Title What’s the Matter With Change? Introduction



Yüklə 271,84 Kb.
səhifə1/4
tarix07.04.2018
ölçüsü271,84 Kb.
#36441
  1   2   3   4

Title

What’s the Matter With Change?

Introduction


This lesson aligns with the NC Essential Standard for 5th grade students in Physical Science: 5.P.2.3: Summarize properties of original materials, and the new material(s) formed, to demonstrate that a change has occurred.

Students will be introduced to how scientists and engineers work together at Biogen, IDEC to develop new medicines. They will view a Power Point and watch a 4 minute video to introduce them to how Biogen, IDEC develops medicines through Cell Culture Development. (This lesson is not about cells or cell culture.) This is a springboard for the lab activities the students will do in class. The students will have the opportunity to be a scientist or engineer during the lab activities. Watching the Power Point & video will give the students an opportunity to see that what they are learning in class has applications to what scientists and engineers are doing in labs.

The focus of this lesson is for students to obtain a better grasp of what matter is and how it changes. The essential questions for the lesson are:


  • What is matter?

  • How can we describe matter?

  • How can matter be changed?

  • How can we describe the changes that take place in matter?

As students go through the lab activities, they will have several opportunities to make connections between matter, properties, and changes. They will use an analysis sheet to record their observations of the changes as they are occurring.

Students will focus on the writing standard: W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. They will use the same type of Process Flow Diagram that scientists and engineers at Biogen, IDEC use when they are conducting their experiments. A process flow diagram (PFD) tells a person step by step what needs to be done. It is like a recipe with ingredients & directions listed.

Students will be developing 21st century skills.


  • Collaboration: students will work in small groups, have small group discussions, and whole group discussions

  • Critical thinking skills: students will work on a sequencing activity, use their observations to figure out a problem with one of their activities

  • Creativity: students will use brainstorming lists

Communication: students will write a Process Flow Diagram (PFD), students will share observations and findings in small group and whole group discussions

Real Science Application

STRUCTURE OF MATTER


The things of the physical world seem to be made up of a stunningly varied array of materials. Materials differ greatly in shape, density, flexibility, texture, toughness, and color; in their ability to give off, absorb, bend, or reflect light; in what form they take at different temperatures; in their responses to each other; and in hundreds of other ways. Yet, in spite of appearances, everything is really made up of a relatively few kinds of basic material combined in various ways. As it turns out, about 100 such materials—the chemical elements—are now known to exist, and only a few of them are abundant in the universe.

When two or more substances interact to form new substances (as in burning, digestion, corrosion, and cooking), the elements composing them combine in new ways. In such recombinations, the properties of the new combinations may be very different from those of the old. An especially important kind of reaction between substances involves combination of oxygen with something else—as in burning or rusting.

The basic premise of the modern theory of matter is that the elements consist of a few different kinds of atoms—particles far too tiny to see in a microscope—that join together in different configurations to form substances. There are one or more—but never many—kinds of these atoms for each of the approximately 100 elements.

There are distinct patterns of properties among the elements. There are groups of elements that have similar properties, including highly reactive metals, less-reactive metals, highly reactive non-metals (such as chlorine, fluorine, and oxygen), and some almost completely nonreactive gases (such as helium and neon). Some elements don't fit into any of these categories; among them are carbon and hydrogen, essential elements of living matter. When the elements are listed in order by the masses of their atoms, similar sequences of properties appear over and over again in the list. Science For All Americans 4D http://www.project2061.org/publications/bsl/online/index.php?home=true



Curriculum Alignment

NC Essential Standards

Content Area

Grade Level

NC SCS

Lesson 1

Lesson 2

Lesson 3

Science

5

5.P.2.3

X

X




Common Core Standards

Content Standard

Lesson 1

Lesson 2

Lesson 3

W.5.4

X

X






Learning Outcomes

  • Students will learn the definition of matter.

  • Students will learn how matter can be changed.

  • Students will learn about physical and chemical changes.

  • Students will learn how to read and write a Process Flow Diagram (PFD).

