AmandaLevy

EDMS545

DISCREPANTEVENTASSIGNMENT
Assignment4

I.Background

Thisassignmentfocusesontheexplorationofselectedsciencediscrepanteventsusingathreestepmodel
developedbyFriedl.ThestepsofFriedlsmodelare:
(1)SetUptheDiscrepantEventStudentsareconfrontedwithquestionsorproblemsthatgainattention,
increasemotivation,posequestion,andrevealmisconceptions.
(2)InvolvetheStudentsinSolvingtheDiscrepancyStudentsengageinpurposefulactivityinattemptingto
resolvethediscrepancy.
(3)ResolvetheQuestionsPosedbytheEventsandRelateThemtoBodyofScienceKnowledgeStudents
willresolvetheeventthemselvesorwithinteractiveteacherassistance.

DiscrepantEventLessonPlanandPresentation(Inpairsortriads)

GRADINGCRITERIA

th
th
GradeLevel(4
or5
)

5thGrade

TitleofDiscrepantEvent
(1pt.)

ClimbingColors

NextGenerationScience
Standards(7pts.)

5thGradeStandards
5PS13
Makeobservationsandmeasurementstoidentifymaterials
basedontheirproperties.(e.g.propertiesofcolor)

Scienceandengineeringpractices.
1.AskingQuestionsand
DefiningProblems.2.Developingandusingmodels.3.Planningand
CarryingOutInvestigations4.Analyzingandinterpretingdata5.Using
mathematicalandscientificthinking6.Constructingexplanationsand
designingsolutions7.EngaginginArgumentfromEvidence8.
Obtaining,EvaluatingandCommunicatingInformation

StudentLearningObjective(s) TheSLOsshouldtietothesciencecontentstandardssection.Use:
(10pts.)
Aftersuccessfulcompletionofthelesson,thestudentwill

Afterthisactivity,studentsshouldbeableto:
Describeandexplainhowchromatographyworksandwhathappens
duringthisprocesstoblackorcoloredink.
SummaryofScience
Concept/Content(10pts.)

ThisisacompletedefinitionofthescienceconceptyourDiscrepant
Eventwilladdress.Forexample:surfacetension
Chromatography
:awaytolookatcomplexmixturesby
separatingthemintotheircomponents,aprocessusedfor
separatingmixturesbyvirtueofdifferencesinabsorbency

Paperchromatography
:usescapillaryforcethatmove
wateroranothersolventandthesampleupthepaperstrip.
Themostsolublecompoundsofthesamplewillgofartherthe
lesssolublewillstayatthestartline.Usingchromatography
wecanfindouthowmanycomponentsareinpaint,inks,
markersaswellasinnaturaldyes,leafextracts.Aslongas
mixtureiscoloredwecanseetheircomponents.

MaterialsforDE(5pts.)

Whatmaterialswillyouneedforeachstudenttoparticipateinyour
DE?Listallmaterialsincludingdatasheetsthatyourlesson
requires.
CoffeeFilterPaper
Water
MasonJar
SmellyMarkers(BlackandBrown)
SharpiePermanentMarker
BlackPipeCleaners

DiscrepantEventProcedures
(15pts.)

ThisisthestepbystepprocedurethatyourDiscrepantEventwill
follow.Pleaseensurethatthissectionisspecific,clear,and
comprehensive.Thereshouldbenodoubtabouthowthelessonwill
beconducted.

1. Teacherwillintroducethetopicbyhavingthestudents
imagine:Imagineafloodisslowlyandsteadilycreeping
throughtheforest.Thewaterhasnotroubleswirlingaround
thetrees,grasses,andbushes.Butimagineifbeingpulled
alongbywater,therewereitemslikea
basketball
anda
tractor.Woulda
basketball
havetroublenavigatingthetrees?
No.Itssmallenoughtomaneuver.Butwhataboutthe
tractor
?Itwouldbehardforthewatertopullitthroughthe
forest.
2. Theteacherwillexplainthedifferencesbetweenheavyand
lightobjectsalongwithwatersolubility.
3. Teacherwillinstructtheclassasawholetowhatthe
proceduresoftheexperimentwillbe.Duringthistimes/hewill
passoutasheetwiththestepslistedclearlyandhavethe
studentsreadthestepstogether.Theteacherwillaskguiding
questionsduringthistimetogageifthestudentshave
listenedtothestepsandsuggestions.
4. Teacherwillhavestudentswritetheirpredictionsintheir
sciencejournalofwhattheyexpecttohappenduringthe
experiment.
5. Havestudentsdrawapictureofwhattheypredictwillhappen
6. Chooseonemarkertoexperimentwithfirst.(Blackandbrown
arethemostexciting)

7.

