Learning Experience Plan Day 1

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

Oil Spill Research Assignment

(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

-Plastic
tupperwa
re

Day 1

-Oil
-Water
-Food
coloring

(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)
Sounds will be played at the beginning of the power point to catch
students attention and commence the learning cycle. Materials will be on
the table when the students come in.
Anticipatory Set (focus question/s that will be used to get students thinking about the days
lesson)
Diagram on students ideas.
What do you think are the differences between water and oil?
Have you done projects? If so what did you observe?
Do you recall any major oil spills in the ocean? Name them.

SMA Jacobs

Page 1

Activating Prior Knowledge (what information will be shared with/among students to connect
to prior knowledge/experience)

https://www.youtube.com/watch?v=S4xeWY1ouSw
Direct Instruction (input, modeling, check for understanding)
We will give guided instruction on how to mix the components. They can
put the oil and water in a bowl, mix it around, and discuss observations
with their classmates. Distribute handout on lesson focus and objectives.
Read aloud and discuss with the class, making sure they understand the
learning targets and what will be expected of them by the end of the 3-5
lessons. Introduce the definition of engineering and the importance of
utilizing chemistry to solve real-world problems.
Guided Practice (how students will demonstrate their grasp of new learning)
Create new diagram with students new ideas showing what they had
learned. If students are comfortable they can come up and write it in
themselves.
Independent Practice (what students will do to reinforce learning of the lesson)
Students will research ideas on how to approach oil spills to give them a
head start on following lessons.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate
close)
Keep in mind our following lessons will focus on density and breaking down
large scale problems into smaller, manageable problems in the context of
the presented problem (oil spill). Feel free to come to class with any
questions and ideas.

References:

SMA Jacobs

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

Page 2