Exploring Solubility Patterns

draft a science lesson plan with measurable outcomes for IQWST How can I make new stuff from old stuff with the I do we do you do model probing questions introduction and hook, dok leveled questions hands on tasks, Interpreting Solubility Data Learning Target Students will analyze and interpret solubility data to classify how substances are alike/different. Hook/Introduction: Show data table of solubility results ("What patterns do you see?") Do Now: “Look at this chart: Which material is most soluble in water? In oil? How do you know?” Instruction Sequence I Do: Teacher demonstrates how to compare/test data from class chart. We Do: Groups analyze class data on butter, baking soda, and road salt; make claims about properties. You Do: Each student creates a bar graph of solubility results and writes a claim comparing two substances. Probing Questions & Mastery Checks: What evidence supports your claim? Why might a material behave differently in different liquids? Closure/Post-Assessment: “Write 2-3 sentences explaining why solubility data helps us identify substances.” Accommodations: Graph paper, visual supports, peer tutoring, language frames for CER writing. Extension: Investigate temperature’s effect on solubility (set up for later lesson). Proficiency Scale Sample: As above, adapted for data analysis.

Grade Level

7th Grade

Duration

120 minutes

Class Size

25 students

Learning Targets (I Can Statements)

I can analyze and interpret solubility data to classify substances based on their solubility properties.
I can construct and interpret bar graphs to compare solubility among different materials.
I can write evidence-based claims explaining how and why substances behave differently in various liquids.

Common Core State Standards Alignment

CCSS.ELA-LITERACY.RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.
CCSS.MATH.CONTENT.7.SP.B.3: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities to estimate the probability that a randomly selected value from one distribution will be larger than a randomly selected value from the other.
CCSS.ELA-LITERACY.WHST.6-8.1: Write arguments focused on discipline-specific content using claims, evidence, and reasoning.
NGSS MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. (Supporting standard, focused on data analysis)

Materials Needed

Projector and screen for chart display
Class solubility data table (prepared) – includes butter, baking soda, road salt in water and oil
Graph paper (with grid)
Colored pencils/markers
Student science notebooks or worksheets
Visual aids: solubility concept posters
Writing frames/language scaffolds for CER (Claim, Evidence, Reasoning)
Peer tutoring badges or name tags

Lesson Breakdown

1. Hook / Introduction (15 minutes)

Activity:

Project the solubility data table showing solubility of various substances (butter, baking soda, road salt) in water and oil.
Ask probing question aloud:
"What patterns do you see in this data? Which substances dissolve more in water? In oil? How do you know?"
Students write their immediate observations in their notebooks (2-3 sentences).

Purpose: Activate prior knowledge and build curiosity through data exploration.

2. Do Now (10 minutes)

Prompt:

“Look at this chart: Which material is most soluble in water? Which is most soluble in oil? How do you know?”
Students respond individually on graphic organizers with sentence starters (scaffolded for ELLs / diverse learners).

Success Criteria:

Students identify substances with highest solubility in each liquid using data evidence.
Responses include at least one sentence linking data point to their conclusion.

3. I Do: Teacher Modeling (20 minutes)

Teacher Role:

Model comparing and interpreting solubility data from the class chart step-by-step.
Demonstrate how to read solubility values, make simple comparisons, and note differences across liquids.
Show an example bar graph plotting solubility for butter, baking soda, road salt in water and oil.
Guide students through formulating a claim about solubility differences using CER framework.
Use think-aloud to verbalize reasoning and highlight use of evidence from data.

Probing Questions:

“What does this number tell us?”
“How does solubility in water compare to solubility in oil for baking soda?”
“What evidence supports your claim that one substance dissolves better in one liquid over another?”

4. We Do: Group Analysis & Discussion (25 minutes)

Activity:

Divide students into 5 groups of 5.
Each group analyzes provided class data focusing on butter, baking soda, and road salt.
Groups use guided questions to:
- Identify similarities and differences in solubility.
- Formulate claims about the properties of substances.
- Discuss why substances might behave differently in water vs. oil.

Teacher Role: Circulate, prompt with DOK leveled questions (see below), provide support, and encourage evidence-backed discussion.

Sample Guiding Questions:

DOK Level 1 (Recall): “Which substance dissolves the most in water?”
DOK Level 2 (Skill/Concept): “How do the solubilities of baking soda and road salt compare in oil?”
DOK Level 3 (Strategic Thinking): “Why do you think butter behaves differently in water compared to oil?”
DOK Level 4 (Extended Thinking): “If you combined butter with baking soda in water, what solubility would you expect overall, and why?”

5. You Do: Independent Work (30 minutes)

Task:

Students individually create a bar graph representing solubility results of at least two substances in the two liquids.
Using sentence frames, students write a CER-style paragraph:
- Claim: A statement comparing solubility of two substances.
- Evidence: Data from their bar graph/chart.
- Reasoning: Explanation linking data to scientific concepts about solubility.

Supports:

Provide graph paper with clearly labeled axes for students needing scaffold.
Language frames for CER writing posted and distributed.

6. Closure / Post-Assessment (15 minutes)

Prompt:

“Write 2-3 sentences explaining why solubility data helps us identify and classify substances.”

Assessment:

Collect student writing to assess understanding of solubility as a property and ability to support claims with data.

7. Extension (Optional Homework or Next Lesson Preview)

Introduce concept of temperature’s effect on solubility using an inquiry question:
“How might heating water change how much salt can dissolve?”
Encourage students to brainstorm hypotheses preparing for upcoming experiments.

Differentiation Strategies

Learner Need	Strategy
English Language Learners (ELLs)	Use language frames for CER writing, visual aids, and sentence starters. Peer tutoring support.
Students with IEPs	Provide graph paper with grids, step-by-step instructions, and visual solubility references.
Advanced Learners	Challenge to analyze additional substances or design a mini-experiment testing solubility predictions.
Below Grade Level	Group work with peer tutors, simplified data analysis tasks, and extra guided practice with teacher.

Success Criteria

Students will:

Accurately interpret and analyze a solubility data table.
Construct clear and accurate bar graphs depicting solubility values.
Write coherent claims supported by evidence and reasoning using the CER format.
Explain the importance of solubility data in identifying and comparing substances.

Proficiency Scale Sample: Solubility Data Analysis

Level 4 (Exceeds)	Analyzes complex solubility data, creates detailed graphs, and produces a thorough CER with scientific accuracy.
Level 3 (Meets)	Interprets solubility data, creates a basic bar graph, and writes a CER with clear claims supported by relevant data.
Level 2 (Approaching)	Identifies solubility patterns but struggles with graph accuracy or evidence-based reasoning in CER.
Level 1 (Beginning)	Has difficulty interpreting data or constructing graphs; CER is incomplete or unsupported by evidence.

Note: This lesson model follows the "I do, We do, You do" approach to maximize student engagement and scaffold scientific thinking in a collaborative environment. It integrates Common Core ELA literacy practices in writing and data interpretation aligned with science content.

Teaching Instructions