We Set the Standards! EXEMPLARS Best of SCIENCE 1997-1999 Exemplars 3-5 Tasks ✏ Exemplars Can You Keep Ice From Melting? During this investigation, you are going to explore how ice melts. You will be exploring the testable question, “Can I affect the rate at which ice melts?” To do this, you will make some predictions about what makes a good insulator, or what would slow the rate of ice melt. Using a control, you will record the rate at which your ice cube melts. We will be comparing our results to others’ findings in the class. Following the inquiry, you will draw conclusions about insulators, and give an explanation for why the control was important for this experiment. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Can You Keep Ice From Melting? - Page 3- Science Exemplars Grade Level 3-5 Can You Keep Ice From Melting? During this investigation, you are going to explore how ice melts. You will be exploring the testable question, “Can I affect the rate at which ice melts?” To do this, you will make some predictions about what makes a good insulator, or what would slow the rate of ice melt. Using a control, you will record the rate at which your ice cube melts. We will be comparing our results to others’ findings in the class. Following the inquiry, you will draw conclusions about insulators, and give an explanation for why the control was important for this experiment. Big Ideas and Unifying Concept(s) Cause-Effect Models Change-Constancy Physical Science Concept(s) Properties of matter Design Technology Concept(s) Invention Mathematics Concept(s) Measurement Ratios Time Required for the Task Allow a planning session that will take 15-30 min. (I gave it as a homework assignment the night before.) Prepare containers (5-10 min.); Wait for ice to melt (1/2 day or more); and the write-up should take 15-30 minutes. Context The students were exposed to the scientific method earlier in the year and have continued to build upon their understanding through various testable situations. This task solidified their understanding of the value of control in experimentation. With the tangible example of the Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Keep Ice From Melting? (cont,) - Page 4- Science Exemplars melting ice, they had something concrete with which to compare their findings. The focus was not so much on learning about insulation, but on the skills of recording information and comparing their results. Their results and comments gave me an assessment checkpoint to understand their knowledge of the scientific process, as well as their ability to accurately record information and draw conclusions. What the Task Accomplishes This investigation task is a good opportunity to apply the scientific method. It allows the teacher to assess the students grasp of science terms associated with the scientific method. The aspects of the scientific method which are included in this activity are: testing a hypothesis based on a prediction, collecting and recording data, comparing their findings to a control, and analyzing data to draw conclusions. How the Student Will Investigate Students will be given an 8-ounce yogurt cup. As a homework assignment the night before, they are given the prompt: “Design a good insulator, that would fit in your cup, that would keep ice from melting.” The students are then instructed to come to school the next day prepared to experiment. To begin the experiment the students take a few minutes to prepare their cup. Students are then instructed to measure and record the size of their ice cube and the control cube. The control cube is placed in the yogurt cup without any insulation. The cups are then all placed in the same area of the classroom. The sizes are checked at regular intervals. When the experiment is over (i.e.: cube melts, control melts) the students take time to draw conclusions from their observations. The write-up includes 4 questions: 1. What makes a good insulator? 2. What were not good insulators? 3. Why is the control important? 4. What would you choose if you were to do the experiment again? Interdisciplinary Links and Extensions Science We did this experiment during a mini-unit on the Polar regions of the world. Other things we learned about related to ice were: glaciers, icebergs, ice shelves, and ice sheets. We were also able to cover a bit of Earth science as we learned about the tilt of the earth and the relation to the direct rays of the sun and why the polar regions are so cold. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Keep Ice From Melting? (cont,) - Page 5- Science Exemplars Language Arts Many children’s books compare the two polar regions, as well as covering exploration and adventure in Antarctic and the Arctic. Students could also write their own books comparing these regions. Mathematics It is optimum to aim for having the ice cube and the control to be the same size. For some students ready for a mathematical challenge however, I gave them ice cubes of varying size. Those students calculated the rate of melt by the use of simple ratios. Social Studies As another interdisciplinary link the students used a Venn diagram, comparing/contrasting the animals of the Arctic with the Antarctic. Teaching Tips and Guiding Questions Keep the ice cold until ready to use. If the ice is allowed to melt a little bit before it is used, it tends to clump together, causes chips, and cracks when you pull it apart. Students should also label their yogurt cups in advance. Some guiding questions could include: 1. What is your prediction? What question are you trying to answer? 2. Where should we place the cups after putting the cube in them? 3. Should we put all the cups in the same spot? Why or why not? 4. What will make this a fair test? 5. Should we check on the cups at certain times? Why or why not? 6. Do you think you chose a good insulator? Why or why not? 7. What would you change next time, if anything? Why would you do so? Concepts to be Assessed (Unifying concepts/big ideas and science concepts to be assessed using the Exemplars Science Rubric under the criterion: Science Concepts and Related Content). • Determining the patterns and/or which kinds of change are happening by making a graph or table of measurements (Change-Constancy) • Observing and explaining reactions when variables are controlled (Cause-Effect) • Physical Science: Observing and comparing physical properties of matter • Design Technology: Some insulators are better at keeping ice from melting than others. Students needed to identify the characteristics of a specific property to determine if it would make a good insulator. