Objectives:
(1) Student will diagram lab procedures sufficiently correct to enable them to perform complete lab using only their flowchart. (2) Students will make explanations and decisions based on characteristics of ionic compounds. (3) Student will learn definitions of and fluently use: flow and flowchart, sequence, evaporate,
Lesson:
[Background: Last period students learned what a flowchart was and how to make a flowchart. We discussed a flowchart showing how to sharpen a pencil, highlighting that: circles represent unique "objects," rectangles represent unique events or "actions," and diamonds are "decisions." Students were assigned to make flowchart about how to eat a banana - hopefully a common experience that we can collectively learn from. The goal of this exercise is to begin making students fluent in flowcharting so that students can use flowcharts as a method to prepare for, and as a guide in doing, experiments and labs.]
(1) Students take out assigned flowcharts they made about "how to eat a banana."
(2) Choose three or four students (Rachel participates the most so choose the other four) to write their flowcharts on the whiteboard. Remind them that they will be similar but not identical and that is ok (not always easy for Korean students to accept.)
(3) After students are done drawing their flowcharts, discuss the flowcharts highlighting what is good in each and identifying and correcting gross errors or omissions.
(4) Share Google Doc with students titled, "Separating a Mixture Following a Flowchart." Student should individually, make a flow chart from the narrative instructions. Separate Chaeri and Rachel so that students do individual work. Later in the period each student will use their flowchart as instructions to do the lab. Help students as they develop their flowcharts.
(5) Each flowchart should have: at least one circle, at least one rectangle/square, at least one diamond, AND should have one loop (like the pencil sharpening loop when pencil is not sharp.)
(6) When students seem to have correctly flowcharted lab instructions, then introduce them to lab. Each student should use separate lab equipment and do own exercise; no sharing.
(7) At conclusion of lab, show post-lab questions to students. Students should attempt all questions and email or come to lab after school for help if they need assistance.
Assignment:
(1) Students answer questions about separating mixture lab in writing (not on computer); due next period.