Biology Partnership

(A Teacher Quality Grant)

Lesson Plan Construction Form
Identifying Information:
(Group Members and Schools, Title of Lesson, Length in
Minutes, Course Level)
Teachers in Study Group

Kristin Eaton, Niceville HS

Gina Emery, Niceville HS
Lisa Jones, Niceville HS
Megan Mueller, Niceville HS
Beth Russell, Ft Walton Beach HS
Length:
Level:
Title:

Two 50 minute class period

9th grade Biology, Honors or regular level (Not IB, AP)
The Extraordinary Properties of Water

Motivation:
See attachment #1
Pretest Attachment #2
Needed Materials & Set-Up:
Materials Needed:
3D Water molecule models
Penny
Capillary tubes
Soap solution
Food coloring
Water
Disposable pipette
5 unknown household solutions (varying pH)
pH paper
cups
salt
rubbing alcohol
ice
beakers
frozen water bottles

petri dish
paper towels
spray bottle

Set-Up:
Each student will receive a lab packet.
Properties of water will be discussed during a powerpoint presentation. Teacher will explain the
lab packet as well as model each lab station.
Students will complete data table and analysis questions included in the packet.
The classroom set up is shown below. If there are any pairs without space in the desks, then pair
them up at lab tables.
Lab Tables (Back of Room)

Front of Classroom

Teacher Desk

Teacher Preparation (Prior to Class):

1. Copy one lab packet for each student.
2. Download powerpoint of water properties.
3. Gather materials for lab and set up each lab station.
Station 1 This station requires: a bag of pennies, disposable pipettes, dish soap, beaker of water.
Set up this station on a flat surface.
Station 2 This station requires: clear Dixie cups, alcohol, water, stirring rod, graduated
cylinders, salt
Station 3 - This station requires: 5 clear household liquids of varying pHs (lemon juice, sprite,
distilled H20, vinegar, bleach), pH paper
Station 4 - This station requires: petri dish with colored water, capillary tubes, paper towels
Station 5 - This station requires: frozen water bottle and ice in a beaker.
Station 6 - This station requires: Squirt bottle of water
Station 7 - This station requires: 3D water molecules

Outcomes
Dimensions of K-12 Science Education Standards:
Disciplinary Core Ideas:
1. PS 1: Matter and its interactions
Scientific and Engineering Practices:
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
Crosscutting Concepts:
1. Cause and effect: mechanism and explanation
2. Systems and system models
3. Structure and function
4. Scale, proportion, and quantity

Next Generation Sunshine State Standards:

SC.912.L.18.12
Discuss the special properties of water that contribute to Earths suitability as an environment for
life; cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility
as a solvent.
SC.912.N.1.1: Define a problem based on a specific body of knowledge, for example: biology,
chemistry, physics, and earth/space science, and do the following:
1. pose questions about the natural world,
2. conduct systematic observations,
3. examine books and other sources of information to see what is already known,
4. review what is known in light of empirical evidence,
5. plan investigations,
6. use tools to gather, analyze, and interpret data (this includes the use of measurement in
metric and other systems, and also the generation and interpretation of graphical
representations of data, including data tables and graphs),
7. pose answers, explanations, or descriptions of events,
8. generate explanations that explicate or describe natural phenomena (inferences),
9. use appropriate evidence and reasoning to justify these explanations to others,
10. communicate results of scientific investigations, and evaluate the merits of the
explanations produced by others.

Content Literacy Standards:

LACC.910.RST.3.7:
Translate quantitative or technical information expressed in words in a text into visual form (eg.
a table or chart) and translate information expressed visually or mathematically (eg. in an
equation) into words.
LACC.910.RST.1.3:
Follow precisely a complex multi-step procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on explanations
in the text.
MACC.912.N-Q.1.1:
Use units as a way to understand problems and to guide the solution of multi-step problems;
choose and interpret units consistently in formulas; choose and interpret the scale and the origin
in graphs and data displays.

