participant notebook - amplify...modeling matter: the chemistry of food •revise nanovision models...

Participant Notebook Deep-dive and Strengthening Workshop Modeling Matter

Grade 5

1© 2018 The Regents of the University of California

Grade 5 Modeling Matter Participant Notebook

Welcome to the workshopThis Participant Notebook will serve as a resource during today’s workshop.

Modeling Matter Grade 5

2 Amplify Science © 2018 The Regents of the University of California

Introductions

Framing the day

• Reflecting on our teaching

• Scenario challenge

Experiencing the unit

• Framing with a coherence lens

• Modeling Matter instructional sequence and embedded reflection

The story of the unit

• Key concepts and explanations

• Progression of ideas

• Progress Build and End-of-Unit Assessment

Targeted small group work time:

• Deepening content understanding and addressing preconceptions

• Exploring the Modeling Matter Simulation

• Formative assessment and differentiation

• Preparing to teach

Closing

• Questions

• Survey

Unit-specific workshop agenda

Demo account for your workshop:

URL: learning.amplify.com (Log in with Amplify)

Temporary account: [email protected]

Password: AmplifyNumber1

3

Grade 5 Modeling Matter Participant Notebook© 2018 The Regents of the University of California

Table of Contents

Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Reflecting on Amplify Science implementation . . . . . . . . . . . . . . 6

Self-assessment: How comfortable are you teaching

Amplify Science? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Modeling Matter Unit Map . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Modeling Matter Coherence Flowchart . . . . . . . . . . . . . . . . . . . 10

Investigation Notebook pages . . . . . . . . . . . . . . . . . . . . . . . . 13

Connecting key concepts to chapter explanations . . . . . . . . . . . . 27

Reflecting on the progression of ideas . . . . . . . . . . . . . . . . . . . 28

Modeling Matter Progress Build. . . . . . . . . . . . . . . . . . . . . . . . 29

Progress Build and End-of-Unit Assessment . . . . . . . . . . . . . . . . 30

Self-inventory: Choosing an area of focus . . . . . . . . . . . . . . . . . 32

Targeted small group work time . . . . . . . . . . . . . . . . . . . . . . . 33

i. Deepening content understanding and addressing preconceptions . 34

ii. Exploring the Modeling Matter Simulation . . . . . . . . . . . . . . . . 38

iii. Formative assessment and differentiation . . . . . . . . . . . . . . . . 42

iv. Preparing to teach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Three dimensions of NYSSLS reference . . . . . . . . . . . . . . . . . . 47

Amplify Science support . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49


Notes


1. What was a positive moment from teaching your first unit(s)? What was particularly effective in your classroom?

2. What was a challenge you experienced in your first unit(s)? What was an “aha” moment you had while planning or teaching that helped you overcome that challenge?

3. Amplify Science uses a multimodal approach — students do, talk, read, write, and visualize as they construct explanations of phenomena. Describe a time when the multimodal approach helped a particular student or students in your classroom.

Reflecting on Amplify Science implementation



Directions:

After each group shares the solution to their scenario, rank your comfort level with the scenario’s category using the statements along the top of the table.

Scenario I am starting to understand

this

I can do this (with a little

help)

I’ve got this! I feel confident

I can teach this to a peer

Scenario 1

Using program resources to deepen content knowledge and find information to answer content questions

Scenario 2

Using formative assessment to inform instruction

Scenario 3

Analyzing student work on the End-of-Unit Assessment

Scenario 4

Understanding the 3-D nature of standards in the unit

Scenario 5

Understanding how ideas build across a chapter and unit

Scenario 6

Preparing to teach a lesson

Self-assessment: How comfortable are you teaching Amplify Science?


Unit Map

What happens when two substances are mixed together?

In the role of food scientists working for Good Food Production, Inc., students are introduced to the ideas that all matteris made of particles too small to see and that each different substance is made of particles (molecules) that are unique.Students are then challenged to solve two problems: One problem requires them to separate a mixture, and the otherproblem requires them to make unmixable substances mix. Students are challenged to use the particulate model ofmatter to explain their work to the president of the company. In so doing, students figure out that the properties ofmaterials are related to the properties of the nanoparticles that make up those materials.

Chapter 1: Why did the food coloring separate into different dyes?

Students figure out: The different dyes that are mixed together have different properties (colors), so they are made ofdifferent molecules. The molecules in the mixture that are carried up the paper by the water are attracted to the waterand mix with it. As the water travels up the paper, different kinds of molecules travel different distances because theirmolecules are different sizes or have a different attraction to the paper.

How they figure it out: Students conduct a chromatography test on the dye mixture and observe as it separates. Theclass explores and critiques a variety of physical models before creating their own models of what might be happeningat the nanoscale. Students share, critique, and revise their diagram models and write scientific explanations.

Chapter 2: Why do some salad dressings have sediments, and others do not?

Students figure out: Salad dressings with sediments contain solids that are not soluble; salad dressings withoutsediments contain soluble solids. The molecules of water and the molecules of different solids are different from oneanother. When a solid dissolves in water (it is soluble), it means that the molecules of the solid are attracted to watermolecules. When a solid does not dissolve in water, it means that the molecules of the solid are not attracted to watermolecules.

How they figure it out: Students get hands-on experience with solids that dissolve and solids that do not dissolve. Theythen explore the phenomenon of a solid dissolving at the nanoscale in the Modeling Matter Simulation. Students createtheir own diagram models and write scientific explanations of dissolving.

Chapter 3: Why can salad-dressing ingredients separate again after being mixed?

Students figure out: When liquids do not mix together, they form layers. The A molecules and the B molecules are notattracted to one another, so they do not mix together. In addition to the level of attraction between A molecules and Bmolecules, A molecules have a level of attraction to other A molecules, and B molecules have a level of attraction toother B molecules. Liquid ingredients in a salad dressing separate after being mixed if the attraction between moleculesof one liquid is greater than the attraction between molecules of different liquids. However, if an emulsifier is added, theliquids can mix because the molecules of the emulsifier are strongly attracted to both A molecules and B molecules.

