All About Anchor and Investigative Phenomena - Caddo Science



Scope and SequenceFifth Grade453326586487000Table of ContentsAbout the Scope and Sequence2Year at a Glance3How to Use the Anchor and Investigative Phenomena4Unit 1: Structure and Properties of Matter5-9OverviewSample Resources and Activities Teacher Notes: Background, Common Misconceptions, Unit UnpackedArticle: “Physical Properties”10-11PlaceholderAbout the Scope and SequenceThe Louisiana Student Standards for Science represent the knowledge and skills needed for students to successfully transition to postsecondary education and the workplace. The standards call for students to:Apply content knowledge Investigate, evaluate, and reason scientifically Connect ideas across disciplines This scope and sequence document is designed to assist Caddo educators with the implementation of the Louisiana Student Standards for Science. Based on the instructional shifts, this organization of the standards uses phenomenon to drive 3-dimensional science instruction. Phenomena are observable events that occur in the universe and can be explained by science. They establish the purpose for learning and help students connect their learning to real-world events. Purpose of the Scope and SequenceThis scope and sequence document was developed to assist teachers with the implementation of the Louisiana Student Standards for Science. This tool is not full curriculum and will need to be further built out by science educators. It has been designed to help in the initial transition to the new standards. This document is considered a “living” document and will be updated throughout the school year. Please note:The standards are bundled into units.The units are built around an anchor phenomenon.The units also contain at least one investigative phenomenon which can be used for a lesson or multiple lessons. Sample resources and activities are provided. These sample resources and activities are not meant to be the sole resource for classroom instruction. This scope and sequence is a guide; it is not a curriculum.Year at a GlanceGrade 5: Science Scope and ScienceUnit 1Unit 2Unit 3Unit 4Unit 5Properties of MatterMatter- Its Properties and InteractionsEnergy Exchange Earth, Sun, and GravityEarth’s Water and SystemsAugust- September5-PS1-1* 5-PS1-35-PS1-1*5-PS1-2 5-PS1-45-LS1-15-LS2-15-PS3-15-ESS1-15-ESS1-25-PS2-1*5-ESS2-1 5-ESS2-25-ESS3-15-PS2-1**Standard will be addressed in multiple units.All About Anchor and Investigative PhenomenaNatural phenomena are observable events that occur in the universe. Phenomena can be explained or predicted by using our science knowledge. The goal of building knowledge in science is to develop general ideas based on evidence, and those ideas can explain and predict phenomena. Therefore, the focus is not just on the phenomenon itself; it is the phenomenon plus the student-generated questions about the phenomenon that guides the learning and teaching. Engineering involves using explanations of phenomena to design solutions to real-world problems. Not all phenomena need to be used for the same amount of instructional time. Teachers use an anchor phenomenon as the overall focus for a unit. An anchoring phenomenon is complex and requires an entire unit for students to be able to explain the science behind it. Investigative phenomena are used as the focus of an instructional sequence or lesson. By centering science education on phenomena that students are motivated to explain, the focus of learning shifts from learning about a topic to figuring out why or how something happens. How to Use Anchor and Investigative Phenomena 1.Explore the anchor phenomenon.2.Attempt to make sense of the phenomenon.3.Identify related phenomena.4.Develop questions and next steps.5.Explore investigative phenomena to help make sense of the anchor phenomenon.municate scientific reasoning around the anchor phenomenon.Sources:‘Using Phenomena’ by AchieveAdapted from How do we bring 3-dimensional learning into our classroom? Grade 5: Science Scope and ScienceUnit 1: Properties of MatterOverviewTime Frame: Approximately 20 days Unit Storyline:In this unit of study, students study that everything is made up of matter and matter is made up of particles to small to be seen. Students develop an understanding that even when matter cannot be seen, it can be detected by other means. Students investigate what happens to the number of particles when matter changes in form (from liquid to solid, solid to liquid, liquid to gas) or when substances are mixed. The crosscutting concept of?scale, proportion, and quantity is called out as organizing concepts for these disciplinary core ideas. Students demonstrate grade-appropriate proficiency in?developing and using models and?planning and carrying out investigations. Students are expected to use these practices to demonstrate understanding of the core ideas.Unit Standards:Standards that appear in this unit: 5-PS1-1* and 5-PS1-3. Anchor PhenomenaPossible Phenomena for UnitSample Guiding Questions for Phenomena These questions can be asked as learning progresses.1. Inflating a Hot Air Balloon (video)2. How Does a Hot Air Balloon Fly?How do hot air balloons hold air inside when there's a