Thematic+LP+(G)

=**__ Salt -- From Here to There __**=


 * __ Authors: __** Corrin Ward, Rachael Berger Kemp, Erica Reinbold


 * __ Lesson Title: __** Salt—From Here to There


 * __ Content Area Coverage: __** Math, Science, Technology, Health, Industry, Culture, Geography, and History


 * __ Grade Level: __** 4-8


 * __ Time Required: __** 10 days

3.4.4.A Recognize basic concepts about the structure and properties of matter. 3.4.7.A Describe concepts about the structure and properties of matter 3.7.4.D Use basic computer software 3.7.7.D Apply computer software to solve specific problems 3.1.6.A9 10.1.3 C Explain the role of the food guide pyramid in helping people eat a healthy diet. 10.1.6 C Analyze nutritional concepts that impact health 7.3.3 B Identify the human characteristics of places and regions by their cultural characteristics 7.3.6 B Describe the human characteristics of places and regions by their cultural characteristics 2.1.8A Represent and use numbers in equivalent forms (e.g., integers, fractions, decimals, percentages, exponents, scientific notation, square roots.)
 * __ PA Standards: __**
 * Describe properties of matter
 * Know that combing 2 or more substances can make new materials with different properties
 * Know different material characteristics
 * Describe and conduct experiments that identify chemical and physical properties
 * Describe reactants and products of simple chemical reactions
 * Apply operating system skills to perform basic computer tasks
 * Apply basic word processing skills
 * Apply specific instructional software
 * Identify software designed to meet specific needs
 * Identify & solve basic software problems relevant to specific software applications
 * Identify basic multimedia applications
 * Demonstrate a basic knowledge of desktop publishing applications
 * Apply basic graphic manipulation
 * Design and conduct a scientific investigation and understand that current scientific knowledge guides scientific investigations
 * Describe relationships using inference and prediction
 * Food groups
 * Number of servings
 * Variety of food
 * Nutrients
 * Caloric content of foods
 * Relationships of food intake and physical activity (energy output)
 * Nutrient requirements
 * Label reading
 * Healthful food selection
 * Components of culture (e.g., language, belief systems and customs, social organizations, food, ethnicity)
 * Ethnicity of people in the local community (e.g., customs, celebrations, languages, religions)
 * Ethnicity of people at the county and state levels (e.g, customs, celebrations, languages, religions)
 * Spatial arrangement of cultures creates distinctive landscapes (e.g, cultural regions based on languages, customs, religion, building styles as in the Pennsylvania German region)


 * __ Essential Questions: __**
 * How are chemical and physical properties differentiated?
 * What is salt good for and how is it manufactured?
 * How does salt affect our health?
 * How do we calculate the percent of daily value of sodium in each of our foods?
 * How is salt integrated into different cultures around the world?


 * __ Learning Objectives: __**
 * Students will understand what salt is and that the human body needs it to survive.
 * Students will understand the concept of production and situation and how it relates to salt.
 * Students will be able to formulate a plan to remove salt from sand utilizing their knowledge of salt harvesting techniques.
 * Students will be able to formulate an experiment using the scientific method as a guide.
 * Students will be able understand the differences of salt production and consumption.
 * Students will be able to differentiate salt uses throughout cultures and not just as a seasoning.
 * Students will know how chemical and physical properties are different.
 * Students will understand how chemical and physical changes are different.
 * Students will conduct an experiment to investigate solubility rates.
 * Students will be able to understand how salt affects their bodies.
 * Students will be able to label and color-code effects of salt consumption on a diagram of the human body.
 * Students will be able to identify the percent of daily value for salt that given products contain.
 * Students will be able to accurately calculate a percent of daily value given milligrams of sodium for a specific product and the recommended daily allowance.
 * Students will be able to understand the many uses of salt among different cultures.
 * Students will be able to report to group members on a specific culture’s use of salt in terms of religion, customs, and traditions.
 * Students will be able to complete a graphic organizer on cultures’ various uses of salt through individual research and group discussion and sharing.


 * __ Instructional Procedures & Activities: __**


 * Day 1: How are chemical and physical properties differentiated? **

Activating Strategy: Describe an orange to someone who has never seen an orange before. Have a few students share out. Discuss how such descriptors are properties of matter.

Teaching Strategy:
 * 1) Jigsaw—Physical & Chemical Properties (Chapter 2, Section 2 & 3)
 * 2) Chemical Properties
 * 3) Chemical Changes
 * 4) Physical Properties
 * 5) Physical Changes
 * 6) Density

Summarizing Strategy: Venn Diagram—Compare and Contrast physical and chemical properties


 * Day 2 & 3: Salt Solution in a Pinch! (Chemical or Physical Changes?) **

Activating Strategy: List & Categorize—on post-it notes, students should write words they think of when they hear the term properties of matter. Then in pairs, the students should categorize both partners terms together.