  • Students will report on a lab activity by stating facts and citing evidence to document their claims.

  • Students will use the appropriate scientific vocabulary while reporting and writing their observations.

Time Required and Location

All Lessons are in the classroom

Day before lesson: (10-20 minutes)

Day 1 (30 minutes)

Day 2 (50 minutes)

Day 3 (60 minutes)

Day 4 (30-60 minutes)

Day 5 (30-60 minutes)

Day 6 (30-60 minutes)





Materials Needed

Teacher List:

  • 9 oz. clear cups (1 per group and must be clear)

  • Water

  • Baking soda (1 small box/group)

  • Vinegar (1 bottle/per group)

  • Measuring spoons (1/8, ¼, ½ 1 tsp. 5 of each)

  • Measuring cups (1, 1/2 , ¼, 1/3 cups; 5 of each)

  • Mixing spoons (5 for mixing Kool-Aid)

  • Purple Kool-Aid (Cover directions on the back of the packages)

  • ½ to 1 lb. sugar (divide this among groups)

  • 5 2 qt. pitchers

  • Cups (20 or more small paper cups in case they want to try the Kool-Aid)

  • Bulletin board paper to cover work area (floor & table)

  • Gloves

  • Goggles

  • Performance Tasks Instructions

  • Class Set of Blank Process Flow Diagrams

  • Items for Performance Task #2

  • Class set of charts for Performance Task #2

  • Class Set of “Doubtful Reporter” Scenario & rubrics

Student List: per group for Product Z Activity

  • 1 9 oz. clear cup

  • 1 box baking soda

  • 1 bottle of vinegar

  • Measuring spoons (1/8, ¼, ½ 1 tsp.

  • Measuring cups (1, 1/2 , ¼, 1/3 cups

  • Gloves

  • 1 PFD

  • 1 Observation/Recording Sheet

Student List: per group for GrapeX Activity:

  • 1 Mixing spoon

  • 1 package Purple Kool-Aid

  • 1 Ziploc bag with sugar

  • 1 2 qt. pitcher

  • Measuring cups (1, 1/2 , ¼, 1/3 cups

  • Gloves

  • 4 small paper cups

  • 1 PFD (original copy)

  • 1 Observation Sheet

  • 1 PFD (revision copy)

Safety

American Chemical Society: Safety in the Elementary Classroom http://www.acs.org/content/acs/en/education/policies/safety.html Find SDS sheets attached

Student Prior Knowledge

  • Understand properties of solids and liquids and the changes they undergo.

  • Understand the structure and properties of matter before and after they undergo a change.

  • Compare solids, liquids, and gases based on their basic properties.

  • Understand the composition and properties of matter before and after they undergo a change or interaction.

  • Compare the physical properties of samples of matter (strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to water and fire).

  • Understand how to measure properly.

Teacher Preparations

  • Gather all the materials & equipment described in the above list.

  • Break this into teacher preparation by activities & days.

  • Read the safety guidelines for vinegar, baking soda

Activities

What’s the Matter with Change?

5.P.2.3: Summarize properties of original materials, and the new material(s) formed, to demonstrate that a change has occurred.

W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Essential Questions:



  • What is matter?

  • How can we describe matter?

  • How can matter be changed?

  • How can we describe the changes that take place in matter?

Big Ideas:

  • Matter has mass and takes up space.

  • Matter can be described by its’ properties: strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to water and fire

  • Changes in the properties causes changes in matter.

  • When two or more materials are combined then a new material is formed.

  • Physical changes in matter can be reversed. Chemical changes in matter cannot be reversed.

Before lesson: (10-20 minutes)

  • Give students the pre-assessment. (Assessment 1)

  • The formative assessment probe, Sugar Water p. 11, from Page Keeley’s Uncovering Student Ideas in Science Vol.4 can also be given to help with planning purposes.

Day 1: Engage: (30 minutes total)

  • Ask student if they know how medicine is made.

  • Show the power point: “Developing Medicine by Making Physical and Chemical Changes to Matter”

Teacher Notes:

    • The PowerPoint is meant to help students begin to understand how items we take for granted has been changed in some way.

