Last updated: January 29, 2021
Lesson Plan
George Washington Carver - An Original Conservationist: Alternative Uses for Everyday Materials
- Grade Level:
- High School: Ninth Grade through Twelfth Grade
- Subject:
- Science
- Lesson Duration:
- 90 Minutes
- Common Core Standards:
- 9-10.RH.4, 11-12.RH.4
- State Standards:
- NGSS (MO CLEs)
HS-LS4-6. create/revise simulation to test solution to mitigate adverse impacts of human activity on biodiversity
HS-LS2-7. Design, evaluate, and refine solution for reducing impacts of human activities on the environment and biodiversity - Thinking Skills:
- Applying: Apply an abstract idea in a concrete situation to solve a problem or relate it to a prior experience. Analyzing: Break down a concept or idea into parts and show the relationships among the parts. Evaluating: Make informed judgements about the value of ideas or materials. Use standards and criteria to support opinions and views.
Essential Question
How can crops be used in non-traditional ways to increase the profitability of the land for farmers?
Objective
Students will examine how different crops can be used in non-traditional ways.
Background
This is lesson four of five lessons in the George Washington Carver - An Original Conservationist unit.
The purpose of this mini-project is for students to understand that traditional products may be made with alternative resources. You should assign each individual/group a different product to focus on. Students will evaluate the original material used to make the product and then research alternatives.
Remind students that the term “product” as used in these instructions means something like “plastic” not necessarily “ plastic bottles” or it means “rubber” not necessarily “tires”. They can look at specific items made of their product if they want to extend their learning. Answering some of these questions may be very difficult for students and may require quite a bit of research. Also, please remember that these questions were written generically and may be easier to answer for one product than another product (ex. It may be easier to find answers for fuel then it is for dyes).
Preparation
Option 1: Worksheet You can provide students with the questions and have them complete it as a worksheet. You can pick the product so everyone does the same thing, assign each group/individual their own product or let them pick their own.
Option 2: Mini-Project Students will create a poster in the format as shown below. They will not need to copy the questions but you might have them number their poster which will keep all the information in the same place for each student/group and make it easier to follow.
Option 3: Problem Based Learning You can include this as a part of the Problem Based Learning Project. You can assign one group to research this topic. George Washington Carver specifically focused on alternative uses of: soybeans (plastics and dyes), sweet potatoes and peanuts (oils, milk).
Materials
Download Alternative Uses for Everyday Materials (Teacher)
Download Alternative Uses for Everyday Materials (Student)
Download Lab Instructions - Making Peanut Milk (Teacher)
Download Lab Instructions - Making Peanut Milk (Student)
Lesson Hook/Preview
How can crops be used in non-traditional ways to increase the profitability of the land for farmers? Why did George Washington Carver attempt to make a milk substitute from the common peanut plant?
Procedure
Download lesson materials. Have students complete research by creating a poster, as instructed.
Download Lab Instructions. Have students form a hypothesis, then follow lab instructions, complete an analysis, and form a conclusion, as instructed.
Vocabulary
plastics
rubber
fuels
dyes
medicine
Assessment Materials
Lab AnalysisStudents demonstrate understanding by following lab procedures, completing a lab analysis, and writing a conclusion to answer the experimental question.
Supports for Struggling Learners
If you need to simplify the project for younger or lower level learners you can focus on the bolded questions. You are encouraged to keep the summary for all learners but shorten the expected number of sentences or encourage bullet points.