Takeonecoffeefilter.Putnewspaperorsomekindofmaterial
toprotectyourtable.Drawathickcirclearoundthecenterof
thecoffeefilterwheretheridgedpartmeetstheflatcenter.
Useapenciltowritethecolorofthemarkerbeingusedright
inthecenter.(Youwillwanttoknowwhattheoriginalcolor
wasbeingused,andthepencilwontsmearandwillremain
intactaftertheexperiment)
8. Foldthecoffeefilterinhalfandtheninhalfagain,resultingin
aconeshape.
9. Getashortglassofwater.Pullaparttheconeshapedcoffee
filtersoitbalancesrightontheglasswiththetipofthecone
justtouchingthewater.(BesureNOTtoletthemarkercircle
gointhewater,justuncoloredtipofthecoffeefiltercone.)
10. Letitsitandwatchwhathappensasthewaterbeginstoflow
upthepaper.
11. Repeatwithdifferentcoloredmarkersordifferentbrand
black/brownmarkers.
12. Afterthewaterhasreachedtheouteredgeofthecoffeefilter,
placeitonanewspapertodry.
13. Oncethecoffeefiltersaredryyoucanobservetheresults.

ButterflyCraft:
14. Cutyourblackpipecleanersinhalf.
15. Takeonecoffeefilterandscrunchitupinthemiddle.
16. Wrapablackpipecleaneraroundthecenter.
17. Shapetheendstoformtheantennae.
18. Tieastringtothecenterandhang!
ReviewingConcepts
19. Havestudentswatchtheaftertheeventvideowhichexplains
chromatographyinkidsterms.
20. Afterthevideoaskstudentstothinkpairsharewithapartner
whythecolorsbledliketheydid.
21. Cometogetherasawholeclasstodiscusswhat
chromatographyisandwhythecolorsbled.
22. Askstudentsiftheyhaveanyquestions.Answerany
questionsthatarise
23. Havestudentswriteintheirsciencejournalswhatthey
observedandtheirexplanationforwhythecolorsbledlike
theydid.
QuestionstoAskStudents
Before(HookingStudents),
During,andAftertheEvent
(Summarizing)(12pts.)

Thissectioniswhat
drivesyourDiscrepantEventactivity
.Questions
shouldbeprovidedforthethreesectionsofyourDE:before,during,
andafter.Questionsshouldreflecthighlevelthinking:how,why,
explain,apply,

Hook
:
Whatissomethingthatisheavy?

Whatissomethingthatislight?
Doyouthinkthatthe(heavyobject)willflowthroughafloodedforest
easily?Difficult?
Whataboutthe(lightobject)?
Criminalinvestigatorsusethistechnologytoidentifysubstancessuch
asdrugs,blood,inkandotherfluids.Itisalsoveryhelpfulfor
environmentalengineersforthepurposeofimprovinggroundwater
quality.

During:

Whatdoyouhypothesizewillhappenwhentheinkcomesincontact
withthewater?
Haveyouevercombinedcolors,likepaint?
Haveyoueverseparatedcolors?
DoyouthinkthesamethingwouldhappenifweuseaSharpie?
Whywasitdifferent?
Whatifweweretochangethesolution?Wouldifaffectthe
experiment?

AftertheEvent:
Doyouthinkthattheinkismadeupofdifferentcoloreddyes,orjust
one?Explainwhy.
Whywastheblack/browninkabletoseparateintomorecolors?
https://www.youtube.com/watch?v=SnbXQTTHGs4
(Watchthebeginningofthevideonotinitsentirety)

ExplanationoftheScience
Concept(10pts.)

