Chromatography Lesson Plan
Lesson Objective:
To design a strategy that separates grape Kool-Aid into its component
dyes
Course/Grade Level: Middle School
Materials:
Students working in 16 groups of 2 at tables for 4 students if
possible.
Kool-Aid – containers of 50 ml x 16
Distilled water-containers of 50 ml x 16
5% Isopropanol (Rubbing Alcohol)- containers of 50 ml x 16
20% Isopropanol (Rubbing Alcohol)- containers of 50 ml x 16
8 Large test tubes in racks x 16
Chromatography Paper in Roll
Scissors
Graduated transfer pipets ( 16 to 64 ) depending upon if students have to
clean between uses.
10 cc Syringes x 16
Cotton Balls (5 x 16)
Student Notebooks
Individual copies of Chromatography Reading Passage
Individual copies of Think-Pair-Share Document on both sides
8 sets 14 numbers on small square piece of paper in different colors
Standard(s) addressed
NGSS MS- ETS1-1
Define the criteria and constraints of a design problem with
sufficient precision to ensure a successful solution, taking
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into account relevant scientific principles and potential
impacts on people and natural environment that may limit
possible solutions.
NGSS MS-ETS1-2
Evaluate Competing design solutions using a systematic process
to determine how well they meet the criteria and constraints of
the problem.
NGSS MS- ETS1-3
Analyze data from tests to determine similarities and 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.
RST.6-8.1
Cite specific textual evidence to support analysis of science and
technical texts
RST.6-8.9
Compare and contrast the information gained from experiments,
simulations, video, or multimedia sources with that gained from
reading a text on the same topic
WHST.6-8.7
Conduct a short research project to answer a question, drawing
on several resources and generating additional related, focused
questions that allow for multiple avenues of exploration.
WHST.6-8.8
Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the credibility and
accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism
CCSS-ELA and CA ELD Standards Addressed
CCR- Speaking/Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse
partners, building on others’ ideas and expressing
their own clearly and persuasively.
2. Integrate and evaluate information presented in
diverse media and formats, including visually,
quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and
use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting
evidence such that listeners can follow the line of
reasoning and the organization, development, and
style are appropriate to task, purpose, and
audience.
5. Make strategic use of digital media and visual
displays of data to express information and enhance
understanding of presentations.
6. Adapt speech to a variety of contexts and
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CCR- Reading
CCR- Writing
CCR- Language
*
communicative tasks, demonstrating command of
formal English when indicated or appropriate.
Key Ideas and Details
1. Read closely to determine what the text says
explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking
to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a
text, including determining technical, connotative,
and figurative meanings, and analyze how specific
word choices shape meaning or tone.
5. Analyze the structure of texts, including how
specific sentences, paragraphs, and larger portions
of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and
informational texts independently and proficiently.
Text Types and Purposes*
1. Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and
convey complex ideas and information clearly and
accurately through the effective selection,
organization, and analysis of content.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
Research to Build and Present Knowledge
7.
Conduct short as well as more sustained research
projects based on focused questions, demonstrating
understanding of the subject under investigation.
Conventions of Standard English
1. Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how
These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.
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CA ELD Interactions
language functions in different contexts, to make
effective choices for meaning or style and to
comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and
consulting general and specialized reference
materials, as appropriate.
A. Collaborative (engagement in dialogue with others)
1. Exchanging information/ideas via oral
communication and conversations
2. Interacting via written English (print and
multimedia)
3. Offering opinions and negotiating with/persuading
others
4. Adapting language choices to various contexts
B. Interpretive (comprehension and analysis of written and
spoken texts)
5. Listening actively and asking/answering questions
about what was heard
6. Reading closely and explaining
interpretations/ideas from reading
C. Productive (creation of oral presentations and written
texts)
9. Expressing information and ideas in oral
presentations
10. Composing/writing literary and informational
texts
11. Supporting opinions or justifying arguments and
evaluating others’ opinions or arguments
12. Selecting and applying varied and precise
vocabulary and other language resources
5-E Lesson Plan components:
Engage: Connect to Prior Knowledge and
Estimated Time
Experience
10 Minutes Total
Descriptions; 1. Show a quick video clip of a Kool-Aid Commercial. 2. Have
students take some Grape Kool-Aid and some napkins and place drops on
them making observations and coming up with questions
Teacher’s Role
Teacher Questions
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Students’ Role
Show the video of the
Have you ever watched
Watch and answer
Kool-Aid commercial
this commercial? What
questions
do you know about
Kool-Aid? Have you
ever tried it?
Have students use
What do you notice?
Take the container of
dropper, Kool-Aid and
Record in your
Kool-Aid and use
Napkins to explore
notebooks what you
dropper to place drops
Grape Kool-Aid
observe? Write any
on paper napkin.
questions that come to
Students share
mind.
observations with
peers.
