NGSS: Implications for Learning Sequences
Objective:
To experience a sample learning sequence that demonstrates
the NGSS “shift” with examples at primary, upper elementary,
and secondary (middle school and high school).
Time:
Total Time
Part I
Part II
Part III
Break
Part IV
Part V
Materials:
Slides
S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
S11
S12
S13
S14
S15
S16
S17
S18
S19
S20
3 hours
(1 hr 15 before lunch; 2 hours after lunch)
NGSS Introduction: Out of the Box
20 minutes
Chromatography Science Experience
15 minutes
Chromatography Science Information
40 minutes
(lunch)
Engineering Challenge Grade Levels
75 minutes
Debrief NGSS Out of the Box
45 minutes
Title
Session Goals
Quick Write
Shifting the Frame
Linking the Tool with this Learning Sequence
Observe the Phenomena
Share Your Thinking
Independent Research
Connecting Text to the Exploration
Lunch Break
Grade Span Grouping
Problem, Criteria and Constraints
Engaging in the Problem
Claims and Evidence
Debrief #1 SEPs
Science and Engineering Practices
Debrief #2: The Nexus of Science and Engineering
Based on the Experience and Scan of the Standards
Shifting Frames
Taking it Home-Reflections
Handouts
H1
Chromatography Text
H2
Problem Rubric
H3a-c Grade Span Engineering Problems
H4
Science and Engineering Practices
H5
Standards Progression
Charts
C1
In the Box / Out of the Box
C2
Engineering Materials Cost
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Resources
R1
K-2 Chromatography Set UP
R2
3-5 Chromatography Set Up
R3
6-12 Chromatography Set Up
R4
NGSS Standards Documents
Materials for Chromatography
Whole group:
Kool-Aid (purple) mixed in containers of 1 pkg per 100 ml.
Water
8 oz clear plastic cups
Droppers
Swizzle sticks
Napkins (white)
Notebooks (paper to use for notebook)
Sentence strips
Chart paper
Markers
Grades K-2:
Whole group:
Large container with solvents (water and vinegar)
Chromatography paper
Kool-Aid (purple) premixed 100 ml per package
Chart paper and pens
Per group of two:
5 (min.) 8 ounce plastic cups per group
1 Dropper
5 Swizzle sticks
Chromatography Paper (about 2 feet)
Absorbent pad or paper towels
Chart paper and pens
Grades 3-5:
Whole group:
Large container with solvent (water)
Coffee filters
Paper Napkins
Chromatography Paper (about 2 feet)
Paper Towels
Kool-Aid (purple) pre-mixed 100 ml per package
Chart paper and pens
Per group of two:
5 (min.) 8 ounce plastic cups per group
1 Dropper
1 Ruler
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5 Swizzle sticks
Absorbent pad or paper towels
Chart paper and Pens
Grades 6-12
Whole Group
Kool-Aid (purple) in 50 ml Conical tube
White copy paper
Paper towels
Coffee filters
Chromatography paper
3 Solvents available (water, 5 % and 20 % rubbing alcohol)
Water
Per Group of 2-4
5 Safe Tubes
1 Super Racks for Safe Tubes
4 Droppers (transfer pipettes that are graduated)
1 Scissors
3 Solvents in 50 ml Conical tubes (Water, 5% and 20% rubbing
alcohol)
12 cc syringe
Cotton Balls
Absorbent pad
1 Ruler
1 Large paperclip
Chart paper and pens
Trainer Note: a “nice to have” supply is science notebooks for participant to record
their observations and data. They can also use regular paper.
Advance
Preparation:
1. Read all resources on chromatography. To get familiar with
the activity, do the chromatography challenges for each
grade span.
2. Duplicate the handouts: H1 (Chromatography Text); H2
(Problem Rubric); H3a,b,c (Grade Span Scenario
Problems); H4 (Science and Engineering Practices); H5
(Standards Progression).
3. Gather all materials for whole group. Mix purple Kool-Aid at
a concentration of 1 package per 100 ml. Distribute to
tables in 8 oz plastic cups. Place paper supplies and
droppers in the center of each table.
4. Gather materials for each specific groups (K-2, 3-5, 6-12)
See R1, R2, and R3
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5. Make C1 (In the Box / Out of the Box) and a large red x.