ThisistheexplanationofthesciencebehindthescienceoftheDE.
Thatis,whatistheconceptualscienceexplanationofwhatoccurred
intheDE?Ensurethattheexplanationisaccurate,clear,and
specific.
Differentinkshavedifferentproperties,suchashowmuchtheycanbe
dissolvedinsolvents.Whenyouplacethecoffeefilterintothesolvent
(water),thesolvent(water)beginstomoveupthepaper.Asthe
solvent(water)rises,itdissolvestheinkonthepaperandseparates
theinkintoitscomponents.Thefarthertheinktravels,themoreitis
attractedtothesolvent.
Understandthatthecolorblackandbrownarecomprisedofmany
differentcolors.

PossibleStudent
MisconceptionsRegarding
theScienceContent(10pts.)

Whaterroneousthinkingmightstudentshave?Whatmisconceptions
mighttheyholdaboutthescienceconceptsintheDE?Howwillyou
addressandclearupthesepotentialmisconceptions?

Studentsmightthinkthatthemarkerdotswillnotrun
Studentsmightthinkthatthemakerdotswillonlybleedinthe
waterthecoloroftheoriginaldotnotdivideintomultiple

AssessmentPlanto
DetermineStudent
Understanding
(10pts.)

colors.
Studentsmightthinkthatthemarkerdotswilldisappearin
water
Studentsmightthinkthatwhenthemarkerdotsdivideintothe
multiplecolorsthatthevariouscolorsweremarkedonthe
filterpreviousandtheyjustnowappearedaftertouching
water.

Howyouwillassessstudentunderstanding?Howwillthey
demonstrateunderstandingofthescienceconcepts?Whatcriteria
willyouuse?Whywasthecriteriachosen?Provideacomplete
PLAN.

Assessstudentunderstanding:
Teacherwillaskstudentsguidingquestionsduringthe
explanationoftheexperimenttoseeifstudentsarepaying
attention,abletoansweranyquestions,andorseeifstudents
arecomprehendingwhattheexperimententails.
Teacherwilldeterminestudentslevelofunderstandingifthey
areabletocompletetheexperimentinorderofsteps.
Teacherwillassessstudentswrittenexplanationand
explanationsduringpartnerdiscussions.
Studentsdemonstrateunderstanding
:
Studentsdemonstrateunderstandingbydrawingapictureof
whathappenedduringtheexperiment.
Studentscanalsodemonstratetheirunderstandingbytheir
explanationofwhythecolorsbledduringthethinkpairshare
withpartners.
Studentswrittenworkandexplanationintheirscience
journalsalsodemonstratetheirunderstanding.

*studentsshouldbeabletodescribeandexplainhow
chromatographyworksandwhathappensduringthisprocessto
blackorcoloredink.
Criteria
:
Proficient
Studentcompletedalloftheexperiment'ssteps.
Studentdemonstratesinoraldiscussionorwrittenworkthat
blackorbrowndyesareactuallymadeupofabunchof
differentotherdyes.Studentidentifiestheprocessofthe
colorsseparating/bleedingaschromatography.Student
explainswhytheprocessofchromatographyoccurred.
Developing
Studentcompletedonlysomeofthe
experimentssteps.Studentpartiallydemonstratesinoral
discussionorwrittenworkthatblackorbrowndyesare
actuallymadeupofabunchofdifferentotherdyes.Student
doesnotidentifywhatthisprocessisknownas.
NeedsImprovement
Studentdidnotfollowexperiments

steps.Studentdoesnotdescribeordemonstratethatthe
blackorbrowndyeseparatedcolors/bled.Studentdoesnot
statethetermchromatography.

Thiscriteriawaschosenasitdeciphersbetweenthestudentsthat
fullycomprehendtheconceptofchromatographyandtheexperiment
completedfromthestudentsthatneedadditionalguidedhelp
understandingthetopic.
TeachingTipsfortheDE
(5pts.)

Whathelpfulhintsortipsdoteachersneedtoknowtogivetheman
advantageinteachingyourlesson?

Ifyoudecidetousesharpiemarkerswiththekids,remind
thekidsthatthesearepermanentmarkersandtonotdraw
ontheirclothing,desks,orthemselves.
Thelongeryouletthecolorsdivide/bleedthemorespread
outthecolorswillmove.
Usingjustblackandbrownmarkerswillconsistofmore
colorvarietywhenthecolorsbleed.Othermarkerslike
greenwillonlyhavetwocolorsthatmaketheoriginalcolor
up.

