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Inquiry (5E) Lesson Plan Template

Teachers: Subject:
Daniella Simari 8th grade chemistry
Common Core State Standards:
S5.C1.PO1
Objective (Explicit):
Students will be able to explain and perform how to find the solubility of a substance.
Students will be able to explain the definition of solubility.
Students will be able to accurately predict the amount of solvent needed to completely dissolve a substance.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response.

Students will perform a solubility test by choosing 2 of 5 different substances to mix with 2 of 5 different solvents to
test their hypotheses. The 5 substances to choose from include: Epsom salt, table salt, sand, gravel, and baking
soda. Students can choose 3 solvents from a list of 5, including water, Pepsi/Coca-Cola, vegetable oil, bleach, and
rubbing alcohol. Students will design a short experiment to predict which solvent will dissolve what substance,
measuring the ratio of solvent to substance using volume, provide a brief reasoning for their hypothesis, and finally
their results and conclusions. Conclusions can be completed at home given the amount of classroom time.
Students should work in groups of at least 2-4 students to quickly brainstorm experimental designs and compare
results and conclusions. All results can either be filled into a notebook following a teachers rubric, or be plugged
into a worksheet.
Sub-objectives, SWBAT (Sequenced from basic to complex):
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?
Students will have to recall how to measure the volume of a substance in both a liquid and solid form, and use the
scientific method to determine an experimental design. This experiment will prepare students for their final project
of the unit, Cooking with Chemistry, where they create a cooking video that incorporates all the chemical
properties they learned throughout the unit.
Key vocabulary: Materials:
- Solubility - Baking soda
- Volume - Table salt
- Ratio - Epsom salt
- Solvent - Sand
- Solute - Gravel
- Dissolve - Vegetable oil
- Bleach
- Rubbing alcohol
- Water
- Coca-Cola/Pepsi (or any carbonated soft drink)
- Rulers (at least 1 per group)
- Graduated cylinders (10ml 25 ml) (at least 2
per group)
- Beakers (~50 ml) (at least 2 per group)
- Spoons (at least 1 per group)
- Paper towels
Engage
How will you activate student interest?
How will you hook student attention?
What questions will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: Student Will: Write down a scientific discovery that
Explain the scientific method and its relevance to every interests them, and then hypothesize with a partner
single scientific discovery, providing examples of about the steps that scientist took to make that
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important scientific discoveries. Ask students to provide discovery.
an example of a scientific discovery they want to know
more about. Have them write it in their notebooks and
share with a partner. Tell them to hypothesize the steps
that a scientist took to make that discovery.
Explore
How will model your performance expectations? Remember, you are not modeling what you want students to discover but
need to model expected behavior or required procedures.
How will students take the lead and actively use materials to discover information that will help them answer the question
posed in Engage?
What questions or prompts will you be prepared to use with students while they are exploring?
Teacher Will: Student Will:
Provide a rubric with the steps to create an Follow the teachers instructions and choose 1 pair of
experimental design, and provide an experimental solvent and solute that will dissolve, and one pair of
design for solubility using the materials that students will solute and solvent that wont. Students will record their
be using for their own experiments. Teacher will make predictions in their notebooks/worksheets, emphasizing
sure that students are working in groups of at least two, why they are making that prediction.
and emphasize the importance of time on task as well
as cohesive group effort. Teacher will then ask students Students will measure and record the volumes of the
to choose 2 solvents and 2 solutes that they want to solutes and the solvents before mixing them together in
experiment with. One solute and solvent pairing will be the beakers. The measurements can be between 1-3 ml
a pair that dissolves, and the other pairing will be the of solute and 5-10 ml of solvent.
pair that doesnt dissolve. Have students write in their
notebooks a hypothesis/prediction for their 2 pairings, Students will mix their solutes and solvent pairings and
being sure to explain their thinking. Teacher will make record their observations.
sure that the students groups agree regarding their
solute and solvent pairings.

Teacher will then ask students to carefully pick up their


materials from the front of the room and perform their
experiments. Teacher will be sure to have students
measure and record the volumes of the solvents and
solutes before mixing them together in their beakers. Be
sure that students take between 1-3 ml of solute and 5-
10 ml of solvent before mixing.

Teacher will encourage students to perform the mixing


of the solute and solvent pairings and ask students to
record their observations in their notebooks/worksheets.
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
Both teachers can circle the room to ensure that students remain on task, agree, and are choosing their solutes and solvent pairings
wisely.
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
Students that need an additional challenge can research the molecular structure of the solvents and solutes to
more accurately explain why they believe the pairings will dissolve/not dissolve.

Students that need extra accommodations can have a rubric with predicted outcomes of certain solvent and
solute pairings.
Explain
How will all students have an opportunity to share what they discovered?
How will you connect student discoveries to correct content terms/explanations?
How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the
question from Engage before moving on?
Teacher Will: Student Will:
Ask students to share within their groups whether their Share in their group if their observations agreed with
observations agreed or disagreed with their initial their initial hypothesis or not, and explain why.
predications, and propose reasons as to why or why
they didnt.

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Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
Elaborate
How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular
aspect of this learning at a deep level?
How will students use higher order thinking at this stage? (e.g. A common practice in this section is to pose a what If
question)
How will all students articulate how their understanding has changed or been solidified?
Teacher Will: Student Will:
Ask students to think about what they could have done Students will propose what they could have done
differently in their experiments. Could they have used differently in their experiments, like changing the
less or more solvent? Could they have used less or amount of solute or solvent they used and what
more solute? Have students explain why they think so. outcome that would have.
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
Evaluate
How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the Elaborate content)?
How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?
Teacher Will: Student Will:
Evaluate students based on their experiments Write a conclusion based on the results of their
conclusion, either written at the end of the lesson or experiment, specifically regarding the discrepancy
assigned as homework. Have students define between their initial prediction and their results.
solubility in their own terms, and ask them to explain Students will define solubility in their own terms (not
the significance of recording the volume of the solute look at textbooks definition), and explain why recording
and solvent. What did this do for them? Does the ratio the ratio of solute to solvent is or isnt important. Record
of solvent to solute matter? Why or why not? Also have conclusion in notebook/worksheet and hand in to
students explain why their outcome matched or didnt teacher.
match their initial prediction for their 2 experiments.
Students must write one conclusion for each pairing of
solute and solvent, providing a yes or no as to whether
the solute dissolved as well as one reason why they
think they saw that outcome. If their prediction does not
match their result, students must provide at least one
reason why their prediction and result did not match
(i.e., what could have been different in their initial
thinking and/or experiment.) Students must provide at
least one reason why measuring a solvent is or isnt
important, and must reason this based on their
experiment.
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?