Use as indicated when participants are experiencing the
activity as a “learner” and as a teacher in the debrief of the
experience.
6. Either duplicate C2 (Engineering Materials Cost) as a
table hand out, or turn into a chart for each table.
7. Decide whether grade level group challenges will be in the
same room or separate rooms. Set up according.
Procedure:
Trainer Note: Complete Part I-III before the lunch break. Begin the
chromatography lesson after lunch. Before the group breaks for lunch ask for a
head count of teachers in each grade span (k-2; 3-5; 6-12) and modify the activity
as needed. It is ok to have a K-5 group that works on the 3-5 scenario. Set up
and make final changes for the activity during the lunch break.
Part I
NGSS Introduction: Out of the Box
(20 minutes)
1.
Display S1 (Title). Ask participants to sit in grade-span groups. K-2, 3-5,
6-12.
2.
Display S2 (Session Goals) and explain this session is designed to link to
the Tool that helped “design” a unit of instruction to thinking about a learning
sequence based on the Conceptual flow identified in the tool
a. Explain that NGSS requires a shift from a “Typical Lesson Frame” of how
we plan and implement lessons to an “NGSS Frame ” with the 3
dimensions: science and engineering practices, disciplinary core ideas,
and cross cutting concepts.
b. This 3D learning is a whole new way of teaching science. Instead of
thinking about one lesson, one needs to think about a learning sequence
in order to use the 3 dimensions to build student understanding
c. The learning sequence in which participants will be engaged is not an
exemplar but an example on the road to shifting our typical instructional
planning to include deeper understandings of NGSS.
3.
Display C1 (In the Box/ Out of the Box), and explain the learning
experience for today is placed both in the box as a classroom “learner” and
out of the box as a teacher reflecting on the experience. Placement of the X
on the chart will track whether participants are in the box as a learner or out
of the box as a teacher during this experience.
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4.
Display S3 (Quick Write) and ask participants to complete the prompt.
5.
Display S4 (Shifting the Frame) and ask partners to think-pair-share what
a NGSS learning sequence might include. Chart ideas generated by the
group. Explain that they will return to this chart after their “learning
sequence.” Save chart for Step 25.
Part II
6.
Science Experience Chromatography
(15 minutes)
Display S5 (Linking the Tool with this Learning Sequence) and explain
that what participants are about to experience was planned using the Tool to
design a conceptual flow for a unit on matter and its interactions.
a. Explain that a DCI, and its corresponding PE were selected for the
learning sequence to address properties of matter.
b. Explain that using the PQP chart, the teachers selected a variety of
practices that would help students investigate properties of matter.
c. Explain that participants are “dropping in” in the learning sequence that
already included a variety of ways to learn about the properties of matter.
Trainer Note: the same basic learning sequence is used for primary, upper
elementary and secondary. Therefore it is hard to show one PE/DCI. However, H5
shows the progression of the PEs for Science and Engineering. Use this as a
reference only at this point. Participants will explore H5 after they have done the
activity.
7.
Place the Red X in the box on C1 and invite participants into the activity as a
learner.
8.
Display S6 (Observe the Phenomena) and ask participants to use the
eyedropper to drop drops of grape Kool-Aid on a napkin.
a. Observe and take notes on your observations.
b. Then ask participants to record questions that come to mind about the
phenomena.
9.
Display S7 (Share Your Thoughts) and ask participants to share a few
observations. Then ask for questions partners might have recorded or
discussed. Chart observations and questions on a two-column chart. Prompt
questions about the spread of the color.
Part III
Science Chromatography Information Text
“out of the box” debrief of the morning activity)
(40 minutes—includes 1
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10.
Display S8 (Independent Research and distribute H1 (Chromatography
Text). Ask participants to read the text using the code displayed on the
screen.
Trainer Note: Readers need a purpose for reading. The questions generated in
Step 9 (after the activity) provide a reason to read. The strategy for reading
detailed in Slide 8 helps the reader identify possible answers to his/her question,
identify interesting ideas, and identify passages that are difficult for him/her to
understand. This process helps the reader with metacognition about the reading.
Remind participants that the reading is designed for adult background. It is not a
reading for K-6 students, but it could be appropriate for high school. The reading
was selected to challenge the adult so that they can experience how their students
engaging in challenging reading.