PossibleExtensionActivityof
DiscrepantEvent(5pts.)

ProvideatleastoneextensionactivityrelatedtoyourDEthatwillhelp
reinforcethefocusscienceconceptinyourlesson.

Anextensionprojectthatcouldfollowupthisexperimentwouldbeto
Collectblackandbrownmarkersfromdifferentbrands.
Completetheexperimentwitheach.Comparethe
results.

Recordobservationsbycreatingapictureorchart
showingwhatyoudiscovered.

Makealistofmorequestionsyoucameupwithasyou
completedthisexperiment.

https://books.google.com/books?id=yy_v6ozAn9cC&pg=PA58&lpg=P
A58&dq=books+on+separating+colors+children&source=bl&ots=Sk9
MoDpBI&sig=G3IhWCXuDge3zBln4KLWuqx5bVQ&hl=en&sa=X&ved
=0ahUKEwi4u7qvyvPKAhWG2yYKHQ8HCpIQ6AEIVDAH#v=onepag
e&q=books%20on%20separating%20colors%20children&f=false

TOTALPOINTS
POSSIBLE=100

AmandaLevy
LindsayParent
CaitlinMonnahan
EDMS545

ScienceContentBackground
5thGradeStandards
5PS13
Makeobservationsandmeasurementstoidentifymaterialsbasedontheirproperties.(e.g.
propertiesofcolor)
AsagroupwechosetocreateadiscrepanteventtitledClimbingLiquidthatengagescolor
chromatography.Theactivityiscreatedforthefifthgrade.Studentswillbeabletoaccesstheirprior
knowledgeofcolors,includingtheconceptofmixingcolorsinordertocreatenewcolors.Withthislesson,
studentswillbeabletounmixcolorsbyusingchromatography.Theprocessofchromatographyseparates
thepigmentfoundinmarkerink.Usingasolvent(water),marker,andcoffeefilterwillallowthestudentsto
witnessthisprocessofunmixing.Amixturehastwoormoresubstancesthatareheldtogetherbyphysical
forceinsteadofchemicalforces.Duetothefactthatmixturesareheldtogetherbyphysicalforce,thenthey
canbeseparated.
Theprimarycolorpigments(cyan,magenta,yellow)canbecombinedandformdifferentcolors.
Thesecolorscanbeseparatedthroughthechromatographyprocess.Chromatographyisatechniquethat
criminalinvestigatorsusetoidentifysubstancessuchasdrugs,blood,inkandotherfluids.Itisalsovery
helpfulforenvironmentalengineersforthepurposeofimprovinggroundwaterqualityandtoidentify
pollutantsintheair.Itcanbeusedtodeterminethemakeupofascent,flavor,orcolor.
Inthisdiscrepantevent,whenthecoffeefilterisplacedinthemasonjarofwater,capillaryaction
occurs.Capillaryactioncausesthewatermoleculestoclimbupwardstowardstheedgesofthecoffeefilter.
Differentcompaniesusedifferentdyesintheirmarkers.Watersolubleinks(likethosefoundinmarkers)are
mixturesofseveraldifferentcolors.Solubilityisthephysicalpropertyreferringtotheabilityofasubstance,
thesolute,todissolveinasolvent.Asubstancethatisinsoluble,meansthatitcannotbedissolved.As
watermovesthroughthecircleofinkdrawnonthefilter,itwilldissolvetheinkandseparateitintomultiple
colors.Thecolorsappearintheordertheydissolve.Thespeedanddistanceeachpigmenttravels
dependsonthesizeofthepigmentmoleculeandonhowstronglythepigmentisattractedtothedrycoffee
filter.
Ifthedyeisnotsolubleincarryingtheliquid,thenitcannotbecarriedupthepaper.Thisiswhat
happenswithpermanentmarker.Sincethepermanentmarkerisnotsoluble,themarkerwillstayinthe
samestartingplace.Although,usingstrongersolventssuchasrubbingalcoholwillcreateapatternand

carrytheink.Themostsolubledyewillmoveupthepaperthemost,andtheleastsolubledyewillmovethe
least.Ifadyeisverysolublewhencarryingtheliquid,itwillreachtheouteredgesofthecoffeefilter.

