Learning Activity

Synthetic vs. Natural: What's the Best Choice?

Subject Area

English Language Arts
Science

Grade(s)

8

Overview

In this activity, students will investigate the effectiveness of a pharmaceutical medicine and its natural counterpart. They will evaluate the pros and cons of each and make a recommendation about the best choice for the consumer. Students present their research to the class and evaluate the research of their peers.

This activity was created as a result of the ALEX Resource Development Summit.

Science (2015) Grade(s): 8

SC15.8.3

Construct explanations based on evidence from investigations to differentiate among compounds, mixtures, and solutions.

Unpacked Content

UP:SC15.8.3

Vocabulary

  • Molecule
  • Atom
  • Compound
  • Element
  • Mixture
  • Intermingled
  • Component
  • Physical means
  • Properties
  • Solution
  • Homogeneous
  • Solute
  • Solvent
  • Dissolve
  • Analyze
  • Synthetic
  • Natural resources
  • Society

Knowledge

Students know:
  • A molecule is formed when two or more atoms join together chemically.
  • A compound is a molecule that contains at least two different elements.
  • All compounds are molecules but not all molecules are compounds.
  • A mixture consists of two or more different elements and/or compounds physically intermingled.
  • A mixture can be separated into its components by physical means, and often retains many of the properties of its components.
  • A solution is a homogeneous mixture of two or more substances. A solution may exist in any phase.
  • A solution consists of a solute and a solvent. The solute is the substance that is dissolved in the solvent.
  • Synthetic materials are made by humans.
  • Synthetic materials can be derived from natural resources through chemical processes.
  • The effects of the production and use of synthetic materials have impacts on society.

Skills

Students are able to:
  • Articulate a statement that relates a given phenomenon to a scientific idea, including the differences among compounds, mixtures, and solutions.
  • Identify and use multiple valid and reliable sources of evidence to construct an explanation differentiating among compounds, mixtures, and solutions.
  • Use reasoning to connect the evidence and support an explanation of differences among compounds, mixtures, and solutions.
  • Identify and describe the phenomenon under investigation, which includes the differences among compounds, mixtures, and solutions.
  • Identify and describe the purpose of the investigation, which includes providing evidence of differences among compounds, mixtures, and solutions.
  • Collect and record data, according to the given investigation plan.
  • Evaluate the data to determine the differences between compounds, mixtures, and solutions.
  • Obtain information about synthetic materials from published, grade-level appropriate material from multiple sources.
  • Determine and describe whether the gathered information is relevant.
  • Use information to illustrate how synthetic materials are derived from natural resources.
  • Use information to illustrate how synthetic materials impact society.

Understanding

Students understand that:
  • Compounds, mixtures, and solutions can be differentiated from one another based on characteristics.
  • Synthetic materials come from natural resources.
  • Synthetic materials have an impact on society.

Scientific and Engineering Practices

Constructing Explanations and Designing Solutions; Analyzing and Interpreting Data; Obtaining, Evaluating, and Communicating Information

Crosscutting Concepts

Patterns
English Language Arts (2021) Grade(s): 8

ELA21.8.R3

Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.

Unpacked Content

UP:ELA21.8.R3

Vocabulary

  • Digital tools
  • Electronic tools
  • Appropriately
  • Safely
  • Ethically
  • Research
  • Individually
  • Collaboratively

Knowledge

Students know:
  • Digital and electronic tools must be used appropriately, safely, and ethically.
  • Digital and electronic tools can be used for research or for writing tasks.
  • Digital and electronic tools can be independently or with others.

Skills

Students are able to:
  • Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively.

Understanding

Students understand that:
  • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
  • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts (2021) Grade(s): 8

ELA21.8.9

Participate in collaborative discussions about arguments by evaluating claims, findings, reasoning, relevance, and evidence from multiple sources.

Unpacked Content

UP:ELA21.8.9

Vocabulary

  • Collaborative discussion
  • Arguments
  • Claims
  • Findings
  • Reasoning
  • Relevance
  • Evidence

Knowledge

Students know:
  • The purpose of collaborative discussions using information from multiple argumentative information sources.
  • Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
  • Generally accepted rules for discussions.
  • The components of argumentative writing, such as claims, findings, reasoning, relevance, and evidence.

Skills

Students are able to:
  • Engage in a collaborative discussion about arguments.
  • Evaluate claims, findings, reasoning, relevance, and evidence to support their discussion.
  • Synthesize information from multiple sources to support collaborative discussions.

Understanding

Students understand that:
  • Discussing the components of an argument with others can help determine the argument's overall merit.
  • Active participation in discussions requires students to listen and respond to other thoughts and ideas.
English Language Arts (2021) Grade(s): 8

ELA21.8.25

Produce research writings independently over extended periods of time which encompass research, reflection, and revision and over shorter time frames.

Unpacked Content

UP:ELA21.8.25

Vocabulary

  • Research writing
  • Research
  • Reflection
  • Revision

Knowledge

Students know:
  • Research strategies.
  • Independent writing skills for all steps of the writing process.

Skills

Students are able to:
  • Produce writing that contains information obtained through research.
  • Reflect on and revise their research given the occasion and time constraints.

Understanding

Students understand that:
  • Research can happen in short and extended time frames.
  • It is important to reflect upon information obtained through research before incorporating it into one's own writing.
  • It is important to revise work that contains research to ensure proper use for the given occasion.

Phase

During/Explore/Explain
Learning Objectives

Learning Objectives

1.  Students will be able to explain how synthetic products are made from natural resources.

2.  Students will be able to evaluate the effects of synthetic and natural products with similar functions to determine the best consumer choice.

3.  Students will create and present a poster to express their evidence-based opinion.

4.  Students will write reviews of their classmates' opinions.

Activity Details

1.  Students will read the article, "One-Third of Cancer Patients Use Complementary or Alternative Medicine."

2.  Student groups draw cards for assigned synthetic/natural product pairs using the Product Cards.

3.  Using digital devices with internet access, students work in groups to research their product pairs by referring to their Research Guide.

4.  Student groups make a poster that shows the pros and cons of the natural and synthetic medicines in their assigned product pair and make a recommendation about which remedy is the best choice.

5.  Student groups present their posters to the class.

6.  Students engage in a gallery walk with other groups' posters and write reviews using the Project Review Form.

Assessment Strategies

Assessment Strategies

Student posters and presentations are evaluated using a rubric.

The rubric assesses student posters, presentations, and written reviews of other projects.

Background and Preparation

Background / Preparation

Project cards will need to be printed and cut out ahead of time. The project cards can be laminated for longevity.

Student Project Review Forms will need to be printed out ahead of time.  An alternate method is to write the sentence stem on the board or chart paper and students can copy it onto their own paper as many times as needed.

Rubrics need to be printed and cut apart.

Students will need access to digital devices with internet access.

Digital Tools / Resources

One-Third of Cancer Patients Use Alternative Medicine
https://www.newswise.com/articles/one-third-of-cancer-patients-use-complementar…

Approved Date

Owner (Author)

hollyhevans
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