The process for the reading is “text dependent questions” which aligns with CCSS
strategies for reading complex text.
11.
Display S9 (Connecting Text to the Exploration).
a. In a think pair share ask participants to answer the two text-dependent
questions. Allow time, then ask several partners to share their ideas.
b. Ask partners, based on their discussion and reading to return to their
original sketch and description. How might they modify what they did?
Ask several partners to share their aha’s
c. Lastly, have partners discuss how chromatography is used. Conduct a
whole group discussion.
Trainer Note: Ask high school teachers to also read the section on column
chromatography. Invite others to also read it if they desire.
12.
Move the X from the chart to the Outside of the Box. Ask participants
tor reflect on the learning sequence so far. What science have they
experienced? What do they understand about Chromatography? What shifts
(or reinforcement of best practice) did they notice in the instruction that got
them to that point? Conduct a brief discussion.
13.
Display S10 (Lunch Break) and explain that the “shifts will continue after
lunch. Do a final head count for the number of participants in each grade
span and dismiss participants to lunch.
LUNCH BREAK
Part IV
Engineering Challenges Grade Levels
(60 minutes)
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14.
Display S11 (Grade Span Grouping) as participants return from lunch and
ask them to sit at the designated tables.
15.
Display S16 (Problem, Criteria and Constraints) and distribute H2
(Problem Rubric). Explain that each group K-12 will have an engineering
challenge appropriate for their grade level span. Ask them to glance at H2.
The components of the rubric are the criteria elements. Each group will use
these criteria to design something that will help solve the problem. If there
is time, the groups will rubric-score the solutions using this rubric.
16.
Move the X back into the learner box.
Trainer Note: For the problem activity decide if participants will work in notebooks
or on regular paper. Also decide if participants will be assigned group roles, or if
they will select their own process for doing the activity.
17.
Display S13 (Engaging in the Challenge) and distribute H3a (K-2
Scenario Problem) to the K-2 group; H3b (3-5 Scenario Problem) to the
3-5 group; and H3c (6-12 Scenario Problem) to the 6-12 group. Remind
them that they have 30 minutes for the activity.
18.
After 30 minutes, display S14 (Claims and Evidence) and ask groups to
prepare their charts. Then ask groups to share their charts with one other
grade alike group. Encourage groups to rubric-score the charts using H2.
19.
Ask participants to discuss and answer the questions at the end of the
scenario in preparation for the next part (debrief).
Trainer Note: Monitor groups to help them keep on time.
Part V
Debrief NGSS Out of the Box
(45 minutes)
20.
Bring all grade level groups together and ask participants to now form mixed
grade level groups of 3-6 people (someone from K-2, 3-5 and 6-12 forms a
group).
21.
Move the Red X to outside of the box on C1 and display S15 (Debrief#1
SEPs). Distribute H4 (Science and Engineering Practices). Ask
participants to briefly share what they did in their learning sequence and how
they used the science and engineering practices. Ask a couple of groups the
share their ideas aloud.
22.
Display S16 (Science and Engineering Practices) to wrap up this part of
the debrief. Ask participants to explain the color-coding on the slide.
Trainer Note: Blue is science only, red is both, brownish is engineering only—they
go hand in hand with each other.
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23.
Display S17 (The Nexus of Science and Engineering) and distribute H5
(Standards Progression). Ask groups to scan the standards to determine
how they change over the grade levels for science for engineering. What do
they notice?
Trainer Note: Standards in both science and engineering increase in depth and
complexity as you go across the grades. Within each grade span, the standards
from science and engineering support each other.
24.
Display S18 (Based on the Experience and the Scan) and use the
prompts for a whole group discussion. Explain that one of the NGSS shifts is
to include engineering; however not every learning sequence requires an
engineering experience. The challenge is to find the appropriate learning
sequences that build the science understanding first, and then incorporate an
engineering problem or challenge applied to the science discipline.
25.
Display S19 (Shifting Frames) and ask partners to compare this experience
to the “typical lesson” and then to think, pair, share ideas to add to the
original chart developed in Step 5. Edit chart as appropriate. Emphasize the
idea that it is a sequence, not just a lesson that binds the 3D learning.
26.
