I. Title: STEM-INTEGRATED LESSON DESIGN: Water on a Penny
II.
Grade Level and Subject Area: K- 12 Science
III.
Standards:
Next Generation Science Standards (NGSS):
K-12-ETS1-1.
Ask questions, make observations,
and gather information
K-12-ETS1-2.
Develop a simple sketch, drawing, or physical model to illustrate
how the shape of an object helps it function as needed to solve a given
problem.
K-12-ETS1-3.
Analyze data from tests of two or more objects designed to solve
the same problem to compare the strengths and weaknesses of how each performs.
ELA/Literacy:
With guidance and support
from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
Participate in shared
research and writing projects (use engineering design process)
With guidance and support
from adults, recall information from experiences or gather information from
provided sources to answer a question.
Listening & Speaking:
Follow agreed-upon rules for discussions (e.g., listening to others with
care,
speaking one at a time about the topics and texts under discussion).
Build on
others' talk in conversations by responding to the comments of
others through
multiple exchanges.
Ask questions to clear up
any confusion about the topics and texts under discussion.
CCSS.ELA-LITERACY.SL.1.3
Ask and answer questions about what a speaker says in order to
gather additional information or
clarify something that is not understood.
CCSS
Mathematics:
Distinguish between defining attributes (e.g., triangles
are closed and three- sided) versus
non-defining attributes (e.g., color, orientation, overall size); build and
draw shapes to possess defining attributes.
Compose two-dimensional
shapes (rectangles, squares, trapezoids, triangles, half-circles, and
quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms,
right circular cones, and right circular cylinders) to create a composite
shape, and compose new shapes from the composite shape.
Order three objects by
length; compare the lengths of two objects indirectly by using a third object.
IV. Engaging
Context:
·
Variety of substances:
water, oil, alcohol rubbing compound
·
Use of Eye
Droppers
·
Penny for
each group
·
IPads or
Netbooks with Google Sheets for Predicting and Data record
·
YouTube on
the molecular process of water cohesion
V.
Justification Statement
This lesson
combines several different disciplines: science, technology for utilizing
googlesheets to record predictions and data; literacy/ communication,
engineering, and mathematics.
VI.
Measurable Objectives
Students will
engage in the science “lab;” then learn the vocabulary associated with the
scientific concept of water cohesion; and then apply that knowledge to create a
poster that helps them to teach what they have learned about the reason why
water domes on a penny and other substances do not. This lesson begins the
process of understanding the molecular and chemical composition of matter. At
the end of the lesson it is expected that it will have inspired awe and wonder
about the natural world as well as engage each student in using scientific and
engineering vocabulary; using basic science principals, and using writing
skills and art to express student imagination and creativity,
Teams will
present their understanding to the class by creating a poster display
illustrating their understanding of cohesion.
VII. Total
Time: One Class
Periods of 50 minutes.
VIII. Social Skills and or
Habits of Mind to Engage/Assess
|
[
] Persistence [
] Decreasing impulsivity [
] Empathic listening [
] Flexibility in thinking [
] Metacognitive awareness [
] Checking for accuracy [
] Questioning |
[
] Problem posing [
] Drawing on past knowledge [
] Application to new
situations [
] Precision of language and
thought [ ]
Using all the senses [
] Ingenuity, originality,
insightfulness [
] Inquisitiveness, curiosity [
] Enjoyment of problem solving |
IX. Level
of Voice Appropriate for Activity:
During lab During poster design During group
presentations
X.
NASA 5E Framework
Engage:
Direct Instruction on how we are going to
learn about properties of water purity by dropping it using an eye dropper onto
a penny. We will use our science skills of predicting (hypothesis testing)
comparing and analyzing. We will compare water’s properties to two other
substances: oil and alcohol. (Basic
information is given by teacher about group tasks and how to use the materials
and record predictions Students will each make predictions and also record
their questions or wonderings about why the substances behave the way they do).
We will learn
why water acts the way it does and why it is so important to us as we face the California
Drought Conditions
Explore: Students will complete The Water
on A Penny Lab sharing the role of eye dropper for each of the three
substances. Students must stay in their roles but can help with other group
members’ tasks. They will watch the
cohesion video together and then explore ideas as to how the water formed a
dome on the penny.
XI.
Formation of Groups: 15 groups of 5 members (Can be modified for class
composition).
Grouping by grade level
or subject area: Math, Science, English,
Art, PE
Because this challenge
requires both scientific-speaking, writing, listening, mathematics, engineering,
and art work, there will be something for everyone to shine at.
Water on a Penny Role Assignments
Facilitator will provide directions on how to form
and move into cooperative learning groups
Materials Manager’ Tasks - Make sure your
team receives and uses the materials without spilling; Return all used and
unused materials to facilitator; dispose of waste materials
Checker's Tasks – (The person to the right of the Materials Manager). Make sure the time limits are observed. Help recorder and
others complete their tasks. Let instructor know when your team has completed
the lab
Recorder's Tasks - (The person to the right of the Checker).
Carefully observe and count the number of drops that a penny will hold
so that each team member has access to the data. Work with the Checker
to carefully complete the Team Water Drop Analysis page to represent the
results of the trials.
Encourager/Observer' s Tasks – (The person
to the right of the Recorder). Helps the team to persevere and
stay together while sharing and turn-taking. Notice, identify and record
occurrence of team members' social skills and habits of mind
Reporter/Traveler/Spy Tasks – (The person to the right of the Encourager/Observer).
