Chromatography
The second lesson was a lesson in chromatography using markers that I taught. We looked at the color make-up of different colored washable markers using paper towels, water, bowls, and markers. The children were able to each pick their own colors and perform their own experiments. They very much enjoyed watching the different colors appearing out of one colored marker. I have included below all the details from the lesson. First is the written out lesson plan with standards, domains, and the experience written out. After that is the results chart with the students' verbal responses to what happened in the experiment as part of the assessment. Next is included pictures of the students' written responses to the activity. At the end is an interpretation of the assessment and my reflection on my lesson.
Interpretation of the Evidence
Interpretation of the Evidence:
The evidence that I collected included recording the descriptions that the children told me and Ms. Alicia about what had happened. We also had them write down a description of what happened and the colors they used.
The majority of the students were able to explain what had happened to the colors and the fact that they had changed. They understood that the marker dot started out one color and then became a different color as the water moved up the paper towel. They were able to tell me what had happened and verbally describe that they understood what had happened. The students did learn that colors can be separated in markers.
The students had trouble with the writing aspect of the lesson. They were able to draw pictures and put down something on paper. However, it usually was what appeared to be some scribbles and possibly their name. They were able to verbalize their picture, saying colors such as yellow, green, and blue when writing.
This portion of the assessment was not very effective. The students were not able to represent their knowledge of chromatography using writing.
The evidence that I collected included recording the descriptions that the children told me and Ms. Alicia about what had happened. We also had them write down a description of what happened and the colors they used.
The majority of the students were able to explain what had happened to the colors and the fact that they had changed. They understood that the marker dot started out one color and then became a different color as the water moved up the paper towel. They were able to tell me what had happened and verbally describe that they understood what had happened. The students did learn that colors can be separated in markers.
The students had trouble with the writing aspect of the lesson. They were able to draw pictures and put down something on paper. However, it usually was what appeared to be some scribbles and possibly their name. They were able to verbalize their picture, saying colors such as yellow, green, and blue when writing.
This portion of the assessment was not very effective. The students were not able to represent their knowledge of chromatography using writing.
Reflection
I chose this activity because of the children’s great interest in art, drawing, and the kitchen area of the classroom. Many of them enjoy using the art materials during free time, making hearts, cutting, using stickers, and drawing. I thought that marker chromatography would be a good combination of kitchen chemistry and art.
The materials were chosen because they are common household items that a child would most likely have, even if they are living in poverty, as many of my
students are. I wanted it to be something they could repeat at home. I added in the students using scissors as they have been practicing this skill and some of the students needed more time with this skill. The objective about describing what happened was chosen because then I would know that they understood what happened in the activity. I wanted to make sure that when the activity was over, they knew that the colors had separated and would later be able to use this to know that there are primary colors, secondary colors, and that two primary colors mixed together make a secondary color. This experiment showed in a simple way that secondary colors can be separated into the primary colors that make them up. I chose the objective about writing because as could be seen by the results, the children are still at an early stage in their writing and can always use practice. I thought that if they were writing down a color name that they were using in their
activity it would make the writing applicable and more interesting. Some of the children will be going to kindergarten in the fall and the more experience they can get with their writing now, the more prepared they will be.
The content standards, objectives, activity, and assessment I chose were all related. I based them off of the kitchen chemistry activity of chromatography and the objectives being that the students needed to work on writing and understand the activity. From there, I connected the COR standards and chose assessment strategies that would complement these. I assessed writing and their knowledge of the activity and aggregated it using a chart. The children learned that markers change color when used in chromatography because the colors are separated into their individual parts. They were able to verbally express this but had trouble writing down what colors they were using.
This lesson built on prior knowledge of using scissors, chemistry in putting things together and taking things out, and writing. It also built on prior knowledge of colors, water, thinking and using fine motor skills. It can connect to future lessons of primary colors, secondary colors, and mixing colors. It can also connect to chromatography in candy and other work with writing, such as writing directions or recipes with kitchen materials. The children can use this to further their inquiry skills and their problem-solving skills, as well as learning to ask questions.
If I were to do this again, I would like to work with the students two or three at a time. This way I could use more details when explaining what is going on, take more detailed notes of what they are telling me, and guide them more in their writing. I would also provide cards with the color words written out on them as examples for the children. Then they could copy them instead of drawing scribbles. Many of the students in my class would have done well with this. I would make sure either the ink or the paper the word was written on matched the color written. I would also like to make it more of an experiment for the children to see which colors worked better or if candy could also do this. Math could be added into this activity by measuring the strips to see how far each color traveled and how long it took a color to separate. We could also experiment with different materials such as coffee filters to see if it worked better than paper towels. I think the students would enjoy being
able to test different items. They could then record these results, giving them an even better and more applicable reason to write.
The materials were chosen because they are common household items that a child would most likely have, even if they are living in poverty, as many of my
students are. I wanted it to be something they could repeat at home. I added in the students using scissors as they have been practicing this skill and some of the students needed more time with this skill. The objective about describing what happened was chosen because then I would know that they understood what happened in the activity. I wanted to make sure that when the activity was over, they knew that the colors had separated and would later be able to use this to know that there are primary colors, secondary colors, and that two primary colors mixed together make a secondary color. This experiment showed in a simple way that secondary colors can be separated into the primary colors that make them up. I chose the objective about writing because as could be seen by the results, the children are still at an early stage in their writing and can always use practice. I thought that if they were writing down a color name that they were using in their
activity it would make the writing applicable and more interesting. Some of the children will be going to kindergarten in the fall and the more experience they can get with their writing now, the more prepared they will be.
The content standards, objectives, activity, and assessment I chose were all related. I based them off of the kitchen chemistry activity of chromatography and the objectives being that the students needed to work on writing and understand the activity. From there, I connected the COR standards and chose assessment strategies that would complement these. I assessed writing and their knowledge of the activity and aggregated it using a chart. The children learned that markers change color when used in chromatography because the colors are separated into their individual parts. They were able to verbally express this but had trouble writing down what colors they were using.
This lesson built on prior knowledge of using scissors, chemistry in putting things together and taking things out, and writing. It also built on prior knowledge of colors, water, thinking and using fine motor skills. It can connect to future lessons of primary colors, secondary colors, and mixing colors. It can also connect to chromatography in candy and other work with writing, such as writing directions or recipes with kitchen materials. The children can use this to further their inquiry skills and their problem-solving skills, as well as learning to ask questions.
If I were to do this again, I would like to work with the students two or three at a time. This way I could use more details when explaining what is going on, take more detailed notes of what they are telling me, and guide them more in their writing. I would also provide cards with the color words written out on them as examples for the children. Then they could copy them instead of drawing scribbles. Many of the students in my class would have done well with this. I would make sure either the ink or the paper the word was written on matched the color written. I would also like to make it more of an experiment for the children to see which colors worked better or if candy could also do this. Math could be added into this activity by measuring the strips to see how far each color traveled and how long it took a color to separate. We could also experiment with different materials such as coffee filters to see if it worked better than paper towels. I think the students would enjoy being
able to test different items. They could then record these results, giving them an even better and more applicable reason to write.