    • This video has 2 small clips.

    • The first one is from a Sesame Street clip called “Doctor Please”. It shows the characters in the doctor’s office sneezing, coughing, etc.

    • The second one was made by Biogen, Idec. & it shows the scientists discussing the process of making medicine. This video is not made for elementary students so they will not understand everything that the scientists are explaining. However, the video is important for the students to see because it shows scientists in the labs doing the procedures. Also, note that there are women in the role as scientists. This is a good video to show and give the students exposure to the biotech industry. (Video is only 4 minutes long) Discuss what the scientists are doing in the background. Also, discuss safety equipment: goggles (Students will be required to wear these & gloves)

  • Tomorrow we will start our first day a scientists.

Day 2: Explore: (50 minutes)

  • Divide students into groups. Hand out the job roles sheet & let them pick their roles.(Form 1) (5 min)

  • Hand out the Lab Activity 1.1: Producing a Process Flow Diagram (PFD) for GrapeX & review it with the students. (1 copy per group). (W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.)

  • Scientists have to be very detailed when writing procedures for their experiments. The students are going to practice how to write detailed procedures by filling out the procedure section.

  • Give students 5 minutes to write the PFD. The teacher should be the facilitator. Refrain from giving them suggestions or hints. That will come later.

  • Have students exchange with another group.

  • Give the group 2 minutes to read over the previous group’s instructions. Have them discuss whether or not they can make GrapeX by following the other group’s directions.

  • Teacher will ask each group if they think they can make the GrapeX. Write these questions on the board:

    • What kind of container will they use?

    • How much water will they use?

    • How much sugar will they use?

    • Where did they get the water?

    • How much GrapeX powder will they use?

    • How long will the mix it?

    • What will they mix it with?

  • Return the PFDs back to the original group. Give them 5 minutes to do their revisions.

  • Have groups exchange the PFDs again.

  • Give students 10 minutes to get the materials and make the GrapeX following the other group’s directions.

  • Tell students they must follow the directions they are given. If the directions do not tell them how much of an ingredient to use, then they must stop. (The goal for this activity is for the students to understand the importance of writing clear & precise instructions.)

  • If a group can’t make the GrapeX, Scientist II write on the PFD exactly where they stopped & why they had to stop.

  • Scientist III fills out the observation sheet (Lab Activity 1.1a) as the group makes GrapeX.

  • Teacher then asks each group if they were able to make the GrapeX. If they couldn’t, then identify the problem & a solution. (5-10 minutes)

  • Have students return the PFDs to the original group

  • Give the group a new copy of the PFD so they can rewrite the procedures again. (10 minutes)

  • Have students clean up their area.

Day 3: (20 minutes)

  • EXPLAIN: Ask students the following questions using the GrapeX activity to make connections.

    • What is matter? Matter has mass and takes up space.

    • What are the 3 states of matter? Make connections between ingredients and matter. Solids are the powder and sugar. Liquid is the water. For this activity there is no gas.

    • What are properties of matter? Matter has many properties and can be changed. Changes in matter can be described in terms of physical and chemical properties. When a new material is made by combining two or more materials, it has properties that are different from the original materials.

    • What are physical properties? Appearance, texture, color, smell, melting point, boiling point, and size are all ways to identify physical properties.

    • What are chemical properties? The identity of the object changes and makes something new. Wood is burned it is turned into ash. The ash can’t be turned back into wood.

    • There are 2 types of changes that occur with matter. Physical & Chemical Change

    • Yesterday you mixed the GrapeX and sugar with the water and changed how the water looked and tasted. What kind of change do you think occurred? A physical change because we can actually undo what we have done. The identity of the object does not change.

    • Is the sugar still in the water? How do you know? Most will say because the GrapeX tastes sweet. Then ask, “What if it didn’t taste sweet?” How would you know it was there? If we boil the water until it evaporates, the sugar and powder will still be there.

  • Tell the students that tomorrow they will begin working with a team of scientists to help Biogen develop a new medicine called Product Z.

