MST Lesson Plan (NYC)
(Tatyana Sumner & Evelyn Pulido)
Shake It Up, Mix It Up!
(Lesson #6)
Blooms Taxonomy: Level 6 – Evaluation
Gardiner’s Multiple Intelligences: Visual, Interpersonal, Kinesthetic
Children’s Literature: Solids and Liquids by Peter Riley. (Essential Science) Black Rabbit
Books Publishing. http://www.tower.com/solids-liquids-peter-rileyhardcover/wapi/107268774#product_details
NYC Science Scope and Sequence:
Inquiry Skills:
Classifying – arranging or distributing objects, events, or information representing
objects or events in classes according to some method or system
Identifying variables – recognizing the characteristics of objects or factors in events that
are constant or change
Manipulating materials – handling or treating materials and equipment safely, skillfully
and effectively
Observing – becoming aware of an object or event by using any of the senses (or
extensions of the senses) to identify properties
Predicting – making a forecast of future events or conditions expected to exist
Process Skills:
PS 3.1e,f, PS 3.2c – Predict, observe, and examine different substances to determine their
ability to mix with water.
NCTM Math Skills:
Process Standards:
Connections – recognize and apply mathematics in context outside of mathematics
Representation – Use representation to model and interpret physical, social and
mathematical phenomena.
Content Standards:
Data Analysis and Probability
– collect data using observations, surveys, and experiments
– represent data using tables and graphs.
ISTE NETs Standards for Literate Students
Creativity and Innovation – c. use models and simulations to explore complex systems
and issues
Technology Operations and Concepts – understand and use technology systems
Behavioral Objectives
1. To make observations about various substances and make predictions whether they
will dissolve in water or not.
2. To conduct an experiment dissolving various substances in water and to record the
weight of water before and after a solute is added for comparison.
3. To evaluate the difference between the weight before and after the solution
(substances that dissolved) was created using a bar graph representation.
Motivational Activity / Question
The lesson will begin by students gathering in the meeting area. The teacher will ask the
class, “If I want to make chocolate milk, what do I need to do?” The students will offer
suggestions such as “milk and chocolate syrup” or “milk and cocoa”. The teacher will then ask,
“What happens with cocoa if I stir it in the milk?” The students will respond with answers
similar to “It will disappear” or “It will dissolve.” The teacher will promote more examples by
asking “Can you name other things that dissolve in liquid?”
Time Duration: 1.5 periods (75 minutes)
Procedures
1. After the motivational discussion the teacher will read the book Solids and Liquids by
Peter Riley. The students will write down new vocabulary in their science notebooks.
a) Solution is when you mix two or more different substances together in liquid.
b) Solute A substance that is dissolved in another substance
c) Solvent is something that has the power to dissolve other items.
d) Dissolve to cause to pass into liquid form.
e) Evaporate the process by which liquid turns to a gas.
f) Suspension is a mixture in which small particles of substances are dispersed
throughout a gas or liquid.
2. The class will be then divided into pairs and positioned at assigned science stations.
At these stations students will have glasses of water and various substances such as,
salt, granulated sugar, brown sugar, flour, baking soda, cocoa, sand, coffee all in the
amounts of 3 tablespoons. The students will be asked to examine each substance and
describe it on the graphic organizer.
SHAKE IT UP, MIX IT UP!
NAME ____________________________________
Instructions: Complete all the sections of the graphic organizer. Weigh water
before and after you add solute. Write a prediction first then
conduct an experiment and write your results.
WATER AND…
Salt
Granulated Sugar
Brown Sugar
Flour
Baking Soda
Cocoa
Sand
Coffee
My
Observations
My water
weight.
What I think
will happen?
What
actually
happen?
My
solution
weight
3. The teacher will ask students to share their thoughts and observations of the
substances they examined. “What is similar and different about the substances you
observed?”
4. Students will then weigh their water cups recording the weight before adding various
substances. They will realize that all water is weighs the same at 60grams (1/2 cup).
5. Students will then proceed mixing the solutes with the solvent (water) and recording
their observations. As a step down in the experiment, they will weight the newly
created solutions (only those that mixed well) and compare the results. The teacher
will ask, “Why does solution weighs more than your water cup at the beginning of the
experiment?”
6. The students will then use computers with access to MS Excel software to create a
bar graph showing a comparison between the initial weight of water and the final
weight of the solution.
7. The students will once again gather in the meeting area and share their findings. The
teacher will ask questions to facilitate discussion. “Why is the weigh of one solution
different from another if you added 3 tablespoons of each substance? Were there any
outcomes that surprised you?”
Questions
I.
Closed-Ended Questions:
1. “What happens with cocoa if I stir it in the milk?
i. The coco will dissolve.
2. “Why does solution weighs more than your water cup at the beginning of the
experiment?”
i. The solution weighs more because we added the weight of the
substance to the weight of the water.