Specific Learning Outcomes:

Specific learning outcomes are posted in the front of the classroom and discussed following the
pretest and prior to the investigation.
During this lab, the student will accurately distinguish between the different properties of water.
(analysis)
Prior to completing the station 1 (adhesion/cohesion of water on penny) students will reasonably
predict the number of drops of water held by the penny. (synthesis)
After gathering data from their lab, the student will correctly evaluate the number of drops of
water held on a penny due to adhesion/cohesion. (evaluation)
Students will accurately answer analysis questions and cite evidence from collected data to
justify their answers. (evaluation)

Assessment:
Formative assessment includes completion of a data table and the analysis of the data collected.
Students will also complete analysis questions with justification. A pre-test and post-test will also
be included.

Presentation and Participation:

This activity addresses the extraordinary properties of water that contributes to the Earths
suitability as an environment for life. Students should have a broad understanding of the properties
of water as well as a working knowledge of each propertys importance to living things. The
purpose of this activity is for students to investigate the properties of water among classmates,
collect and analyze data for each property, and complete a data table to illustrate the cohesive
and adhesive property of water.. A pretest as well as a post test will be given as formative
assessments.
Other: Questioning
Students will be given a pre-test prior to the activity.
Behavior: Demonstration
Using the powerpoint, the teacher will lecture on the various properties of water.
Application / Process: Problem solving
Students will test their hypothesis for the estimated number of water drops that a penny can hold.
Other: Self-assessment
Students are forced to self-assess when they calculate the average number of drops within their
small group.

Other: Questioning
Students will complete a post-test to demonstrate understanding of the properties of water.
Teacher will utilize the results of the post-test in order to identify concepts that may need further
reinforcement.
Cognitive: Thinking activities / Conversation
The students will work within a small group at the different stations to perform the activities that
demonstrate each property of water.

Questions:
(3 higher orderanalysis, synthesis, evaluation)
1. Discuss why water is referred to as the universal solvent? (synthesis)

2. Compare which end of the water molecule is partially positive and which end is partially
negative? Explain and justify your answer. (evaluation)
3. Distinguish the number of water drops a penny holds before and after the addition of a
surfactant. Justify your answer using data from the lab. (analysis)

Reflection:
The students will be given a post test. The post-test will be the same as the pre-test and is simply
relabeled post-test. The post-test is attachment #3. The teacher will grade the pre and post tests
and hand them back at the beginning of the next class. The teacher will also go over the post tests
with the class, addressing any commonly missed questions.
Additionally, the students will be given the bell ringer question listed below on the following
day:
Using what you learned during the water lab, describe a property of water that affects your life
on a daily basis.
The Water lab will be assessed according to the point value listed for each component. (graph
component was removed because no graph was included in the lab)

Safety:
Safety Precautions:

Teacher will discuss the following safety rules before students begin:
Proper disposal of pH paper

Proper disposal of unknown substances

Goggles will be worn
Wash hands upon completion of lab
Procedure for cleaning up broken glass (broken glass disposed of in sharps
container)
Be sure there is adequate walk space between lab tables.

Transformative:
(Accommodations for at least 2 special needs students)
Attention Deficit: Make sure that this student would have preferential seating to avoid
distractions and minimize extraneous stimuli, repeated demonstration of procedure and support
practice, and combination of written, verbal, and pictorial instructions.
ESOL Students: Make sure that you allow for extended time, use visuals, and rewrite portions
of the lesson to make them more comprehensible.
Varying Exceptionalities / E.H. Students: Due to the potential for frustration, teachers need to
be aware of the need to assist students with special needs who are easily frustrated, or need
directions repeated. A one step at a time approach will enhance this students success.

Utilize:
Strengths:
Students will have partners to assist them.
Students are able to apply their knowledge of the properties of water and kinesthetically
explore each property.
Students are able to include nature of science standards and techniques at each station
throughout the investigation.
Weaknesses:
Students may think that one property of water has a higher importance than another when
all of the properties have their own significance in living organisms.