Unit MapModeling Matter

Planning for the Unit

4



How they figure it out: Students observe real liquids that don’t mix, and then they use the Simulation to figure outwhat the phenomenon might look like at the nanoscale. Students create their own models of mixing and non-mixingliquids and write scientific explanations about the phenomenon. In order to try to get liquids to mix, students thenexperiment with food additives that act as emulsifiers, and some that do not. The Simulation enables them to exploreand observe how emulsifiers work at the nanoscale and create their own models that explain how emulsifiers work.

Modeling MatterPlanning for the Unit

Unit Map

5


Modeling Matter Coherence Flowchart

How

are

diff

eren

t su

bsta

nces

di

ffer

ent?

(1.2

)

Obs

erve

and

re

cord

pro

pert

ies

of fo

od m

ixtu

res

(1.2

)

How

are

diff

eren

t kin

ds o

f m

olec

ules

diff

eren

t? H

ow a

re

mol

ecul

es s

imila

r? (1

.3-1

.4)

•All

mol

ecul

es o

f one

sub

stan

cear

e ex

actly

the

sam

e, a

nd th

ey a

redi

ffer

ent f

rom

mol

ecul

es o

f any

othe

r su

bsta

nce.

(1.4

)

•Obs

erve

dig

ital S

cale

Too

l to

view

nano

scal

e ob

ject

s (1

.3)

•Rea

d M

ade

of M

atte

r (1

.3)

•Use

chr

omat

ogra

phy

to s

epar

ate

food

col

orin

g m

ixtu

re (1

.4)

•Obs

erve

the

Past

a M

odel

and

disc

uss

in r

elat

ion

toch

rom

atog

raph

y (1

.4)

•Wri

te a

bout

how

mol

ecul

es c

anbe

sim

ilar

and

diff

eren

t (1.

4)

•Rev

ise

nano

visi

on m

odel

s (1

.9)

•Wri

te e

xpla

natio

ns to

ans

wer

the

Chap

ter

1 Q

uest

ion

(1.1

0)

The

diff

eren

t dye

s th

at a

re m

ixed

toge

ther

hav

e di

ffer

ent p

rope

rtie

s (c

olor

s), s

o th

ey a

re m

ade

of d

iffer

ent

mol

ecul

es. T

he m

olec

ules

in th

e m

ixtu

re th

at a

re c

arri

ed u

p th

e pa

per

by th

e w

ater

are

att

ract

ed to

the

wat

er a

nd

mix

with

it. A

s th

e w

ater

trav

els

up th

e pa

per,

diff

eren

t kin

ds o

f mol

ecul

es tr

avel

diff

eren

t dis

tanc

es b

ecau

se th

eir

mol

ecul

es a

re d

iffer

ent s

izes

or

have

a d

iffer

ent a

ttra

ctio

n to

the

pape

r.

Mod

elin

g M

atte

r: T

he C

hem

istr

y of

Foo

d

Chap

ter

1 Q

uest

ion

Inve

stig

atio

n Q

uest

ions

Key

conc

epts

Evid

ence

sou

rces

an

d re

flect

ion

oppo

rtun

itie

s

Expl

anat

ion

that

st

uden

ts c

an m

ake

to a

nsw

er th

e Ch

apte

r 1

Que

stio

n

Appl

icat

ion

of k

ey

conc

epts

to p

robl

em

Prob

lem

stu

dent

s w

ork

to s

olve

Why

did

the

food

col

orin

g se

para

te in

to d

iffer

ent d

yes?

(int

rodu

ced

in 1

.5)

How

can

we

help

Goo

d Fo

od P

rodu

ctio

n, In

c. s

olve

pro

blem

s w

ith th

eir

prod

ucts

—fig

urin

g ou

t if t

heir

food

co

lori

ng in

clud

es a

har

mfu

l dye

and

cre

atin

g an

app

ealin

g sa

lad

dres

sing

?

How

do

diff

eren

ces

in m

olec

ules

cau

se

subs

tanc

es to

sep

arat

e? (1

.5-1

.7)

•Diff

eren

t mol

ecul

es h

ave

diff

eren

t pro

pert

ies.

(1.5

)•T

he p

rope

rtie

s of

a s

ubst

ance

are

det

erm

ined

by th

e pr

oper

ties

of it

s m

olec

ules

. (1.

8)

•Use

and

dis

cuss

the

Fan

Mod

el o

fch

rom

atog

raph

y (1

.5)

•Mak

e an

d ev

alua

te n

anov

isio

n m

odel

s of

chro

mat

ogra

phy

first

by

draw

ing,

then

with

digi

tal t

ool (

1.6)

•Rea

d Br

eak

it D

own

(1.7

)•R

evis

it Br

eak

it D

own

to a

naly

ze h

ow s

cien

tists

focu

s on

pro

pert

ies

of m

olec

ules

to s

epar

ate

mix

ture

s (1

.8)

•Eva

luat

e ex

ampl

e na

novi

sion

mod

els

ofch

rom

atog

raph

y (1

.8)



Modeling Matter Coherence Flowchart cont.

Wha

t hap

pens

whe

n yo

u m

ix a

so

lid in

to a

liqu

id?

(2.1

)

•Som

e so

lids

diss

olve

in w

ater

,an

d ot

hers

do

not.

(2.1

)

•Inv

estig

ate

flavo

r in

gred

ient

s fo

rsa

lad

dres

sing

to te

st fo

rse

dim

ents

and

flav

or (2

.1)

•Dis

cuss

why

som

e so

lids

leav

ese

dim

ents

and

oth

ers

don’

t (2.

