Students investigate chemical reactions to solve a real school need by designing a safe, useful product that shows clear evidence of new substances and energy change. Through repeated testing, they analyze data from reactants and products, improve a low-waste lava lamp model or fizzy handwarmer prototype, and justify design choices with claim-evidence-reasoning. The work builds skill in asking questions, collaborating, seeking and evaluating feedback, and reflecting after each trial on both scientific improvements and team process. Gallery walks and revision cycles help students strengthen their designs so the final products are effective, school-appropriate, and based on evidence.

Students will analyze evidence from repeated reaction trials to determine whether a chemical reaction occurred by comparing properties before and after substances interact, including gas production, temperature change, color change, and precipitate formation. They will design, test, and improve a low-waste lava lamp model or a school-safe fizzy handwarmer by measuring reactants, tracking results, and modifying choices to improve performance and reduce waste. Students will use short science texts, partner discussion, and claim-evidence-reasoning to explain which reaction design best meets a real school need. They will also strengthen collaboration by asking questions, sharing ideas for impact, seeking and evaluating feedback, and reflecting after each trial and gallery walk on both scientific improvements and teamwork.

Students will create trial logs, observation tables, and claim-evidence-reasoning notes after each reaction test to document gas production, temperature change, color change, or other signs that a new substance formed. As they iterate, teams will build and revise two school-safe prototypes: a low-waste classroom lava lamp model and a fizzy handwarmer that uses a controlled reaction to produce short-lived heat for an exhibition table. During gallery walks, they will also produce peer feedback notes with one compliment and one suggestion, then use those notes to revise both the science design and their teamwork. By the end, each team will present a final tested prototype, a comparison of trial data before and after revisions, and a brief explanation of how their design meets a real school need with minimal waste.

Open with “Catalyst Quest” by setting up a school-community challenge board with real scenarios, such as creating a low-waste visual science display or a school-safe warming product for an event table. Students rotate through quick demo stations showing signs of chemical reactions like gas production, color change, and temperature change, then record questions and notice which reactions seem most useful and least wasteful. In teams, they choose one challenge-board product idea, discuss tradeoffs using a short science source, and make an initial claim about which reaction could best serve the school community. End with a brief share-out where teams explain their choice and identify what evidence they will need to collect in future trials.

Host a “Chemical Reactions for School Solutions” showcase where teams present their low-waste lava lamp model and school-safe fizzy handwarmer prototype at interactive exhibition tables. Visitors test or observe each product, review student data charts showing evidence of gas, heat, and color change, and listen to a short claim-evidence-reasoning pitch about which design best meets a school need with the least waste. Include a gallery walk so classmates, families, and school staff can leave one compliment and one suggestion, and have teams post a brief reflection on how feedback shaped both their final reaction design and their collaboration. Conclude with a community vote for the safest, most useful, and least-waste solution.