Curriculum Project

About the Curriculum Piece
Using the 5 E Model template for your curriculum piece, plan a Lesson Plan  based on a concept that piqued your interest this week. Adapt it to a lesson that you can actually use, science and math. Make sure that it includes appropriate math and science integration, standards, content and assessment. Please ask if you have questions

 Here is an example lesson plan: http://www.cs.duke.edu/csed/alice/aliceInSchools/workshop08/lessonPlans/white/5ELessonPLanInvitationtotheGame.pdf

5E Lesson Plan

Name: Mr. .I.

Subject Area: Environmental Science

Grade Level: 11-12

Lesson Title: Stream Ecology: Water Sampling Project

Introduction: Science and math are interconnected. A thorough understanding of science will not be possible without a good background in math, hence the need for every science teacher to understand how to integrate math into the science curriculum, most methods of collecting scientific data involves the direct application of math. Most college entrance examinations in science are not necessarily connected to any state standards of learning; instead, it requires the students to apply their knowledge of math and science in answering questions.

Lesson Objectives:

Students will analyze water samples taken at different sections of the river for specific contaminants.

Students will relate contaminants to local sources.

Students will take pH readings of the river over a specified period in a year.

Students will measure the dissolved oxygen (DO) and Biological Oxygen Demand (BOD) of the sample, test for specific contaminants and record the kind of living organisms found in the sample.

Students will use appropriate instruments to measure the discharge of the river at different segments of the river.

Students will use GPS equipment to mark the waypoints of the different segments of the river where water sampling activities were performed.

Students will use math and graphing skills to conduct water sampling investigations.

South Dakota Science Standards:

9-12. N. 2.1 Students are able to apply science process skills to design and conduct student investigations

Project Length: One academic year

Formula for calculating the flow rate or discharge of a segment of the stream:

Flow=ALC/T

 Where:

 A= Average cross-sectional area of the stream (stream width multiplied by average water depth.

L= Length of the stream reach measured (about 20ft.)

C= A coefficient or correction factor (0.8 for rocky bottom streams or 0.9 for muddy-bottom streams)

T= Time in seconds for the float to travel the length of L

Students will plot a hydrograph using an excel spreadsheet, they will plot Discharge (Flow Rate) values on the Y-axis and Time on the X-axis

List of Materials:

Thermometers

Aquatic Nets

pH testing and dissolved oxygen testing kits. 

Chest Waders

GPS Equipment

Stop Watch

Meter Stick

Long tape measure-at least 30 ft

Oranges

Digital Cameras

Phase One: Engage the Learner

The teacher will show students 10 minute video clips of a healthy freshwater ecosystem and a polluted freshwater ecosystem.

The teacher will ask students to state the differences they observed in the videos.

The teacher will ask the students to determine the section of a river that will be expected to have a faster flow rate.

The teacher will ask students why they would not drink water that was scooped from a local wetland.

The teacher will administer a Pre-test on water quality.  

Phase Two: Explore the concept

Students use the Ph measurement kit to determine the ph of different household items and laboratory reagents, students will use materials with Ph measurement close to opposite ends of the Ph scale and other materials that are closer to the middle.

Students will study the characteristics of the different types of invertebrates that are usually found in freshwater ecosystems.

Students will understand the meaning of eutrophication and its effects on local streams.

Students will classify freshwater invertebrates in terms of their tolerance to pollution.

Students will learn how to use a GPS unit in water sampling.

Students will learn how to plot values recorded for a similar project using an excel spreadsheet.

Phase Three: Explain the Concept and Define the Terms

The teacher will use a 60-75 slide PowerPoint presentation that contains all aspects of the project, pausing at different stages to check for student understanding.

Phase Four: Elaborate on the concept

Students will gather their water sampling gear and equipments and embark on a water sampling field trip with the teacher; they will work in groups and practice hands-on water sampling activities.

Students will use their GPS equipment to mark the waypoint and determine the latitude and longitude of their observation spot. Students will save this information on their equipment and record it on their worksheet.

Students will collect water samples from recorded area and determine the hydrogen ion concentration (pH) of the water sample; in addition, they will determine the dissolved oxygen (DO) and the Biological Oxygen Demand (BOD) of the sample.