Display S20 (Taking it Home-Reflection). Ask participants to think of a
learning sequence that they used that could be improved by considering the
NGSS shifts. Ask participants to complete the prompt based on that sequence
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H1
What is Chromatography?
Chromatography is a method for separating the parts of a mixture containing different
chemicals. The different properties of each molecule type are exploited to accomplish
this task.
This technique uses two components:
1. Mobile phase: a gas or liquid that transports the solution or mixture being tested
across the stationary phase (water, rubbing alcohol are examples).
2. Stationary phase: the solid through which the tested substance is carried by the
mobile phase (coffee filter, paper, paper towels and cotton are examples).
To separate the chemicals in a mixture through chromatography, the chemicals need to
have different properties such as molecule size or variable solubility in different
solvents. The stationary phase will absorb or slow down different components of the
tested mixture to different degrees creating separation as the components of the
solution move across the stationary phase.
To separate the chemicals in a mixture using chromatography, the chemicals need to
have different affinities for the mobile and stationary phases. These differing affinities
might be due to intermolecular force differences, molecular size or shape differences,
different solubility, or different electrical charge interactions. The substances with higher
affinity for the stationary phase will move more slowly across or through the stationary
phase and those substances with greater affinity for the mobile phase will move more
rapidly, creating separation as the components of the solution move across the
stationary phase.
Chemists use this process to separate unknown substances into fractions so they can
be used or further studied in their pure form. This method also can be used in forensic
science to help analyze and compare samples found at crime scenes. By comparing
known samples to unknown samples, a case can be made as to their similarities. The
process of gel electrophoresis uses the properties of molecules such as size and
charge to separate mixtures of DNA or proteins as they move through a gel by
electricity. This technique has many applications in molecular biology and forensic
science including paternity testing, biological fluid identification and DNA typing.
The Procedure: Paper Chromatography: A drop of pigment is placed onto the
chromatography paper approximately 3 cm from the bottom. The solvent of choice is
added to the test tube or container so that it will not touch the pigment. The
chromatography paper strip is placed into the mobile phase not allowing the pigment
spot to go into the mobile phase. Different mobile phases can be used to explore the
best medium to separate the pigments in purple mixture (See Figure 1).
Column Chromatography works like paper chromatography, but the column is the
container (such as a syringe) that holds the stationary phase (such as cotton) that was
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added to the column. It is often “packed” into the column or pushed down until it is at
the bottom of the syringe. The stationary phase is generally saturated with the solvent
before the mixture is added. Once the mixture is added, then more solvent is added to
move the mixture through the column by gravity. Various solvents can be passed over
the column either individually or in sequence (See Figure 2).
Figure 1: Paper Chromatography Image from Wiki Common
Mobile
Phase
Stationary
Phase
Mobile
Phase
Figure 2: Column Chromatography Image from Wiki
Commons
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H2
Grades K-2 Criteria
Complete
Separation
Color Intensity
3
Colors (red and
blue) separate
completely
Colors are clear
2
Colors (red and
blue) partially
separate.
Colors are partially
clear.
1
Colors (red and
blue) slightly
separate.
Colors are not clear.
2
Colors (red and
blue) partially
separate.
Colors are partially
clear.
Paper properties
remain mostly the
same. (May tear or
rip easily.
1
Colors (red and
blue) slightly
separate.
Colors are not clear.
Other
Grades 3-5 Criteria
Complete
Separation
Color Intensity
Paper
3
Colors (red and
blue) separate
completely
Colors are clear and
intense
Paper properties
remain (does not
tear or rip easily.
Paper properties do
not remain and
tears or rips easily.
Other
Additional Points: 4 points for the Lowest Cost
Grades 6-HS Criteria
Complete
Separation
Color Intensity
3
Colors (red and
blue) separate
completely
Colors are clear
2
Colors (red and
blue) partially
separate.
Colors are partially
clear.
1
Colors (red and
blue) slightly
separate.
Colors are not clear
Other
Additional Points: 4 points for the Lowest Cost with the highest efficiency
Additional Points: 4 points for the greatest Speed of Separation
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H3a
K-2 Scenario Problem
Procedure:
1.