hole at the bottom of them?What happens to the particles of matter inside a hot air balloon? How does this affect the balloon?Is there evidence that air is matter? Justify your answer.Explain the properties of solids, liquids, and gases.How does the addition and subtraction of heat affect different types of matter?What questions do you have?Investigative PhenomenaPossible Phenomena for UnitSample Guiding Questions for Phenomena Magnets and Copper (gif)What properties can be observed when viewing the objects?Is magnetism a property of all metals? Support your answer with evidence and reasoning. What specific properties help to determine what the objects are?Compare and contrast the particles in copper to the particles in hot air.What questions do you have about the properties of magnets and copper? Bubble Freeze (gif)What did you observe?What gave the bubble its shape? Explain.How does adding or subtracting heat affect matter?Does heat affect matter at the same rate? Support your answer with evidence and reasoning. What questions do you have?Grade 5: Science Scope and ScienceUnit 1: Properties of MatterSample Resources and ActivitiesA Closer Look Textbook: Unit 1 Lesson 2 and Unit 2 Lesson 1 (5th grade students do not need to master the concept of density or structure of atoms.) Sample Lesson Plans: Air, a Gas: In this instructional sequence students investigate air to better model and understand how it is a form of matter, has weight, and takes up space like solids and liquids, but is invisible because the particles are spread too far apart. Students will learn through investigations that gas can be "squished" into a very small space or expand to fill much larger spaces.Now You See It, Now You Don't... Dissolving Matter: Students explore mixtures and solutions in this 5E lesson. Students add soil to water, stir it and repeat the procedure with salt, then compare the two. Students then collaborate to explain differences in changes between the mixtures, built on experiences in modeling from previous lessons. The resource includes examples of students work to support a teacher's implementation of this lesson.Mystery Powders: Students investigate the physical properties of five powders to determine their identity. In a follow up investigation, students observe changes to the powders when a drop of iodine is added to determine whether or not new matter has been rmational Article: “Physical Properties” Articles from (Free account Required)Trade Book: Many Kinds of Matter: Look at Solids, Liquids and Gases by Jennifer BoothroydWebsites:Interactive Website: Gas Around UsScholastic Study Jams: Solids, Liquids, GasesMcGraw-Hill Interactive: Particles in MatterWonderopolis: Does Matter Really Matter?All about Properties of Matter (video)Grade 5: Science Scope and ScienceUnit 1: Properties of MatterTeacher NotesBackgroundEverything around us (matter) has unique properties that can be used to identify them, such as what color they are, how hard they are, if they reflect light, whether they conduct electricity or heat, whether they are magnetic, and whether they dissolve in water. All of the properties can be observed and measured. Matter is made up of particles that are too small to be seen. Although students cannot see the actual particles that make up matter, they can use models to gain an understanding of these tiny particles. Matter can change in different ways. When a substance, like water, undergoes a physical change such as freezing, melting, or evaporating, it will have the same amount of matter after the physical change as it did before the physical change. During this unit of study, students will observe, measure, and identify materials based on their properties and begin to get a conceptual understanding of the particle nature of matter (i.e., all matter is made of particles too small to be seen). Students will focus on measuring and describing a variety of physical properties, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces and solubility. These observations and measurements are used to produce data that serves as the basis for evidence that can be used to identify materials. Students need opportunities to observe, measure, and describe a variety of types of matter, such as baking soda and other powders; metals; minerals; and liquids. Standard units (preferably metric units) should be used to measure the properties of mass, time, temperature, and volume; however, at this grade level, mass and weight are not distinguished. Students do not need to explain the difference between the two. In addition, students are not expected to understand density as a physical property, and no attempt should be made to define unseen particles or explain the atomic-scale mechanism of evaporation and condensation. Students make observations, gather evidence, and develop models in order to understand that matter is made up of particles too small to be seen. Matter of any type can be subdivided into small particles. In planning and carrying out simple investigations, students will produce data to be used as evidence to support the idea that even though matter is made of particles too small to be seen, matter can still exist and can be detected by means other than