Intern: Tom Moody Grade: 5th Subject: Science

Lesson Date: Tuesday, November 20th Lesson Duration: 30-45 minutes

Rational:
Students have been investigating mixtures and solutions and are experimenting with how to find
mass of a solution after the solid is added and what saturation means and how it affects the solution.

Standard/Indicators:
SEPS.3 Constructing and performing investigations- Scientists and engineers are constructing and
performing investigations in the field or laboratory, working collaboratively as well as individually.
Researching analogous problems in order to gain insight into possible solutions allows them to make
conjectures about the form and meaning of the solution. A plan to a solution pathway is developed
prior to constructing and performing investigations. Constructing investigations systematically
encompasses identified variables and parameters generating quality data. While performing,
scientists and engineers monitor and record progress. After performing, they evaluate to make
changes to modify and repeat the investigation if necessary.

SEPS.6 Constructing explanations (for science) and designing solutions (for engineering)- Scientists
and engineers use their results from the investigation in constructing descriptions and explanations,
citing the interpretation of data, connecting the investigation to how the natural and designed
world(s) work. They construct or design logical coherent explanations or solutions of phenomena that
incorporate their understanding of science and/or engineering or a model that represents it and are
consistent with the available evidence.

5.PS.3 Determine if matter has been added or lost by comparing mass when melting, freezing, or
dissolving a sample of a substance. (Law of Conservation of Mass)

Essential Skills (Objectives):

Students will investigate what happens when you keep adding salt to 50ml of water (saturation), and
what the mass in grams of the salt added to the solution was (10-15g)

Procedures:
1. Review our safety rules when working with chemicals.
a. Wearing safety goggles
b. We do not tough the mixtures or solutions with our hands
c. We do not ingest the mixtures or solutions.
2. Ask students, how they would test a mixture to find out if it’s a solution.
a. Yesterday we made a salt solution by dissolving a spoon of salt in 50 ml of water.
What do you think would happen if we added 2 spoons? Would it dissolve? 3? 5?
3. Ask students, how can we find out what might happen if you keep adding salt to 50ml of
water?
a. Have students come up with a plan of action to see how much salt can be added to
50ml of water and have it dissolved.
 4. Tell students I have already filled a plastic bottle with 50ml for each of your pairs. You will
now use the funnels to add salt (by the scoop 25ml scoopers).
a. There is a sticky note where the level of water is, do not remove this.
5. You will find out how much salt can be dissolved in the plastic bottle of 50ml of water. After
each scoop of salt put the cap back on and shake the bottle to make dissolving faster and
easier.
6. Make sure to keep track of the number of spoons of salt you add.
a. Will we add more water? Why not?
7. After students find out exactly how much salt dissolved in the 50ml of water ASK…
a. What happened to the salt in the water? (dissolved)
b. Where is the salt now? (solution)
c. What happened to the level of the water? (water level went up)
d. Why did the level go up? (Added salt needed to go where)
8. Define saturation in their science notebooks
a. Saturated solution- when a solute dissolve in a solvent until no more will dissolve.
b. Solute- the solid material that will dissolve in the solvent
c. Solvent- the liquid in a solution
9. Now we know how many spoons of salt we added we need to find out how grams of salt was
used to saturate the salt.
a. Ask students how we might do this?
b. What about all the salt at the bottle of the bottle is that dissolved? (no)
c. What can we do to get that salt out? (filter it)
i. After filtering ASK…
d. Who can remind me what the mass of 50ml of water is? (50g)
i. Now place the saturated salt on one side of the balance and add gram cubes
to find the mass of your saturated solution.
ii. How many grams of salt was added to your solution to saturate it? (10-15g)
Differentiation/Accommodations/Modifications:
Differentiation:
 Collaborative learning:
o Students work in groups to solve problems
 Verbal cue/ Written cues
o First and then steps
 Variable outcomes:
o Depending on how students add salt and if they had exactly 50ml of water they may
come out with a different number of grams of salt it required to saturate the solution.
 Ongoing assessment:
o Teacher tracking of students understanding on all parts of FLOSS Mixtures and
Solutions Investigation 2.
Accommodations:
 Presentation:
o Students will listen to the teacher read aloud the instructions.
 Organization:
o Teacher will prepare a step-by-step of first this then this.
Resources:
 Plastic bottles
 5 plastic cups
 1 funnel
 2 filter papers
 4 sticky notes
Assessments:
 Formative-
o Frequent check ins to make sure students are understanding what is happening
 Summative-
o Ongoing assessment of students understanding of ALL of Investigation 2

Reflect/Closure:
 What went well?
 What would you like to have done differently?
 How will you use this information to plan your next steps?