Teaching Strategy:
 * 1) Heat an upside can on a hot plate for several minutes. Using tongs, place the can upside down in a beaker of cool water. Observe. Is this a physical change or chemical change?
 * 2) Using a mortar bowl, pour rubbing alcohol in the dish. Light on fire with match. Observe. Is this chemical or physical? How come not all of the liquid burns off?
 * 3) Show a rotten apple. Is this chemical or physical?
 * 4) Place 2 tablespoons of baking soda and 2 tablespoons of vinegar. Observe. Chemical or physical change? Why?
 * 5) Pour salt into a beaker of water. Stir until the salt is gone. Is this chemical or physical change?
 * 6) Provide students with salt, water, hot plate, mortar & pestle, stop watch, stirring rod, and beakers. There are 3 ways to increase solubility: stirring, heating, crushing. Students should use each method and time how long it takes 1 tablespoon of salt to dissolve in 200 mL of water.

Guided Practice: Technology in Science Class
 * 1) Go to website
 * 2) Click on #5 and watch the properties of matter video
 * 3) Take the quiz.
 * 4) Click on #15, Properties of Matter and play the games provided
 * 5) Watch the Properties video
 * 6) Take the quiz
 * 7) Any leftover time may be spent looking at other links provided.

Summarizing Strategy: 321 List 3 ways to increase solubility. List 2 physical properties of matter List 1 chemical property of matter


 * Day 4: What is Salt? **

Activating Strategy: KWL on Salt (columns 1 & 2)

Teaching Strategy:
 * 1) Read the article “What is Salt?”
 * 2) Students will learn the following information and fill out the corresponding worksheet.
 * 3) Salt is chemical compound call NaCl.
 * 4) Salt appears in nature as the mineral halite.
 * 5) The most abundant source of salt is in seawater.

Summarizing Strategy: KWL (Column 3)

Activating Strategy: Video Clip on Salt Production without sound! Have students make a prediction about what’s going.
 * Day 5: **** How do we harvest Salt? **

Teaching Strategy:
 * 1) Students research different ways of producing salt via Learning Centers ([[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" link="http://tch501wardscience.wikispaces.com/file/view/saltlearningstations.docx"]] [|saltlearningstations.docx])
 * 2) Deep-Shaft Mining—students excavate chunks of salt crystals buried in clay mixture ([[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="http://tch501wardscience.wikispaces.com/file/view/CookieMininglab.pdf"]] [|CookieMininglab.pdf])
 * 3) Solution Mining—students will pour water over a mixture of glitter and pebbles to separate the two substances. This demonstrates how salt is separated from rock.
 * 4) Solar Evaporation—students will evaporate salt water.

Guided Practice:
 * 1) Salt Lab—Solution Mining & Solar Evaporation Lab: Students use information to solve the problem of extracting salt that is mixed in with sand ([[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32" link="http://tch501wardscience.wikispaces.com/file/view/saltsandsolutionlab.doc"]] [|saltsandsolutionlab.doc])
 * 2) Water
 * 3) Cups
 * 4) Coffee Filters
 * 5) Pans
 * 6) Beakers
 * 7) Teacher will introduce the problem.
 * 8) Teacher will walk through the steps that need to be completed and what information is expected for each section.
 * 9) Teacher will introduce the possible materials that will be available for use, explaining each item.
 * 10) Students working in small groups will plan and then perform individual experiments, using their knowledge of the different types of salt harvesting to separate salt from sand.

Summarizing Strategy: Replay the video clip WITH the sound. Have students rewrite their thoughts and interpretations of the video including information that learned today.


 * Day 6: **** How does salt affect our health? **

Activating Strategy: Students create lists in their notebooks of everything they remember eating the day before for breakfast, lunch, and dinner. To their knowledge, students should circle every item that they believe contains sodium.

Teaching Strategies:
 * 1) Through a [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.presentationml.presentation.png width="32" height="32" link="http://tch501wardscience.wikispaces.com/file/view/The+Truth+About+Salt.pptx"]] [|The Truth About Salt.pptx]presentation, share images of foods that contain sodium, which may surprise the students. Include pictures of surprising breakfast, lunch, and dinner foods that contain sodium.
 * 2) Have students revisit their lists from the activator and circle additional items that contained sodium. Calculate a class mean of circled items. Students should conclude that almost all of their foods contain some amount of sodium.
 * 3) Show a YouTube video and have students gather information about pros/cons of salt in the body on a T-chart.
 * 4) Show a second video and have students add to their T-chart organizers.
 * 5) Direct students to the website to gather even more pros/cons of sodium consumption.