RolesduringDEPresentation

FormeansofclarityIhavedividedDEpresentationupintothreecolorsforwhereeachofusshouldpresent
thematerialoraskquestions.Pleasefeelfreetochangeyourrolesifyouwantsomethingdifferent.
Thecolorsareasfollows:
Caitlin
,
Amanda
,&
Lindsay
Asa
GROUPweshouldworkonthissectiontogether.
Whetheritiseveryonewhopresentsthispartorjust
HOWwewanttocommunicatetheconceptssowedontconfuseanyone.

I.Background

Thisassignmentfocusesontheexplorationofselectedsciencediscrepanteventsusingathreestepmodel
developedbyFriedl.ThestepsofFriedlsmodelare:
(1)SetUptheDiscrepantEventStudentsareconfrontedwithquestionsorproblemsthatgainattention,
increasemotivation,posequestion,andrevealmisconceptions.
(2)InvolvetheStudentsinSolvingtheDiscrepancyStudentsengageinpurposefulactivityinattemptingto
resolvethediscrepancy.
(3)ResolvetheQuestionsPosedbytheEventsandRelateThemtoBodyofScienceKnowledgeStudents
willresolvetheeventthemselvesorwithinteractiveteacherassistance.

DiscrepantEventLessonPlanandPresentation(Inpairsortriads)

GRADINGCRITERIA

th
th
GradeLevel(4
or5
)

5thGrade

TitleofDiscrepantEvent
(1pt.)

ClimbingLiquid

NextGenerationScience
Standards(7pts.)

5thGradeStandards
5PS13
Makeobservationsandmeasurementstoidentifymaterials
basedontheirproperties.(e.g.propertiesofcolor)

Scienceandengineeringpractices.
1.AskingQuestionsand
DefiningProblems.2.Developingandusingmodels.3.Planningand
CarryingOutInvestigations4.Analyzingandinterpretingdata5.Using
mathematicalandscientificthinking6.Constructingexplanationsand
designingsolutions7.EngaginginArgumentfromEvidence8.
Obtaining,EvaluatingandCommunicatingInformation

StudentLearningObjective(s) TheSLOsshouldtietothesciencecontentstandardssection.Use:
(10pts.)
Aftersuccessfulcompletionofthelesson,thestudentwill

Afterthisactivity,studentsshouldbeableto:
Describeandexplainhowchromatographyworksandwhathappens
duringthisprocesstoblackorcoloredink.
SummaryofScience
Concept/Content(10pts.)

ThisisacompletedefinitionofthescienceconceptyourDiscrepant
Eventwilladdress.Forexample:surfacetension
Chromatography
:awaytolookatcomplexmixturesby
separatingthemintotheircomponents,aprocessusedfor
separatingmixturesbyvirtueofdifferencesinabsorbency
Paperchromatography
:usescapillaryforcethatmove
wateroranothersolventandthesampleupthepaperstrip.
Themostsolublecompoundsofthesamplewillgofartherthe
lesssolublewillstayatthestartline.Usingchromatography
wecanfindouthowmanycomponentsareinpaint,inks,
markersaswellasinnaturaldyes,leafextracts.Aslongas
mixtureiscoloredwecanseetheircomponents.

MaterialsforDE(5pts.)

Whatmaterialswillyouneedforeachstudenttoparticipateinyour
DE?Listallmaterialsincludingdatasheetsthatyourlesson
requires.
CoffeeFilterPaper
Water
MasonJar
SmellyMarkers(BlackandBrown)
SharpiePermanentMarker
BlackPipeCleaners


DiscrepantEventProcedures
(15pts.)

ThisisthestepbystepprocedurethatyourDiscrepantEventwill
follow.Pleaseensurethatthissectionisspecific,clear,and
comprehensive.Thereshouldbenodoubtabouthowthelessonwill
beconducted.

