Sensitive Taste Test

Designed by: Andress Carter-Sims

Grade: Five         Subject: Science

South Carolina Science Standards:  Explain the difference between diluted and concentrated solutions.  (IV.A.2.d.)

Overview: Students will discover through observations, taste tests and hands-on explorations the difference between concentrated and diluted solutions. Students will also compare labels so that a discussion can be held concerning the ingredients in the two. To conclude the activity, student mastery will be assessed.

Focus/Essential Question: Describe the difference in taste between a concentrated and a diluted solution. Explain what could be done to dilute a concentrated solution. If a colored concentrated solution is diluted, how is the color affected?

Time Frame: Three fifty minute class periods

Resource Materials:
 * Small cups 6 per child 1 or 2 oz. Cups
 * Water 
* 6 large gallon containers 
* variety of solutions that are concentrated and diluted 
* chalkboard or chart paper 
* chalk or marker 
* pencil 
* paper
 * computers with internet access 
* computer lab time (optional) 
* dictionaries

Culminating Assessment: The culminating assessment will be administered in two parts. The students will answer two open-ended questions and be involved in a taste test to demonstrate mastery of the content.

Culminating Assessment Taste Test Rubric 

Taste Test Data Collection Sheet

Culminating Assessment Open-ended Rubric

Open-ended Data Collection Sheet

1. Describe the difference in taste between a concentrated and a diluted solution. 

2. Explain what could be done to dilute a concentrated solution. 

Instructional Activities: 

Teacher Preparation: 
Before starting this activity the teacher should go out and select at least ten to eleven concentrated and diluted solutions from a local grocery store. Concentrated solutions are easy to locate, the word concentrated is found directly on the container.

Activity One: 
The teacher should begin the activity by selecting a concentrated solution. After selecting the concentrated solution the teacher should show the students the concentrated form as well as show the students the same solution diluted. Note: It is very important that students be shown both forms in the same amount. For example if you show students eight ounces of concentrated orange juice be sure to show them eight ounces of diluted orange juice. As students participate in the taste test later in the lesson, be sure to give them the same amount to taste. You want the experimental process to be as fair as possible.

As the students are passing the diluted and the concentrated solution around, the teacher should ask students to describe some of the differences they observe through observation. Note: At this point in the lesson the teacher should introduce or remind students of the wafting technique. Wafting: smelling an item without directly smelling it but actually fanning the smell of the item toward your nose with one hand. Allow several students to respond to any differences that they notice. The teacher should also be sure that the solutions are labeled.

The teacher should allow several students to respond to the differences that they notice among the solutions. The teacher should also write the responses on the board or on chart paper for students to refer to during the lesson. After several students have had a chance to respond and all responses have been written on the board, the teacher should inform the students that as the lesson continues we will come back to confirm and revise the responses. Note: A T-chart can be used to record the differences among the diluted and concentrated solutions.

Activity Two: 
Teacher Preparation: Each student should have four small cups that have been labeled "A", "B", "C" and "D". In each cup the teacher should pour the same amount of concentrated solution. A tablespoon is enough for a taste test. Now the teacher should prepare the diluted solution. To assist students in really mastering the concept, the teacher may chose to use extra water to dilute the solution, depending on the level of the students. Another set of cups should be labeled 1-4. These cups should be used for the diluted solutions. Example: If concentrated grape juice is used in cup "A" then the same diluted grape juice should be placed in cup "1". Again a tablespoon is enough.

Students should now be asked to select a partner as they prepare for the taste test. The groups should be no larger than three. Each group should have a piece of notebook paper and a pencil. This will be used to record their data.

Now the teacher is ready to give each student the eight cups described below. The teacher should instruct the students that they are going to test each solution and refer to the chart or the board to see if they can decide as a large group through discussion which set of cups (letters or numbers) contain the diluted and concentrated solutions. The teacher should remind the students that the last time they were unable to taste but this time they will be able to taste and smell. Remind students of the correct and safe way to smell in a lab environment.

The teacher should now instruct each student to taste the solution inside cup "A" and discuss with their partner how it tasted. After the small groups have discussed, both partners should write on the same sheet of notebook paper how solution "A" tasted. The teacher should tell students to write at least one per person to describe the taste.

The teacher should monitor during the entire taste test. Once the teacher has walked the students through the first taste test the students should be allowed to complete the taste test on their own. Before allowing the students to go on, remind them to go in order, do not share cups, discuss before writing down adjectives and they must have at least one adjective per person to describe each solution but if they choose to they may have more.

As each small group finishes, the teacher should pair up two small groups together and have them to share their adjectives with each other. At this point the teacher should also ask two groups to try and make a decision as to which set of cups (letter or numbers) contain the diluted or the concentrated solution.

After each pair of groups has made its decision, the teacher should use tally marks to denote the groups that thought the letter or the number cups held concentrated or diluted solutions.

Now all students should be given dictionaries to look up the terms concentrate and dilute. After students have read both definitions to themselves, one student should read one definition aloud and a sentence that goes along with it and another student should be selected to read the second definition and a sentence.

The teacher should now allow the paired groups to discuss after reading and hearing the definitions to see if they want to change their decision on which cups contain which solution. At this point, the teacher should tally again to see if any paired group changes its mind.

Then the teacher should go back to the responses provided in Activity One to confirm and revise the statements. Students should be encouraged to ask questions. As the teacher talks he/she should refer to drinks/solutions that students may be familiar with to increase comprehension of the concept.

Now the teacher is ready to tell the students which solutions are concentrated and which are diluted. As the correct information is given to students the teacher should reinforce what makes a solution concentrated and diluted and what characteristics these solutions have. At this point in the discussion the teacher could again refer to the responses provided earlier in the T-chart for more reinforcement. Students should be asked to give other characteristics of these solutions to extend their learning. The teacher will monitor and assist where necessary.

Activity Three: 
To begin lesson three students will be asked to bring in a concentrated solution. They will be asked to describe the characteristics of that item which could be as simple as reading from the label, the smell or color etc. The items will be passed around the room.

Next they will be asked to dilute their solution and explain what they did to dilute the solution and how it changed the characteristics of the solution. For example: The cleaning power could be reduced if Clorox were brought in. During this process the teacher or students can assist each other as students discuss the changes with their classmates. If some students have brought in items that are edible, they may sample them. Other items should be tested through the scientific process of wafting.

Activity Four: 
At this point in the lesson student mastery should be checked. The rubrics and sheets are provided earlier in the lesson.