Work in teams of 2-4 and read the scenario:
The Pink and Blue Baby Supply store is preparing for seasonal changes in
their store decorations. The storeowner wants only pink or blue snowflakes
to build a one-foot snowman for the store window. The shipment of pink and
blue tissue paper is delayed and the paper stores are closed. The challenge
is to design a reliable method to produce pink and blue paper using only the
“Kool-Aid” color (purple) and filter (chromatography) paper in the office. The
only liquids in the storeroom are vinegar and water. The storeowner will be
selecting the winning “contract” for separating the pigments to make 20
more snowmen tomorrow morning. The materials engineering team goes to
work.
2.
You have 30 minutes. Get to work.
3.
At the end of 30 minutes, prepare a chart to share your design solution.
Include chromatography evidence taped on your chart to prove the claim.
You may choose to use a sentence frame: Our claim is __________. The
evidence includes________________________________________.
4.
Share your chart with one other group. Use H2 to score each other’s design.
5.
In the grade span group, discuss these questions:
How could the knowledge of properties of matter (pigments and paper) help
in their design strategy?
How do students at grades K-2 currently study the properties of matter that
help understand chromatography? How could you shift your instruction
toward the NGSS?
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H3b
3-5 Scenario Problem
Procedure:
1.
Work in teams of 2-4 and read the scenario:
You work for a company that is a major supplier of natural pigments used to
dye athletic shoes. One of your scientists has discovered a naturally
occurring purple pigment that they would like to separate into red and blue
pigments to sell to the shoemaker to dye their shoes. Your goal is to develop
a method to separate red pigments from blue pigments. Preliminary research
indicates that paper chromatography is a cost effective method. The
challenge is to find the most cost effective paper to use for the separation.
2.
You have 30 minutes. Get to work. Prepare a chart to share your design
solution.
3.
At the end of 30 minutes, prepare a chart to share your design. Write a
claim and attach the evidence that supports your claim.
4.
Share your chart with one other group. Use H2 to score each other’s design.
5.
In the grade span group, discuss these questions:
How could the knowledge of properties of matter (pigments and paper) help
in their design strategy?
How do students at grades 3-5 currently study the properties of matter that
help understand chromatography? How could you shift your instruction
toward the NGSS?
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H3c
6-12 Scenario Problem
Procedure:
1.
Work in teams of 2-4 and read the scenario:
You work for a company that supplies natural pigments used in the
production of inks and watercolor painting supplies. One of your Research
and Development (R&D) scientists has come up with a naturally occurring
purple pigment that they would like to separate into red and blue pigments.
Both paper and column chromatography will separate the purple pigment.
Your goal is to develop which method is most efficient, completely separates
red pigments from blue pigments, and most cost effective.
2.
You have 30 minutes. Get to work.
Note: Soak cotton balls in the solvent before use in the column
chromatography.
4.
At the end of 30 minutes, prepare a chart to share your design solution.
Include your claim of how to separate the materials with evidence.
4.
Share your chart with one other group. Use H2 to score each other’s design.
5.
In the grade span group, discuss these questions:
How could the knowledge of properties of matter (pigments and paper) help
in their design strategy?
How do students at grades 6-12 currently study the properties of matter that
help understand chromatography? How could you shift your instruction
toward the NGSS?
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H4
Science and Engineering Practices
Science
1. Asking Questions and Defining Problems
A basic practice of the scientist is the ability to formulate
empirically answerable questions about phenomena to
establish what is already know, and to determine what
questions have yet to be satisfactorily answered.
2. Developing and Using Models
Science often involves the construction and use of models and
simulations to help develop explanations about natural
phenomena.
3. Planning and Carrying Out investigations
A major practice of scientists is planning and carrying out
systematic scientific investigations that require identifying
variables and clarifying what counts as data
4. Analyzing and Interpreting Data
Scientific investigations produce data that must be analyzed
to derive meaning. Scientists use a range of tools to identify
significant features and patters in the data.
Engineering
Engineering begins with a problem that needs to be solved,
such as “How can we reduce the nation’s dependence on fossil
fuels?” or “What can be done to reduce a particular disease?”
or “How an we improve the fuel efficiency of automobiles?”
Engineering makes use of models and simulations to analyze
systems to indentify flaws that might occur or to test possible
solutions to a new problem.
Engineering investigations are conducted to gain data
essential for specifying criteria or parameters and to test
proposed designs.