Students will test for specific contaminants and record the kind of invertebrates found in that section of the river.

Students will measure the flow rate of the river at the observation spot.

Students will use a digital camera to take photographs of the observation spot; students will file the pictures of each observation spot with worksheets containing other information about the spot.

Students will use their latitude and longitude data to visit their observation spots during the winter and spring to repeat the data collection process. Data from each observation period will be filed separately. After the final field trip, each group will create a class report that summarizes the changes in their observation spot over the course of the school year.

New students undertaking this project in subsequent years will compare their observation to those made in previous years.

Phase Five: Evaluate Students’ Understanding of the Concept

Student work will be collected and checked for accuracy. The data will be compared with data collected by the teacher and deviation from expected values will be measured. Their hydrographs will be evaluated.             

   

                         

      

5-E Lesson Plan

Name:  Sandi Hurst

e-mail:  Sandi.Hurst@k12.sd.us

Subject Areas:  Math and Science

Grade Level:  8^th Grade

Lesson Title:  The Effect of Salinity on Density of Water

Introduction:  Science and math are two areas that, although logically able to be integrated, are often treated as two separate entities.  This lab and analysis will enable students to complete a cross-curricular lesson completing a scientific investigation, collecting data, creating visual representations, and then analyzing visual evidence in order to predict future or alternative outcomes.  

Lesson Objectives:

• Students will follow steps to conduct a scientific experiment
• Students will make a table and graph of scientific data
• Students will describe the relationships between two variables in a linear equation
• Students will analyze data to make predictions

South Dakota Science Standards

• 8.N.2.1  Students are able to design a replicable scientific investigation.
• 8.E.1.4  Students are able to examine the chemical and physical properties of the ocean to determine causes and effect of currents and waves.

South Dakota Math Standards

• 8.A.4.1  Students are able to create rules to explain the relationships between numbers when a change in the first variable affects the second variable.
• 8.A.4.2  Students are able to describe and represent relations using tables, graphs, and rules.
• 8.M.1.1  Students are able to apply proportional reasoning to solve measurement problems with rational number measurements.
• 8.M.1.2  Students are able to find area, volume, and surface area, with whole number measurements.
• 8.S.1.1  Students are able to find the mean, median, mode, and range of a data set.
• 8.S.1.2  Students are able to use a variety of visual representations to display data to make comparisons and predictions.

Lesson Length:  2 Days (1 for lab and 1 for analyzing data)

Lesson Overview:  Consider the following formula: 

D=m/v

(D=density, m=mass,v=volume)

(Density is measured in units derived from mass and volume, usually g/cm³,

Mass is measured in units of weight like grams (g) or kilograms (kg),

Volume is measured in units of volume like cm³ or m³)

An egg put in a glass of tap water will sink to the bottom of the glass because the density of the egg is greater than the density of the tap water.  (FYI – the density of fresh water is about 1g/cm³).  However, if you keep adding salt to the glass, the egg will float back to the top because the density of the water eventually becomes greater than the density of the egg (without affecting the volume of the water).

In this lab, you will determine exactly how much salt is needed to make an egg float in a glass of water.  You will use a technique known as serial dilution in which you begin with a salinated solution (the stock) and dilute it by set amounts of tap water.  The resulting amount, or concentration, can be determined using the following equation:

new concentration = ________volume of stock________

                                  (volume of stock + volume of water)

List of Materials:

·         Clear 16-ounce plastic cups

·         Table salt (1 cup per group)

·         Water

·         Measuring cup (liquid)

·         1-quart containers for each lab group

·         Spoons for stirring and egg transfer

·         Eggs – must be room temperature (5 per group)

·         Lab instructions

·         Lab notebooks (if no room to write on lab instructions)

·         Pens/pencils

·         Laptops with access to Microsoft Excel

Phase One:  Engage the Learner

• Ask students what happens to salt (NaCl) when it is put into water. Also ask how the water is affected.
• Ask students what they know about the ocean compared to (most) lakes?  Focus on salinity.
• Have students share experiences traveling to different bodies of water (lakes, rivers, seas, oceans, etc.).
• Have small groups explore the following websites and then report their findings to the rest of the class:

n  http://www.extremescience.com/zoom/index.php/earth-records/37-dead-sea

n  http://www.utah.com/stateparks/great_salt_lake_facts.htm

n  http://www.palomar.edu/oceanography/salty_ocean.htm

n  http://answers.yourdictionary.com/answers/science/ocean-greatest-salt-content.html