1)

Wha

t hap

pens

to th

e m

olec

ules

of a

sol

id a

nd th

e m

olec

ules

of a

liqu

id

whe

n yo

u m

ix th

em to

geth

er?

(2.2

-2.5

)

•Whe

n th

e m

olec

ules

of a

sol

id a

re a

ttra

cted

to th

e m

olec

ules

of a

liqu

id,

they

spr

ead

apar

t and

mix

toge

ther

eve

nly.

(2.4

)•W

hen

the

mol

ecul

es o

f a s

olid

are

n’t a

ttra

cted

to th

e m

olec

ules

of a

liqui

d, th

ey s

tay

clus

tere

d to

geth

er a

s a

solid

. (2.

4)

•Use

the

Solu

bilit

y M

ode

of th

e Si

m to

cre

ate

a na

novi

sion

mod

el o

f aso

lid d

isso

lvin

g in

a li

quid

and

a s

olid

NO

T di

ssol

ving

in a

liqu

id (

2.2)

•Rea

d an

d di

scus

s So

lvin

g D

isso

lvin

g (2

.3)

•Dis

cuss

nan

osca

le m

odel

s of

dis

solv

ing

from

the

Sim

and

from

Sol

ving

Dis

solv

ing

(2.4

)•M

ake

digi

tal n

anov

isio

n m

odel

s of

a s

olub

le s

ubst

ance

and

an

inso

lubl

esu

bsta

nce

(2.4

)

•Wri

te e

xpla

natio

ns a

bout

whi

ch fl

avor

ingr

edie

nts

won

’t le

ave

sedi

men

ts in

the

sala

d dr

essi

ng (2

.4)

•Rea

d ab

out s

ugar

and

citr

ic a

cid

in F

ood

Scie

ntis

t’s H

andb

ook

(2.5

)•U

se th

e Si

m to

inve

stig

ate

conn

ectio

n be

twee

n m

olec

ular

att

ract

ion

and

how

wel

l tw

o su

bsta

nces

mix

(2.5

)•E

valu

ate

expl

anat

ions

of d

isso

lvin

g (2

.5)

Sala

d dr

essi

ngs

with

sed

imen

ts c

onta

in s

olid

s th

at a

re n

ot s

olub

le; s

alad

dre

ssin

gs w

ithou

t sed

imen

ts c

onta

in

solu

ble

solid

s. T

he m

olec

ules

of w

ater

and

the

mol

ecul

es o

f diff

eren

t sol

ids

are

diff

eren

t fro

m o

ne a

noth

er. W

hen

a so

lid d

isso

lves

in w

ater

(it i

s so

lubl

e), i

t mea

ns th

at th

e m

olec

ules

of t

he s

olid

are

att

ract

ed to

wat

er m

olec

ules

. W

hen

a so

lid d

oes

not d

isso

lve

in w

ater

, it m

eans

that

the

mol

ecul

es o

f the

sol

id a

re n

ot a

ttra

cted

to w

ater

m

olec

ules

.

Chap

ter

2 Q

uest

ion

Inve

stig

atio

n Q

uest

ions

Key

conc

epts

Evid

ence

sou

rces

an

d re

flect

ion

oppo

rtun

itie

s

Expl

anat

ion

that

st

uden

ts c

an m

ake

to a

nsw

er th

e Ch

apte

r 2

Que

stio

n

Appl

icat

ion

of k

ey

conc

epts

to p

robl

em

Prob

lem

stu

dent

s w

ork

to s

olve

Why

do

som

e sa

lad

dres

sing

s ha

ve s

edim

ents

, and

oth

ers

do n

ot?

Mod

elin

g M

atte

r: T

he C

hem

istr

y of

Foo

d

How

can

we

help

Goo

d Fo

od P

rodu

ctio

n, In

c. s

olve

pro

blem

s w

ith th

eir

prod

ucts

—fig

urin

g ou

t if t

heir

food

co

lori

ng in

clud

es a

har

mfu

l dye

and

cre

atin

g an

app

ealin

g sa

lad

dres

sing

?


Modeling Matter Coherence Flowchart cont.

•Som

e liq

uid

mix

ture

sst

ay m

ixed

, and

oth

ers

sepa

rate

into

laye

rs o

ver

time.

(3.1

)•S

ome

liqui

ds h

old

toge

ther

mor

e th

anot

hers

. (3.

1)

•Obs

erve

dem

onst

ratio

nof

two

liqui

ds th

at s

tay

mix

ed a

nd tw

o th

atse

para

te in

to la

yers

(3.1

)•I

nves

tigat

e at

trac

tion

betw

een

mol

ecul

es o

f the

sam

e ki

nd b

y se

eing

how

man

y dr

ops

of th

e liq

uid

fit o

n a

penn

y an

d w

hat

shap

e th

ey m

ake

(3.1

)

Wha

t hap

pens

to th

e m

olec

ules

of t

wo

liqui

ds w

hen

you

mix

them

toge

ther

? (3

.1-3

.4)

•The

mor

e a

liqui

d’s

mol

ecul

es a

reat

trac

ted

to o

ne a

noth

er, t

he m

ore

the

liqui

d w

ill h

old

toge

ther

. (3.

3)•W

hen

the

mol

ecul

es o

f tw

o di

ffer

ent

liqui

ds a

re a

ttra

cted

to o

ne a

noth

er, t

hey

clus

ter

toge

ther

and

bec

ome

even

lydi

stri

bute

d in

the

mix

ture

. (3.