Engineering investigations include analysis of data collected in
the tests of designs. This allows comparison of different
solutions and determines how well each meets specific design
criteria
5. Using Mathematics, Informational Computer Technology and Computational Thinking
In science, mathematics and computation are fundamental
In engineering, mathematical and computational
tools for representing physical variables and their
representations of established relationships and principles are
relationships.
an integral part of the design process.
6. Construction Explanations and Designing Solutions
The goal of science is the construction of theories that provide The goal of engineering design is a systematic approach to
explanatory accounts of the material world.
solving engineering problems that is based on scientific
knowledge and models of the material world.
7. Engaging in Argument From Evidence
In science, reasoning and argument are essential for clarifying In engineering, reasoning and argument are essential for
strengths and weaknesses of a line of evidence and for
finding the best solution to a problem. Engineers collaborate
identifying the best explanation for a natural phenomenon.
with their peers throughout the design process.
8. Obtaining, Evaluation and Communicating Information
Science cannot advance if scientists are unable to
Engineering cannot produce new or improve technologies if
communicate their findings clearly and persuasively or learn
the advantages of their designs are not communicated clearly
about the findings of others.
and persuasively.
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K-2
2-PS1-1 Plan and conduct an
investigation to describe and classify
different kinds of materials by their
observable properties
STANDARDS PROGRESSION
3-5
PHYSICAL SCIENCE
5-PS1-3 Make observations and
measurements to identify materials
based on their properties.
H5
6-8
MS-PS1-3 Gather and make sense
of information to describe that
synthetic materials come from
natural resources and impact
society.
2-PS1-2 Analyze data obtained from
testing different materials to
determine which materials have the
properties that are best suited for
an intended purpose.*
K-2-ETS1-1 Ask questions, make
observations, and gather
information about a situation
people want to change to define a
simple problem that can be solved
through the development of a new
or improved object or tool.
K-2-ETS1-2 Develop a simple
sketch, drawing, or physical model
to illustrate how the shape of an
object helps it function as needed
to solve a given problem.
K-2-ETS1-3 Analyze data from
tests of two objects designed to
solve the same problem to
compare the strengths and
weaknesses of how each performs.
9-12
HS-PS1-3 Plan and conduct an
investigation to gather evidence to
compare the structure of substances
at the bulk scale to infer the
strength of electrical forces between
particles.
HS-PS2-6Communicate scientific
and technical information about why
the molecular-level structure is
important in the functioning of
designed materials.*
ENGINEERING
3-5-ETS1-1 Ask Define a simple
MS-ETS1-1 Define the criteria and
design problem reflecting a need or
constraints of a design problem
a want that includes specified
with sufficient precision to ensure a
criteria for success and constraints
successful solution, taking into
on materials, time, or cost.
account relevant scientific
principles and potential impacts on
3-5-ETS1-2 Generate and compare
people and the natural environment
multiple possible solutions to a
that may limit possible solutions.
problem based on how well each is
likely to meet the criteria and
MS-ETS1-2 Evaluate competing
constraints of the problem.
design solutions using a systematic
process to determine how well they
3-5-ETS1-3 Plan and carry out fair
meet the criteria and constraints of
tests in which variables are
the problem.
controlled and failure points are
considered to identify aspects of a
MS-ETS1-3 Analyze data from tests
model or prototype that can be
to determine similarities and
improved.
differences among several design
solutions to identify the best
characteristics of each that can be
combined into a new solution to
better meet the criteria for success.
MS-ETS1-4 Develop a model to
generate data for iterative testing
and modification of a proposed
object, tool, or process such that
an optimal design can be achieved
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HS-ETS1-1 Analyze a major global
challenge to specify qualitative and
quantitative criteria and constraints
for solutions that account for
societal needs and wants.
HS-ETS1-2 Design a solution to a
complex real-world problem by
breaking it down into smaller, more
manageable problems that can be
solved through engineering.
HS-ETS1-3 Evaluate a solution to a
complex real-world problem based
on prioritized criteria and trade-offs
that account for a range of
constraints, including cost, safety,
reliability, and aesthetics, as well as
possible social, cultural, and
environmental impacts.
