Teacher(s) Name: Mrs. Earle
School: Deep Run HS
Grade Level(s): Grade 10,Grade 11
Content Area(s): Science, Chemistry
Lesson Summary
Students used their knowledge of various calculation methods to determine the concentration of sugar in a solution to make a proposal to the school board about what type(s) of drinks should be allowed in schools. Students created a calibration curve measuring the percent of sugar in five known solutions. They used this curve to determine (by analyzing the graph) the percentage of sugar in several beverages of their choice. Based on their findings, they created a video proposal to the school board citing data from their experiments as to which drinks should be allowed in schools based on sugar content. The students chose how to report their data in order to best support their position on the question.
TIPC Ratings
Research & Information Fluency
Rating:Approaching – Explanation: The teacher modeled the correct strategies of how to measure the amount of sugar and supported students through the experimental process. Students determined their stance on having a certain drink in schools based on the outcome of their data/research.
Communication & Collaboration
Rating: Approaching – Explanation: Teacher provided the means for and facilitated group activity. Students had the autonomy to collaborate with whom they chose. Students chose their own roles, project manager, quality control, and collaborated virtually using Google Drive. They met with their AP student mentor to make sure their calculations and conclusions were correct. They had to interview other students, teachers and administrators to get their opinion to support their stance.
Critical Thinking & Problem Solving
Rating: Approaching – Explanation: The students’ opinion could go either way but it had to be based on data they collected. The teacher modeled a range of critical thinking skills by ensuring students were able to calculate the sugar content in different ways so they could support their opinion. Additionally, students used digital tools of their choice to effectively communicate their scientific claim based on the data they collected.
Creativity & Innovation
Rating: Ideal – Explanation: By applying critical thinking, scientific methods, communicating and collaborating with peers, student mentors, faculty and administration, students created persuasive products that solved an authentic problem, “How much is too much sugar?” Through their research, some students discovered there was just as much sugar in healthy drinks as unhealthy drinks; therefore concluding they should all be allowed in school. Students were encouraged to take risks and truly form opinions based on data and not based on opinion.
Student Artifact
Lesson Materials