Phase Two:  Explore the Concept

Have student groups conduct the following experiment (each student should have a hand-out with the following instructions as well as room to answer the questions):

1. Make a stock solution of 1 cup of salt dissolved in 1 quart of water using the following procedure:

o   Pour 3 cups of water into the 1-quart container.

o   Add 1 cup of salt.

o   Stir until the salt is dissolved.

o   Add more water to fill the container to the 1-quart line.

o   Stir the mixture again.

2. Label four of the plastic cups #1-4 and label the fifth cup “tap water.”
3. Add ¾ cup of stock salt solution to cup #1.
4. Add ¾ cup plain tap water to cups #2-5.
5. Add ¾ cup stock solution to cup #2.  Mix.
6. Measure out ¾ cup of the solution from cup #2 and add it to cup #3.  Mix.
7. Measure out ¾ cup of the solution from cup #3 and add it to cup #4.  Mix.
8. Answer the following questions in your lab notebook or on the lab sheet:

1.     What are the relative salt concentrations of cups #1-4?  (For example, cup #2 is half stock solution plus half tap water so it is a 50% relative salt concentration.)

2.    What are the absolute salt concentrations of cups #1-4?  (1 cup of salt is approximately 292 g; 1 quart of water is 0.946 L)

9. Start with cup #5.  Carefully place the egg in the cup to see if it will float.  Did it?  Use a spoon to lift the egg out of the cup.
10. Repeat the step above that you used for cup #5 with each of the other cups in this order:  cup #4, cup #3, cup #2, and cup #1.
11. In which cup did the egg first float?  (Save this solution for Step 13).  If the egg floated in more than one cup, did you notice any difference in how it floated?
12. Now you know approximately (within a factor of 2) how much salt is needed to make an egg float.  Now you will conduct another experiment to get an even more precise estimate!
13. This time you will begin your dilution steps with the same concentration solution in which the egg first floated.
14. Figure out a new dilution sequence using even smaller steps than before.  For example, you could try diluting the solution by 20% with each step.  That means that, with each step, the new concentration should be 80% of the original concentration.
15. Record the following information in your lab notebook or on your lab sheet:

o   What amounts of new stock solution and water do you need to use?  (Remember – you will need enough solution to more than cover the egg.)

o   Record your computations and dilutions.

16. Make the new dilution sequence following the same procedure as outlined in steps 5-7.
17. Repeat steps 8-11 for the new solutions.
18. Repeat the entire procedure for the other four eggs.
19. Record your results in the following chart:

Egg	Density	Concentration of Solution Floated In

20. How much variation in density is there from egg to egg?

Phase Three:  Explain the Concept and Define the Terms

• As a large group, brainstorm definitions for the following terms, creating a class definition:

- density                         - mass                                      - volume

- serial dilution                - stock                            - concentration

- relative concentration            - absolute concentration

• Discuss the scientific lab procedure used (how was uniformity of measurements maintained, what solutions caused the eggs to float/sink, etc.)
• List results from all group experiments on the board.
• Have students create charts in Excel of the class results and then create a scatterplot of their results. 

Phase Four:  Elaborate on the Concept

• Have students individually answer the following questions:

1.     How much variation in density is there from egg to egg (range)?

2.    What is the average/mean density . . . the mode . . . the median?

3.    Why does adding salt to water increase its density?

4.    What could account for the variation in density of the eggs?

5.    Did each groups’ eggs float in the same concentrations of water?  Why or why not?

6.    How could we make our results even more accurate?

• Have students discuss their answers in Pair-Share small groups.
• Discuss the answers as a large group.

