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TAG Strategy For This Lesson:: The Six Thinking Hats REVISED
TAG Strategy For This Lesson:: The Six Thinking Hats REVISED
TAG Strategy For This Lesson:: The Six Thinking Hats REVISED
Ingram
TAG Strategy for This Lesson: The Six Thinking Hats REVISED
Unit Name
Solutions, Acids & Bases
GSE Standards
SC6. Obtain, evaluate, and communicate information about the properties that describe solutions
and the nature of acids and bases.
c. Use mathematics and computational thinking to evaluate commercial products in terms of
their concentrations (i.e., molarity and percent by mass).
f. Use mathematics and computational thinking to compare, contrast, and evaluate the nature of
acids and bases in terms of percent dissociation, hydronium ion concentration, and pH.
TAG Standards
Advanced Communication Skills Standard:
1. The student uses written, spoken, and technological media to convey new learning or
challenge existing ideas.
2. The student produces written and/or oral work that is complex, purposeful, and organized,
includes relevant supporting examples and manipulation of language.
3. The student creates products and/or presentations that synthesize information from diverse
sources and communicate expertise to a variety of authentic audiences.
8. The student participates in small group discussions to argue persuasively or reinforce others’
good points.
9. The student maintains a journal or log for self-reflection and/or self-evaluation.
Essential Question(s)
What should students know when lesson is completed?
Should there be a limit to how many Cokes (Coca-Cola) a person consumes each day?
Teacher will set up desk in 2 groups facing each other for the debate.
Class Set 6 Thinking Hats Analysis Worksheet
Ensure technology and web sources are functional and accessible for research.
Bottles (16 oz or 2 L) of Coke (with the label intentionally removed).
250 mL Beakers
Litmus pH Test Strips
pH Scale
Students will be asked whether they are in favor or against the essential question. For example,
“Raise your hand if you agree that there should be a limit on the amount of Cokes a person drinks a
day.” Students will be separated into two groups based on their position and will engage in a debate.
R. Ingram
Instructional Sequence and Activities (Including Use of Technology)
Students will be introduced to the Six Thinking Hats Strategy and will be instructed to use the
strategy complete the template to guide their individual explorations of the essential question. See the
provided document below.
White Hat – What are the facts? What do we need to know?
Blue Hat – What’s been learned? What steps do we need to take in order to answer this
question?
Black Hat – What are the negative effects of Coca-Cola?
Yellow Hat – What are the benefits of Coca-Cola?
Red Hat – How do you feel about a limit being placed on Coca-Cola? (Pre vs. Post)
Green Hat – New opportunities based on the results of the research.
Teacher will encourage students to be thorough as they complete the template as it will help them
construct their paper. As students complete the template, the teacher will move amongst the room to
help facilitate student progression.
Students will complete research via technology (for factual evidence about the ingredients within
Coke and etc.) and in the laboratory area (where they will test the pH of Coke to determine its exact
acidity/basicity).
After students collect their data, the teacher will provide students with instructions regarding their
reflection paper, as well as provide them with a “how to” of how to write references in APA format.
Students will be instructed to utilize their six hats template and their collected data to write their
reflection paper. As students begin to construct their paper, the teacher will walk around the room to
address any of the students concerns.
Assessment Strategies
Students will write a paper that addresses the following focus: What is the science behind soft drinks
(solution, acid or base, what’s in it) and do you think there should a consumption limit? Why/why
not?
Paper will need to reference/highlight their previously foundational knowledge of acids and
bases, solutions, molarity, and pH that they’ve learned in class.
o They will use the proper scientific language throughout the paper.
Paper will need to use information/facts from at least 3 valid internet resources.
Paper must include an APA bibliography page with in-text citations.
Students will attach their Six Thinking Hats completed document to the paper.
In a reflection of the strategy, students will be asked how they feel about the Six Thinking Hats
differentiation strategy – what worked, what didn’t, etc. They will be asked once after the completion
of the template and, again, after the completion of their paper.
Differentiation
Scaffolds/Interventions/Extensions/Enrichment
Materials/Links/Text References/Resources
The soda will be purchased from the store. Litmus strips and beakers are already on hand in
the laboratory stations.
Specific internet/text references are based upon student discretion. They are required to have
at least 3 reputable references.
The template for guided thinking using the 6 Thinking Hats will be provided to students after
the activating strategy (debate) when directions of the assignment are given. See below.
R. Ingram
Name: ______________________________________ Date: ____________________ Block: ________
1. White Hat – What do we know about acids and bases? What do we know about pH? What
do we need to know in order to successfully obtain an answer? _________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. Blue Hat – What steps do we need to take in order to answer this question? What research
(internet and experimental) do we need to conduct? __________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
5. Red Hat – How did you feel about placing a limit on consumption prior to the debate
and/or research? How do you feel now after completing your research and the experiment? ___________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
6. Green Hat – Based on the results of your research/experiment, what new ideas or
opportunities have you formed? How can your results be used? _________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________