LESSON TITLE
Humans and Salt Water
SUBJECT (S):
Biology, Earth Science, Environmental Science
GRADE LEVEL:
6-12
TYPE OF LESSON
(activity, lab, project!)
Lab
AUTHOR:
Rebecca L. McKinney, MS
DAY(S):
1
OBJECTIVE
Students will perform an experiment to explain why humans cannot consume salt water.
NGSS/CC STANDARDS
ASSESSMENT(S) & GRADING/RUBRIC
NGSS
Science and Engineering: 1, 3, 4, 5, 6, 8
Crosscutting Concepts: 2, 7
Core Ideas: ESS3, LS1, LS2
Answer key provided
Mastery considered at >70%
PERFORMANCE EXPECTATIONS
Earth and Space Sciences: HS-ESS3-1, HS-ESS34; MS-ESS3-4
Life Sciences: HS-LS1, HS-LS2-7; MS-LS1, MSLS2-5
CC MATH
HS - HSN.Q.A.1, HSN.Q.A.3, MP.2, HSS-ID.A.1,
HSS-ID.B.6; MS – MP.2, MP.4, 6.SP.B.4, 6.SP.B.5,
6.RP.A.3
CC ELA/LITERACY
HS - WHST. 9-12.1, 9-12.2, 9-12.7; MS – SL.8.4,
WHST.6-8.1, WHST.6-8.9
SUBJECT AREA(S):
This lab could easily fit for the following courses as follows:
LIFE SCIENCE: osmosis, homeostasis or ecosystems
EARTH and ENVIRONMENTAL: ecosystems, natural resources
TEXTS/MATERIALS/TECHNOLOGY/AUDIO-VIDEO/OTHER RESOURCES:
Water, salt, beakers, balance, timer, stir bar, tweezers (or something to remove samples from
the beaker), pieces of fruit/vegetable/chicken/pork (sources of cells), paper towels
To decrease setup time: pre-make salt solutions (2%, 4%, 6%) and/or pre-cut sources of cells
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INSTRUCTIONAL STRATEGIES/PROCEDURES/GROUPING:
Pass out the worksheets to the students. Have them work in lab teams of 2 to 6. Students
need to read the introduction on the first page then state their hypothesis. They can then set
up and run the experiment. Set up should take approximately 10 minutes and the
experiment runs for 25 minutes. If you are concerned about not having enough time to
complete this experiment, then you can have the saltwater solutions pre-made. Students can
finish their conclusions and data analysis for homework.
The source of cells for this experiment should be fruit, vegetable, or uncooked meat. Celery
is a very cheap and effective cell source that will yield excellent results. To be more similar to
human cells, small pieces of pork or chicken can be used. Having the pieces cut ahead will
save time for this experiment. Size of cell source should be approximately 1 inch x 1 inch.
To help the student identify their variables you can remind them of the definitions.
• The independent variable is the item they are changing in the experiment
• The dependent variable is the data being measured
• The controlled variables are everything in the experiment that stays the same
If you want students to write a formal lab report, you could use an additional class day for
them to either work on computers or assemble their data and start their report.
For more advanced classes, an inquiry style lab can be completed instead. The page for this
experiment is provided at the end of the Worksheets. This lab would permit students to
design and perform their own experiment.
SAFETY/SECURITY ISSUES:
Though salt water is nontoxic, goggles should be worn in order to ensure safe lab practice. If
using uncooked meat, students should wear gloves.
REFERENCES
http://www.nextgenscience.org/next-generation-science-standards
http://www.cde.ca.gov/re/cc/
http://science.howstuffworks.com/science-vs-myth/what-if/what-if-you-drink-saltwater.htm
NOTES/REFLECTIONS/EXTENSIONS:
Depending on the source of cells, if fruits or other plant items are used that have a peel,
encourage students to remove the peel in order to increase surface area for better, more
consistent results.
This lab can be performed with sugar solutions instead of salt to allow the student to
Copyright © 2015 WaterEducationToday.com
2 of 3
determine the sugar content in fruit. However, the questions associated with the conclusions
would not be applicable to a sugar solution lab. Feel free to use the following questions for
the sugar experiment.
!
1. Looking at the results, do you accept or reject your hypothesis? EXPLAIN.
2. What happened to the mass of the cells as the concentration of sugar increased?
3. Which sample had the largest % difference in mass? Why do you think this had the
biggest difference?
4. In the beakers below, draw arrows to indicate the overall direction water flowed in
each situation. In the box below each container, indicate if the solution is in an
isotonic, hypertonic, or hypotonic.
5. The concentration of sugar in the sodas can range from 9 to 15%. If the cells had
been placed in a 10% sugar solution what would the change in mass have been after
25 minutes? (Hint: use your graph)
6. OPINION: Should drinks that are high in sugar be given to people In order to quench
their thirst? Explain your answer.
!
Copyright © 2015 WaterEducationToday.com
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