Jason+Schellenberg+Science+3+Bridges


 *  || Tanya Wagner (Editor) using BLUE font! YAY!

Subject: Science 14 Grade: 10  || 

Date & Time: March 04, 2009. 09:25-10:05 ||
 * Unit & Concept, Topic, Skill: Unit A – Investigating Properties of Matter (Nature of Science Emphasis) ||

Educational Resources: Alberta Program of Studies – Science 14 & 24, Addison Wesley Science 10, Science Connect 2 – McGraw–Hill Ryerson, Invitations to Science Inquiry – Tik L. Liem ||
 * Rationale: The safe handling of chemicals, whether in the home or in the workplace, requires an understanding of the properties of pure substances and mixtures. Students will actively investigate the properties of a variety of samples of matter, including mixtures and solutions, elements, and compounds encountered in everyday life. **This will be done through experimentation and through internet research.** **Students will practice finding and accessing relevant and quality data on the world wide web.**

· compare and contrast the properties of pure substances and mixtures and relate this information to practical applications · outline the steps in separating the components of mechanical mixtures and solutions on the basis of their properties //(e.g., filtration of mechanical mixtures, distillation of solutions such as crude// //oil)// · C.1 - Students will access, use and communicate information from a variety of technologies. · 4.2 select information from appropriate sources, including primary and secondary sources · C.3 - Students will critically assess information accessed through the use of a variety of technologies. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">4.2 demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">F.3 - Students will demonstrate a moral and ethical approach to the use of technology. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">4.2 record relevant data for acknowledging sources of information, and cite sources correctly  ||
 * **<span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">GLO **<span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">: Students will be able to describe solutions and solubility, solutes and solvents; and then describe how these concepts are applied to the production of prepared foods and other useful materials.
 * <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">SLO **<span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">: Students will be able to:
 * <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">ICT Outcomes **<span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">:


 * <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Equipment and Materials:
 * <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">4 beakers (1 filled with water, 1 filled with salt water, 1 filled with screws, 1 filled with tea)
 * <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">2 eggs
 * <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Coffee filters & spare beaker or catch tray
 * <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">pen and paper to record observations
 * <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">student worksheet (definitions and comprehension questions)
 * Computers with internet access ||


 * <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">

2 min.

1 min. || <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Introduction/Anticipatory Set/Hook: Do “Review / Preview” with the class <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Review last class – we recognized matter as being either a pure substance or a mixture. Review definition of a mixture: A mixture is a combination of pure substances <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> TRANSITION: ASK: “Will the egg float if I put it in this beaker” – wait for student response. *The students will not know the nature of the solution in the beaker so responses will vary. ||
 * <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Lead into today’s lesson by explaining that we will be exploring two types of mixtures: solutions and mechanical mixtures (sometimes called suspensions)
 * <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Point out beakers at front to grab students attention
 * <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">

5 min.

15 min.

9 min.

15. min.

2 min. || <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Procedures:

Start by placing the eggs in all beakers except for the one with tea. Students should predict whether the egg will float or sink.

ACTIVITY: Brainstorm reasons why the egg may have floated in the one beaker and not the other two. At this point lead discussion towards visible characteristics of the mixtures.

Revert back to beakers. ASK: “What can you tell me about the density of the solutions?” Discuss, through **problem-posing**, what the densities of the solutions might be (relative to one another). “Why does the mechanical mixture not influence the density of the water?” “Would the tea solution be more or less dense than water?”

Guide discussion and come up with definitions for **solution**- the separate components are not visible; these are homogenous because they look the same throughout and **mechanical mixture**- the different substances are visible; these are a type of heterogeneous mixture. Add the definitions to the worksheet.

ASK: “What will happen if I pour this substance (salt water) through a filter?”
 * Repeat question with mechanical mixture.

Brainstorm, based on the observations of the filtration, how mechanical mixtures and solutions behave when they are filtered.

Discuss, through **problem-posing,** whether tea is a solution or a mechanical mixture (based on definition above and filtration results). Repeat for other mixtures such as sand and water, vinegar.

Students should have a __basic__ understanding of solutions and mechanical mixtures at this point. Students should also find some examples of solutions and mechanical mixtures. Have students write down what type of mixture it is and why it should be classified in that way. Think-Ink-Pair-Share Ask students to think about what the world **reliable** means. Have them write their definition of reliable down on a sheet of scrap paper. (2 minutes) Have students partner up and share their definitions of **reliable**. Ask the students to make a super definition **of reliable** by combining the best ideas from each others' definitions. (2 minutes) Have the students come back as a class and share their definitions of reliable and make a **class** definition (write this on the board) (5 minutes) Ask students why **reliability** is so important when using internet sources (students' answers will vary but make sure to bring the discussion back down to credible, authoritative, reviewed etc.)

Have students supplement their working definition by searching for some definitions online. Write these definitions on the worksheet. **Ensure that students cite their sources and that credible sites are accessed**. SUMMARIZE (Conclusion): “We looked at mixtures today and we observed some differences between solutions and mechanical mixtures” *Get a student to provide a working definition for review*

We noticed that mechanical mixtures could be separated by using filters. “I want you to think about ways in which we could separate solutions… specifically the salt water… and bring these ideas to class with you tomorrow.” ||


 * <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Student Behavior/Rules: Students will be expected to work efficiently as a group. This means staying focused and on task while successfully completing the experiment. The teacher will encourage positive interdependence, individual accountability, and face-to-face interaction within the group. ||

<span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-list: Ignore; msoasciithemefont: minor-latin; msohansithemefont: minor-latin; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msofareastthemefont: minor-latin; msobidithemefont: minor-latin; msolist: Ignore;">1. <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> Levels of student interaction and engagement will be assessed throughout the lesson. <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-list: Ignore; msoasciithemefont: minor-latin; msohansithemefont: minor-latin; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msofareastthemefont: minor-latin; msobidithemefont: minor-latin; msolist: Ignore;">2. <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Specific problems (as outlined in the procedure) will be posed. Student responses will be evaluated to assess understanding. <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-list: Ignore; msoasciithemefont: minor-latin; msohansithemefont: minor-latin; msofareastfontfamily: Calibri; msobidifontfamily: Calibri; msofareastthemefont: minor-latin; msobidithemefont: minor-latin; msolist: Ignore;">3. <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Students will complete and hand in their worksheet in the following class. This sheet will be marked for correctness and completeness as well as for properly cited, relevant internet resources. || SUGGESTIONS
 * <span style="font-size: 10pt; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Assessment: Students will be assessed in three ways:

This lesson seems like it would be realy, really fun; however, I do not think that you have actively addressed the assignment in that you were supposed to actively teach either web awarness/effective research skills in the content of your instruction.

As such, I have just added a small discussion (THINK-INK-PAIR-SHARE) suggestion of reliable and valid internet sources. A think-ink-pair-share is a great collaborative activity that allows all students to participate without the worry of being put on the spot! BGy having this time for students to think and share, you can call on students rather than wait for students to raise their hands because you have prompted them. This will allow you to check for understanding with students who do not always participate in class!

Also, are you teaching science 3 (bridges) or science 24 (mixtures)? I am confused by that so some clarification would be helpful ...

Another suggestion would be to post your assignment sheet! But dang, great job!