Chromatography Lesson Plan

Chromatography Lesson Plan Lesson Objective: To design a strategy that separates grape Kool-Aid into its component dyes

Course/Grade Level: Middle School

Materials: Students working in 16 groups of 2 at tables for 4 students if possible. Kool-Aid – containers of 50 ml x 16 Distilled water-containers of 50 ml x 16 5% Isopropanol (Rubbing Alcohol)- containers of 50 ml x 16 20% Isopropanol (Rubbing Alcohol)- containers of 50 ml x 16 8 Large test tubes in racks x 16 Chromatography Paper in Roll Scissors Graduated transfer pipets ( 16 to 64 ) depending upon if students have to clean between uses. 10 cc Syringes x 16 Cotton Balls (5 x 16) Student Notebooks Individual copies of Chromatography Reading Passage Individual copies of Think-Pair-Share Document on both sides 8 sets 14 numbers on small square piece of paper in different colors

Standard(s) addressed

NGSS MS- ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and natural environment that may limit possible solutions. NGSS MS-ETS1-2 Evaluate Competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

NGSS MS- ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic WHST.6-8.7 Conduct a short research project to answer a question, drawing on several resources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism

CCSS-ELA and CA ELD Standards Addressed

1 CCR- Speaking/Listening Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. CCR- Reading Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. CCR- Writing Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and

** These broad types of writing include many subgenres. See Appendix A for definitions of key writing types. 2 convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

CCR- Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. CA ELD Interactions A. Collaborative (engagement in dialogue with others) 1. Exchanging information/ideas via oral communication and conversations 2. Interacting via written English (print and multimedia) 3. Offering opinions and negotiating with/persuading others 4. Adapting language choices to various contexts B. Interpretive (comprehension and analysis of written and spoken texts) 5. Listening actively and asking/answering questions about what was heard 6. Reading closely and explaining interpretations/ideas from reading C. Productive (creation of oral presentations and written texts) 9. Expressing information and ideas in oral presentations 10. Composing/writing literary and informational texts 11. Supporting opinions or justifying arguments and evaluating others’ opinions or arguments

3 12. Selecting and applying varied and precise vocabulary and other language resources

5-E Lesson Plan components:

Engage: Connect to Prior Knowledge and Experience Estimated Time 10 Minutes Total Descriptions; 1. Show a quick video clip of a Kool-Aid Commercial. 2. Have students take some Grape Kool-Aid and some napkins and place drops on them making observations and coming up with questions

Teacher’s Role Teacher Questions Students’ Role Show the video of the Kool- Have you ever watched this Watch and answer Aid commercial commercial? What do you questions know about Kool-Aid? Have you ever tried it?

What do you notice? Have students use dropper, Record in your notebooks Take the container of Kool- Kool-Aid and Napkins to what you observe? Write Aid and use dropper to explore Grape Kool-Aid any questions that come to place drops on paper mind. napkin. Students share observations with peers.

Students write and share observations/questions with partners. Record in lab notebook what is being done and observations made, questions to explore.

Explore: Hands-on Learning, Contextualize Language, Estimated Time Use of Scaffolding, Use of Multiple Intelligences, Check Two Hours (can be broken for Understanding into two days) Description: Use of Close Reading on Chromatography to teach students how to extract purpose and method from a reading and design and use a strategy to separate a mixture of two pigments. Teacher’s Role Teacher Questions Students’ Role Hand out the Ask students to read Read passage Chromatography Passage through the passage once using Paired Reading Strategy. Have them read it again, underlining key terms, write Read the passage again, Read again, looking for key

4 questions, looking for highlighting key words and info, underline, right important relevant content. Three-Way questions. information Interview (students ask each other) Can you extract the Extract the purpose of purpose of chromatography and extract chromatography? A a method. method?

Hand out the Think Pair Have the number one Write what they think they Share Document (Double student work with number 3 have extracted as the sided) while they are doing and 2 work with number 4. purpose of chromatography. their second reading Have the groups write:

What is the purpose of chromatography?

Shift and have each partner While sharing, they will share what they wrote write what their partner shares. In the Share box, come to a shared purpose Collaborate with the partner to record a shared purpose.

Numbered Heads Strategy: 1 and 2 students share their Have the number 1 and 2 shared purpose students share what their groups came up with

Turn to the back and use the Repeat having students While sharing, they will T-P-S document to record extract a method used for write what their partner the method chromatography shares.

Collaborate with the partner to record a shared method.

Show all of the materials Have students select Work in teams to separate available for the materials that they will use pigments. chromatography to design a method to engineering separate Kool-Aid into pure pigments Explain: Listening, Speaking, Reading and Writing to Estimated Time Communicate Conceptual Understanding 15 minutes Description: Students report their findings to whole class. Teacher’s Role Teacher Questions Students’ Role Ask students to explain How effective was your Explain their experimental their design and findings design in separating Grape design and how effective it

5 based on claims and Kool-Aid into it’s was evidence recorded in their components? notebooks Student 3 and 4 should What are your Claims and share their group results. Evidence to support these claims? Depending upon the actual grade level, this is a time to extend content around chromatography. Evaluate: Thinking Maps, Summarize Lesson and Review Estimated time Vocabulary, Variety of Assessment Tools 15 minutes Description: Students demonstrate their learning by evaluating the two different methods used. Paper or Column Chromatography Teacher’s Role Teacher Questions Students’ Role Teacher shows a T chart to What are pro’s and con’s of Student 2 will facilitate and the group and has the each method used? Base record on the T-chart students work in larger these on claims and groups composed of those evidence extracted from Student 1 will share group that used paper and column notebooks. Numbered results when everyone is chromatography methods Heads Strategy. done

Extend: Group Projects, Plays, Murals, Songs, Estimated time Connections to Real World, Connections to other 20 minutes Curricular Areas Description: Students make connections to how chromatography is used in drug testing, protein purification, and forensics Teacher’s Role Teacher Questions Students’ Role Print out and have students What are other applications Read Article read the article on how for Chromatography? forensics uses If computers or tablets are chromatography. Can you find other available with internet applications that use access have students find http://the- Chromatography? their own articles and gist.org/2011/07/tlc-the- applications for forensic-way/ chromatography.

Resources:

Materials can be purchased from any science supplier

Comparison of applications for Chromatography: http://the-gist.org/2011/07/tlc-the- forensic-way/

Background on Paper Chromatography http://www.chemguide.co.uk/analysis/chromatography/paper.html

6 Background on Column Chromatography http://en.wikipedia.org/wiki/Column_chromatography

Pictures of Chromatography in Action:

Paper Chromatography using 2-liter bottle test tubes

Column Chromatography using 10cc Syringe and Cotton Balls

What is going on with paper or cotton ball column chromatography? Cotton and paper are polar and the pigments are also polar so the polar regions of paper are attracted the polar pigments. When the solvent moves across the cotton or paper that has a pigment bound to it, the pigment either holds on to the paper or moves with the solvent. Since Blue comes off first, it is less polar than the red. The red pigment holds on to the polar paper or cotton longer accounting for the blue moving faster on the paper or comes off of the column first. This is called hydrophilic interaction chromatography.