Details
Pages
6 Pages
Subject
Science, Biology, Chemistry
Languages
English
Grade
7th, 8th, 9th, 10th, 11th, 12th
Resource Type
Activities, Assignments, Cooperative Learning
Product
Digital
Description
This remote-learning-ready, google slides lesson, students learn the differences between the scientific use of the word "organic" and the colloquial use of the word "organic". They then learn the differences between organic molecules and inorganic molecules.
Lesson parts
Organic vs organic
Organic vs inorganic
During part 1, I make students aware that there are two definitions of the word “organic.” One of these, the grocery store definition, they have probably encountered before. The other, the science class definition, they may have not. During this section, I begin by asking students if they have heard the word “organic” before. Invariably, at least a few students have. I ask one of them to define it for us. I usually get an answer such as “natural” or “healthy”, or perhaps even “grown without pesticides.” I tell them that these definitions are correct- in the grocery store. I then explain that the word “organic” was co-opted by certain groups in the 1960’s to describe food that was grown in a certain way, but that that definition won’t be useful in science class. Students then practice discerning these two definitions by deciding which way “organic” is being used in some sample sentences. When they finish this, I encourage them to begin the graphic organizer on the next slide, which asks students to compare the grocery store definition with the science class definition. At this point, most students realize that we haven’t defined the word “organic” in a scientific way and ask me for a definition. I explain that I’m not going to tell them- rather, they have to figure it out themselves.
When the class has made substantial progress on these first activities, I direct students to go to the next slide. Students have to classify the objects on this slide as organic or inorganic. If they ask, “How?” I tell them to guess. I tell them that once they have guessed, I will tell them how many of their objects are in the wrong column. I will not tell them which objects are in the wrong column.
At this point I let students struggle. I like to listen in to the different hypotheses students come up with, and may pipe in with “interesting,” but nothing more. After a group has incorrectly divided the objects a few times and is beginning to experience frustration, I come over to them again. “Ok, ok.” I say. “Forget ‘organic’ and ‘inorganic.’ If I just asked you to separate these objects into two groups, what groups would you choose?” At this point, at least one student in a group will usually say, “Food and not food.”
“Ok.” I instruct. “Try that.” As students separate the objects into ‘food’ and ‘not food,’ they almost always put all of the organic objects on one side and all the inorganic objects on the other side, with one exception. The exception is extracted DNA. (Occasionally groups doing this will also misclassify salt or water.) When they next call me over, I announce, “Perfect! You only have one wrong.” When they groan, I remind them that we aren’t separating ‘food’ from ‘not food’; we are separating ‘organic’ from ‘inorganic.’ Then I ask them what types of things all food comes from. In this way, I am able to lead them to the idea that foods all come from living things. “Ok,” I say. “Do you see an object in your inorganic column, that actually comes from a living thing?” At least one student will point out the extracted DNA in triumph. I tell them to move it over. “Congratulations! Now try the molecules.”
Students usually groan, and start placing the molecules in the columns, seemingly randomly. Once again, I allow them to struggle and debate, and offer them no other information than the number of molecules they have in the wrong column. When a group of students has genuinely attempted a few times, or if they are visibly experiencing frustration, I step in. “You already know where two of these molecules belong FOR A FACT.” When they are surprised, I remind them that two of the molecules, DNA and water, were also two of their objects. I prompt them to recall that they already know that DNA is organic, and that water is inorganic. We sweep away all the other molecules and put these two at the top of their respective columns. I then say, “Ok, as you are classifying the rest of these molecules, compare them to the ones that you know are correct. Call me back over when you’re ready to show me.” At this point, most student groups are able to classify the molecules, with possibly one or two errors, which they can correct when prompted.
Lesson parts
Organic vs organic
Organic vs inorganic
During part 1, I make students aware that there are two definitions of the word “organic.” One of these, the grocery store definition, they have probably encountered before. The other, the science class definition, they may have not. During this section, I begin by asking students if they have heard the word “organic” before. Invariably, at least a few students have. I ask one of them to define it for us. I usually get an answer such as “natural” or “healthy”, or perhaps even “grown without pesticides.” I tell them that these definitions are correct- in the grocery store. I then explain that the word “organic” was co-opted by certain groups in the 1960’s to describe food that was grown in a certain way, but that that definition won’t be useful in science class. Students then practice discerning these two definitions by deciding which way “organic” is being used in some sample sentences. When they finish this, I encourage them to begin the graphic organizer on the next slide, which asks students to compare the grocery store definition with the science class definition. At this point, most students realize that we haven’t defined the word “organic” in a scientific way and ask me for a definition. I explain that I’m not going to tell them- rather, they have to figure it out themselves.
When the class has made substantial progress on these first activities, I direct students to go to the next slide. Students have to classify the objects on this slide as organic or inorganic. If they ask, “How?” I tell them to guess. I tell them that once they have guessed, I will tell them how many of their objects are in the wrong column. I will not tell them which objects are in the wrong column.
At this point I let students struggle. I like to listen in to the different hypotheses students come up with, and may pipe in with “interesting,” but nothing more. After a group has incorrectly divided the objects a few times and is beginning to experience frustration, I come over to them again. “Ok, ok.” I say. “Forget ‘organic’ and ‘inorganic.’ If I just asked you to separate these objects into two groups, what groups would you choose?” At this point, at least one student in a group will usually say, “Food and not food.”
“Ok.” I instruct. “Try that.” As students separate the objects into ‘food’ and ‘not food,’ they almost always put all of the organic objects on one side and all the inorganic objects on the other side, with one exception. The exception is extracted DNA. (Occasionally groups doing this will also misclassify salt or water.) When they next call me over, I announce, “Perfect! You only have one wrong.” When they groan, I remind them that we aren’t separating ‘food’ from ‘not food’; we are separating ‘organic’ from ‘inorganic.’ Then I ask them what types of things all food comes from. In this way, I am able to lead them to the idea that foods all come from living things. “Ok,” I say. “Do you see an object in your inorganic column, that actually comes from a living thing?” At least one student will point out the extracted DNA in triumph. I tell them to move it over. “Congratulations! Now try the molecules.”
Students usually groan, and start placing the molecules in the columns, seemingly randomly. Once again, I allow them to struggle and debate, and offer them no other information than the number of molecules they have in the wrong column. When a group of students has genuinely attempted a few times, or if they are visibly experiencing frustration, I step in. “You already know where two of these molecules belong FOR A FACT.” When they are surprised, I remind them that two of the molecules, DNA and water, were also two of their objects. I prompt them to recall that they already know that DNA is organic, and that water is inorganic. We sweep away all the other molecules and put these two at the top of their respective columns. I then say, “Ok, as you are classifying the rest of these molecules, compare them to the ones that you know are correct. Call me back over when you’re ready to show me.” At this point, most student groups are able to classify the molecules, with possibly one or two errors, which they can correct when prompted.
This remote-learning-ready, google slides lesson, students learn the differences between the scientific use of the word "organic" and the colloquial use of the word "organic". They then learn the differences between organic molecules and inorganic molecules. Lesson parts Organic vs... more
5.0 (1) | @thelessonlaboratory Reviews
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