seeing. This evidence will be used to support students’ thinking as they develop models that depict matter. For example, a model that represents solids at the particle level would show particles tightly packed, while a model that represents gases would show particles moving freely around in space. Observing such phenomena as adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, or evaporating salt water could help students to understand matter at the particle level and to build models that represent this mon MisconceptionsWhen matter disappears, it no longer exists. Gases have no mass. Gases don’t take up space.Unit Standards UnpackedStudents can analyze and interpret data to determine that matter can be subdivided into smaller particles that can be detected by other means. Students can develop a model to show that matter exists in particles too small to be seen.Students can use a model to explain that gases are made of particles too small to see and are moving freely. Students can conduct investigations to determine that matter still exists and can be detected through means other than sight. Students can construct an argument using evidence that air particles, which are too small to be seen, can affect larger particles and objects. Students can make observations and measurements to identify materials based on their properties. Scientists and engineers use appropriate tools when making observations and measuring (e.g. thermometers, meter sticks, balances, graduated cylinder, stopwatch, hand lens…)At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.Students can conduct an investigation to measure and observe the properties (color, hardness, reflectivity, electrical conductivity, response to magnetic fields, and solubility) of matter such as powders, metals, minerals, and liquids.Students can plan an investigation to describe the physical changes that take place when matter changes state.Physical Properties Everything around us is made of matter—your clothes, the trees, even the water you drink! We divide matter into four major categories, which are called the four states of matter: liquid, gaseous, solid, and plasma. However, we will focus on the first three. Whatever the state of matter may be, all matter is made of tiny particles called atoms. These particles are too tiny to see with the naked eye; they’re even too small to see with a regular microscope. If you line up a million atoms next to each other, they will be as thick as a single piece of human hair. So, we can only look at these particles through very powerful tools, one of them being the “scanning tunneling” microscope.How Do We Know?We can easily see liquids and solids around us, but most gases aren’t visible. We can’t see the air around us, but it is still made of particles that constantly move around freely in space. How can we tell?Take a balloon, for example. When we pump air into a balloon, it visibly inflates. That means that gaseous matter is filling the balloon and taking up space. The more air we blow into the balloon, the bigger it gets. Therefore, we can observe the way gas moves around space. In the same way, inflatable pool toys also fill with air so that they can float on water. When we fill the plastic shells with air, the toys take shape. Since air is lighter than water, the pool toys can rest on the water without sinking. And then we can enjoy a sunny day while floating in a pool!Moving Particles Particles are constantly moving. However, particles move at different speeds within different states of matter. We have been able to determine that particles move slower in solids than they do in liquids. That’s because particles in solids are tightly packed, and there is less space to move around freely. The particles in gas move the fastest. Since the particles move more freely in liquids and gases, they can undergo a process called diffusion. (Solids can diffuse as well, although it’s a much longer process.) Diffusion is the movement of particles from a higher concentration to a lower concentration. That’s why, when you spray perfume in a corner of a room, you will eventually smell it on the other side of the room. The particles from the perfume diffuse through the air. Because of this diffusion, the perfume scent is spread.IdentificationWe can identify materials according to a variety of properties. Scientists have determined several different measurements to help label materials. Some examples are temperature, hardness, color and length. Usually, these are used to measure solids, like rocks and minerals. However, temperature can be used to measure liquids as well. When geologists study rocks, they often use the Mohs scale of mineral hardness. This scale allows us to characterize the scratch resistance of various minerals. A diamond is described as hard because it is extremely difficult to scratch. Scientists can measure hardness with the Mohs scale and compare minerals to other minerals. Scientists always use various methods to group materials together—that way, it’s easier to study and compare them. That’s another reason why we differentiate between liquids, gases, solids and plasmas!Source: ................
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