Day 1-Is It Really There?... Proving Salt Is In The Water
Lesson 12 of 19
Objective: SWBAT plan and carry out an investigation to prove salts presence in water.
5e Lesson Plan Model
Many of my science lessons are based upon and taught using the 5E lesson plan model: Engage, Explore, Explain, Elaborate, and Evaluate. This lesson plan model allows me to incorporate a variety of learning opportunities and strategies for students. With multiple learning experiences, students can gain new ideas, demonstrate thinking, draw conclusions, develop critical thinking skills, and interact with peers through discussions and hands-on activities. With each stage in this lesson model, I select strategies that will serve students best for the concepts and content being delivered to them. These strategies were selected for this lesson to facilitate peer discussions, participation in a group activity, reflective learning practices, and accountability for learning.
The Matter and Energy unit focuses on the impact of temperature and pressure on solids, liquids, and gases. Students have multiple opportunities to develop an understanding that matter cannot not be created nor destroyed, only change. Through investigations of objects and substances, students identify materials by their properties, states, and determine if changes made to them are physical and chemical. Additionally, investigations include identifying materials that dissolve, mix, and change form and create a new substance. Students demonstrate their understanding by developing and using models, planning and carrying out investigations, constructing explanations, and using mathematical and computational thinking.
The Day1-Is it really there?...Proving Salt is in the Water You See It, takes place over the course of two days. Students recap their observations from yesterday's lesson on dissolving matter to facilitate ways of proving salt is in a container of water. With their group, they discuss the best way to find this out. They use the properties of salt and water to design three possible tests and select one to use They plan out the procedure and carry out their group's plan. Students record their observations throughout and draw a conclusion about whether or not their test proved salt was in the water.
Next Generation Science Standards
This lesson will address the following NGSS Standard(s):
PS 1-1 Develop a model to describe that matter is to small to be seen.
PS 1-3 Make observations and measurements to identify materials based on their materials.
Why do I teach with this lesson?
I teach the "Is It Really There?...Proving Salt is In the Water lesson with a student led inquiry activity to help students develop inquiry skills as they are investigating particles too small to be seen in matter. Many of my student have very limited background in science as the elementary school's within my district do not formally teach science prior to my students entering the 5th grade (the middle school). I find it important to provide guided inquiries that build their vocabulary and understanding of concepts in order to facilitate scientific thinking for future inquiry lessons. In this lesson,students design and execute an investigation to prove salt is really in the water even though it cannot be seen. They use their design to show salt is really in the water. This investigation supports the notion that matter is neither created nor destroyed when it undergoes a change. By exposing and engaging students with an investigation to model that matter is too small to be seen, I am providing them with a foundation that will support their experience to write a scientific explanations on the investigation and outcome.
Students are engaged in the following Scientific and Engineering Practices
2.) Developing and Using Models: Students create a model of salt and water to demonstrate and describe how particles are too small to be seen.
3.) Planning and Carrying Out Investigations: Students design an investigation to produce evidence and prove salt is really in the water. They use this evidence to write an explanation for the outcome.
The Day 1- Is It Really There?...Proving Salt Is in the Water lesson will correlate to other interdisciplinary areas. These Crosscutting Concepts include:
2.) Cause and Effect: Students plan and conduct and investigation to determine if salt is really in the water by making observations and measurements of the results.
Disciplinary Core Ideas within this lesson include:
PS1.A Structure of Matter: Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model showing that gases are made from the matter of particles that are too small to see and are moving freely around in space can explain many observations.
Classroom Management Considerations
- Importance of Modeling to Develop Student Responsibility, Accountability, and Independence
Depending upon the time of year, this lesson is taught, teachers should consider modeling how groups should work together; establish group norms for activities, class discussions, and partner talks. In addition, it is important to model think aloud strategies. This sets up students to be more expressive and develop thinking skills during an activity. The first half of the year, I model what group work and/or talks “look like and sound like.” I intervene the moment students are off task with reminders and redirecting. By the second and last half of the year, I am able to ask students, “Who can give of three reminders for group activities to be successful?” Who can tell us two reminders for partner talks?” Students take responsibility for becoming successful learners. Again before teaching this lesson, consider the time of year, it may be necessary to do a lot of front loading to get students to eventually become more independent and transition through the lessons in a timely manner.