3. “Why is the weight of one solution different from another if you added 3
tablespoons of each substance?
i. Because each substance has its own weight.
II.
Open-Ended Questions:
1. “If I want to make chocolate milk, what do I need to do?”
2. “Can you name other things that dissolve in liquid?”
3. “What did you find that is similar and what is different about the substances
you observed?”
4. “Was there a solution the result of which surprised you?
Materials
1.
2.
3.
4.
5.
6.
7.
Book – Solids and Liquids by Peter Riley
Computers with access to MS Excel software
Graphic Organizer (1 per student)
Measuring scale (1 per group)
Mixing spoon (2 per group)
½ of water (8 per group)
Salt (3 tablespoons per group)
8. Granulated sugar (3 tablespoons per group)
9. Brown sugar (3 tablespoons per group)
10. Flour (3 tablespoons per group)
11. Baking Soda (3 tablespoons per group)
12. Cocoa (3 tablespoons per group)
13. Sand (3 tablespoons per group)
14. Coffee (3 tablespoons per group)
15. Cleaning materials/paper towels
16. Clear table cloth/tarp
References
Riley P (2010). Solids and Liquids. N.p.: Black Rabbit Publishing
Assessment
Students will be assed using a rubric that is based on the following behavioral objectives:
ASSESSMENT RUBRIC
Behavioral Objective
Target
Satisfactory
Unsatisfactory
3
2
1
To make observations
about the various
substances and make
predictions whether
they will dissolve in
water or not.
Student made at least
2 valid observations
and rational
predictions describing
whether the various
substances will
dissolve in water
using all 8 substances.
Student made one
observation about
various substances and
made predictions
whether they will
dissolve in water for 6
out of 8 substances
Student made one
observation about
various substances
and made
predictions whether
they will dissolve
in water for 5 or
less substances.
To conduct an
experiment dissolving
various substances in
water and to record the
weight of water before
and after a solute is
added for comparison.
Student participated in
an experiment
dissolving various
substances in water
and accurately
recorded weight of
water before and after
a solute is added for
comparison.
Student participated in
an experiment
dissolving various
substances in water
and recorded weight of
water before and after
a solute is added for
comparison with 6 out
of 8 substances.
Student
participated in an
experiment
dissolving various
substances in water
and recorded
weight of water
before and after a
solute is added for
comparison with 5
or less substances.
Student
Rating
To evaluate the
difference between the
weight before and after
the solution
(substances that
dissolved) was created
using a bar graph
representation.
Student created a bar
graph representation
clearly and accurately
illustrating the
difference between
the weight before and
after the solution was
created. Bar graph
was correctly labeled.
Student created a bar
graph representation
that illustrated the
difference between the
weight before and after
the solution was
created. Bar graph had
labels with 1-2 errors
or data for 1-2 solution
is missing
Student had
difficulty creating
an accurate bar
graph
representation that
illustrated the
difference between
the weight before
and after the
solution was
created. Bar graph
had labels with 3 or
more errors or data
for 3 or more
solution is missing.
Student Performance-Based Product
1. Graphic Organizer
SHAKE IT UP, MIX IT UP!
NAME ____________________________________
Instructions: Complete all the sections of the graphic organizer. Weigh
water before and after you add solute. Write a prediction first
then conduct an experiment and write your results.
WATER
AND…
Salt
Granulated
Sugar
Brown Sugar
My
Observations
White, tiny
pieces,
scratchy
White, tiny
pieces,
scratchy
Light brown,
small pieces,
scratchy
My
water
weight.
What I think
will happen?
What actually
happen?
My
solution
weight
60
grams
Will
dissolve
Dissolved
114.7
grams
60
grams
Will
dissolve
Dissolved
98.5
grams
60
grams
Will
dissolve
Dissolved
101.4
grams
Flour
Baking Soda
Cocoa
Sand
Coffee
White,
powder-like,
soft,
White,
powder-like,
soft
Brown,
powder-like,
soft
Yellow, tiny
pieces,
scratchy
Dark brown,
tiny pieces,
soft.
60
grams
Will
dissolve
60
grams
Will not
dissolve
60
grams
Will
dissolve
60
grams
Will not
dissolve
60
grams
Will
dissolve
2. Data chart and bar graph.
Solutions
Water &Salt
Water&Granulated Sugar
Water&BrownSugar
Water&Cocoa
Water&Coffee
Water (g)
60
60
60
60
60
Solution (g)
114.7
98.5
101.4
76.1
69
Did not
dissolve all
the way,
turned water
white
Did not
dissolve all
the way
Dissolved,
turned water
brown
Did not
dissolve at
all
Dissolved,
turned water
brown
Not a
solution
Not a
solution
76.1
grams
Not a
solution
69 grams
140
Weight in Grams
120
100
80
60
40
Water
Solution
20
0
Liquids