3)

•Use

the

All A

boar

d M

odel

of a

ttra

ctio

nbe

twee

n m

olec

ules

of a

sub

stan

ce (3

.1)

•Rea

d Sc

ienc

e Yo

u Ca

n’t S

ee (3

.2)

•Dis

cuss

and

wri

te a

bout

wha

t hap

pens

to th

e m

olec

ules

of t

wo

liqui

ds w

hen

you

mix

them

(3.3

)•U

se th

e Si

m to

inve

stig

ate

how

attr

actio

n be

twee

n m

olec

ules

(of t

hesa

me

kind

and

of d

iffer

ent k

inds

) aff

ects

mix

ing

(3.3

)•R

evis

it th

e Al

l Abo

ard

Mod

el, a

ddin

g a

seco

nd s

ubst

ance

(3.3

)

•Rev

iew

evi

denc

e fo

r ho

w e

mul

sifie

rs h

elp

a sa

lad

dres

sing

sta

y m

ixed

(3.7

)•W

rite

exp

lana

tions

abo

ut w

hy o

il an

d vi

nega

r se

para

te in

to la

yers

whe

n th

ey a

re s

tirre

d to

geth

er, b

ut c

ompl

etel

y m

ix w

hen

leci

thin

is s

tirre

d in

(3.7

)

Wha

t hap

pens

whe

n yo

u m

ix a

liqu

id in

to a

liqu

id?

(3.1

)

Whe

n liq

uids

do

not m

ix to

geth

er, t

hey

form

laye

rs. T

he A

mol

ecul

es a

nd th

e B

mol

ecul

es a

re n

ot a

ttra

cted

to o

ne a

noth

er,

so th

ey d

o no

t mix

toge

ther

. In

addi

tion

to th

e le

vel o

f att

ract

ion

betw

een

A m

olec

ules

and

B m

olec

ules

, A m

olec

ules

hav

e a

leve

l of a

ttra

ctio

n to

oth

er A

mol

ecul

es, a

nd B

mol

ecul

es h

ave

a le

vel o

f att

ract

ion

to o

ther

B m

olec

ules

. Liq

uid

ingr

edie

nts

in a

sal

ad d

ress

ing

sepa

rate

aft

er b

eing

mix

ed if

the

attr

actio

n be

twee

n m

olec

ules

of o

ne li

quid

is g

reat

er th

an th

e at

trac

tion

betw

een

mol

ecul

es o

f diff

eren

t liq

uids

. How

ever

, if a

n em

ulsi

fier

is a

dded

, the

liqu

ids

can

mix

bec

ause

the

mol

ecul

es o

f the

em

ulsi

fier

are

stro

ngly

att

ract

ed to

bot

h A

mol

ecul

es a

nd B

mol

ecul

es.

Chap

ter

3 Q

uest

ion

Inve

stig

atio

n Q

uest

ions

Key

conc

epts

Evid

ence

so

urce

s an

d re

flect

ion

oppo

rtun

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Investigation Notebook

Modeling Matter:The Chemistry of Food


9

Name: _______________________________________ Date: ________________

Modeling Matter—Lesson 1.4

Using Chromatography to Separate a Mixture

1. Draw a pencil line. On the paper strip, draw a pencil line along the top edge of the food coloring.

2. Attach the paper strip so it hangs in the water, but the food coloring is still above the water. Tape the top of the paper strip to a pencil. The bottom of the paper strip should just touch the water in the cup, and the food coloring should remain above the water.

3. Start the chromatography test by hanging the paper strip in the water. Place the pencil across the top of the cup.

chromatography paper

pencil line

food coloring

water

© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.



14

Name: _______________________________________ Date: ________________


Nanovision Model of Chromatography

1. Draw what you think happened with the water molecules and the molecules in the food-coloring dyes during chromatography.

2. Include a key that will help another scientist understand your model.

3. Label the parts of your model.

4. Use arrows if needed.

pencil line



17

Name: _______________________________________ Date: ________________

Modeling Matter—Lesson 1.7 (optional)

Getting Ready to Read: Break It Down: How Scientists Separate Mixtures

1. Before reading the book Break It Down, read the sentences below.

2. If you agree with the sentence, write an “A” on the line before the sentence.

3. If you disagree with the sentence, write a “D” on the line before the sentence.

4. After you read the book, see if your ideas have changed. Be ready to explain your thinking.

________ Most things are mixtures.

________ Chromatography is the only way to separate a mixture of different kinds of molecules.

________ One way that scientists separate some mixtures is to spin the mixtures very fast.

________ Air is a mixture.

________ Scientists use the properties of molecules to separate mixtures.




18

Name: _______________________________________ Date: ________________


Making Inferences in Break It Down: How Scientists Separate Mixtures

Record in the table below as you read Break It Down. Use the images, captions, and text in the book to help you make inferences

Section

in book

Make an inference to answer a question

What helped you make the inference?

• what you already know• which image, caption, or

text? (Include page.)

Break It Down to Solve Problems: pages 10–11

In ocean water, are water molecules attracted to the atoms that make up salt?

Yes No

Break It Down to Save Lives: pages 12–15

Are there different kinds of molecules in blood?

Yes No

Break It Down to Uncover the Past: pages 16–21

Are the different molecules in goat meat, lentils, honey, wine, and olive oil all the same size?

Yes No

Mixtures and Properties: pages 22–23

What properties of molecules might you be able to use to separate pollution from other substances?

Answer:



19

Name: _______________________________________ Date: ________________

Modeling Matter—Lesson 1.7 (optional)

Reading Reflection: Break It Down: How Scientists Separate Mixtures

If you were a scientist trying to separate pollution molecules from the air, how might you do it? (This question appears on page 23 of Break It Down.)

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Make a drawing to explain your ideas. Label your drawing.




22

Name: _______________________________________ Date: ________________


Color-Changing Model

1. Read the explanation for this model below and review the diagram of the model on the next page.

2. Turn to pages 28–29, Evaluating Chromatography Models, and discuss each question with your partner.

• On page 28, circle Yes or No for each question to indicate if it does or does not explain what you observed in chromatography and what you know about molecules.

What happened to the dye and water molecules during chromatography?

The water molecules were attracted to the paper molecules, so the water molecules climbed up the paper.

