DeBise Lesson Plans
Sixth Grade Science
November 17
1. ENGAGEMENT
What the Teacher
Will Do
1) Set up anchor
video/introduction.
Briefly explain Video
2) Lay out our plan for
the week.
Time: 5-10 Minutes
Probing/Eliciting Questions
Student Responses and
Misconceptions
What do you think we’re are doing
this week based on the video?
The filter is just a sifter/net device
(only picks out larger particles).
What kinds of materials will we need
for a filter? How big should it be?
What things will it need to filter out?
By running the water though such
a filter, bacteria and chemicals can
be taken out of the water.
Evaluation/Decision Point Assessment
Student Outcomes
2. EXPLORATION
What the Teacher Will Do
Time: 35-40 Minutes
Probing/Eliciting
Questions
Student Responses and
Misconceptions
3) Put students into groups and
assign roles. Administrative stuff
(form groups of 4-5, pick jobs,
etc)
What are your
responsibilities as (role)?
What do you need to
contribute to your group?
I’m only responsible for (one
thing), not the whole project.
Jobs: Team leader(keeping others
on tasks, how tasks have been
completed, task notebook for
accountability) research
scientist(s), publicist (in charge of
reporting out), engineer (design
plans, acquire materials) (10min)
What will you do to make
sure your group stays on
task? Do you need to
exchange any information?
Pollution is only something you
can see.
5) BREAK (5-10min) Team
building: Bingo-get to know you.
What kinds of pollution
affect water? How does this
affect different types of
water (rain, clouds, rivers,
ocean, underground, etc)?
6) Students will research
different types of pollution
Your role doesn’t affect my role.
Pollution only happens in standing
water.
What kinds of things are
important to know about
your partners? How will this
help your team work?
-Web quest/scavenger
hunt (20min)
Evaluation/Decision Point Assessment
Student Outcomes
3. EXPLANATION
What the Teacher Will Do
4) After introductions, have a
short discussion over the
foundation of the project as well
as pollution and how it can effect
water ways (objectives).
Pollution: water pollution
powerpoint (5-10min)
Time: 15-20 Minutes
Probing/Eliciting
Questions
Student Responses and
Misconceptions
How will this help with
your project?
I don’t understand how this
connects to the big project.
What will you need to find
out today to help you
tomorrow?
How can I get chemical/biological
pollution out with my filter?
What information will help
(role)?
8) Day summary/Expectations for
tomorrow (10min)
Evaluation/Decision Point Assessment
Student Outcomes
4. ELABORATION
Time: Minutes
What the Teacher Will Do
Probing/Eliciting
Questions
Student Responses and
Misconceptions
Will not be addressed this day.
Evaluation/Decision Point Assessment
Student Outcomes
5. EVALUATION
Time: 15-20 Minutes
What the Teacher Will Do
Probing/Eliciting
Questions
Student Responses and
Misconceptions
7)Exit ticket *Game: team building/pollution assessment (15-20min) Team
challenge/Jeopardy/knowledge bowl
How can water be polluted?
What different sources can be polluted? How?
Similar misconceptions to exploration section.
Differentiation
Time: N/A
Students who are behind or need support
For advanced or gifted students
November 18 and 19
5E Lesson Template
Lesson Author(s)
Allyssa Hinkle, Andrew Groth, Andrew Simmons
Lesson Title
PBI Lesson 2 “Research and Build the Filter”
Lesson Source
Technology Needs (if
any)
Smart Board projector for slideshow ppt.
Date/Time Lesson to be
Taught
18-19 November 2014
School
JSAA
Supervising Teacher
Mrs. Cami Debise
Math or Science?
Science
Lesson Concepts
Water Purification and Filtration
Water Filter Design
Objectives
Students will demonstrate understanding of water purification
Students will demonstrate understanding of filters and parts
of filters
Students will demonstrated understanding of filter
construction and design
CO State Standards
6th Grade Science
 Standard 3: Earth Systems Science 2
o Water on Earth is distributed and circulated through oceans,
glaciers, rivers, ground water, and the atmosphere
 Evidence Outcomes – Students can…
Identify problems, and propose solutions related to water quality,
circulation, and distribution – both locally and worldwide
21st Century Skills:
Relevance and Application:
1. Home water quality and consumption affects for health
and conservation policies.
Materials List and
Advanced Preparation
Poster Paper
Tape masking
Colored Pencils
Dirty Mars Water sample(provided by the teacher)
Clear cups (10) – for observing water samples
Filter Materials-
-
2 liter bottle
Filter media (cotton, screen, macaroni, sand, cotton balls,
coffee filters, Carbon, sponges)
Teachers will prepare 2 liter bottles beforehand by removing the
bottom from each bottle. Each filter bottles will be pre-plugged with
cotton balls and a layer of coffee filters. Students will “fill” the
bottles with filter materials they chose from the list of available
materials provided by the teacher (above)
Safety
Students will be working with materials that could harm then is
swallowed. Teacher will brief students that materials will not be
placed in their mouths at any time.
Also cut edges of 2 liter bottle may be sharp and students will be
briefed to take care when building the filter
Accommodations for
Learners with Special
Needs
Students will be given filter research sheet as well as
printouts on the different filter media. Students will “draw”
what they observe the dirty Mars water to be. Teachers will