Phase Five:  Evaluate Students’ Understanding of the Concept

• Have students turn in their lab reports/results as well as the answers to the questions in Phase Four (allow students time to revise their responses after the group discussion.)
• Have students answer the following questions based on their lab results and charts (can be on their lab reports/results sheets or on another sheet of paper):
1. Would a hard-boiled egg float at the same concentration as an uncooked egg?  Why or why not?
2. How would the results have been impacted if other eggs, such as those from an ostrich, robin, or hummingbird, had been used?
3. Find out how much salt there is in each of the oceans (Atlantic, Pacific, Indian, Arctic).  Would an uncooked egg float in each of the oceans?  Why or why not?

References:

http://www.sciencebuddies.org/science-fair-projects/project_ideas/OceanSci_p003.shtml (lab adapted from this website)

http://www.extremescience.com/zoom/index.php/earth-records/37-dead-sea

http://www.utah.com/stateparks/great_salt_lake_facts.htm

http://www.palomar.edu/oceanography/salty_ocean.htm

http://answers.yourdictionary.com/answers/science/ocean-greatest-salt-content.html

South Dakota Department of Education Science and Math Content Standards

From Johnny Olson

Name:  Johnny Olson

Subject Area:  Mathematics

Grade Level:  8th

Lesson Title:  Equations with Two Variables

Introduction:

                In this lesson, we are going to take a look at different linear equations.  In order for students to do well in this exercise, they need to have some background knowledge of linear equations.  They will need to know how to graph linear equations by hand, and they will need to know about slope, rate of change, and the slope- intercept form.  We will have done lessons on all of these subjects before this lesson, so all of the students should have a good understanding of them. 

                In this lesson, we are going to use Microsoft Excel to graph linear equations.  I want them to know how to graph by hand before doing this lesson, so they don’t always rely on computers, calculators, and technology. Once I have taught the students how to graph equations using Microsoft Excel they are going to make some observations.  We will use these observations to talk about slope, rate of change, the y-intercept, tables, ordered pairs, and how all of these things affect the linear graph. 

                I like using Microsoft Excel for this exercise instead of graphing calculators because it is so much easier to see graphs and equations at the same time.  It is also easier to see multiple graphs at once.  I like the bigger screen on the computer making the graph(s) easier to see as well.

Lesson Length:  1-2 Days

Standards:

·         CC.8.F.1

·         CC.8.F.2

·         CC.8.F.2

Outcomes: 

·         Students will

o   Get a greater understanding of the slope – intercept form of linear equations: y=mx+b.

o   Compare different linear graphs.

o   Understand how slope and the y-intercept affect at graph

o   Compare linear and non-linear graphs.

Materials:  

·         Computer lab

·         Microsoft Excel

Phase One:  Engage the Learner

In the regular classroom:

·         Tell the students that they are going to the computer lab today.

o   This will spark their interest right away.  Middle school kids like going to the computer lab.  It excites them, even if it is to do math.

·         Before the students can go, they must first graph this equation by hand:  y=3x-4.

o   This is something they have already learned.  It should show prior understanding of the material.

·         Once they have correctly graphed the equation by hand, tell them that they are going to learn how to graph it on the computer. 

Phase Two:  Explore the Concept

In the computer lab:

·         Have the students log on to the computers.

·         Students are to graph their equation (y=3x-4) on the computer with one instruction:  they have to graph it in Microsoft Excel.

o   Students are good at using technology.  They also want to play around with computer on their own for the first couple minutes.  Instead of fighting this, I make it a part of the lesson. I want them to try to figure it out on their own

·         Give them about 5 minutes to try on their own.

·         For students who complete this, give them another equation to graph.

Phase Three:  Explain the Concept and Define the Terms

In the computer lab:

·         After the students have had time to try graphing on their own and fiddle with the computer, the teacher will demonstrate how to graph.

·         Not all students will be able to figure out how to graph on their own, so a demonstration or two is necessary. 

·         The teacher demonstrates by graphing the equation y=2x+4 on the projector while the students graph at their computers.

o   Go slow so all students can keep up.

o   Have some of the students who understand the process help struggling students.

·         The teacher demonstrates by graphing the equation y=2x+2 on the projector while the students graph at their computers.

o   Students will graph this equation on the same screen as the first equation.

o   Discuss with the class about the similarities and differences between the two graphs.

