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STEM Lesson Plan Candidate: Maylin Lusk Subject(s): Science Grade level(s): 6th Date: 07/05/16-07/06/16 Common Core Content Standard(s): Record the number, the sub-element, and Single/Multi-Day description of the Common Core State Standard(s) on which this lesson is based. Lesson: Science Subject Multi-Day (2) See NGSS section List the Common Core State Standards for Mathematical Practices used by writing their number, title, and description: None List the Common Core State Standards Science Literacy Standards used by writing their number and full descriptions: RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.(MS-PS1-2) List the Common Core State Standards Science Writing Standards used by their number and full descriptions: RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS1-2) List the Next Generation Science Standards Performance Expectation(s) used by writing their number, title, and description. If this is a math or English course, you can simply use the NGSS Science and Engineering Practice(s): Analyzing and interpreting data Construct explanation Conduct investigations NGSS : Middle School Chemical Reaction MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. • Analyze and interpret data to determine similarities and differences in findings. (MSPS1-2) Scientific Knowledge is Based on Empirical Evidence • Science knowledge is based upon logical and conceptual connections between evidence and explanations. (MS-PS1-2) Check which 21st Century Learning Objectives are used with an “X”: - x To build skills in “creativity and innovation” by brainstorming and identifying multiple ways to solve a problem, and implement their own approach to that problem - x To build skills in “critical thinking and problem solving” by identifying relevant given information, analyzing the data, manipulating the variables, and evaluating the process and work done - x To build skills in “communication and collaboration” by sharing, justifying, and critiquing ideas with precise academic language in oral and written forms as they work with others on a common task I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle): Day 1: DOK level Three: Strategic Thinking - investigation Day 2: DOK level Three: Strategic Thinking - investigation and Four: Extended Thinking -Proving II. LEARNING OUTCOME (Objective): Day 1: SWBAT investigate the process of chromatography by exploring the separation of ink. Day 2: SWBAT conduct a chromatography experiment to identify the possible suspect in the golden river heist crime. III. ESSENTIAL QUESTION: Day 1: What is chromatography ? Day 2: How will chromatography help me solve the Golden River Heist crime? IV. CURRICULUM CONNECTION (How This Lesson Fits Into Unit Plan): As part of the unit, students will be able to narrow down their suspect list to be able to solve the crime of the Golden River Heist. IV. INSTRUCTION A. ENGAGEMENT (Motivational Activity): Day 1 Day 2: See BOLD titles within the instructional sequence. Day1 & Day 2: Labs B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities): Day 1: Do-Now: (5 min) Scientific question: take a guess! What colors are in black? Prediction: If i have a black pen, then the colors in it are:__________________________ I think the colors in black are:___________________________________ -Engagement/ Exploration: I will ask students one main question connecting from their donow “what colors are in black ink? why? “ “Let’s explore” Procedure: 1.Pair up students with elbow partners 2. Read safety instructions on lab worksheet 3. 1 partner will be in charge of getting the cup with water mixture from front desk. Will be instructed to walk slowly and hold cup with both hands. 4. Using a penny, draw a thick circle with the black marker provided in the center of the coffee filter. 5.Place the filter with penny on top 6. Begin taking observations. Observations: -make a list of all of the changes you see. be as detailed as possible. 7. Write a conclusion to answer original question. “what colors are in black ink?” -Group discussion “what happened that allowed you to see the different colors?” -Explanation: I will demonstrate with water only and compare/contrast with their results “this had an additional chemical alcohol” -Explanation (cont): Student answer of the conclusion questions as a group discussion What would you NAME this process??? If you had to think of a NAME for the separation of color what would it be? what you just experience is called: THIS IS CALLED CHROMATOGRAPHY!!! (time : 25min) Essential question: what is chromatography ? Definition of Chromatography for students to write down. Assessment : tell me in your own words. Exit ticket: Crime question -how does chromatography help you solve the crime? IV. INSTRUCTION (continued) B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities): Day 2: D0-Now: (5 min) 1.List 3 observations from yesterday’s lab. 2.in your own words, describe what chromatography is. Elaboration: Chromatography Lab: 1. Students will read safety procedures. 2. Students will have 1 sheet of chromatography paper 3. I will instruct students to divide their chromatography paper into 4. 4. I will hand students the suspects pens in an evidence bag. 5. Students will collect their data (pen dots). 6. Students will be Given the Note left in the crime scene to examine. Explanation: 7. I will display the suspect’s note on a projector for students to analyze predict which one of the pens was used why do you think so? how can you tell for sure? what should/ could we do next? (Chromatography!) 8. Methanol drops: I will demonstrate students how to use the pipettes to drop methanol onto their chromatography paper data. 9. students will individually use pipettes to add methanol drops to their pen samples. ——-How about now? can you make a conclusion from this data? …. what is missing from your data? 10. I will then demonstrate students how to acquire the sample from the note(evidence). 11. Students will follow procedures: a. hole punch a piece from evidence note b. Place evidence into a small dish c. add 1 drop of methanol onto note pieces d. with a capillary tube, pull ink e. drop ink onto last space on chromatography paper Evaluate: Exit Ticket 12. Lab Conclusion: Students will differentiate and cite evidence about their findings. Which of the pens is the one used to write the note found in the crime scene. How did chromatography help you find this information? C. APPLICATION ACTIVITY (Practice of Reflection): Day 1: Lab Activity : see above Day 2: Lab Activity : see above D.MATERIALS AND RESOURCES: Materials Day 1: goggles, water, rubbing alcohol, gloves, coffee filters, black markers, cups, pennies Materials Day 2: Gloves, Goggles, Chromatography paper, Suspect Pens (3 suspect pens; 4 of each), Methanol, Pipettes, Capillary tubes, Cups *note:Methanol will be replaced by Alcohol 70 proof due to safety. Alcohol 70% is less harmful to breathe and less flammable.* V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning): GROUP DISCUSSIONS -INFORMAL ASSESSMENT DATA COLLECTION AND ANALYSIS -FORMAL ASSESSMENT EXIT TICKETS VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, PRACTICE): Demonstrations- Modeling Group work Group discussions for assessment Partner work Exploration Hands-on activities (labs) Worksheets Guided questions Slide presentation with vocabulary definitions Sentence starters VII. HOMEWORK (IF APPROPRIATE): NONE- LAB SCHOOL