Students write and
share
observations/questions
with partners. Record
in lab notebook what is
being done and
observations made,
questions to explore.
Explore: Hands-on Learning, Contextualize
Estimated Time
Language, Use of Scaffolding, Use of Multiple
Two Hours (can be
Intelligences, Check for Understanding
broken into two days)
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Description: Use of Close Reading on Chromatography to teach students
how to extract purpose and method from a reading and design and use a
strategy to separate a mixture of two pigments.
Teacher’s Role
Teacher Questions
Students’ Role
Hand out the
Ask students to read
Read passage
Chromatography
through the passage
Passage
once using Paired
Reading Strategy.
Have them read it
Read the passage
Read again, looking for
again, underlining key
again, highlighting key
key info, underline,
terms, write questions,
words and content.
right questions.
looking for important
Three-Way Interview
relevant information
(students ask each
Extract the purpose of
other) Can you extract
chromatography and
the purpose of
extract a method.
chromatography? A
method?
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Hand out the Think Pair Have the number one
Write what they think
Share Document
student work with
they have extracted as
(Double sided) while
number 3 and 2 work
the purpose of
they are doing their
with number 4. Have
chromatography.
second reading
the groups write:
What is the purpose of
chromatography?
Shift and have each
While sharing, they will
partner share what they write what their partner
wrote
shares.
In the Share box, come
Collaborate with the
to a shared purpose
partner to record a
shared purpose.
Numbered Heads
1 and 2 students share
Strategy: Have the
their shared purpose
number 1 and 2
students share what
their groups came up
with
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Turn to the back and
Repeat having students
While sharing, they will
use the T-P-S
extract a method used
write what their partner
document to record
for chromatography
shares.
the method
Collaborate with the
partner to record a
shared method.
Show all of the
Have students select
Work in teams to
materials available for
materials that they will
separate pigments.
the chromatography
use to design a method
engineering
to separate Kool-Aid
into pure pigments
Explain: Listening, Speaking, Reading and Writing Estimated Time
to Communicate Conceptual Understanding
15 minutes
Description: Students report their findings to whole class.
Teacher’s Role
Teacher Questions
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Students’ Role
Ask students to explain
How effective was your
Explain their
their design and
design in separating
experimental design
findings based on
Grape Kool-Aid into its
and how effective it
claims and evidence
components?
was
What are your Claims
Student 3 and 4 should
and Evidence to
share their group
support these claims?
results.
recorded in their
notebooks
Depending upon the
actual grade level, this
is a time to extend
content around
chromatography.
Evaluate: Thinking Maps, Summarize Lesson and
Estimated time
Review Vocabulary, Variety of Assessment Tools
15 minutes
Description: Students demonstrate their learning by evaluating the two
different methods used. Paper or Column Chromatography
Teacher’s Role
Teacher Questions
Teacher shows a T
What are pros and cons Student 2 will facilitate
chart to the group and
of each method used?
and record on the T-
has the students work
Base these on claims
chart
in larger groups
and evidence extracted
composed of those
from notebooks.
Student 1 will share
that used paper and
Numbered Heads
group results when
column
Strategy.
everyone is done
chromatography
methods
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Students’ Role
Extend: Group Projects, Plays, Murals, Songs,
Estimated time
Connections to Real World, Connections to other
20 minutes
Curricular Areas
Description: Students make connections to how chromatography is used in
drug testing, protein purification, and forensics
Teacher’s Role
Teacher Questions
Students’ Role
Print out and have
What are other
Read Article
students read the
applications for
article on how forensics Chromatography?
If computers or tablets
uses chromatography.
are available with
Can you find other
internet access have
http://the-
applications that use
students find their own
gist.org/2011/07/tlc-
Chromatography?
articles and
the-forensic-way/
applications for
chromatography.
Resources:
Materials can be purchased from any science supplier
Comparison of applications for Chromatography: http://thegist.org/2011/07/tlc-the-forensic-way/
Background on Paper Chromatography
http://www.chemguide.co.uk/analysis/chromatography/paper.html
Background on Column Chromatography
http://en.wikipedia.org/wiki/Column_chromatography
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Pictures of Chromatography in Action:
Paper Chromatography using 2-liter
bottle test tubes
Column Chromatography using
10cc Syringe and Cotton Balls
What is going on with paper or cotton ball column chromatography?
Cotton and paper are polar and the pigments are also polar so the polar
regions of paper are attracted the polar pigments. When the solvent
moves across the cotton or paper that has a pigment bound to it, the
pigment either holds on to the paper or moves with the solvent. Since
Blue comes off first, it is less polar than the red. The red pigment holds on
to the polar paper or cotton longer accounting for the blue moving faster
on the paper or comes off of the column first. This is called hydrophilic
interaction chromatography.
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