Reesha Grosso Art: Science & Theory Unit The Chemistry of Natural Dyes

Lesson Plan Three

Goals/objectives: Students will know that pigments are natural coloring made from plant or animal matter. Students will formulate a recipe for dyes by analyzing an informational text Students will design an experiment to examine the dyeing process. Standards:
CC.1.2.6-8.B: Cite textual evidence to support analysis of what the text says explicitly as well as inferences and/or generalizations drawn from the text.

3.2.6-8.B7: Understand how theories are developed. Identify questions that can be answered through scientific investigations
and evaluate the appropriateness of questions. Design and conduct a scientific investigation and understand that current scientific knowledge guides scientific investigations. Describe relationships using inference and prediction. Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it enhances accuracy and allows scientists to analyze and quantify results of investigations. Develop descriptions, explanations, and models using evidence and understand that these emphasize evidence, have logically consistent arguments, and are based on scientific principles, models, and theories. Analyze alternative explanations and understanding that science advances through legitimate skepticism. Use mathematics in all aspects of scientific inquiry. Understand that scientific investigations may result in new ideas for study, new methods, or procedures for an investigation or new technologies to improve data collection.

Materials and Preparation: Beets, onion skins, and berries- cut and prepared Vinegar Burners Saucepans White bandanas Lab sketchbooks Classroom Arrangement and Management Issues: The classroom will be arranged in a horseshoe shape to allow for conversation and idea sharing and to leave room for students to gather materials. Materials will be stationed on a table in front of the room so that I can easily pass them out. The room has a sink and a SMARTboard. This lab contains dyes and boiling liquids, so students will need goggles and rubber gloves, and I will discuss proper lab procedures before the experiment begins. The class is made up of 6th, 7th, and 8th graders, so I will make an effort to differentiate instructions for 6th graders and to invite them into conversation. Class size will be small (~15 students) and the lesson will be dynamic, so I am not anticipating many management issues. Plan (80 minutes): Introduction (15 min) Students will share their results from last weeks Candy Chromatography homeworkguessing what type of candy each person used in their experiment.

Reesha Grosso

Lesson Plan Three

Mini-lesson on the history of dyes and pigments, which were made from things found in nature until synthetics were invented in the 1850s.

Jigsaw reading and analysis of informational texts (20 min) Students will read informational texts about various cultures process for creating dyes. Students will jigsaw in groups of 3-4 to share information with one another. Students will remain in groups to analyze texts and formulate a recipe for dyes. As a group we will share recipes and decide how to begin. Experimental design (15 min) Mini-lesson on the tenants of experimental design. Set up experiments- use rubber bands to mark off some areas for two trials. Students will write their recipes and procedures in their lab sketchbooks. Cleanup and Closure (5 min) Homework: students will write their project proposal for the Maker Faire. Bandanas will clothes-pinned to line-dry. Instruct students to place all materials on the tray on the front desk. Assessment of Goals/Objectives Listed Above: Students will formulate a recipe for dyes by analyzing an informational text. Students will design an experiment to examine the dyeing process. Students will write responses explaining their experiment in their lab sketchbooks using vocabulary such as pigment, mordant, and dye. Anticipating students responses and your possible responses: If students are not listening to one another, I will remind them to listen respectfully and to encourage one another to share ideas and opinions. If the noise level in the room increases during the lab, I will ask students to bring it to a 2 (they are familiar with this code, which means only the person next to you can hear your voice). If students are off task, I will count down from five as their teachers do (all TPS classes use Developmental Designs), then explicitly reminding them of our goals and my expectations. Accommodations: If students finish writing early I will check in with them and give them a higher-level or more thought provoking question. The class is small but diverse; if individuals are struggling I will have the time to work with them while others are completing writing prompts or pair-sharing. Resources: Information about natural dyes and videos about the process in other cultures will be available on the class website. Students can access the site to help them with homework and to find out more about concepts we explored in class: artofexperimentation.weebly.com