Learning Experience Plan Day 2

Subject: Engineering Design and Chemistry

Unit:
minutes

Grade level: 9th Grade

Length of LEP (days/periods/minutes): 45

Topic: Oil Spills

Content Standards: Break down a real-life problem into smaller, manageable
problems and incorporate chemistry to create and optimize a solution
Literacy Standards: Design solutions, optimize solutions, construct explanations
based on scientific knowledge, and consider trade-offs
Learning Experience Outcomes

Learning Experience Assessments

(knowledge/skills)

Students will discuss different physical

properties of water and oil in order to
assemble a solution to the overall
problem at hand.
Differentiation
Approaching

Physical Properties Worksheet

(What will you do to meet the needs of students at these different levels?)

On-level

Beyond

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
This lesson involves a basic understanding of applying formulas and close reading.
Along with diagnosing a problem and looking at different approaches to solve the oil
spill.
Material
s

Procedures/Strategies

-poster
paper

Day 2

-markers

(add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned)
As students walk into the room they will be given instruction to remain
standing. At this point they will be split into four groups. The groups will
then share each others solutions that they found from their homework.
Anticipatory Set (focus question/s that will be used to get students thinking about the days
lesson)
On poster students will jot down ideas to the following questions.
What are physical properties of water?
What are physical properties of oil?
After writing answers they will be hung up in the front of the class to be
referred to later on.

SMA Jacobs

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Activating Prior Knowledge (what information will be shared with/among students to connect
to prior knowledge/experience)
https://www.youtube.com/watch?v=3jwAGWky98c
Direct Instruction (input, modeling, check for understanding)
Each group will be given an article where they have to read and discuss
among themselves. Then the groups will discuss the main points of the
article. I will be walking around as students work on this and ask questions
to stimulate active discussions within the groups.
Guided Practice (how students will demonstrate their grasp of new learning)
Students will then be instructed to add any new ideas that they saw in the
video onto their charts. After an oral quiz will be given on properties and
the group with the most points will get extra credit on their final
summative assessments.
Independent Practice (what students will do to reinforce learning of the lesson)
Students will write a short paragraph on how the physical properties of oil
and water can be used to come up with a solution to the oil spill.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate
close)
Be aware that the physical properties of water and oil play a large factor in
the solution to massive oil spills. A full understanding of these properties is
vital to the engineering of these clean ups.

References:

(e.g. Book, course packet, pg #, complete web address URL)

http://www.nytimes.com/2007/07/10/science/10angi.html
https://trainex.org/osc2012/uploads/514/03_understandingoilspills.pdf

SMA Jacobs

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