24. Teacherwillintroducethetopicbyhavingthestudents
imagine:Imagineafloodisslowlyandsteadilycreeping
throughtheforest.Thewaterhasnotroubleswirlingaround
thetrees,grasses,andbushes.Butimagineifbeingpulled
alongbywater,therewereitemslikea
basketball
anda
tractor.Woulda
basketball
havetroublenavigatingthetrees?
No.Itssmallenoughtomaneuver.Butwhataboutthe
tractor
?Itwouldbehardforthewatertopullitthroughthe
forest.
25. Questionstoincludeinthissection:
26. Whatissomethingthatisheavy?
27. Whatissomethingthatislight?
28. Doyouthinkthatthe(heavyobject)willflowthroughaflooded
foresteasily?Difficult?
29. Whataboutthe(lightobject)?
30. Theteacherwillexplainthedifferencesbetweenheavyand
lightobjectsalongwithwatersolubility.
31. Teacherwillinstructtheclassasawholetowhatthe
proceduresoftheexperimentwillbe.Duringthistimes/hewill
passoutasheetwiththestepslistedclearlyandhavethe
studentsreadthestepstogether.Theteacherwillaskguiding
questionsduringthistimetogageifthestudentshave
listenedtothestepsandsuggestions.
32. Questionstoincludeinthissection:
33. Whatdoyouhypothesizewillhappenwhentheinkcomesin
contactwiththewater?
34.
35. Teacherwillhavestudentswritetheirpredictionsintheir
sciencejournalofwhattheyexpecttohappenduringthe
experiment.
36. Havestudentsdrawapictureofwhattheypredictwillhappen.
Studentswillbeaskedtosharetheirpredictionwiththeclass.
37. Chooseonemarkertoexperimentwithfirst.(Blackandbrown
arethemostexciting)Tellstudentstowritedownintheir
sciencejournalswhatpentheychose.
38. Takeonecoffeefilter.Putnewspaperorsomekindofmaterial
toprotectyourtable.Drawathickcirclearoundthecenterof
thecoffeefilterwheretheridgedpartmeetstheflatcenter.
Useapenciltowritethecolorofthemarkerbeingusedright
inthecenter.(Youwillwanttoknowwhattheoriginalcolor

39.

40.
41.
42.
43.

44.

45.
46.
47.
48.
49.
50.
51.

52.

53.
54.

55.
56.
57.

58.
59.

60.

wasbeingused,andthepencilwontsmearandwillremain
intactaftertheexperiment)
Foldthecoffeefilterinhalfandtheninhalfagain,resultingin
aconeshape.
Questionstoincludeinthissection:Writethese
answersonposterboard
Haveyouevercombinedcolors,likepaint?
Haveyoueverseparatedcolors?
Getashortglassofwater.Pullaparttheconeshapedcoffee
filtersoitbalancesrightontheglasswiththetipofthecone
justtouchingthewater.(BesureNOTtoletthemarkercircle
gointhewater,justuncoloredtipofthecoffeefiltercone.)
Letitsitandwatchwhathappensasthewaterbeginstoflow
upthepaper.
Thelongeryouletthecolorsdivide/bleedthemorespread
outthecolorswillmove.
Questionstoincludeinthissection:
Whatifweweretochangethesolution?Wouldifaffectthe
experiment?
Whatdoyouseehappeningtothecolors?
Lookaroundtoyourpeerswhatishappeningtotheircolors?
Aretheyalsostayingputormoving?
Whatdirectionarethecolorsmoving?
Repeatwithdifferentcoloredmarkersordifferentbrand
black/brownmarkers.
Ifyoudecidetousesharpiemarkerswiththekids,remind
thekidsthatthesearepermanentmarkersandtonotdraw
ontheirclothing,desks,orthemselves.
Questionstoincludeinthissection:
(rememberingyouranswerstoifyouhaveevercombined
colorslikepaint?)Doyouthinkthesamethingwouldhappen
ifweuseaSharpie?
Whywasitdifferent?
Afterthewaterhasreachedtheouteredgeofthecoffeefilter,
placeitonanewspapertodry.
Oncethecoffeefiltersaredryyoucanobservetheresults.
Studentsshouldwritetheirobservationdownintheirscience
notebook.Studentsshouldalsonotebelowtheirobservationif
theirpredictionwasclosetotheobservedreactionornot.
Questionstoincludeinthissection:
Doyouthinkthattheinkismadeupofdifferentcoloreddyes,
orjustone?
Usingjustblackandbrownmarkerswillconsistofmore
colorvarietywhenthecolorsbleed.Othermarkerslike
greenwillonlyhavetwocolorsthatmaketheoriginalcolor
up.
TeacherExplainswhy.