Day 3 Explore: (60 minutes)

Making Product Z:



  • Give each group the How Much Food? (Lab Activity 1.2) scenario:

  • Students will work in same groups as the previous day.

  • Give each group a copy of the Lab Activity 1.2a: Process Flow Diagram (PFD) for Product Z

  • Give each group an observation recording sheet.(Lab Activity 1.2b)

  • Tell Scientist III that his job is to record the group’s observations as they are going through the procedures. (It is very important for the observation recording sheet to be filled out as they are working. This will help them observe the changes and be ready for the class discussion.) (5 minutes)

  • Explain to the students that the water represents nutrients and the baking soda represents the special nutrients or “food” to grow the cells. The vinegar represents the cells. They are making the broth. (This will reinforce 5.P.2.3) (5 minutes)

  • Give students 10 minutes to complete this procedure.

  • Come together as a whole group to discuss the dosages & observations for each group. (10 minutes)

    • Each groups shares their recommended dosage and the observation of changes that were occurring.

    • Write the dosages for each group on the board. Since groups are using different sizes of teaspoons, this will be a good exercise in comparing fractions. Have students turn and talk to a partner to discuss what they think the right amount is. Then share have them share out what they think the right amount is.

    • Then the whole class will decide how much food to feed the cells.

    • Remember, the teacher is to facilitate only. This is a good time to let students practice citing evidence and talking about the math involved. This is also a good formative assessment to determine how well students understand comparing fractions and equivalent fractions.

  • After a consensus is reached, the teacher will then conduct the experiment for the whole class to determine if they have discovered the right dosage.

**If time is short, then the lesson can stop after the teacher demonstration & pick up here the following day.

  • EXPLAIN: Discuss the changes that occurred: (This will reinforce 5.P.2.3 and is a formative assessment) (20 minutes)

    • What are some examples of the matter in Product Z?

    • What happened after you mixed the water & vinegar?

    • What happened after you put the baking soda in the water & vinegar?

    • Did a change occur? What kind of change? A chemical change because it causes a reaction that produces carbon dioxide (the bubbles). Compare it to when they open a soda for the first time or shake it up. Chemical changes to matter can’t be “undone” You can’t take the vinegar out of the baking soda. There are 5 indicators of chemical change: color change, temperature change, light change, gas is produce, or odor is produced.

    • Make the connection that they are able to give evidence to answer questions because they have documented it on the observation recording sheet.

    • Have students make a T-Chart in their science notebooks. At the top write the essential question: “How can matter be changed?” Draw a line down the center of their paper. On one side, have them write physical changes and then the definition under the word. On the other side, have them write chemical changes and then the definition under the word. Then they draw a line under the definitions. Under that line they write the word examples. They will write down examples of each type of change in the correct columns.

    • Show students the 4 minute video clip from Study Jams called Physical and Chemical Changes of Matter.

http://studyjams.scholastic.com/studyjams/jams/science/matter/changes-of-matter.htm

    • While the students are watching the video clip, they can write examples for each of the changes.

    • Homework: Changes in Your Environment (Form 2)

  • Physical or Chemical Checklist (attached)

Day 4-6: Evaluate: Performance Task Scenario and/or Summative Assessment

(All performance tasks cards, charts, and instructions are attached.)



  • The 3rd grade teachers will be teaching a unit on Matter: Properties & Change. The have asked the 5th grade teachers for some ideas. Since they have just taught the unit, the teachers suggested that some of the 5th grade students could help teach the unit. Therefore, all 5th grade students must submit a portfolio to demonstrate their understanding of matter, its properties, & how matter can be changed. Three items must be in the portfolio:

    • A Process Flow Diagram (PFD) written by the student to demonstrate the importance of following procedures when conducting experiments. The PFD will also be used to demonstrate the student’s knowledge of how to change matter.

    • A document showing that you understand the difference between physical and chemical changes. You will be given different items and asked to identify what type of change it has undergone. Then you will be asked to explain how you know that the item went through this change.

    • A letter written to a reporter that explains that fifth graders can understand the physical and chemical changes.