As they passed through the food-coloring mixture, the water molecules bumped into the dye molecules, and the water molecules changed to the same colors as the dye molecules. The colored water molecules kept traveling up the paper.

The blue water molecules are the lightest, so they went the farthest. The red water molecules are the heaviest, so they did not go as far.



23

Name: _______________________________________ Date: ________________


Color-Changing Model (continued)

pencil line

blue dye molecule red dye molecule

water molecule

Key

yellow dye molecule




24

Name: _______________________________________ Date: ________________


Growing Model






As the water molecules passed through the food coloring, they attached to the dye molecules and made the dye molecules grow, so the dye traveled up the paper.

The molecules of blue dye grew the most, so they went the highest. The molecules of red dye grew less, so they did not go as high.



25

Name: _______________________________________ Date: ________________


Growing Model (continued)


water molecule

Key

yellow dye molecule

pencil line




26

Name: _______________________________________ Date: ________________


Attraction Model






The dye molecules were also attracted to the water molecules. Since they were attracted to the water molecules, the dye molecules got carried up the paper. At some point, the dye molecules were more attracted to the paper molecules than to the water molecules, so they stopped moving up.



27

Name: _______________________________________ Date: ________________


Attraction Model (continued)


water molecule

Key

yellow dye molecule

pencil line




28

Name: _______________________________________ Date: ________________


Evaluating Chromatography Models

1. Evaluate the three models on pages 22–27.2. In the table for each model, circle Yes or No to indicate if the model

explains or does not explain what you observed in chromatography and what you know about molecules.

Everything we know about molecules:

Statement A: All molecules of one substance are exactly the same, and they are different from molecules of any other substance.

Statement B: The properties of the molecules of a substance do not change.

Color-Changing Model

1. Does the model explain how the water traveled up the paper?

Yes No

2. Does the model explain how the colors moved up the paper? Yes No

3. Does the model explain why some colors went higher? Yes No

4. Does the model fit with everything we know about molecules? If not, with which statement(s) does it conflict? Statement _____

Yes No



29

Name: _______________________________________ Date: ________________


Evaluating Chromatography Models (continued)

Growing Model


Yes No




Yes No

Attraction Model


Yes No




Yes No




Ch Key concepts Explanation

1 All molecules of one substance are exactly the same, and they are different from molecules of any other substance. (1.4)

Different molecules have different properties. (1.5)

The properties of a substance are determined by the properties of its molecules. (1.8)

The different dyes that are mixed together have different properties (colors), so they are made of different molecules. The molecules in the mixture that are carried up the paper by the water are attracted to the water and mix with it. As the water travels up the paper, different kinds of molecules travel different distances because their molecules are different sizes or have a different attraction to the paper.

2 Some solids dissolve in water, and others do not. (2.1)

When the molecules of a solid are attracted to the molecules of a liquid, they spread apart and mix together evenly. (2.4)

When the molecules of a solid aren’t attracted to the molecules of a liquid, they stay clustered together as a solid. (2.4)

Salad dressings with sediments contain solids that are not soluble; salad dressings without sediments contain soluble solids. The molecules of water and the molecules of different solids are different from one another. When a solid dissolves in water (it is soluble), it means that the molecules of the solid are attracted to water molecules. When a solid does not dissolve in water, it means that the molecules of the solid are not attracted to water molecules.

3 Some liquid mixtures stay mixed, and others separate into layers over time. (3.1)

Some liquids hold together more than others. (3.1)

The more a liquid’s molecules are attracted to one another, the more the liquid will hold together. (3.3)

When the molecules of two different liquids are attracted to one another, they cluster together and become evenly distributed in the mixture. (3.3)

Molecules of an emulsifier attract the molecules of two liquids that do not typically mix, allowing the molecules of the emulsifier and of the liquids to mix. (3.6)

When liquids do not mix together, they form layers. The A molecules and the B molecules are not attracted to one another, so they do not mix together. In addition to the level of attraction between A molecules and B molecules, A molecules have a level of attraction to other A molecules, and B molecules have a level of attraction to other B molecules. Liquid ingredients in a salad dressing separate after being mixed if the attraction between molecules of one liquid is greater than the attraction between molecules of different liquids. However, if an emulsifier is added, the liquids can mix because the molecules of the emulsifier are strongly attracted to both A molecules and B molecules.

Connecting key concepts to chapter explanations

Modeling Matter

Directions:

1. For each chapter, read the key concepts, then the explanation.

2. With a partner, discuss how the key concepts connect to the explanation.

3. Make annotations about the connections.


Reflecting on the progression of ideas

Directions:

Part 1: Reflecting on the progression

1. Using the key concepts and explanations, reflect on how ideas build throughout the unit.

2. With your group, discuss the following questions:

• Which ideas are revisited over multiple chapters?

• What new ideas are added in each chapter?

3. Make notes about the progression of ideas in the space below.

Part 2: Creating a visual

1. With your group, use the provided materials to create a visual to represent your ideas. You can use words or pictures, or a mix of both. The following questions may help you plan your visual:

• How can you represent the new information that is added throughout the progression?

• How can you represent foundational ideas that are revisited throughout the unit?



A Progress Build describes the way in which students’ explanations of the central phenomena should develop anddeepen over the course of a unit. It is an important tool in understanding the design of the unit and in supportingstudents’ learning. A Progress Build organizes the sequence of instruction, defines the focus of the assessments, andgrounds inferences about students’ understanding of the content, specifically at each of the Critical JunctureAssessments found throughout the unit. A Critical Juncture is the differentiated instruction designed to addressspecific gaps in students’ understanding. This document will serve as an overview of the Modeling Matter: TheChemistry of Food Progress Build. Since the Progress Build is an increasingly complex yet integrated explanation, werepresent it below by including the new ideas for each level in bold.

In the Modeling Matter unit, students will learn to construct scientific explanations that describe how nanoscaleinteractions account for observable phenomena: a food-coloring mixture separating through chromatography and asalad dressing stabilized with an emulsifier.

