SDrew+Lesson+Plans

The following lesson plans were developed by

Name: Sheri Drew School: Tiospaye Topa School Email: Sheri.Drew@bie.edu School Phone: 605-733-2290 (ext. 254)

__**Lesson Plan #1:**__ Topic(s) - Separating Mixtures - Water Filtration Grade Level - Chemistry 11-12 grade

Blue Plains **treatment plant** - ESA21 || Students will view step-by-step how water is treated and delivered to your home or business as water that is safe to drink.Students will view the United State's Environmental Protection Agency's Virtual Tour of a Drinking Water Treatment Plant. Student's will follow water as it is taken from a river and through the treatment process as it is prepared for delivery. Next, students will view the virtual tour of the Blue Plains Advanced Wastewater Treatment Plant - the largest advanced wastewater treatment facility of its type in the US. This virtual tour takes students through the liquid and solids handling processes. || || Students will learn how clean water is filtered from contaminated sources and then build a simple filter system. In this engineering challenge, the student's task is to build the fastest, most effective water filter system they can with the available materials and test its ability to remove debris from a sample of contaminated water. Students will keep records, draw designs, and answer lab questions. Students will modify their filter design after testing and employ a variety of methods to quantify how well their water filters worked. ||
 * 5Es || Link || Description ||
 * Engage || [|Virtual Tour of a Drinking Water Treatment Plant]
 * Explore || [[file:etfworkshop/Got Water SE.pdf|Got Water? SE]]
 * Explain || [|Information About Water Treatment - ppt] || Students will watch a PowerPoint presentation on water treatment. ||
 * Elaborate || Foul Water Mixture || Students will complete a chemistry lab investigating whether the water they drink is a substance or a mixture. A series of filtering steps will convert a foul water mixture into drinkable tap water. In this investigation, three processes will be used to filter a water mixture. Students will record their results, draw conclusions, and calculate the percent of foul water recovered as treated water. ||
 * Evaluate || [[file:etfworkshop/FiltrationFS_0709.pdf|Filtration Lab]] || Depending on class size, divide the class into 3-4 groups. This lab will test 3 types of soil; sand, clay mixture, and potting soil. Students will make the bottle filtration system. Make sure all tehe bottles used are all the same, clear and colorless. Each group starts with a consistent ½ cup line marked. Each time they are asked to add water, they will add ¼ cup of the 3 samples of colored water. When groups complete the lab, they will complete the lab write up and labeled data table. The next day, we will have a class discussion comparing group results. ||

__**Lesson Plan #2:**__ Topic(s) - Fermentation and Cellular Respiration Grade Level - Biology 10th grade

[|Bread Dough Rising - It's Alive!] || Dr. Kiki from Food Science talks about how fermentation works, not just in creating alcoholic beverages that people enjoy, but also inside humans. Fermentation is an energy producing process that does not require oxygen to take place. It's anaerobic in nature. Bacteria, yeast, and even human cells use fermentation to create energy in the form of ATP. She whips up some home made ginger ale at the end of the episode! (05:52) Second video shows t ime lapse of bread dough rising//.// ||
 * 5Es || Link || Description ||
 * Engage || [|How Fermentation Works video]
 * Explore || [|Fermentation in a Bag!] || In this experiment, students observe the process of fermentation and the challenge of producing ethanol from cellulosic sources. Students combine yeast and warm water with a feedstock in a “snack” size re-sealable zipper bag and observe as the yeast “eats” the feedstock; such as sugar, cornmeal, or sawdust, and produces carbon dioxide and ethanol. Students can create multiple set-ups to compare how yeast reacts with different feedstocks and with differing amounts of ingredients. ||
 * Explain || [|Fermentation ppt] || Students will watch the Chpt. 9.3 ppt. which explains how organisms generate energy in the absence of oxygen and identifies the pathways the human body uses to release energy during exercise. ||
 * Elaborate || Cellular Respiration Lab || n this activity, students will test how exercise affects disposal of wastes (i.e. CO2) from cellular respiration? Students will be using an indicator called bromothymol blue to check for the presence of carbon dioxide. In a neutral solution, such as water, bromothymol blue is blue in color. In the presence of an acid, bromothymol blue turns from green to yellow depending on the pH of the solution. When carbon dioxide is added to water it forms a weak acid called carbonic acid. Students will collect their data, graph it, analyze the data and draw conclusions. ||
 * Evaluate || The last two pages of the //Cellular Respiration - Exercise Lab.// || The last two pages of the //Cellular Respiration - Exercise Lab// will be used to evaluate the student's knowledge of cellular respiration and fermentation, they will complete a mind map which includes the major vocabulary words of this section and fill-in a table which compares photosynthesis and cellular respiration. Students will then demonstrate their understanding by answering several questions about cellular respiration, glycolysis, lactic acid, fermentation, etc. ||