  • Summative Assessment (Assessment 2)

  • Student self-assessment for science journals. Give each student a copy of the “I Can” Statement (Assessment 3) sheet to complete in class. Instruct them they are to use examples from the lab activities to help them with the checklist. (This can be given as a differentiated assessment for the Summative Assessment.)

  • *Have guests come in so students can explain tasks 1 & 2.

Extend:

The following are extension activities that can be done with the students. They can be adapted to fit your needs.



  • Poppin’ Fun with Physical and Chemical Changes Grades 6-9

http://www.readwritethink.org/classroom-resources/lesson-plans/poppin-with-physical-chemical-31050.html?tab=3#tabs

  • Science Matters

http://sbsciencematters.com/lesson-units/5th-grade/

  • Department of Education: Georgiastandards.org-Science Survivor Activity

https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/5%20Science%20Framework%20Chemical%20and%20Physical%20Changes.pdf


Assessment

Formative Assessments:

Pre-Assessment

Changes in Environment

T-Chart


Summative Assessments:

Summative Assessment-writing explanations to questions

3 Performance Tasks:


  1. Writing their own Process Flow Diagram

  2. Identify changes in matter and explaining the changes

  3. Doubtful Report Letter: Letter explaining that 5th grade students can learn about matter, physical and chemical changes, and give examples.

I Can Statement checklist

Performance Tasks- Summative Assessments

The 3rd grade teachers will be teaching a unit on Matter: Properties & Change. The have asked the 5th grade teachers for some ideas. Since they have just taught the unit, the teachers suggested that some of the 5th grade students could help teach the unit. Therefore, all 5th grade students must submit a portfolio to demonstrate their understanding of matter, its properties, & how matter can be changed. Three items must be in the portfolio:



  1. A Process Flow Diagram (PFD) written by the student to demonstrate the importance of following procedures when conducting experiments. The PFD will also be used to demonstrate the student’s knowledge of how to change matter.

  2. A document showing that you understand the difference between physical and chemical changes. You will be given different items and asked to identify what type of change it has undergone. Then you will be asked to explain how you know that the item went through this change.

  3. A letter written to a reporter that explains that fifth graders can understand the physical and chemical changes.

  4. Have guests come in so students can explain tasks 1 & 2.

The second task should be set up in a science center. Have materials that the students must separate into physical and chemical changes. Then explain how they know the materials went through those changes.

Materials Needed for each Performance Task:



  1. Performance Task Card & a blank PFD.

  2. Physical & Chemical chart. Balled up aluminum foil, torn up paper, clay shaped in some way, frozen water bottle, melted butter, tarnished silverware, rusty nails, antacids, a picture of hydrogen peroxide with bubbles, a lit match, sour milk (find pictures of these & include them) (Make chart with explanation part & directions.)

  3. Doubtful Reporter Letter

Critical Vocabulary

Matter

Physical Change

Chemical Change

Change


Process Flow Diagram (PFD)

Procedures

Properties


Extension Activities

  • Changing the temperature of the water as the independent variable instead of the baking soda.



References

American Association for the Advancement of Science Science For All Americans: Benchmarks for Science Literacy http://www.project2061.org/publications/bsl/online/index.php?home=true

Chitman-Booker, L., & Kopp, K. (2013). The 5Es of Inquiry-Based Science. Huntington Beach: Shell Education

Customized CTS: K-12 Matter: Properties and Change Strand for NC Science Essential Standards http://scnces.ncdpi.wikispaces.net/Customized+Curriculum+Topic+Study+Guides

Framework for K-12 Science Education Core Idea PS1: Matter and Its Interactions PS1.A: Structure and Properties of Matter PS1.B: Chemical Reactions

Keely, P. (2008). Science: Formative Assessment. Thousand Oaks: Corwing Press.