Prior knowledge (preconceptions): Students are likely to have encountered the idea that matter is made up ofparticles that are too small to see individually. Students will also likely recognize that there exist different materials thathave different characteristics. While neither of these ideas are necessary for students to participate fully in the unit,having exposure to these ideas will prepare students well for what they will be learning.

Progress Build Level 1: Observable properties result from molecular properties.

All matter is made up of particles too small to see—atoms connected together to form molecules. If two puresubstances have different observable properties (in the same conditions), they are made of different molecules.

Progress Build Level 2: Mixing is a result of attraction between molecules of different substances.

All matter is made up of particles too small to see—atoms connected together to form molecules. If two puresubstances have different observable properties (in the same conditions), they are made of different molecules. Themolecules of one substance can be attracted to the molecules of another substance. Different pairings ofmolecules have stronger or weaker attractions to one another. When the molecules of one substance are stronglyattracted to the molecules of a second substance, the molecules mix together, and one substance dissolves into,or mixes with, the other.

Progress Build Level 3: Separation is a result of the attraction between molecules of the same substance.

All matter is made up of particles too small to see—atoms connected together to form molecules. If two puresubstances have different observable properties (in the same conditions), they are made of different molecules. Themolecules of one substance can be attracted to molecules of another substance. Different pairings of molecules havestronger or weaker attractions to one another. When the molecules of one substance are strongly attracted to themolecules of a second substance, the molecules mix together, and one substance dissolves into, or mixes with, theother. The molecules of a substance can be more strongly or less strongly attracted to other molecules of theirown kind. If the molecules of a substance are more strongly attracted to their own kind of molecule than to themolecules of another substance, the two substances will separate. However, when a third substance withmolecules that are strongly attracted to the molecules of both of the separated substances is added, all threesubstances can mix.

Progress Build

Progress BuildModeling Matter

Planning for the Unit

6


Directions:

1. Read through the End-of-Unit Assessment.2. Use the table on the next page to describe your ideas about what a student at each level of the Progress Build

would write as their final explanation (seen below) on this assessment.

Progress Build and End-of-Unit Assessment

Modeling Matter

End-of-Unit Writing: Explaining Emulsifiers in Salad Dressing

Name: _______________________________________ Date: ________________

Modeling Matter—Lesson 3.7 (Version A)© 2018 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.

1. Write a scientific explanation that answers the question below.2. Your explanation should include:

• a topic sentence that answers the question.• supporting sentences that tell what happens and why.

3. Your audience is the president of Good Food Production, Inc.

Question: Why do the oil and vinegar separate into layers when they are stirred together, but completely mix when lecithin is stirred in?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

1



Summary of Progress Build level*

Describe how a student would answer the question

1: Observable properties result from molecular properties.

2: Mixing is a result of attraction between molecules of different substances.

3: Separation is a result of the attraction between molecules of the same substance.

*For a more detailed description of each Progress Build level, refer to the Modeling Matter Progress Build in your Participant

Notebook, or digitally in the Unit Guide.

Progress Build and End-of-Unit Assessment cont.


Directions:

Use the statements to help guide your areas of strength and support.

Statements I don’t I try I do

i. Understanding of content

1) I can identify my own gaps in content knowledge before teaching a unit.

2) I can explain what students will learn and how they will learn throughout the unit.

3) I can explain how students will demonstrate understanding of science content along the Progress Build.

ii. Coherence

4) I can identify the variety of modalities students engage in to collect evidence from multiple sources.

5) I support students in my class, through my instruction and classroom setup, to understand how the activities they engage in help them answer questions and solve the unit problem.

6) I can pace activities to move students towards meeting the goal(s) of the lesson.

iii. Formative assessment and differentiation

7) I use Amplify Science assessments to monitor students’ progress along the Progress Build.

8) I utilize differentiation information in the Lesson Brief to plan for lesson modifications.

9) I adjust instruction in response to learners’ needs, styles, and interests.

iv. Preparing to teach a lesson

10) I use the Materials and Preparation tab in the Lesson Brief as I am planning and preparing for my lessons.

11) I know how to access student-facing resources to plan my lessons and how to display them for students during instruction (Investigation Notebook pages; additional copymasters, digital resources).

12) I can identify common student challenges and prepare to address those challenges.

Self-inventory: Choosing an area of focus



Targeted small group work time

i. Deepening content understanding and

addressing preconceptions

ii. Exploring the Modeling Matter Simulation

iii. Formative assessment and differentiation

iv. Preparing to teach


Goal: Deepen understanding of unit content as it relates to student alternative conceptions. Plan to leverage your deep content understanding to address student preconceptions during the unit.

Step 1: Getting ready

Self-reflection: You’ve engaged with your unit’s content deeply during today’s workshop. Use the space below to record any new science concepts you learned today, and to list any questions you still have related to the concepts you’ve worked with today.

Anticipating student need: Thinking about the concepts students will learn in this unit, reflect on what you think will be particularly challenging or confusing for students. Consider what preconceptions or alternate conceptions you think students might have related to this content, and ideas you think are particularly abstract or complex. Use the space below to record your ideas.

Deepening content understanding and addressing preconceptions



Step 2: Deepening understanding of unit content

Why develop content understanding?

Teachers who have a deep understanding of the content they’re teaching are more effective at addressing student preconceptions and alternate conceptions, and effectively support student learning with accurate explanations and precise language (Brown & Borko, 1992; Cohen, 1988; Roth, Anderson, & Smith, 1986).

Directions:

1. Locate the Science Background document in your unit’s Unit Guide.

2. Read the document. If you’d like, you can assign different sections to different members of the group, and have group members summarize their section to the group.

3. Use the space below to make notes.

Deepening content understanding and addressing preconceptions cont.



