that I believe to be most useful would be the striker. Evidence: The striker requires no electricity. When used correctly it creates a spark.Sparks can be used to make fire. Reasoning: The striker is most useful because it will provide the ability to make a fire for both warmth and the heating of food while stranded on the island. It is reusable and it would be immensely helpful on the island.

• Additional helpful hints:
• It is useful to print the description cards (available as a separate download) on cardstock and even laminate them.
• Before the students begin the lab you will have distribute the tools to the lab stations. I usually try to make sure not to put anything too closely related at the same station, but there isn’t a set order.
• Make sure to place the matching description cards for each tool at the station as well. Instruct students to shuffle the cards up and restack them before leaving the station.
• White boards are good for sharing out CERs and facilitating the group discussion. Sometimes we hold them up and discuss, sometimes we lay them in the middle of a circle for observation, and other times we display them in the front of the class.
• A gallery walk could be a good idea in this lab as well, depending on your time limit/preference.
• Sometimes I make the rule that only one group can take each tool, so once one group decides their tool, they write it on the class signup sheet and no other group may choose that tool.
• After the activity we discuss how we are not actually being stranded on a desert island, but we will be using all of these tools in the chemistry lab and we must understand how they work in order to ensure proper lab results and lab safety. If they don't- then they will be exiled to the deserted island of "no lab zone". It's not a fun place!