Investigation 4 - Reaching Saturation-Learning Navigation Matrix

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1	2020/2021 Module Navigation Matrix—Mixtures and Solutions Do not distribute without prior permission from the FOSS Project. Copyright © The Regents of the University of California						Find an error? Let us know.
2			In-Person Learning	Synchronous			Asynchronous resources (Links to FOSSweb resources coming soon)
3			In-Person Learning	Modified Instruction	Teacher materials needed for remote learning	Optional consumable materials for students to use for remote learning

4		Description of columns	Specific modifications for teaching lessons when materials cannot be shared. In-Person Learning Recommendations	Recommendations for teachers providing instruction using video instruction. The sections are divided up into Introduction, activity, and discussion (sense-making). This provides some flexibility for blended learning opportunities. Synchronous Learning Recommendations	Materials teacher need to get from kits/home for remote learning.	Optional materials for students to use for remote learning. These should be considered consumable. Please check with district guidelines regarding allergies and sending home materials.	Recommended resources. While the content of these resources is similar to those provided in the Investigations Guide, the experiences differ. Note: The resources below are recommended for use during this modified instructional time. Many of these are available now by logging into Resources by Investigations on FOSSweb. Asynchronous Learning Recommendations
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6	Investigation 4: Reaching Saturation	Part 1: Salt Saturation	See general recommendations.	Introduction Steps 1–2 Activity Steps 3–7, 13–15, 18 Discussion Steps 9–12, 16, 19–20	From kit 1 Bottle, clear plastic, with screw cap, 120 mL 3 Plastic cups 1 FOSS funnel 1 Filter paper 1 Spoon, 5 mL • Self-stick notes 1 Container, 1/2 L 1 Syringe, 50 mL 1 Balance 1 Mass set 1 Basin 1 FOSS tray 4 Evaporation dishes 1 Container of kosher salt 1 Spoon, 25 mL From home • Water • Paper towels • Transparent tape	Kosher salt	Link to Resources by Investigation Notebook Sheets (English and Spanish) No. 14–Saturating a Solution Reading (See interactive eBook) The Bends, see Step 24 for questions Other At-Home Activities Inv. 4–Compare Table Salt Crystals
7		Part 2: Epsom Salts Saturation	See general recommendations.	Introduction Steps 1–4 Activity Steps 5–9, 13–15 Discussion Steps 10–12	From kit 1 Bottle, clear plastic, with screw cap, 120 mL 3 Plastic cups 1 FOSS funnel 1 Filter paper 1 Spoon, 5 mL • Self-stick notes 1 Container, 1/2 L 1 Syringe, 50 mL 1 Balance 1 Mass set 1 Basin 1 FOSS tray 4 Evaporation dishes 1 Container of kosher salt 1 Container of Epsom salts 1 Spoon, 25 mL From home • Water • Paper towels • Transparent tape	Not recommended	Link to Resources by Investigation Notebook Sheets (English and Spanish) No. 15–Response Sheet–Investigation 4 Home/School Connection Inv. 4—Reaching Saturation Other At-Home Activities Inv. 4–Compare Saturation of Solids (2 pages)
8		Part 3: The Saturation Puzzle	See general recommendations.	Introduction Steps 1–5 Activity Steps 6, 9–12 Discussion Steps 14–17	From kit 1 Bottle, clear plastic, with screw cap, 120 mL 3 Plastic cups 1 FOSS funnel 1 Filter paper 1 Container of citric acid • Self-stick notes 1 Spoon, 5 mL 1 Spoon, 25 mL 1 Container, 1/2 L 1 Syringe, 50 mL 1 Balance 1 Mass set 1 FOSS tray 4 Vials 4 Evaporation dishes 1 Basin From home • Paper towels • Transparent tape • Scratch paper • Water	Not recommended	Link to Resources by Investigation Notebook Sheets (English and Spanish) No. 16–Solubility Table Reading (See interactive eBook) • A Sweet Solution, see Step 22 for questions • Sour Power, see Step 23 for summary chart template Multimedia Tutorial: Saturation Virtual Investigation: Solubility Other At-Home Activities Inv. 4—Compare Different Crystals Inv. 4—Math Extension
9		Part 4: What's in Your Water?		Focus Question 1: What is in our water samples? Introduction Steps 1–3 Activity Steps 4, 6–7 Choose locations with different water sources and describe them to students as you show them the samples of the water. Take pictures to show them the locations. Describe the samples (see Step 4) to students. Discussion Steps 9–10 Focus Question 2: What is a design to remove salt from ocean water? Introduction Steps 16–17 Activity Step 18 (students do asynchronously) Discussion Step 19 (students share their engineering designs)	From kit 8–10 Vials, with caps, 12 dram • Self-stick notes 4–6 Evaporation dishes 2 FOSS trays From home • Scratch paper	This would be a good activity for students to do at home and then compare results with the class. Vials Evaporation dishes	Link to Resources by Investigation Reading (See interactive eBook) • East Bay Academy for Young Scientists, see Step 13 for questions • Drinking Ocean Water, see Step 23 for questions • Creative Solutions Multimedia Video: The Water Cycle Other At-Home Activities Inv. 4–Clean up an Oil Spill
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