Guided Practice:
 * 1) Break students into small groups of 4-5 students.
 * 2) Students will trace a large outline of the human body on their chart paper.
 * 3) Students will record what they’ve gathered about pros/cons of salt intake on the appropriate part of the body. Pros will be displayed in blue and cons will be displayed in red.
 * 4) Following this activity, have students take a museum walk around the classroom to view other groups’ work.

Summarizing Strategy: Have students create posters to hang in the school cafeteria with 2-3 important ideas about salt consumption and the human body.


 * Day 7: ** ** How do we calculate the percent of daily value of sodium in each of our foods? **

Activating Strategy: Think, Pair, Share: How much salt should we consume each day? (About 1 teaspoon)

Teaching Strategies:
 * 1) Provide small groups with an envelope of various nutrition labels to examine.
 * 2) Model with an example label on the Smart Board screen to locate the following:
 * Serving size information at the top of the label
 * The amount of sodium listed in mg on the label
 * The % of daily value listed on the label
 * 1) Have students locate the above information on their labels.
 * 2) Explain to students that they are going to learn how the percent of daily value is calculated. Before jumping into the lesson, have students watch a brief YouTube video to refresh their memory on the concept of percentage.
 * 3) Provide students with a copy of the Steps, Example, My Turn graphic organizer.
 * 4) Begin by walking through each step in the process and modeling each in the example column of the organizer. Students should follow along and copy the example with you.

Guided Practice: [|StepsExampleMy Turn.docx]
 * 1) Allow students to work with a partner to complete the My Turn section of their graphic organizer. Check as a class when students are finished.
 * 2) Provide small groups of 3-4 students with food labels with the percent of daily value covered with masking tape. Have students calculate the percent of daily value before removing the tape to check their work.
 * 3) Teacher will monitor and provide assistance as needed.

Summarizing Strategy: Exit Slip: Given an amount of sodium in mg, calculate the percent of daily value. [|Exit Slip.doc]


 * Day 8: **** How is salt integrated into different cultures around the world? **

Activating Strategy: Think, Ink, Share: What do you use salt for in your daily life?

Teaching Strategies: i. [|http://asianlifestyledesign.com/2012/03/09/salt-in-japanese-culture/] ii. [|http://www.challahconnection.com/JewishHousewarming.asp] iii. [|http://www.saltworks.us/salt_info/si_HistoryOfSalt.asp] 2. On Level Learners—Greek i. [|http://www.greekspider.com/superstitions/greek_superstitions6.htm] 3. Below Level Learners—Indian i. [|http://www.spiritualresearchfoundation.org/articles/id/spiritualresearch/spiritualhealing/castofevileye/evileye_saltandmustardseeds] ii. [|http://www.saltworks.us/salt_info/si_HistoryOfSalt.asp] 4. Review the concept of a jigsaw with students so that they are clear on their responsibilities of becoming experts in 1 given area and reporting back to their home groups. 5. Review the graphic organizer students will complete in their expert groups and later on in home groups.
 * 1) Explain that salt can be used in many ways aside from oral consumption and that uses vary between cultures.
 * 2) Break students into home groups to prepare for a jigsaw activity. ([[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" link="http://tch501wardscience.wikispaces.com/file/view/SaltJigSawWS.docx"]] [|SaltJigSawWS.docx])
 * 3) Assign each person in the “home group” a different culture to become an expert on. (Japanese, Middle Eastern, Greek, Indian)
 * 4) High Level Learners—Japanese and Middle Eastern

Guided Practice:
 * 1) Students complete their portion of the organizer in their expert groups and report back to share with members of their home group.
 * 2) Home group members fill in their organizers with the information shared from each expert group member on his/her assigned culture.

Summarizing Strategy: Students write down 1 interesting fact that they learned from today’s jigsaw on their whiteboards. Students perform a Give 1, Get 1 sharing session until they have 5 interesting facts recorded on their boards.


 * Day 9 and 10: **
 * Assessment (TOTAL 45 points): **
 * 1) Students will in small groups utilizing Inspiration software in the computer lab to organize their knowledge of salt in pamphlet format.
 * 2) They must include in the following:
 * 3) Pamphlet tri-folded neatly as demonstrated (1 points)
 * 4) Definition of salt (3 points)
 * 5) The chemical and physical properties of the elements and compound that formulate salt (Na + Cl à NaCl) (6 points)
 * 6) Describe 3 ways of obtaining salt (9 points)
 * 7) List 5 pros and 5 cons of how salt affects our health (10 points)
 * 8) Create a breakfast menu that does not exceed 25% of the recommended daily amount of salt (10 points)
 * 9) Illustrate 3 interesting uses of salt from 3 different cultures (6 points)