help students put together their filter.
Lesson Overview:
The first half of the class will be introduction to filters and a demo of a solar still. The
students will be given samples of the “dirty Mars water” and make observations. They
will conduct guided research on filter material and complete a worksheet. The class will
have a break with a quick funny video (45 Min)
The second half the students will make a group “schematic” of their filter and label each
part. Next they will build their filters with materials provided by the teacher. Materials
will match the researched materials from the first half of the lesson. (40 Min)
Lesson will close with a vocabulary takehome exit ticket that each student will complete
and bring back. Students may use the internet to look up vocabulary terms. (2 min)
5Es
1. ENGAGEMENT
What the Teacher
Will Do
Mr Simmons will begin
the lesson with an “inbrief of what the
students accomplished
last lesson period and
an overview of what
they will be working
on in this lesson
period”
Time: Minutes 10
Probing/Eliciting Questions
“when you watch the video think
about what these are doing to the
water”
Student Responses and
Misconceptions
Students may think that our water
is pure and does not need
filtration.
Students may not understand what
purified means.
Next show a short
video on filters
Mr Groth will next
show a quick ppt
presentation on types
of water filters.
Why do we need purified Water?
.ppt
What do these filters have in
common?
Evaluation/Decision Point Assessment
Student Outcomes
2. EXPLORATION
What the Teacher Will Do
Mrs Hinkle will give a quick
demonstration and set up a solar
still and then will show the
students the sample of MARS
water that they will be required
to clean.
Students will be given the
Observation sheet and teachers
will go to different groups and
pour samples into small cups so
that students can make
observations.
Time: Minutes 15
Probing/Eliciting
Questions
Student Responses and
Misconceptions
Look at the water and
observe what is in it. Do
you think that we can use
just one type of filter that
clean all of the “dirt” or will
we need to use different
types to clean different
pollutants?
Students may think that filters are
just one layer and that layer can
clean all pollutants.
Evaluation/Decision Point Assessment
Student Outcomes
3. EXPLANATION
What the Teacher Will Do
Next Mr Simmons will give out
the “guided research” papers.
Students will research filter
media and discover what types of
media filter out what types of
pollution.
Time: Minutes 20
Probing/Eliciting
Questions
Student Responses and
Misconceptions
Think about the water
sample you observed and
then look at the filter
media and see what you
think will best clean it.
Ok lets teak a break and watch a
video one of our NASA spacemen
just sent to us…
BREAK ***
Funny video (Martians)
https://www.youtube.com/watc
h?v=eO33o0se_Aw
Evaluation/Decision Point Assessment
Student Outcomes
4. ELABORATION
What the Teacher Will Do
Teachers will pass out Poster
Sheets colored Pencils and
materials for making the filter.
Teachers will brief the class that
they will have to the end of the
period to accomplish:
1. Draw a picture of the filter
bottle with layers of material
they place in. Label the material
(teachers will show an example
picture to the class)
Time: Minutes 40
Probing/Eliciting
Questions
Student Responses and
Misconceptions
Teachers will roam to each
group and ask them various
questions?
Students May need a helping hint
here to get started on the
schematic…
What media are you using
the most of? Why?
What do you expect each
layer to clean base on your
research?
Etc…
2. Build the actual filter that
matches the picture they draw.
Evaluation/Decision Point Assessment
Student Outcomes
5. EVALUATION
Time: Minutes 2
What the Teacher Will Do
Probing/Eliciting
Questions
Student Responses and
Misconceptions
Teacher will pass out vocabulary terms exit ticket that students will complete as homework and
return the next class period (each student will be required to turn in an individual sheet)
Differentiation
Time: N/A
Students who are behind or need support
For advanced or gifted students
November 20 and 21
5E Lesson
Lesson Author(s)
Andrew Groth, Andrew Simmons, Allyssa Hinkle
Lesson Title
Day 3 – Mars Water Filtration
Lesson Source
Technology Needs
None
Date/Time Lesson to be
Taught
November 20th & 21st, 2014
School
JSAA
Supervising Teacher
Mrs. DeBise
Math or Science?
6th Grade Science
Lesson Concepts
Water Filtration
Objectives
Students will be able to…
CO State Standards
 Present and describe their filters
 Explain their thinking behind the supplies chosen
th
6 Grade Science
 Standard 3: Earth Systems Science 2
o Water on Earth is distributed and circulated through oceans,
glaciers, rivers, ground water, and the atmosphere
 Evidence Outcomes – Students can…
Identify problems, and propose solutions related to water quality,
circulation, and distribution – both locally and worldwide
21st Century Skills:
Relevance and Application:
2. Home water quality and consumption affects for health
and conservation policies.
Materials List and
Advanced Preparation
5 Large poster sheets, Markers, Colored pencils
Safety
No major concerns; however, all other classroom expectations and
procedures must be followed.
Accommodations for
Learners with Special
Needs
Allow for more time during the presentations
Allow for different and unique presentations
Ask more specific and basic questions
1. ENGAGEMENT
Time: 10 Minutes
What the Teacher Will
Do



