Planning Guide

Creating Learner-Focused Schools

CONTENT KNOWLEDGE

Declarative

• Vocabulary terms: mixture, solution, solute, solvent, soluble, insoluble, concentration, density, hydrometer, and meniscus.
• The difference between a mixture and a solution.
• Sap is a solution of sugar dissolved in water that must be concentrated in order to make syrup.
• Pros and cons of each of the three possible methods of concentrating sap – evaporating, freezing, and reverse osmosis.
• The concept of density and its importance to maple syrup production.
• The instrument used to measure the density of maple liquids is the hydrometer.
• The unit used to measure the density of maple liquids is degrees Brix.
• The three states of matter and methods used to move between them.
• The process of sap flow in a tree.
• The effect of weather on sap flow and syrup production.
• The differences between modern methods of maple syrup production and those used by Native American Indians and early settlers.

Procedural

• Use a hydrometer to measure the density of liquids.
• Use Microsoft Excel to record data in a spreadsheet and produce a graph from that data.
• Read and interpret different types of graphs including line, bar, column, and pie.

ESSENTIAL QUESTIONS

• How can we tell the exact point when sap becomes maple syrup?

INITIATING ACTIVITY

KWL in collaborative pairs for video entitled The Maple Sugaring Story.

Connection to State Learning Standards

Content Area: Science

Level: 5th

Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

Benchmark: Students observe and describe properties of materials, such as density, conductivity, and solubility.

Learning Experiences

Declarative Knowledge

What declarative knowledge should students be in the process of aquiring and integrating? As a result of the unit, the student will know or understand…

The difference between a mixture (two substances mixed together where neither one undergoes a change) and a solution (two substances mixed together where one dissolves in the other).

The terms solute, solvent, soluble and insoluble.

The difference between more and less concentrated solutions.

How to separate the solute and solvent in both mixtures and solutions.

The three possible methods of concentrating sap: Freezing, evaporating, and reverse osmosis.

The concept of density and its importance to maple syrup production.

The effect of weather on maple syrup production.

The differences between modern methods of maple sugar production and those used by early Native American Indians.

What experiences or activities will be used to help students acquire and integrate this knowledge?

Conduct an experiment to create, compare, and then separate both mixtures and solutions.

Conduct an experiment to show the differences between more and less concentrated solutions.

Sequence the steps of concentrating sap into syrup for each of the three possible methods.

Conduct an experiment to compare the relative density of three liquids.

Write essay comparing modern methods of maple syrup production to those used by early Native American Indians.

What strategies will be used to help students construct meaning, organize, and/or store the knowledge?

"KWL" with collaborative pairs.

"Think-Pair-Share" with collaborative pairs.

Lecture with "Three-Minute Pause", ending with a variation of "Ticket to Leave" to summarize and provide closure.

Word Maps for vocabulary.

Graphic Organizers to record data specifically designed for each experiment.

Graphic Organizer "Trains" to sequence steps in each of the three methods of concentrating sap.

Graphic Organizer "Then and Now" to compare modern methods of maple syrup production to those used by early Native American Indians.

Advance Organizer Questions to help students draw conclusions and make generalizations from the experiments.

"Create an Experience" by doing hands-on science experiments that can be remembered at a later time.

Help students create a "Mental Picture" of the concept of density by using differing numbers of students to represent differing levels of population density in the classroom.

Describe what will be done.

Launch: Students will be divided into collaborative pairs. Prior to watching the video, each pair will work together to do the K and W portions of a KWL chart for the video. Following the video, each pair will complete the L portion of the chart.

Students will get some new information from reading assignments they will do as "Think-Pair-Share" activities. Students will be divided into collaborative pairs, and will be assigned specific questions that they must find the answers to in the assigned reading. Prior to reading, each pair will discuss the questions and predict the answers. They will then read the assignment individually, and will each record the answers as they find them. After completing the reading, the pair will discuss their findings and agree on the answers.

Some new information will be given to the students in lecure format. At the beginning of each lesson, the teacher will write the objectives for the lesson on the board. During the lecture, students will take notes by filling in blanks on provided worksheets. The teacher will pause occasionally and give the students three minutes to discuss the new information in collaborative pairs. At the end of the lesson, students will be required to write down an answer for each of the objectives on the board as their "ticket to leave."

Mixtures/Solutions Experiment: Students will work in groups of 3-4. Each group will mix the following ingredients in separate jars: sugar and water, salt and water, sand and water, and pepper and water. They will record the results on the provided worksheet and draw conclusions about which are mixtures and which are solutions. Students will then attempt to separate the four mixtures/solutions using a paper filter, will record the results, and will draw conclusions about the methods necessary to separate both mixtures and solutions. They will then make generalizations about whether sap and syrup are mixtures or solutions.

