Subject(s): Science, Social Studies
Grade Level(s): 9
Computer for Presenter, Computers for Students, LCD Projector
Resource supports reading in content area:Yes
Freely Available: Yes
Keywords: density, brackish water, fresh water, salt water, salinity, abiotic, biotic, salt wedge, density, Intercoastal Waterway, ICW, Chesapeake Bay
- Feedback to Students:
1.During the Guided Practice: Teacher will circulate the room . Look for groups who have brown water in each test tube. This means they keep mixing their samples and haven't figured out how to slowly pour the samples into the test tube with the pipettes.
2.During the Guided Practice: Make sure the students are writing their qualitative data in their lab notebooks.
3. During Guided Practice: Teacher will gently guide (without giving answers) the students toward the right answer throughout the inquiry activity (figure out the answer to the scenario, writing procedures, creating a data table). They will check with each group to make sure they are on track.
4. During the Independent Practice: Teacher will circulate making sure the students are on track with their laboratory report and completing the lab analysis.
5. During the closure: There will be a discussion about the answers to the lab analysis questions.
- Summative Assessment:
1. A test tube with the samples layered perfectly.
2. Students will complete a lab report at the conclusion of the activity. They will connect the inquiry activity to the inter coastal waterway by placing the water sample letters on the map that is drawn in their lab notebook.
3. Students will place the sample letters on the map of the inter coastal waterway with the inlet.
***Lab Report rubric
Accommodations & Recommendations
- Each group consists of four students sorted by strengths and weaknesses.
- During the reading portion, pair lower level students with a high level reader.
- Students can use highlighters, underline or star important information in their lab notebooks.
- Allow the groups to help each other with techniques for layering the liquids.
- Connecting the varying levels of salt water to the Florida ecosystem.
- The students can research salt water and fresh water intrusion.
- Students research how abiotic factors impact biotic factors and even terrestrial ecosystems.
- Another direction would be for students to measure conductivity using probeware to calculate quantitative values.
Suggested Technology: Computer for Presenter, Computers for Students, LCD Projector
Special Materials Needed:
Materials per lab group:
- Several test tubes
- Tray (large enough to hold a test tube rack)
- 4 pipettes
- 4 beakers 500 mL
- Test tube rack
- Lab notebook
Teacher Pre-Lab Set Up:
- 4 1000 mL beakers
- Hot plate
- food coloring package (red, blue, green, yellow)
- Salt (one container)
Teacher Pre Lab Set-up: Begin by making the saltwater solution by heating the water first and add the salt. Stir regularly until fully dissolved.
- Blue: 36 grams of salt to 1000 mL of water
- Red: 24 grams of salt to 1000 mL of water
- Green: 12 grams of salt to 1000 mL of water
- Yellow: no salt
It usually takes about two 1000 mL of each sample to complete the lab. The students go through a lot of the samples as they try to layer the liquids.
Have trays ready for each group with beakers and pipettes labeled A, B, C, D (corresponding to water sample letters); paper towels, test tube rack with multiple test tubes in it.Teacher will refill the beakers when the students run out of a water sample. Students have difficulty with trying to figure out how to measure salinity. They also have problems with laying the liquids since they want to force the liquids into the test tubes. This only mixes the liquids instead of layering them.
This lesson does not cover the whole nature of science standard.
Source and Access Information
Name of Author/Source: Catrina Liptak
District/Organization of Contributor(s): Broward
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.