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Lesson 6-3:  Filtration

Page history last edited by mariaelizabethbunn@... 6 years, 9 months ago

Lesson 

Time

Engaging the Student (Entry Task) 

 Developing the Ideas--Lesson

Checking for Understanding (exit ticket)
Student Handout 
 Teacher/Lesson Notes
 Materials

Class Time:

~1-4 class periods
  • Ask students about where they've ever seen a filter used in their homes.
    • coffee?
    • water?
    • flour sieve/colander? 

 

  • In those examples, what was the purpose of the filter?
    • allow you to keep only the things you want (these things could be retained in the filter or allowed to pass through the filter) 

 

  • What is the most important thing to consider when using a filter to filter something out? 
    • size of the filter pores need to be able to keep out what you want it to and allow through what you want to go through. 

View the full lesson plan here:

 

 

Other Lesson Resources:

 

 

 

 

BONUS VIDEO (Optional): In this 5-minute video, students learn that clean drinking water is a fundamental human need, and Orlando Coronell at the University of North Carolina at Chapel Hill is developing improved membrane technology to purify drinking water more effectively and efficiently
  • Various filter materials
  • Funnels
  • Yeast solution (1 gram yeast to 500 mL water)
  • Incubator
  • Sterile beakers or test tubes to collect filtrate
  • Water source 
  • Prepared YPD agar plates (6-well plates work best)
  • Sterile inoculation loops 
  •  What did you learn from this lab?
  • What are three Big Ideas or take away messages? 
  • How do you know? 
  • What is the evidence from the lab that gave you these ideas?  

 

Alternate Exit Ticket:

 

  • After discussing the results of your class data, describe the best method and material to best filter water. 

 

 

 

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