HS-ETS1-4 Use a computer
simulation to model the impact of
proposed solutions to a complex
real-world problem with numerous
criteria and constraints on
interactions within and between
systems relevant to the problem
R1
Title: K-2 Chromatography Challenge SETUP
Learning Sequence Implications:
K-2 Sequence: Follows slide #11 after participants experience chromatography and
have developed a summary statement about the property of different dyes to
separate into different colors. Properties of matter are used to separate pigments.
Time: 60 min. (includes challenge, chart, and debrief)
Class:
Large container with solvents (water and
vinegar)
Chromatography paper
Kool-Aid (purple)
Chart paper and pens
Per group of two:
5 (min.) 8 ounce plastic cups per group
1 Dropper
5 Swizzle sticks
Absorbent pad or paper
Minimum of two cups and one vial of
mixed Kool-Aid.
Chart paper and pens
Advanced Prep:
Place all materials at a central location (including 1 piece of chart paper and
markers/group). Plan sufficient materials (per group of twos) for the K-2 projected
number of participants. Prepare the Kool-Aid concentrate 1 package per 100 ml.
Create one set-up using cup, pencil/stirrer, paper, and black ink sharpie dot 3 cm
up from the end of the paper. The dot is a sample of where the Kool-Aid
concentrate needs to be placed. Notice the paper strip is only slightly touching the
liquid.
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R2
Title: 3-5 Chromatography Challenge SETUP
Lesson Implications: Breakout for 3-5
Sequence: Follows slide #11 after participants experience chromatography and
have developed a summary statement about the property of different dyes to
separate into different colors. Properties of matter are used to separate pigments.
Chromatography is often used in industrial or medical products to separate pure
substances from mixtures. The first step is to develop a method to separate
molecules using the properties of the molecules that are part of the mixture. This
can be charge, size, binding ability etc.
Time: 30 min.
Class:
Large container with solvent (water)
Napkins
Paper towels
Coffee filters
Chromatography paper
Kool-Aid (purple)
Chart paper and pens
Per group of two:
5 (min.) 8 ounce plastic cups per group
1 Dropper or popsicle stick
1 Ruler
10 Stirrers
1 Syringe
Absorbent pad or paper towels
Advanced Prep: Place all materials at a central location (include 1 piece of chart
paper and makers/group). Plan sufficient materials (per group of twos) for the
grades 3-5 projected number of participants. Prepare the Kool-Aid concentrate 1
package per 100 ml. Create one set-up using cup, pencil/stirrer, paper, and black
ink sharpie dot 3 cm up from the end of the paper. The dot is a sample of where
the Kool-Aid concentrate needs to be placed. Notice the paper strip is only slightly
touching the liquid.
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R3
Title: 6-8 and 9-12 Chromatography Challenge
Learning sequence Implications: Breakout for 6-8 and 9-12
Sequence: Follows slide #11 after participants experience chromatography and
have developed a summary statement about the property of different dyes to
separate into different colors. Properties of matter are used to separate pigments.
When producing compounds or molecules for industrial or medical uses, it is
necessary to start with a pure substance that was part of a mixture. The first step
is to develop a method to separate them using the properties of the molecules that
are part of the mixture. This can be charge, size, binding ability etc
Time: 60 min. (includes challenge, chart, and debrief)
Materials:
Kool-Aid (purple) in 50 ml Conical tube
White copy paper
Paper towels
Coffee filters
5 Chromatography paper
5 Safe Tubes
1 Super Racks for Safe Tubes
4 Droppers (transfer pipettes that are graduated)
1 Scissors
3 Solvents in 50 ml Conical tubes (Water, 5% and 20% rubbing alcohol)
12 cc syringe
Cotton Balls
Absorbent pad
1 Ruler
1 Large paperclip
Chart Paper and Pens
Advanced Prep: Place materials at a central location (including 1 piece of chart
paper and markers/group) for the 6-8 and 9-12 grade span breakouts.
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C1
In and Out of the Box
X
teacher
learner
C2
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Engineering Materials Cost
Final Cost of Prototype Design for the Challenge
10 cm of chromatography paper -
25 Cents
10 cm strip of coffee filter (any width)
10 Cents
10 cm strip of napkin (any width)
5 Cents
Cotton Ball
50 cents
Water 10 ml
50 cents
5 % Alcohol 10 ml -
25 cents
20 % Alcohol 10 ml
50 cents
Drops of Kool-Aid (per drop)
25 cents
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