- EXPLORE TEAMS (Pre-Set)
For time management purposes, I use “lab rats roles” I introduce these roles this at the beginning of the year. I model each role and provide students' opportunities to practice each role with a group during an investigation or lab. It has proven successful within my classroom keeping students engaged and on task.
Each student has a number on the back of his or her chair, 1,2,3,4 (students sit in groups of 4)and displayed on the board. For each explore activity, I switch up the roles randomly so students are experiencing different task responsibilities which include: Director, Materials Manager, Reporter, and Technician. It makes for smooth transitions and efficiency for set up, work, and clean-up.
Today, I begin by asking a student to recap our investigation from yesterday. She shares that we had two containers: one with water and soil and another with water and salt. She continues explaining how we stirred both to see which material dissolved in the water.
After reviewing what we learned yesterday about dissolving matter, I hold up a container and pose the question to the class: "Do you think there is any salt in this water?" I want students to think of their observable properties and connect them to what they are seeing now. (This container contains water and salt)
Since the container is a little cloudy, many students say yes right away, so I add on: "While many of you say yes, I want to know if you could prove it to me?" I want them to start thinking of some investigations to prove salt is in the solution.
I begin by handing out an investigation packet to each student and review their task. I point out the problem posed at the top of the packet:
★ PROBLEM: In our last class, you added salt to water and observed it dissolve. As it dissolved, it looked as if it had disappeared. However, since we know matter can never be created nor destroyed, only changed, we know it has not disappeared.
Then I move on to stating the question they are working on finding an answer to their investigation.
★ QUESTIONS: So how can you prove salt is really there? What tests can you perform to prove the salt is still there, it did not disappear?
Before they begin designing an investigation, I ask them to the think about what they already know about the properties of water and salt. They write them in the data table on the packet. I want them to think of the original properties of each material so that as they are conducting an investigation, they can use this observation to determine if the salt is there or not.
Designing an Investigation
In their groups of 3-4, I guide them to the next direction in the investigation packet, making a plan. Before they begin their plans, I show them the materials that are available to them to use for their investigation. I have filters, strainers, hot plates, mass scales, cylinders, and mesh. I tell them they are not limited to these materials and if they have an idea they would like to create, they can check to see if I have materials they need.
★ PLAN: What are three possible tests we could do to prove salt still exists in the solution? (Think before you decide...Think about the properties you named above to describe water and salt. Can any of these properties help you design a test to prove salt is really in the water.)
After reading the task, I instruct them to work with their group members to come up with three ways they might test for salt. I want them to think of more than one investigation and recognize it is possible to have more than one way to find an answer to a question. They work with their groups to think of ways to test that salt is really in the water and record each one the table.
Test Idea #1
Test Idea #2
Test Idea #3
While they are designing possible tests, I am circulating the room to review some possible investigations. I notice there is quite a variety of tests being considered: a filter test, boiling test, a mass test, a volume test, and evaporation overnight test. I reconvene the class and ask each group share their test ideas. I note these on the board.
With the list on the board, I ask students to select one of their test ideas they want to use for finding out if salt is still there. I have them circle the test idea and have them write out a plan on the investigation page. A tell them every scientist makes a plan when creating an investigation. I want them to understand the importance of developing a procedure before carrying it out. As they write out their plans, I walk around and check them.
Carrying Out Their Investigation
Once I have approved their plan, they begin the investigation.
I am moving about the room monitoring groups and asking them to walk me through their test. I observe students building a filter system, investigating the mass, setting up an evaporation test (which students will observe tomorrow since it needs to sit overnight), creating a volume test, and preparing for a boiling test. (For the boiling test, I have students set it up and students tell me when they are ready for me to place the pan on the hot plate. For safety reasons, I am the one handling the hot plate and pan while students observe the boiling water.) Once the water has evaporated out and the pan has cooled, students observe the pan for evidence to determine if salt was really in the water.
There is a good variety of tests being considered to prove if salt is in the water.
Students note their observations of salt in their data table of the investigation packet
The students with the evaporation test will observe their results tomorrow. I let this group observe other groups investigation during this time.
RECORD OBSERVATIONS and CONCLUDE
Once students complete their investigation, they record observations in the data table within their packet.
Record and data you observed and/or collected. What did you notice about the water? salt?
I ask them to analyze their observation and conclude if their investigation proved salt was really there by writing yes or no on in their packet.
Based on the test you designed, observations made, and data collected, have you
proved there is salt in still in the water? _________________