Colorful+Cabbage

 Student Worksheet and Assessments for the following lesson plan:     I.  **  Title:  ** Colorful Cabbage  II. ** Grade level  ** : 9th grade  III. ** Time for completion  ** : 1 day  IV. ** Curriculum Integration: ** Mathematics in using metric measurements and tables.  V.  **  Standard addressed  ** : PS-1 The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.  VI. ** Objectives  ** : The student will be able to generate hypotheses, measure in SI, separate and control variables, observe and infer, make tables.  VII. ** Motivation: ** I wanted a kinesthetic activity to be performed and I think the brilliant colors the students will see in this lab will keep them engaged.  VIII. ** Background:  ** Before hand, cabbage juice was prepared by teacher by chopping red cabbage into small pieces, and boiling it in just enough water to cover it. Liquid remaining was then strained into a jar and refrigerated.  IX. ** Vocabulary  ** : Observation, Hypothesis, Experiment, Control, Independent variable, Dependent variable, Data, Conclusion, Constant  X.  **  Materials:  ** Aprons goggles latex gloves red cabbage juice Test tubes test tube rack grease pencils stirring rods Droppers vinegar beakers glass cleaner Baking soda  XI. ** Procedures:  **  1. Student should thoroughly read steps 2-7. <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> 2. Write a hypothesis about what will happen when you add each solution to the cabbage juice. Will the color change? If so, will the change be the same for each solution. <span style="margin: 0in 0in 10pt 1in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> 3. Number the test tubes 1, 2, 3, and 4. Retrieve a beaker of red cabbage juice from teacher. ** Solutions are kept at demo lab table. Teacher will dispense each solution to your group when ready. **   <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;">  4. Add 10 ml of red cabbage juice to each test tube. <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> 5. Add 10 drops of solution A to test tube 1, and stir. <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> 6. Add 10 drops of solution B to test tube 2, and stir. <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> 7. Add 10 drops of solution C to test tube 3, and stir. <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> 8. Do not add anything to test tube 4. <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> 9. Record your observations in the Data and Observations Table. <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> 10. Student will then answer Conclusion questions regarding the observations they made. <span style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -0.5in;"> XII. ** Adaptations:  ** My student who is in a wheelchair has his group working at the lower lab table so that he may be able to manipulate all the materials just as everyone else does. Groups were developed with a higher achieving students paired with a lower achieving student. <span style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -0.5in;"> XIII. ** Assessment:  ** Informal assessments will be made as teacher walks around the room overseeing the groups involved in the lab work. Formal assessment will be made upon grading the Conclusion questions at the end of the lab. <span style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -0.5in;"> XIV. ** Variations and Extensions  ** : Students were paired in a way that they have opportunity to handle the chemicals, be the recorder of the observations or participate in both activities. As always, students with IEPs have more time to turn their develop answers to their conclusion questions. <span style="margin: 0in 0in 10pt 0.75in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -0.5in;"> XV. ** Classroom and materials management plan:  ** Horseplay of any kind will not be tolerated in the lab. Students acting inappropriately in the lab will be immediately dismissed to the principal’s office with a level II referral. Since this lab involves harsh smelling chemicals such as vinegar and glass cleaner, the solutions will be kept up front under the teacher’s control where they will remain covered when not in use. Test tubes and racks will already be at lab stations when students arrive.