Works with the Recorder following the conclusion of trials and helps the
group decide how they want to present their conclusions to the larger group). If
the team has a question following Three Before ME, go to another team to answer your question [or see what
they have learned].
X. NASA 5E Framework—continued
Extend/Explain: As students complete the
water on a penny lab they naturally share their prior knowledge, observations
and questions about why the substances behave the way they do when dropped one
by one from the eye dropper.
After
watching the animation of water cohesion they will have more questions that
they attempt to explain to one another. Then the work of students in creating a poster assists them in becoming more
familiar with the new vocabulary terms that they experienced during the lab.
XI.
Materials List
·
Water
Droppers
·
Supply of
water, oil and rubbing alcohol for groups
·
Paper
toweling
·
Water
Cohesion Video
·
Rate Your
Mates Online Evaluation (Google Docs)
·
Paper and
Markers for Team Design
·
IPads or NetBooks if possible
·
YouTube video
presentation if firewall permits
https://www.youtube.com/watch?v=VHnFMPxteGo
Evaulate: (Assess): There are several formative and summative ways
to assess learning in this engaged learning lesson. The first is in the individual lab write ups
that show students’ original predictions
and questions they had during the experiments. The students have also used mathematics. If Google sheets has
been used students gain skill in seeing data plotted in bar graphs
and pie-charts. Poster and visual presentations where
students use Art to draw a visual that
helps them to describe the results also serves as an assessment
Optional Closing
Activities:
·
Poster
plus Presentation as a Team. Individual
information detailing student learning takeaways from the project.
·
Formative
Assessment of Non-Cognitive Factors: Self Assessment Using the Habits of Mind
Check Sheet and Write-up Form (Google Docs).
·
Content
Formative Assessment: Kahoot online quick quiz using iPads to test for
scientific knowledge.
WORKSHEETS
Scoring Rubric for
Team Performance Water on a Penny
Criteria:
1. Team engaged in brainstorming; analyzed ideas and
selected plan
2. Made predictions regarding motion, acceleration and air
resistance.
3. Completed testing of substances
4. Correctly identified variables in laboratory report
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Not
Yet |
Almost
There |
Got
It!! |
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Made predictions regarding substance qualities and ability
to dome on penny |
No
evidence of predictions regarding substance qualities and ability to dome on
penny |
Team
shows good evidence of predictions regarding substance qualities and ability
to dome on penny |
Excellent
evidence of predictions regarding substance qualities and ability to dome on
penny |
|
Completed trials of each substance |
Team
demonstrated an inability to determine how the substances would perform in
the time allotted |
Team
effectively used the time allotted to determine how the substances would
perform |
Team
effectively used the time allotted to determine how the substances would
perform |
|
Correctly identified variables in laboratory report |
Lab
report was incomplete, failed to address variables and/or had incorrect
information |
Lab
report is complete, addresses variables and provides correct information |
Lab
report is very well written, addresses variables, provides correct
information and presents valid conclusions |
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Predicting Drops
Predict how many drops of each liquid the penny
can hold before spilling over.
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Water |
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Trial # |
# of Drops |
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Alcohol |
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Trial # |
# of Drops |
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Oil |
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Trial # |
# of Drops |
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Analyzing Drops
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Water |
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Trial # |
# of Drops |
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1.
Record how many drops of
each liquid the penny can hold before spilling over.
2. In the space below, calculate the average # of drops for each
liquid.
3. Create a bar graph of the average number of drops for the water,
alcohol, and oil.
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Alcohol |
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Trial # |
# of Drops |
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Oil |
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Trial # |
# of Drops |
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Water
on a Penny Lesson Background and Concepts for Teachers
1. Water is notable because of the presence of hydrogen bonds
within its molecular structure.
Although hydrogen bonds are the weakest of the chemical bond
types, they are of sufficient strength to make water unusually cohesive.
This cohesiveness gives water its high degree of surface tension,
which is visible in the small indentations made by the legs of certain
insects that can literally walk on water. It is also water's cohesiveness that
allows it to form a nearly spherical "bead" when a single
drop is placed on a flat, nonporous surface.
2. In contrast, oils have few, if any, hydrogen bonds amongst their
large, organic molecules. When oil is dropped onto a flat, nonporous surface,
it quickly spreads and forms a thin layer coating considerably more surface
area than would a drop of water. Rubbing alcohol, on the other hand, is a
mixture consisting of 70% isopropyl alcohol and 30% water. It does contain some
hydrogen bonds within its structure, but not nearly as many as occur in pure
water. Rubbing alcohol will form a bead when dropped onto a flat, nonporous
surface, but the bead will be slightly flatter and larger in diameter than a
corresponding bead of pure water.
3. When water is dropped carefully onto the surface of a penny, it can
pile up into a dome shape before spilling over the small lip around the penny's
perimeter. Rubbing alcohol can pile up as well, but spills over before forming
a well-rounded dome. Oil will not pile up much at all, as students discover.
ACTIVITY
II: STEM-Integrated Lesson: Water on a Penny
Vocabulary
oxygen; hydrogen; molecular;
chemical, cohesive, spherical; non-porous
Vocabulary/Definitions
|
adhesion: |
The attraction between that
occurs between unlike molecules (H20 and a cotton string). |
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cohesion: |
The attraction between adjacent
molecules of the same type. |
|
hypothesis: |
A tentative explanation for a fact
or set of observations, which can be tested objectively. |