This lesson plan has students investigate solubility through inquiry-based learning. Students will first brainstorm questions about solubility and choose one to investigate. Working in groups, they will design a procedure to answer their chosen question using provided materials like water, salt, and sugar. Groups will perform their experiments and record their procedures, data, and conclusions. Finally, the class will discuss their findings and identify factors that affect solubility, such as temperature, particle size, and presence of other solutes.

1. Inquiry-based Solubility Investigation Lesson Plan
Purpose: Students will develop a list of questions about solubility and then choose one
question to investigate. As a class, students will make a list of factors that affect the
solubility of a substance.
Engage: Define solubility as the quantity of a particular substance (solute) that can
dissolve in a particular amount of another substance (solvent). Solubility is typically
expressed as mass per volume, for example grams of salt per liter of water (g/L).
Formative Assessment: Have students work in table groups to develop a list of at least 5
questions about solubility. Possible stems are listed below.
Why does _____?
How does _____?
What if _____?
What could be the reason for _____?
What would happen if _____?
How does _____ respond to _____?
How does _____ compare to _____?
Does _____ when _____?
How could we find out if _____?
Discuss the lists of questions with the whole class.
Explore: Have students work with their table group to choose a testable question
about solubility that can be answered using the materials on the table at the rear of the
room. They will then design and implement a procedure to answer the testable question.
They should record information related to procedures, data collection, and conclusions in
science notebooks to share with the class later.
Suggested items for solubility investigation:
Hot, cold, and room
temperature water
Rock salt Measuring cups
Ice Granular sugar Measuring spoons
Seltzer water Powdered sugar Clear plastic cups
Rubbing alcohol Sugar cubes Plastic spoons
Vinegar Sweet & Low or Splenda Masking tape and markers
Table salt Baking soda Pitcher
Kosher salt Graduated cylinders
Time is limited during the investigation, so students might want to investigate a specific
rather than a broad question. Students need to have data and results by the end of the
working period.
Explain: Discuss the following questions with the whole class:
What did your group learn about solubility?
What procedure did you use?

2. Elaborate: As a class, have students make a list of factors that affect the solubility
of a particular substance. (Teacher can contribute items from the list below as needed.)
identity of solute and solvent
presence/absence of other solutes
temperature
pressure (only relevant for gases dissolving in liquids)
agitation (stirring)
size of solute particles (coarse chunks or fine powder)
Evaluate: Formative Assessment Technique RERUN
In your journal, write 1 or 2 sentences for each letter of the acronym:
Recall: Summarize what you did.
Explain: Explain the purpose of the investigation.
Results: Describe the results of the investigation and what they mean.
Uncertainties: Describe what you are still unsure about.
New: Write at least 2 new things that you learned from this investigation.
Formative Assessment Techniques from:
Keeley, P. 2008. Science Formative Assessment. Corwin Press.
Lesson plan designed by Sabrina Powell, Ph.D.