Recap the class
before
Discuss the
filtration building
Discuss the
upcoming testing
and presentations
Student Responses and
Misconceptions
Probing/Eliciting Questions




What supplies is your group using?
Why?
What material filtrates what?
How are you going to present?
Is there anyway to improve your
filter before testing?
Evaluation/Decision Point Assessment
Ask students on what supplies they’re using
Ask students to describe their filter design in detail




Screens, Noodles, Cotton,
Carbon
Screens filter out the
marshmallows, Noodles soak up
the food coloring
Poster sheet
“Not sure,” “We’ll see”
Student Outcomes
Students should be able to give an in
depth description of their filter
design and why they chose those
materials
2. EXPLORATION
Time: 20 Minutes
Probing/Eliciting
Questions
What the Teacher Will Do


Allow the PBI groups to
reconvene
o Groups will wrap-up and
finish their filters and
presentation posters
Posters should include a drawing
of their filter with each material
used
o Each material should have a
label
 The labels should
explain what the
material is expected to
filter out



What materials is
your group using?
What do you expect
to filter out?
What material will
filter what?
Evaluation/Decision Point Assessment
Ask students about their materials used and their posters
5 Minute Break
Student Responses and
Misconceptions







All of the materials – screens,
carbon, ceramic beads, cotton,
noodles, etc
“Hopefully all of it,” “Probably
just the larger materials,” “I
doubt we get the food coloring”
Screens – larger materials
Noodles – food coloring
Beads – food coloring
Carbon – vinegar
Cotton – larger materials
Student Outcomes
Students should be able to list their
materials used, what they expect to
filter, how they’re being filtered out,
and their presentation plan
3. EXPLANATION
Time: 20 Minutes
What the Teacher Will Do

Each group will come before
the class, one at a time
o Their filter will be tested
individually
o The class will watch as the
“polluted” water is poured
through the filter
o A cup below the filter will
catch the “cleaned” water
o Each cup will be labeled
with their group’s name




How did you design your
filter?
What materials did you
chose?
How do you expect your
filter to work?
Would you drink this
“cleaned” water?
Evaluation/Decision Point Assessment
Ask the students their filter design
Student Responses and
Misconceptions
Probing/Eliciting Questions




Layered the materials
We used all the materials,
Used the materials we
thought would filter
We expect the materials to
filter/catch the pollution
No, Yes
Student Outcomes
Students should have a
completed filter able to be tested
4. ELABORATION
Time: 25 Minutes
What the Teacher Will Do



Each group will present their
filter poster
o Each presentation should
be short; about 2 to 4
minutes
The presentations should focus
on what materials were used
and why they chose those
materials
While the presentations are
occurring, the students not
presenting should be taking
notes about each others filters
o Listing the pros and cons
of each
Student Responses and
Misconceptions
Probing/Eliciting Questions




Why did you choose this
design?
What materials did your
group choose?
Why did you pick those
materials?
How did your filter do?




Evaluation/Decision Point Assessment
“Each layer serves a
purpose,” “Easiest”
“All”
“We thought all of the
materials working together
could filter all the
pollutants”
“Pretty good,” “Poor”
Student Outcomes
Ask the students the advantages and disadvantages of each filter
Students should be able to
describe the optimal filter design
Ask what an optimal filter design would look like
5. EVALUATION
What the Teacher Will Do



Time: 10 Minutes
Probing/Eliciting
Questions
Student Responses and
Misconceptions
Recap project
Vote on the best filter design – best filter receives a small prize
Have every student fill out a short exit ticket journal entry
Differentiation
Students who are behind or need support
Students behind can focus more on the design and
the building and less on the how and why
Time: N/A
For advanced or gifted students
Advanced students can think of other materials that
can be used and how other popular mass market
filters work, i.e. Britta filters