Students will be handling acids and bases. They will need extra caution for this station.

Students will need to be cautious when handling the capillary tubes as they are fragile
and glass and break easily

Students may have the misconception that capillary action in plants is the same as blood
moving through capillaries in humans. The teacher needs to address this misconception.

Prior to teaching this lesson again, the teacher should address all weakness encountered
during this activity as well as any misconceptions and frequent errors found during the
post test and the assessment data of the activity.

Possible Re-teaching events:

During the investigation, the teacher will circulate and closely monitor students.
If at any time a student becomes confused or frustrated, the teacher can use that
opportunity to differentiate instruction.
After analysis of the post test, each commonly missed question will be addressed
during review the next class period.
`

Attachment #1

http://video.nationalgeographic.com/video/kids/animals-pets-kids/reptileskids/lizard-basilisk-kids/

1.

What unique property of water allows this reptile to walk on water?

Note: Teacher should ask students for their answers and discuss the cohesive behavior of water.
SC.912.L.18.12

Attachment #2
Name _______________________________________ Date _____________________ Period _______
SC.912.L.18.12
Discuss the special properties of water that contribute to Earths suitability as an environment for life; cohesive
behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.
SC.912.N.1.1: Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics,
and earth/space science.
Extraordinary Properties of Water Pre Test
____1. When salt is dissolved in water, water is the
A. reactant
B. solution
C. solute
D. solvent
Correct answer: D
____2. Which of the following types of bonds are responsible for holding water molecules to other water
molecules?
A. covalent
B. hydrogen
C. ionic
D. phosphate
Correct answer: B

____3. Which of the following best describes the pH of an acidic solution?

A. less than 7
B. a negative number
C. between 0 and 14
D. more than 7
Correct answer: A
____4. Which of the following properties is correctly described?
A. cohesion attraction between different molecules
B. surface tension pulls water molecules apart by helping them keep their shape
C. adhesion attraction between like molecules
D. capillarity attraction between molecules that causes liquids to rise when in contact with a solid

Correct answer: D
____5. Water molecules are polar, with the
A. oxygen side being slightly positive and the hydrogen side being slightly negative
B. oxygen side being slightly positive and the hydrogen side being slightly positive
C. oxygen side being slightly negative and the hydrogen side being slightly negative
D. oxygen side being slightly negative and the hydrogen side being slightly positive
Correct answer: D

Attachment #3
Name _______________________________________ Date _____________________ Period _______
SC.912.L.18.12
Discuss the special properties of water that contribute to Earths suitability as an environment for life; cohesive
behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.
SC.912.N.1.1: Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics,
and earth/space science.
Extraordinary Properties of Water Post Test
____1. When salt is dissolved in water, water is the
A. reactant
B. solution
C. solute
D. solvent
Correct answer: D
____2. Which of the following types of bonds are responsible for holding water molecules to other water
molecules?
A. covalent
B. hydrogen
C. ionic
D. phosphate
Correct answer: B

____3. Which of the following best describes the pH of an acidic solution?

A. less than 7
B. a negative number
C. between 0 and 14
D. more than 7
Correct answer: A
____4. Which of the following properties is correctly described?
A. cohesion attraction between different molecules
B. surface tension pulls water molecules apart by helping them keep their shape
C. adhesion attraction between like molecules
D. capillarity attraction between molecules that causes liquids to rise when in contact with a solid

Correct answer: D
____5. Water molecules are polar, with the
A. oxygen side being slightly positive and the hydrogen side being slightly negative
B. oxygen side being slightly positive and the hydrogen side being slightly positive
C. oxygen side being slightly negative and the hydrogen side being slightly negative
D. oxygen side being slightly negative and the hydrogen side being slightly positive
Correct answer: D