Concentration Experiment: Each student will get two clear plastic cups of water with the same amount of water in each cup. Each student will stir 1/8 tsp. of powdered drink mix into one cup and 1 heaping Tbsp. of the mix into the other cup. Students will make observations and draw conclusions about why the two solutions taste differently and are different colors even though they have the same solute and solvent. They will then make generalizations about the relative concentrations of sap and syrup.

Density Experiment: Students in groups of 3-4 will follow the steps of the scientific method to compare the relative density of three liquids: molasses, cooking oil, and water. They will carefully pour the three liquids into one small jar, and will observe, record, and explain the results. They will then make generalizations about the relative density of sap and syrup.

Students will use the Graphic Organizer "Trains" to sequence the steps involved in each of the three methods of concentrating sap: Evaporation, freezing, and reverse osmosis. This information will have been given to them in an earlier lecture.

Students will use the Graphic Organizer "Then and Now" to organize information about modern and early Native American Indian methods of maple sugaring. This information will have been given to them in an earlier lecture. They will then use the complete graphic organizer to write an essay comparing the two.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring and integrating? As a result of this unit, students will be able to:

Use a hydrometer to measure the density of maple sap and syrup at different stages of concentration.

Use a spreadsheet/graphing computer program called Microsoft Excel to record data in a spreadsheet and create graphs from the data.

What will be done to help students construct models, shape, and internalize the knowledge?

"Think-aloud" technique while modelling each process.

Written set of steps.

Mental rehersal.

Point out pitfalls and common errors.

Create variations in the process and require students to practice the skill.

Internalizing through massed practice.

Describe what will be done.

The student will be given a written set of steps for using a hydrometer to measure the density of a liquid. The teacher will then do a "think-aloud" activity which will include verbalizing her thoughts while modelling the process for students. The teacher will demonstrate and explain the process several times, pointing out potential pitfalls and intentionally making errors. Students will be asked to suggest corrections for these errors. Students will then be given an opportunity to practice this skill on both sap and syrup using both a sap hydrometer and a syrup hydrometer. Students will internalize this procedure during the meaningful use task at the end of the unit, where they will measure the density of several samples of maple liquids at a variety of density levels.

The students will be given a set of written steps for recording data in a Microsoft Excel spreadsheet and then creating a graph of that data. The class will then go to the computer lab where each student will have his/her own computer to use. The teacher will do a think-aloud activity which will include verbalizing her thoughts and pointing out common errors while modelling the process. Students will then have an opportunity to walk through the process on their own computer with the teacher providing necessary guidance. The teacher will check for student understanding of the process by occasionally making an intentional error in her directions and then asking students to recognize and correct them. Students will do massed practice of this skill in multiple days in the computer lab. The process will be internalized through the meaningful use task at the end of the unit. This MUT will require students to record the density measurements the gathered during the field trip in a Microsoft Excel spreadsheet and then create and print (in full color) graphs of this data.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

1) The advantages and disadvantages of each of the three methods of concentrating sap: evaporating, freezing, and reverse osmosis.

2) Terms and concepts related to this unit such as mixture, solution, solute, solvent, soluble, insoluble, more dense, less dense, more concentrated, less concentrated, etc.

What reasoning process will they be using?

1. Constructing Support.
2. Classifying.

Describe what will be done.

1. Students will hold a structured class debate about which of the three possible methosds of concentrating sap (evaporating, freezing, or reverse osmosis) is the "best." The class will be divided into three groups, and each group will be assigned one of the three persepectives. Their task will be to convince a panel of judges (3 fellow classmates) that their method is the best. For homework the night before the debate, each student will use the Graphic Organizer "Constructing Support" to organize reasons and facts to support their assigned perspective (position statement). In class prior to the debate, students within each team will have an opportunity to compare information in their graphic organizers and discuss their strategy. To begin the debate, the teacher will pose a question. Each team will have two minutes to prepare their response and elect a speaker, and two minutes to present their response. After all groups have gone, each group will have another minute to rebutt any of the other groups and make a final statement. The panel of judges will then assign a total of four points to the teams. One point will go to the team that gave the most convincing argument, one point to the team that gave the most organized and smooth argument, one point for the team that gave the most accurate information, and one point for the team that did the best job speaking loudly and clearly. The teacher will then pose another question, and the process will repeat. The group with the most points at the end of the debate is declared the winner. For homework following the debate, students will complete the graphic organizer "Choices" and will write an essay explaining which method they actually feel is best (after hearing all the pros and cons) and why they made that decision.
2. The class will be divided into groups of 3-4. Each group will be given a set of index cards with each card containing a concept, term, example, or idea that has been a part of this unit. Students work together within their group to sort the cards into groups of related ideas. After the cards are sorted, students determine the "rules of membership" for each group, create a label or title for each group, and prepare to explain and defend their decisions. Each group will present their groups to the class, and will answer questions from other students regarding the decisions that they made.

