Separating a Soluble and an Insoluble Substance

SCIED 411 Lesson Plan Evaluation Form

Component	Description	Max Points	Points
Source Information	The authors of the lesson are clearly indicated, as well as the source of the lesson plan. Sample citations for published lessons: .http://www.nsrconline.org/pdf/POM_TG_sample15.pdf	5	3
Grade level and topic	Is the grade level and general topic of the lesson clearly indicated and appropriate?	5	4
Standards and inquiry	Is at least one relevant State or National science or environmental education standard clearly identified, and is it substantively addressed in the lesson?	5	4
Instructional objectives	Is it clear from the statement of the lesson objectives what a student should be able to do as a result of completing the lesson?	10	10
Materials, equipment, and set-up	Are the materials and equipment needed for this lesson described clearly enough that another teacher could set it up and carry it out? activity in detail.	10	10
Body of the Lesson If evaluating a unit or an entire curriculum, look for the following elements in at least a couple of lessons.
Engagement	Will students’ attention be gained early in the lesson? Will their initial conceptions be solicited?	10	5
Exploration	Can you perceive a clear guiding question/purpose for the lesson? Will the students collect data or retrieve interesting data from elsewhere? Are the instructions for doing this clear?	15	10
Explanation	Will the students be able to make sense of their exploration? Are they asked to report what they learn?	15	10
Elaboration	Are there suggestions for extending the lesson (e.g., for advanced students)?	10	10
Evaluation	Is there a mechanism for evaluating students’ understandings? Does that mechanism match the lesson’s objectives?	15	12
DISCRETIONARY	Any additional points you wish to assign for especially good treatment in any section of the lesson plan (maximum of 10) (plus 5 for a simple design and a classic experiment)	10	5

This is a very strong lesson because it addresses several essential scientific concepts with an elegant and easily implemented experiment. Over the course of two class periods students should be able to discuss in detail the differences between a soluble and an insoluble substance. Such terms as evaporation, mixtures, solutions, etc. will be defined through experimentation and observation. In my opinion, this is the best way for a student to learn about a complex topic. There is no substitute for witnessing a scientific occurrence first-hand.

The only problem that may occur in this lesson is the confusion that could arise over the chemistry involved. Such compounds as Copper (II) Sulfate are likely to be outside the general knowledge of younger students with little background in chemistry. However, this problem could be easily resolved through a simple explanation by the teacher. He or she would need to make it clear that the complex naming system of chemical compounds is not of importance for this lesson.

The lesson meets the National Standards for Education by addressing basic chemical principles. Furthermore, the state standards in 3.4.7.A are met by describing the differences between mixtures and compounds. Middle school children would find this lesson particularly useful in that it addresses much of the chemical jargon they are likely to hear as they move further into their science education curriculum.

Overall, “Separating a Soluble and an Insoluble Substance” is a strong lesson that makes sense of a sometimes confusing scientific concept. Science teachers should have an easy time implementing this lesson due to its simple setup and easy application.