61. Whywastheblack/browninkabletoseparateintomore
colors?

BeforecraftIthinkweshouldreviewconcepts
62. Cometogetherasawholeclasstodiscusswhat
chromatographyisandwhythecolorsbled.
63. Askstudentsiftheyhaveanyquestions.Answerany
questionsthatarise
64. Havestudentswriteintheirsciencejournalswhatthey
observedandtheirexplanationforwhythecolorsbledlike
theydid
.
ButterflyCraft:
65. Cutyourblackpipecleanersinhalf.
66. Takeonecoffeefilterandscrunchitupinthemiddle.
67. Wrapablackpipecleaneraroundthecenter.
68. Shapetheendstoformtheantennae.
69. Tieastringtothecenterandhang!

ReviewingConcepts
70. Havestudentswatchtheaftertheeventvideowhichexplains
chromatographyinkidsterms.
71. Afterthevideoaskstudentstothinkpairsharewithapartner
whythecolorsbledliketheydid.
72. Cometogetherasawholeclasstodiscusswhat
chromatographyisandwhythecolorsbled.
73. Askstudentsiftheyhaveanyquestions.Answerany
questionsthatarise
74. Havestudentswriteintheirsciencejournalswhatthey
observedandtheirexplanationforwhythecolorsbledlike
theydid.
QuestionstoAskStudents
Before(HookingStudents),
During,andAftertheEvent
(Summarizing)(12pts.)

Thissectioniswhat
drivesyourDiscrepantEventactivity
.Questions
shouldbeprovidedforthethreesectionsofyourDE:before,during,
andafter.Questionsshouldreflecthighlevelthinking:how,why,
explain,apply,

Hook
:
Whatissomethingthatisheavy?
Whatissomethingthatislight?
Doyouthinkthatthe(heavyobject)willflowthroughafloodedforest
easily?Difficult?
Whataboutthe(lightobject)?
Criminalinvestigatorsusethistechnologytoidentify
substancessuchasdrugs,blood,inkandotherfluids.Itisalso
veryhelpfulforenvironmentalengineersforthepurposeof

improvinggroundwaterquality.

During:

Whatdoyouhypothesizewillhappenwhentheinkcomesincontact
withthewater?
Haveyouevercombinedcolors,likepaint?
Haveyoueverseparatedcolors?
DoyouthinkthesamethingwouldhappenifweuseaSharpie?
Whywasitdifferent?
Whatifweweretochangethesolution?Wouldifaffectthe
experiment?

AftertheEvent:
Haveyoueverspiltwateronasheetofpaperandseenhowthe
writingonthepapersmudges?Isthatsimilartowhathappenedhere?

Doyouthinkthattheinkismadeupofdifferentcoloreddyes,orjust
one?Explainwhy.
Whywastheblack/browninkabletoseparateintomorecolors?
https://www.youtube.com/watch?v=SnbXQTTHGs4
(Watchthebeginningofthevideonotinitsentirety)

ExplanationoftheScience
Concept(10pts.)

ThisistheexplanationofthesciencebehindthescienceoftheDE.
Thatis,whatistheconceptualscienceexplanationofwhatoccurred
intheDE?Ensurethattheexplanationisaccurate,clear,and
specific.
Differentinkshavedifferentproperties,suchashowmuchtheycanbe
dissolvedinsolvents.Whenyouplacethecoffeefilterintothesolvent
(water),thesolvent(water)beginstomoveupthepaper.Asthe
solvent(water)rises,itdissolvestheinkonthepaperandseparates
theinkintoitscomponents.Thefarthertheinktravels,themoreitis
attractedtothesolvent.
Understandthatthecolorblackandbrownarecomprisedofmany
differentcolors.

PossibleStudent
MisconceptionsRegarding
theScienceContent(10pts.)

Whaterroneousthinkingmightstudentshave?Whatmisconceptions
mighttheyholdaboutthescienceconceptsintheDE?Howwillyou
addressandclearupthesepotentialmisconceptions?

Studentsmightthinkthatthemarkerdotswillnotrun
Studentsmightthinkthatthemakerdotswillonlybleedinthe
waterthecoloroftheoriginaldotnotdivideintomultiple
colors.
Studentsmightthinkthatthemarkerdotswilldisappearin
water
Studentsmightthinkthatwhenthemarkerdotsdivideintothe

multiplecolorsthatthevariouscolorsweremarkedonthe
filterpreviousandtheyjustnowappearedaftertouching
water.
AssessmentPlanto
DetermineStudent
Understanding
(10pts.)

