SWBAT accurately summarize their work on a computer simulation.

In this lesson students review flipped notes and then complete an online simulation in order to gain a deeper understanding of solutions.

5 minutes

When the students enter the room, they take out their journals and begin working on the prompt: *Use the terms solvent and solute to demonstrate your understanding of solutions*. As the students write, I circulate through the room to review what the students are writing. This is the best time for me to check on -- even stretch -- their thinking - while it's fresh.

Once all of the students have had the opportunity to write, I ask for volunteers to share their answers with the class. We discuss the answers given and I ask the students to provide real world examples of solutes and solvents. In this journal example, the student explains the relationship between a solvent and a solute and provides an example. Many of the students provided only the definitions of solvent and solute, so we have a teachable moment. What does *demonstrate your understanding* look like?

10 minutes

We then spend time reviewing the flipped notes and notes review for this topic. This is the video I created for my students.

At this point in the year, I have the students tell me about the notes and I add information as necessary. One of the items that I am careful to point out to the students about this set of notes is that sometimes I used the term water instead of solvent. I also point out that solutions may be created from solids, liquids, and/or gases and have students add this information to their notes.

20 minutes

After reviewing the notes, the students are instructed to open the Solutions worksheet on their Chromebooks. I review the worksheet with the students and demonstrate the various functions of the online interactive. While the students are working on the activity, I circulate through the room to ensure that they are focused on the task and help them find the answers to any questions they have. The most difficult part of this activity is the creation of the data table and the graph. Some of the students do not remember how to properly set up the data table, while others have difficulty with creating the graph. This video provides an example of how I try to elicit key vocabulary words from the students as they create their graphs. The website being used by this student is Create a Graph. This student worksheet demonstrates the difficulty that my students have with remembering to use titles when creating data tables. Additionally, this student submitted the graph online as a separate document.

The use of the online activity addresses **NGSS: MS-PS-1-1** as students examine the physical properties of various solutes. **SP2** is addressed through the use of the simulation as a model.** SP4 and SP 8** - Analyzing and Interpreting Data and Obtaining, Evaluating and Communicating Information - are addressed as students collect and then analyze the data from the simulation.

This video provides an overview of the initial demonstration I use to help the students understand the various features of the simulation.

5 minutes

Near the end of class, I ask the students to share some of their findings with the class. I begin by asking them to note the saturation points for the various solutes. I then ask them to explain how they derived their answers, either by using evaporation or by adding solute. We then compare the results for each method to demonstrate the similarities in the data, regardless of the method used to derive the information. Completion of the activity is homework for students who did not finish in class.