Step 3: Reflecting on student alternate conceptions

How do I find information about preconceptions and alternate conceptions?*

The Assessment Guide that accompanies the Pre-Unit Assessment lists common student preconceptions related to your unit’s content. This information was gathered through review of academic literature, cognitive labs with students, and field tests of the units. Note in the Amplify Science program, “preconceptions” and “alternate conceptions” are used interchangeably.

*In some units, there is also information about preconceptions in the Science Background document.

Directions:

1. Navigate to your unit’s Pre-Unit Assessment lesson (Lesson 1.1).2. Download the Assessment Guide from Digital Resources. Read this document.3. Focus on the “Common preconceptions, contrasted with accepted science understandings” section at the end

of the document. Reflect on which preconceptions seem most relevant to you and your students.4. List 2-3 of these preconceptions in Table 1 below. Then, go back to the Science Background document. Use the

space in the table to record ideas from the science background that address the preconceptions you chose.

Table 1: Reflecting on student alternate conceptions

Preconception (from Assessment Guide) Information from science background that addresses the preconception




Step 4: Planning to teach

Now what do I do?

Having a strong content understanding is an important first step to tackling preconceptions and alternate conceptions in your students. Planning for moments in the unit where students might get confused is a helpful next step.

Directions:

1. Select one of the preconceptions you listed on Table 1 to focus more deeply on.2. Use your unit’s Coherence Flowchart to find an activity in the unit where student learning seems to relate to

the preconception. Tip: Investigation Questions and key concepts may help you locate an activity.

3. In the Teacher’s Guide, navigate to this activity’s lesson. Read the lesson.4. Use the space below to make notes about what you’ll listen for during the lesson, and how you might support

students holding that preconception to gather evidence that refines their understanding.5. If you have extra time, find another lesson related to the preconception you chose, and complete the next row

of Table 2.

Table 2: Planning to teach

Preconception:

Lesson What you’ll listen for How you might support students


Goal: Become familiar with the Modeling Matter Simulation, and use the Sim to gain insight into student learning throughout the unit.

1. You’ll work on a Sim activity from Lesson 2.2. To prepare, read the excerpt from the Chapter 2 Overview, below:

In Chapter 2, students are introduced to a new problem: creating a new salad dressing with a flavor, texture, and appearance that appeals to consumers. They begin by figuring out how to make a salad dressing without sediments. As they do, they are challenged to use their understanding of the particulate nature of matter and of the properties of molecules to explain why some solids dissolve, and others do not. The class investigates dissolving by working to answer these two questions: “What happens when you mix a solid into a liquid?” and “What happens to the molecules of a solid and a liquid when you mix them together?”

2. Navigate to the Modeling Matter Simulation:

Exploring the Modeling Matter Simulation

Navigate to the Student Apps Page: apps.learning.amplify.com/elementary. Scroll to find Modeling Matter and click on it.



Exploring the Modeling Matter Simulation cont.

Click the orange box 1 at the top of the page, below Simulations.


Exploring the Modeling Matter Simulation cont.

3. With a partner, explore the Sim for about ten minutes by working through Steps 1 and 2 on page 40 of the Modeling Matter Investigation Notebook (the last page of this packet). After exploring, discuss the questions below.

• After selecting molecules, what do you need to click to see the molecules interacting?

• Did you see black outlines forming around clusters of molecules?

a. When? Around which molecules?

b. What do you think these outlines signify?

4. Once you’ve discussed the questions, work on Step 3 of the notebook page with your partner.

5. When everyone in the group is finished, turn to page 11 in your Participant Notebook (Modeling Matter Coherence Flowchart, Chapter 2). Find the Sim activity you just worked on in the Coherence Flowchart. Then, discuss the questions below as a group:

• What Investigation Question are students working to answer with this Sim activity?

• What key concept or key concepts does this activity help students figure out?

• How does this activity help students answer the Investigation Question?

6. If you finish before your colleagues, you can:

• Read the Apps in this Unit teacher reference (in the Unit Guide), or

• Explore Emulsifier* Mode in the Sim. Click the Global Navigation button ( ) at the top left of the screen, and select Emulsifier.

*In Chapter 3, students work to figure out how to create a salad dressing that does not separate into layers. They ultimately propose adding an emulsifier, a substance that allows two liquids that don’t normally mix to mix and stay mixed.



40

Name: _______________________________________ Date: ________________


Exploring the Modeling Matter Simulation

Go to the Simulation and select the Solubility mode.

1. Things to try

• Try out different combinations of two molecules in the dish.

• Try stirring different amounts of molecules and at different speeds.

• Try pausing the Simulation to make observations and then pressing PLAY.

• Try placing just one molecule in the dish.

2. Partner discussion questions

• What do you observe happening to the molecules in the dish?

• How are different molecules different from one another?

• How are different combinations of molecules different from one another?

• Use the slider to replay the run after the time runs out. How is the mixture different at the beginning, in the middle, and at the end?

3. Challenge

What combination of molecules could be a model of a solid dissolving in a liquid?

________________________________________________________________

What combination of molecules could be a model of a solid NOT dissolving in a liquid?

________________________________________________________________



Goal: Examine embedded formative assessment opportunities in order to plan for differentiated instruction.

Step 1: How do we assess learning?

In Amplify Science, students can demonstrate what they’ve learned through embedded formative assessments (e.g., On-the-Fly Assessments, Critical Juncture Assessments, Student Self-Assessments). These assessments represent the most opportune moments for a glimpse into students’ developing conceptual understanding and their facility with the practices.

First, let’s analyze an embedded assessment opportunity we experienced earlier in the day. During our Modeling Matter deep dive sequence, you created nanovision models of how the food coloring mixture separates into dyes through chromatography by drawing.

• Navigate to Modeling Matter → Chapter 1 → Lesson 1.6 → Activity 2• Select Embedded Formative Assessment• Select On-the-Fly Assessment 5: Modeling Nanoscale Objects• Read the Look for and Now what? sections and then complete the table below.

