Changes with NGSS Denise Trenner, Grade 4/5, Nohl Canyon

Crosscutting Concepts Patterns Cause and Effect Scale, Proportion, and Quantity Systems and system models Energy and Matter Stability and change From NGSS Appendix G

Scientific and Engineering Practices Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information From NGSS Appendix F

Engineering Design 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Engineering Design Process Define What problem are we trying to solve? What are the criteria and constraints? Develop Solutions Research and explore multiple solutions Optimize What worked? What didn’t worked? How can we make it better? From NGSS Appendix I

Why Teach Inquiry Science?

Questioning Would you like to know why? Have you ever wondered about…? I wonder what will happen when…? How will you measure…? What do you think the answer will be? How will you record your results? Why do you suppose… What can you conclude from the evidence?

Inquiry Is Powerful Learning Students learn science by asking appropriate questions and conducting valid experiments or collecting relative data, not by memorizing steps and facts…. Inquiry allows students to develop a love for science through investigation and discovery. This is how science happens and this is why scientists love science. Students are naturally curious about the world around them Creating curiosity first, engages students in content Synthesizing the information on their own is more powerful than a lecture Inquiry prepares students to be life- long learners Inquiry Is Powerful Learning

Scientific Notebooking Question Prediction/Hypothesis Materials and Procedure Data and Observation Conclusion or Claims and Evidence

Marie Curie Notebook

Thomas Edison Notebook

Essential Learning Everything in the universe is made of matter. Matter can change form. All matter is made of small particles and these particles can rearrange to form different types of matter.

Lesson 1 Students will review what they know about solids, liquids, and gases Students will observe and record changes that occur when an effervescent tablet is places in water. Students will discuss the results of the activity Tips: Demonstrate how to properly smell a substance. Walk students through the steps and record in notebooks.

Lesson 2 Students will design a method to melt a cube of ice. Students will test their methods. Students will record and discuss the results of the activity. Students will set up a petri dish to study evaporation Tips: Remind students to keep the bags . Charts can be kept in student notebooks. This lesson can be done as an engineer design activity.

Lesson 3 Students will discuss and record changes to petri dishes. Students will set up a demonstration of evaporation and condensation. Students will record and discuss the results of the activity. Tips: Plan to have warm/hot water available. Charts can be kept in student notebooks.

Lesson 4 Students will observe properties of salt and gravel. Students will learn about mixtures by observing salt and gravel mixed together. Students will separate the mixture. Students will record and discuss the results of the activity. Tips:

Lesson 5 Students will observe three solids: gravel, tissue, and salt. Students will observe how each solid mixes with water. Students will record and discuss the results of the activity. Tips: Test mat helps to keep the students organized during the activity. Keep petri dishes for lesson 9.

Lesson 6 Students will attempt to separate mixtures from lesson 5. Students will record and discuss the results of the activity. Set up an evaporation experiment to separate water and salt. Tips: Demonstrate use of the filter. Save petri dishes for use in lesson 9.

Lesson 7 Students will compare two forms of sugar. Students will observe how the two forms of sugar dissolve. Students will record and discuss the results of the activity. Tips: Help students see that granulated sugar is just small pieces of the sugar cube

Lesson 8 Students will observe sugar dissolving into both warm and cold water Students will record and discuss the results of the activity. Tips: Have a way to keep water warm.

Lesson 9 Students will observe salt crystals from petri dishes in lessons 5 & 6 Students will record and discuss the results of the activity. Tips: A double bubble can be used instead of a Venn diagram. Black paper will help to observe the crystals.

Lesson 10 Students will discuss how colors change when mixed. Students will use chromatography to separate black and green inks. Students will record and discuss the results of the activity. Tips: Colors will separate better if you start with several drops and then add one at a time until colors separate.

Lesson 11 Students will design a method to separate and identify an unknown mixture. Students will test their methods. Students will record and discuss the results of the activity. Tips: Students may need help coming up with a method to separate the mixture.

Lesson 12 Students will observe and describe baking soda, water and vinegar. Students will mix baking soda and vinegar then observe and record results. Students will record and discuss the results of the activity. Tips: Resulting liquid can be allowed to evaporate as an extension

Lesson 13 Students will observe changes that occur when an effervescent tablet is put in water in a sealed bag. Students will record and discuss the results of the activity. Tips: Close the bags as quickly as possible to maximize results.

Lesson 14 Students will discuss what they know about rust. Students will observe steel wool. Students will rinse steel wool with water and vinegar. Students will record and discuss the results of the activity. Tips: Steel wool can be sharp. Cups may get warm

Lesson 15 Students will review results of lesson 14 Students will design a recipe for change. Students will try out their recipe. Students will record and discuss the results of the activity. Tips: Pennies should be 1982 or older to see best results.

Lesson 16 Students will share their recipes with the class Students will try each other’s recipes. Students will discuss how the activity relates to their lives. Tips: Have students create a video or iMovie to share their recipes and what they have learned.

Changes with NGSS Denise Trenner, Grade 4/5, Nohl Canyon

Crosscutting Concepts Patterns Cause and Effect Scale, Proportion, and Quantity Systems and system models Energy and Matter Stability and change From NGSS Appendix G

Scientific and Engineering Practices Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information From NGSS Appendix F

Engineering Design 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Engineering Design Process Define What problem are we trying to solve? What are the criteria and constraints? Develop Solutions Research and explore multiple solutions Optimize What worked? What didn’t worked? How can we make it better? From NGSS Appendix I

Extensions

Engineering Design Process Define What problem are we trying to solve? What are the criteria and constraints? Develop Solutions Research and explore multiple solutions Optimize What worked? What didn’t worked? How can we make it better? From NGSS Appendix I

Preventing Evaporation Review causes of Evaporation Present the problem: How can you slow the evaporation of a cup of water? Define the criteria and constraints Develop a solutions Choose a solution to test Assess and share the results Redesign based on results

You are going to be traveling in the desert and will need to carry your own water, but only have the container provided. Design a method to reduce the amount of water that evaporates as you travel.

Preventing Rust Review causes of Rust Present the problem: How can you keep a nail from rusting? Define the criteria and constraints Develop a solutions Choose a solution to test Assess and share the results Redesign based on results

Changes for Fun Put baking soda in a box. Add vinegar mixed with Kool Aid Mentos in Diet Coke. Make slime Make ice cream in a bag Explore Oobleck (Cornstarch and water)

Engineering a Canoe

Denise Trenner, Nohl Canyon Elementary Thanks! Any questions? Denise Trenner, Nohl Canyon Elementary dtrenner@orangeusd.org

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