Meaningful Use Task

Step 1

What knowledge will the students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to…

Use a hydrometer to measure the density of a liquid.

Determine the concentration a mystery sample of a maple liquid is at by measuring its density.

Use a computer program called Microsoft Excel to record data in a spreadsheet and create a graph of the data.

Step 2

What reasoning process with they be using?

Decision Making (selecting from seemingly equal alternatives or examining the decisions of others).

Step 3

Describe student’s products and performances and the criteria for evaluation.

Part 1: The class will go on a field trip to a local sugarhouse. There will be seven stations set up, each of which will have a sample of a maple liquid at a different level of concentration. The samples will be as follows: Sap, reverse osmosis, evaporator, finishing pan, almost candy, then two "mystery" samples. Students will be divided into seven groups. Each group will begin at a different station and will rotate to the next station every 5 minutes until each group has visited each station. At each station the task will be to observe the properties of the liquid, predict its density, use a hydrometer to measure its actual density, and record the data on the provided worksheet.

Part 2: The following day, the class will go to the computer lab and use a spreadsheet/graphing program called Microsoft Excel. The members of each group will work together to record their data in an Excel spreadsheet. They will then use Excel to create a graph depicting the different liquids and their densities. Each group will create a different type of graph, such as line, bar, column, pie, etc. They will print the graphs in full color on color printer. The graphs will be laminated and sent to the sugarmaker they visited on the field trip.

Part 3: The class will now work together to make a decision about the best possible use of each of the two mystery samples. To do so, they will follow the following steps for each sample: 1. What am I trying to decide? 2. Based on what I know about the sugarmakers process, what are my five options? (Reverse osmosis machine, evaporate longer, make into candy, leave as is, or throw away). 3. What density requirement must be met in order to recommend each option? 4. What was the density of the mystery sample? 5. Based on the density requirements we have set, what option is the best choice?

Part 4: Each group will work together to write a professional business letter to the sugarmaker they visited on their field trip. The letter must explain: 1) the graph they made representing the density of maple liquids at each stage of his concentrating process, 2) their recommendation as to what would be the best use of each mystery sample, and 3) how they arrived at their decisions.

Two rubrics are used to evaluate student performance during the MUT. One rubric assesses group performace of all four parts of the MUT, and assigns the same grade to all members in a group. The second rubric is a peer/self evaluation to assess individual performance of the MUT. Each person uses the rubric to assign a participation grade to all members in their group, including themselves. The teacher averages these grades together and rounds to the nearest whole number to get a participation grade for each student. Their group performance grades will then be adjusted for individual performance, as follows. If they received a 4, then 6 points will be added onto their group grade. If they received a 3, then 3 points will be added onto their group grade. If they received a 2, then 3 points will be subtracted from their group grade. If they received a 1, then 6 points will be subtracted from their group grade. Each student will thus receive one final grade for the MUT.

Rubric

Maple Sugaring Unit MUT

Points Earned

For Each Part: __________ __________ __________ __________

Total Points Earned:_____________(Part #1 + Part #2 + Part #3 + Part #4)

Final Grade: _____________(Total Points/20) x 100

Rubric

Peer/Self Evaluation of Group Members

Have You Considered These Yet?

Written Overview:

"Maple Sugaring: The Science Behind the Sweet" is a 6-week science unit designed for 5^th grade. This unit looks at maple sugaring from a scientific viewpoint, focusing on the concepts of density, solubility, concentration, and other related ideas.

The Meaningful Use Task for this unit consists of four parts. 1) Students go on a field trip to a local sugarhouse where students measure the density of maple liquids at different stages of concentration, including two "mystery samples." 2) Students use Microsoft Excel (a spreadsheet and grahping program) to produce graphs of the data gathered on the field trip. 3) Students design and use a decision-making process to identify the best possible use of the two mystery samples. 4) Students write a business letter to the sugarmaker explaining their graphs and their recommendations for the mystery samples.

This unit also looks at maple sugaring from a historical viewpoint. It addresses many disciplines in addition to science, including social studies, language arts, math, art, and technology.

Unit Schedule/Time Plan:

This unit was taught using one 45-minute period every day for 6 weeks. Occasional extra time in the computer lab was scheduled during the Meaningful Use Task.

Assessment Modifications:

Modifications for special education students include limiting the number of vocabulary words they are required to learn, use of cloze-form notes, use of word-processors for all writing tasks, and use of teams during the Meaningful Use Task.