Grade 5 Lesson 1. Lesson Plan Page 2. Student Activity Handout 1 Page 5

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1 Grade 5 Lesson 1 Item Page Lesson Plan Page 2 Student Activity Handout 1 Page 5

2 DETERMINING METHODS VISION-SETTING Marlins Think Tank: Fifth Grade Science Lesson Plan #1 OBJECTIVE. What is your objective? SC.5.P.8.2 Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process. SWBAT identify solute and solvent, make predictions for which solutes will dissolve in water and which will not, and collect data to prove/disprove their predictions KEY POINTS. What knowledge and skills are embedded in the objective? The solubility of a liquid describes how easy it is for a substance to dissolve in the liquid If you dissolve a solid in a liquid, the solid is called the solute and the liquid is called the solvent Some solids dissolve in water more easily than others ASSESSMENT. Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. Students will collect data to test their predictions and compare solids for their ability to dissolve in water. OPENING (10 min.) How will you communicate what is about to happen? How will you communicate how it will happen? How will you communicate its importance? How will you communicate connections to previous lessons? How will you engage students and capture their interest? Break students up into groups of 4 and tell them to work together to brainstorm responses to your question. Ask students Why is water important to life? Students can write down their group s response before sharing with the class. In groups, ask students What are some physical properties of water? Students should write down their group s response before sharing with the class. Show students a video of a player talking about how he uses water during a game. (Perhaps he dissolves a solute, like Gatorade powder, in his water). MATERIALS. Video interview with player discussing the importance of water Tell students that today we are going to learn about a physical characteristic of water called solubility. We will create an experiment to help us test the solubility of water.

3 INTRODUCTION OF NEW MATERIAL (10 min.) How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively internalize key points? Which potential misunderstandings do you anticipate? How will you proactively mitigate them? How will students interact with the material? The solubility of a liquid describes how easy it is for a substance to dissolve in the liquid. When we play sports, we sometimes dissolve substances like Gatorade powder in our water before we drink it. Dissolve means the act of taking one substance and combining it with another substance so that they mix to make a uniform solution of the two when a substance disappears into a liquid. I can tell if a substance dissolves in water by adding the substance to water and observing. If I can still see the substance in the water, it is not dissolved. If I can still see some of the substance, it may be partially dissolved, if I can t see any of the substance and it has mixed with the water to make a uniform solution, it is fully dissolved. clear cup, water, Gatorade powder, spoon, coffee stirrer (or popsicle stick), Let me give you an example. Here, I have a clear cup with room-temperature water in it. I want to see if my Gatorade powder will dissolve in the water. If it does, then we can say the Gatorade is soluble in water. When I dissolve a solid in a liquid, the solid is called the solute and the liquid is called the solvent. In this case, the Gatorade powder is the solute, and the water is the solvent. I m going to start by putting one spoonful of Gatorade powder in the water. Then, I will use a coffee stirrer to stir the solution around for 1 minute. I know the Gatorade powder is soluble in water because it is fully dissolved. I can t see any of the solute (the solid) separating from the solvent (liquid). They have formed one unified solution. GUIDED PRACTICE (25 min.) How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the key points? How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard? We are going to test together the solubility of 3 solutes in water. Our solutes will be salt, sugar, and cornstarch. Before we pass out our supplies, I want you to make some predictions for what you think will happen. Example: solute salt sugar cornstarch prediction I predict that the salt will dissolve fully in the water because I know there is salt water in the ocean I predict that the sugar will dissolve fully in the water because sugar is similar to Gatorade powder I predict that the cornstarch will not dissolve in the water because I have never seen cornstarch in water before Pass out supplies to each group: 3 clear cups with water, permanent markers, 3 spoons (one for each solvent), 3 paper cups (one for each solvent), 3 coffee stirrers, 3 clear cups with water, permanent markers, 3 spoons (one for each solvent), 3 paper cups (one for each solvent), 3 coffee stirrers, Allow groups to test their predictions following these instructions: 1. Label the clear cups with the name of the solutes. 2. Put one spoonful of the first solute in the first cup. Stir for one minute. 3. Observe. 4. State (in complete sentences) whether or not your prediction was correct for each solute. Explain that sometimes you might need to wait a minute or two after stirring in order to make an accurate observation. Sometimes the solution may look unified, but you may begin to see the solute separating from the solvent very quickly, or some of the solute may be resting at the bottom of the cup.

4 INDEPENDENT PRACTICE (10 min.) How will students independently practice the knowledge and skills required of the objective, such that they solidify their internalization of the key points prior to the lesson assessment? Students will answer questions: 1) Two students dissolve a spoonful of salt into a cup of water. Which substance is the solvent and which is the solute? 2) A restaurant customer orders an iced tea to drink. The customer adds a packet of sugar to the iced tea and stirs. The customer asks you, How do I know if the sugar has dissolved? What is your response to the customer? 3) Hot chocolate powder is soluble in milk. What does soluble mean? 4) Two students are completing the experiment we did today. The first student uses room-temperature water (73 degrees F), the second student uses water that is heated to 130 degrees F. Do you think the students results will be the same? Why or why not? Variety of objects, bins, data sheets, es, meter sticks, tape Lesson Assessment: Once students have had an opportunity to practice independently, how will they attempt to demonstrate mastery of the knowledge/skills required of the objective? Students will turn in their prediction charts, results, and responses to questions 1-4. CLOSING (5 min.) How will students summarize and state the significance of what they learned? Ask students for ideas of how they might extend the experiment we did today. What variable might they change or add? (Water temperature, compare the solubility of different liquids, use different solutes, etc.) In each of the scenarios suggested, ask students what they predict might happen and why.

5 Name 1) Two students dissolve a spoonful of salt into a cup of water. Which substance is the solvent and which is the solute? 2) A restaurant customer orders an iced tea to drink. The customer adds a packet of sugar to the iced tea and stirs. The customer asks you, How do I know if the sugar has dissolved? What is your response to the customer? 3) Hot chocolate powder is soluble in milk. What does soluble mean? 4) Two students are completing the experiment we did today. The first student uses roomtemperature water (73 degrees F), the second student uses water that is heated to 130 degrees F. Do you think the students results will be the same? Why or why not?