Phase Four:  Elaborate on the Concept

In the computer lab:

·         Teacher has the students graph these four equations on their own:

o   Y=2x-4

o   Y=2x

o   Y=2x+3

o   Y=2x+5

·         Once the students graph these equations, they need to make observations about the similarities and differences of the graphs.

·         Have students discuss these observations with the class.

·         Students should see how the y-intercept changes a graph.

·         Teacher now has the students graph these four equations on their own:

o   Y=x+2

o   Y=2x+2

o   Y=1/3x+2

o   Y=-2x+2

·         Once again, students make observations about the similarities and differences of these graphs.

·         Discuss these observations with the class.

·         Students have just seen how the slope changes a graph.

·         Talk about rate of change here was well. 

o   Slope is the rate of change.

·         As an extension, have students come up with an equation that is not linear, and have the students  graph that equation.

o   Why isn’t it linear?

o   What makes the equation different from a linear equation?

Phase Five:  Evaluate Students’ Understanding of the Concept

In the lab if time:

·         Give students a worksheet with groups of equations.

·         Have the students make predictions on how the graphs are the same and different using what they saw on the computer screen.

o   They should be talking about how the slope and y-intercept change the linear graph.

·         If there is time in the lab, they can check their answers using Microsoft Excel.

·         The Chapter Test will also be a way to evaluate the students’ understanding.

Lesson Plan from Barb Hascall:

5-E Lesson Plan

Integrated Math and Science                                                                                            

Barb Hascall

Introduction Angles of Polygons: 

The primary objective for this lesson is to investigate the relationship between the number of sides of a convex polygon and the sum of its interior angles using a linear model.  From there students will devise a formula to find the measure of an individual angle of a regular polygon.

Lesson Outcomes:

Students will make tables and graphs in excel

Students will describe the relationships between the number of sides, non-overlapping triangles and the sum of the interior angle measures.

Students will then make a conjecture based on their information about a formula to find the sum of the measures of the interior angles of a convex polygon.

Common Core Math Standards:

CC.9-12.F.BF.1 Build a function that models a relationship between two quantities. Write a function that describes a relationship between two quantities.

CC.9-12.G.MG.1 Apply geometric concepts in modeling situations. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).

CC.9-12.F.IF.8 Analyze functions using different representations. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

List of materials:

Computer

Paper

Straight edge

Pen or pencil

Phase One Engage the Learner:

Why do architects need to work with angles?

Do interior designers need to know angle measures of polygons?

Phase Two Explore the Concept:

1.  Discuss the sum of the angles of a triangle.

2.  Draw different closed polygons (triangle, quadrilateral, pentagon and so on). 

3. Talk about dividing the polygons into non-overlapping triangles.

4.  Record the number of sides, the number of triangles and 180 times the number of triangles for each polygon in a table.

Convex Polygon	Number of Sides	Number of Triangles	Sum of the interior angle measures
Triangle
Quadrilateral
Pentagon

5. Graph the number of sides vs the number of triangles, in excel and add a trend line.

Phase Three Explain the Concept and Define the Terms:

Terms:  polygon, convex, trend line, regular polygon, and interior angles.

Phase Four Elaborate on the Concept:

Students will be asked a set of questions.

1. Is there a relationship between the number of sides of a polygon and the number of triangles?

2. What do you notice about the relationship between the number of sides of a polygon and the number of triangles based on your trend line?

3. Can you use the number of triangles to find the sum of the interior angle measures of a polygon?  If yes, how?

4. Fill in the sum of the angle measures for each polygon.

5. Graph the number of sides vs the sum of the interior angle measures.

6. Add a trend line.

7. What does the independent variable represent?

8. What does the dependent variable represent?

9. What is the equation of your line?  Can this equation be simplified?

Phase Five Evaluate Students' Understanding of the Concept:

When students have completed their graphs they will be asked how to use the number of sides to find the number of non-overlapping triangles in any convex polygon.  Then they will be asked to write their formula and test it for other convex polygons.  Lastly they will be asked if they can find the sum of the interior angles of a convex polygon if they know the number of sides in the polygon.  To expand I would ask them if they could find the measure of one interior angle of a convex polygon and explain their reasoning.

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