Modeling MatterLesson 1.6, Activity 2

Which disciplinary core ideas, science and engineering practices, and/or crosscutting concepts are being assessed?

What data can be collected from this assessment opportunity?

How could you collect data?

What will this formative assessment opportunity tell you about student understanding?

Formative assessment and differentiation

Modeling Matter



Formative assessment and differentiation cont.

Step 2: Reflecting on differentiated instruction

Based on student responses to embedded formative assessments, you may need to differentiate instruction in the next activity or lesson. Differentiated instruction is a powerful classroom practice that recognizes that students bring a wide variety of skills, talents, and needs to their daily learning. When you differentiate instruction, it enables you to address varying degrees of proficiency and skill while also meeting identifiable differences in learning styles and interests. There are various ways to differentiate instruction—what you teach, how you teach, and/or how students demonstrate their learning.

How do you currently respond to students’ needs, styles, or interests in your classroom?


Step 3a: Determine strategies to differentiate instruction

First, let’s read about the variety of differentiation strategies which are embedded in the Amplify Science curriculum. Follow the steps below to access the Program Guide:

• Navigate to the Science Program Guide using the Global Navigation Bar. • Select Access and Equity.• Choose Differentiation Strategies. • Explore the description and associated strategies for the student groups listed. • Use the space below to record strategies you could use to differentiate instruction for each group of students.

Student population Strategies for support

English learners

Students with disabilities

Standard English learners

Girls and young women

Advanced learners and gifted learners

Students living in poverty, foster children and youth, and migrant students

Step 3b: Review Lesson Brief

Navigate to the 1.6 Lesson Brief and select the drop-down arrow to expand the Differentiation section. Read the Embedded Supports for Diverse Learners. Are there any additional strategies noted in this brief that you would like to capture in the table above?




Step 4: Preparing to differentiate

Now it’s time to draft a plan to implement differentiated instruction.

What is one strategy you just reviewed and/or recorded which you feel most comfortable implementing after the next embedded formative assessment opportunity?

How will you prepare your students for the implementation of this new strategy? (Ex: Expected student behavior for group work, step-by-step directions)

How will you prepare your classroom for the implementation of this new strategy? (Ex: Classroom arrangement, organizing materials)



Preparing to teach

Directions:1. Navigate to the Chapter 1 landing page in the Teacher’s Guide and read the Chapter Overview.

2. Navigate to Lesson 1.1 and use the table below to guide your planning.

Consider Read

Lesson Purpose

• What is the purpose of the lesson?

• How do the activities in this lesson fit together to support students in achieving this purpose?

Lesson Brief:

• Overview

• Standards

Preparing

• What materials do you need to prepare?

• Is there anything you will need to project?

• Will students need digital devices?

• Are there partner or grouping structures you need to plan for?

• Are there activities you need to practice before showing students?

• Are there space considerations to think about (e.g., outside observation, projections, whole-group floor space)?

• Are there documents in Digital Resources that you need to review (e.g., Assessment Guide)?

Lesson Brief:

• Materials and Preparation

• Unplugged

• Digital Resources

Timing

• How will teaching this lesson fit into your class schedule?

• Will you need to break the lesson into activities over several days?

Teaching the Lesson

• Are there specific steps you have questions about?

• What challenges might you encounter in teaching this lesson, and how might you address these challenges?

Lesson Brief:

• Lesson at a Glance

Instructional Guide:

• Step-by-Step tab

• Teacher Support tab

Supports and Challenges

• What might be challenging for your students?

• What additional supports can you plan for individual students?

Lesson Brief:

• Differentiation

Instructional Guide:

• Teacher Support tab

*If you have additional time, continue planning with Lesson 1.2.

47

Three dimensions of NYSSLS reference

3-D learning engages students in using scientific and engineering practices and applying

crosscutting concepts as tools to develop understanding of and solve challenging

problems related to disciplinary core ideas.

Earth and Space Sciences:ESS1: Earth’s Place in the

UniverseESS2: Earth’s SystemsESS3: Earth and Human Activity

Life Sciences:LS1: From Molecules to

OrganismsLS2: EcosystemsLS3: HeredityLS4: Biological Evolution

Physical Sciences:PS1: Matter and its InteractionsPS2: Motion and StabilityPS3: Energy PS4: Waves and their

Applications

Engineering, Technology and the Applications of Science:ETS1: Engineering DesignETS2: Links among Engineering

Technology, Science and Society

1. Patterns

2. Cause and Effect

3. Scale, Proportion, and Quantity

4. Systems and System Models

5. Energy and Matter

6. Structure and Function

7. Stability and Change

1. Asking Questions and Defining Problems

2. Developing and Using Models

3. Planning and Carrying Out Investigations

4. Analyzing and Interpreting Data

5. Using Mathematics and Computational Thinking

6. Constructing Explanations and Designing Solutions

7. Engaging in Argument from Evidence

8. Obtaining, Evaluating, and Communicating Information

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts


Amplify Support

Program GuideGlean additional insight into the program’s structure, intent, philosophies, supports, and flexibility.my.amplify.com/programguide

Amplify HelpFind lots of advice and answers from the Amplify team. my.amplify.com/help

Customer careSeek information specific to enrollment and rosters, technical support, materials and kits, and teaching support, weekdays 7AM-7PM EST.

800-823-1969

[email protected]

Amplify Chat

When contacting customer care, be sure to:

• Identify yourself as an Amplify Science user.

• Note the unit you are teaching.

• Note the type of device you are using (Chromebook, iPad, Windows laptop, etc.).

• Note the web browser you are using (Chrome or Safari).

• Include a screenshot of the problem, if possible.

• Cc: your district or site IT contact.


Notes


participant notebook - amplify...modeling matter: the chemistry of food •revise nanovision models...

Documents