Howyouwillassessstudentunderstanding?Howwillthey
demonstrateunderstandingofthescienceconcepts?Whatcriteria
willyouuse?Whywasthecriteriachosen?Provideacomplete
PLAN.

Assessstudentunderstanding:
Teacherwillaskstudentsguidingquestionsduringthe
explanationoftheexperimenttoseeifstudentsarepaying
attention,abletoansweranyquestions,andorseeifstudents
arecomprehendingwhattheexperimententails.
Teacherwilldeterminestudentslevelofunderstandingifthey
areabletocompletetheexperimentinorderofsteps.
Teacherwillassessstudentswrittenexplanationand
explanationsduringpartnerdiscussions.
Studentsdemonstrateunderstanding
:
Studentsdemonstrateunderstandingbydrawingapictureof
whathappenedduringtheexperiment.
Studentscanalsodemonstratetheirunderstandingbytheir
explanationofwhythecolorsbledduringthethinkpairshare
withpartners.
Studentswrittenworkandexplanationintheirscience
journalsalsodemonstratetheirunderstanding.

*studentsshouldbeabletodescribeandexplainhow
chromatographyworksandwhathappensduringthisprocessto
blackorcoloredink.
Criteria
:
Proficient
Studentcompletedalloftheexperiment'ssteps.
Studentdemonstratesinoraldiscussionorwrittenworkthat
blackorbrowndyesareactuallymadeupofabunchof
differentotherdyes.Studentidentifiestheprocessofthe
colorsseparating/bleedingaschromatography.Student
explainswhytheprocessofchromatographyoccurred.
Developing
Studentcompletedonlysomeofthe
experimentssteps.Studentpartiallydemonstratesinoral
discussionorwrittenworkthatblackorbrowndyesare
actuallymadeupofabunchofdifferentotherdyes.Student
doesnotidentifywhatthisprocessisknownas.
NeedsImprovement
Studentdidnotfollowexperiments
steps.Studentdoesnotdescribeordemonstratethatthe
blackorbrowndyeseparatedcolors/bled.Studentdoesnot
statethetermchromatography.

Thiscriteriawaschosenasitdeciphersbetweenthestudentsthat
fullycomprehendtheconceptofchromatographyandtheexperiment
completedfromthestudentsthatneedadditionalguidedhelp
understandingthetopic.
TeachingTipsfortheDE
(5pts.)

Whathelpfulhintsortipsdoteachersneedtoknowtogivetheman
advantageinteachingyourlesson?

Ifyoudecidetousesharpiemarkerswiththekids,remind
thekidsthatthesearepermanentmarkersandtonotdraw
ontheirclothing,desks,orthemselves.
Thelongeryouletthecolorsdivide/bleedthemorespread
outthecolorswillmove.
Usingjustblackandbrownmarkerswillconsistofmore
colorvarietywhenthecolorsbleed.Othermarkerslike
greenwillonlyhavetwocolorsthatmaketheoriginalcolor
up.

PossibleExtensionActivityof
DiscrepantEvent(5pts.)

ProvideatleastoneextensionactivityrelatedtoyourDEthatwillhelp
reinforcethefocusscienceconceptinyourlesson.

Anextensionprojectthatcouldfollowupthisexperimentwouldbeto
Collectblackandbrownmarkersfromdifferentbrands.
Completetheexperimentwitheach.Comparethe
results.

Recordobservationsbycreatingapictureorchart
showingwhatyoudiscovered.

Makealistofmorequestionsyoucameupwithasyou
completedthisexperiment.

https://books.google.com/books?id=yy_v6ozAn9cC&pg=PA58&lpg=P
A58&dq=books+on+separating+colors+children&source=bl&ots=Sk9
MoDpBI&sig=G3IhWCXuDge3zBln4KLWuqx5bVQ&hl=en&sa=X&ved
=0ahUKEwi4u7qvyvPKAhWG2yYKHQ8HCpIQ6AEIVDAH#v=onepag
e&q=books%20on%20separating%20colors%20children&f=false

TOTALPOINTS
POSSIBLE=100