RP Matter and Energy Grade 5: Teacher Resource Pack http://scnces.ncdpi.wikispaces.net/K-5+Science+Resources

Vasquez, J. A., Sneider, C., & Comer, M. (2013). STEM: Lesson Essentials Integrating Science, Technology, Engineering, and Mathematics. Portsmouth: Heinemann.oai:nsdl.org:ncs:NSDL-COLLECTION-000-003-111-990


Supplemental Information

  • Investigating Changes of State: Chemical and Physical Changesoai:nsdl.org:ncs:NSDL-COLLECTION-000-003-112-025

http://serc.carleton.edu/sp/mnstep/activities/20101.html

In this activity students explore and identify chemical and physical changes by observing a variety of changes in matter in lab stations and through the making of butter and pancakes.



  • Physical and Chemical Changes

http://ia.usu.edu/viewproject.php?project=ia:15350

Physical and chemical changes in matter affect us every day. Use the following resources to help you understand these changes more completely.



  • Chemistry: classifying chemical and physical changes in various materials/substances

  • oai:nsdl.org:ncs:NSDL-COLLECTION-000-003-112-025

http://serc.carleton.edu/sp/mnstep/activities/26440.htmloai:nsdl.org:ncs:NSDL-COLLECTION-000-003-111-990

This activity is a classroom lab where students observe and classify chemical and physical changes using the five characteristics of a chemical change, interpret their findings, and use evidence to support their findings.



  • The Magic of Matter

Discover what matter is, the different kinds of matter, and how it changes. Your assignment - have fun with matter!

  • oai:nsdl.org:ncs:NSDL-COLLECTION-000-003-111-990

http://ia.usu.edu/viewproject.php?project=ia:7086

  • Bill Nye Phases of Matter (1,2,&3)

http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=7685

  • Bill Nye Chemical Reactions (1,2, &3)

http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=7907

Comments


This lesson plan is a result of my externship with Biogen, IDEC. I spent several days meeting with my mentor and observing scientists in the lab working on their different experiments. Each scientist showed me how they used the equipment, the procedures for growing and feeding the cells, the Process Flow Diagram and Standard Operating Procedures they use to ensure that they are maintaining the quality of the product. I chose a standard that is vertically aligned to both middle and high school physical science. This lesson will help build a foundation for students to follow lab procedures. More importantly, they will see that what is learned in the classroom has real-world applications.

Author Info

Kenan Fellow:

I work in Franklin County as a Curriculum Resource Teacher. I taught 5th grade math & science for 6 years, then I was the AIG teacher for 4 years before becoming the Curriculum Resource Teacher (CRT). This is my 3rd year as a CRT. As a CRT, I have been involved in district level professional learning communities for both math and science. I led a science professional learning community that dealt with vertical alignment for elementary science. I have a BS in Geography. I am licensed to teach K-6 and AIG. My email address is tonistadelman@fcschools.net.

Mentor: Doug Osborne

Senior Manager in the Dept. of Cell Culture Development at Biogen Idec (RTP site) 

Degrees:

BS Biochemistry UCLA

MBA University of San Diego

13 year experience at Biogen Idec

3 years research experience at MIT

1 year research experience at Stanford

Email: douglas.osborne@biogenidec.com


Job Roles for Developing New Medicine (Form 1)

You work at Biogen, Idec with a group of scientists and engineers. Your team is making a new medicine that will help people fight diseases. Follow the PFD to make your medicine.

The job titles and roles for your team are:


  • Scientist I is in charge of getting the supplies and equipment for your team. This scientist must initial and date the materials and equipment as well as write down any identifying information on the PFD. He/She is also in charge asking the supervisor questions.

  • Scientist II is in charge of completing the procedures to make the medicine. He/She must initial and date the procedures as they are being completed on the PFD.

  • Scientist III is in charge of recording the observations on the analysis sheet while the experiment is in process.

  • Scientist IV is in charge of verifying that Scientist II performed all of the procedures correctly. He/She must initial and date the procedures after they have been completed on the PFD. This means he watched the Scientist II perform each of the procedures. Also, make sure that everyone has signed the PFD.

*These are actual job titles at Biogen, IDEC.


Yüklə 271,84 Kb.

Dostları ilə paylaş:
  1   2   3   4




Verilənlər bazası müəlliflik hüququ ilə müdafiə olunur ©genderi.org 2024
rəhbərliyinə müraciət

    Ana səhifə