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Keep Ice From Melting? (cont,) - Page 6- Science Exemplars • Seeing how a model works after changes are made to it may suggest how the real thing would work, if the same thing were done to it; choosing a useful model, (not too simple/not too complex) to explore concepts encourages insightful and creative thinking in science, mathematics, and engineering (Models) • Mathematics: Appropriate data representation and data analysis; Identifying trends and patterns; Using numerical data and (precise) measurements in describing events, answering questions, providing evidence for scientific explanations Skills to be Developed (Science process skills to be assessed using the Exemplars Science Rubric under the criteria: Scientific Procedures and Reasoning Strategies and Scientific Communication/Using Data). Observing, Predicting/Hypothesizing, Collecting and recording data, Manipulation of Tools, Drawing conclusions, Communicating findings, Challenging misconceptions, and Raising new questions Links to Science (and other) Standards Scientific Method: Students describe, predict, investigate, and explain phenomena. Students control variables. Scientific Theory: Students look for evidence that explains why things happen, and modify explanations when new observations are made. The Designed World: Students understand that manufacturing requires a series of steps and, depending on the task, careful choice of materials (based on their characteristics) Physical Science – Properties of Matter: Students observe, describe, and sort objects and materials according to observations of similarities and differences of physical properties. Mathematics: Students use appropriate data representation and data analysis; identify trends and patterns; and use numerical data and (precise) measurements in describing events, answering questions, providing evidence for scientific explanations, and challenging misconceptions. Suggested Materials This activity requires little advanced preparation and minimal materials. A yogurt cup for each student, and one for the control, ruler, ice cubes, (approximately the same size), and the materials the student decides upon to act as insulation, brought from home. For students who do not bring in materials, you might have various types of cloths, paper, plastic, Styrofoam® packing peanuts, etc., on hand. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Keep Ice From Melting? (cont,) - Page 7- Science Exemplars Possible Solutions Students should be able to determine what materials made better insulation by comparing melt times, (some of the classroom’s best included snow and newspaper). Students show their understanding of the term control throughout the experiment by explaining it’s importance in relationship to this inquiry. The student should be able to explain that it is necessary to compare their melt time to one without insulation to determine if their insulation is effective. The student should also be able to determine what they might do differently next time. Some students may think of something new they would like to test that wasn’t tried during the inquiry. Rubric and Benchmarks Novice This student’s solution is lacking in detail, and shows little understanding of what would make a good insulator. S/he also states that his/hers will last longer if s/he put it in a colder spot, despite being told that all the cups would need to remain in the same spot. The student’s data are recorded but units are not labeled. There are no conclusions drawn from the data. The task is incomplete. Apprentice This student’s work shows that s/he was able to understand the purpose of the inquiry and the use of control. His/her hypothesis of “I think mine will be bigger than the control piece of ice because mine has a good seal” demonstrates some understanding; however, s/he then states that “if it’s a good insulator then it might melt faster or slower” which is confusing at best. His/her statement of “Control is so you can find out if your insulator works” is a brief response showing some understanding. When commenting on what the student would do differently, it is not clear as to what materials the student is referring to (“all the insulators I thought of”) – evidence that the student is not using data to draw conclusions. Practitioner This student’s solution is complete. The student gives a reasonable explanation of which cube will last longer in the hypothesis, and gives the added information of why s/he believes his/her will be larger. Measurements are precise, (although numerals should be used), units are labeled, and all data are recorded correctly. Conclusions are based on data collected and show evidence that the student understands the purpose of using a control. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Keep Ice From Melting? (cont,) - Page 8- Science Exemplars Expert This student’s solution is complete, accurate, and detailed. The student gives a reasonable explanation of which cube will last longer in his/her hypothesis, and gives the added information of why s/he believes his/her will last longer (“paper towels will slow the process of melting a ice cube”). Measurements are precise, units are labeled, and all data are recorded correctly. Scientific terms are used appropriately. Author Sheila Rivers is a third and fourth, multi-grade teacher at Thatcher Brook Primary School in Waterbury, Vermont, and a Vermont Portfolio Network Leader. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Keep Ice From Melting? (cont,) - Page 9- Science Exemplars Novice The data are recorded, but units are not labeled. No write-up is included. The student suggests putting his/her ice in a colder spot – evidence that the student lacks understanding of control and testing the insulator. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Keep Ice From Melting? (cont,) - Page 10- Science Exemplars Apprentice The hypothesis shows some understanding of the purpose of the inquiry; yet the next statement suggests a good insulator might result in faster or slower. Conclusions suggest putting “all the insulators I thought of” – evidence that the student is not using data to draw conclusions. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Keep Ice From Melting? (cont,) - Page 11- Science Exemplars Practitioner The task is complete. The hypothesis includes a rationale; all data are accurate (although numerals should be used). The student’s conclusions are accurate and based on data collected. There is evidence of understanding the purpose of a control. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Keep Ice From Melting? (cont,) - Page 12- Science Exemplars Expert The student’s solution is complete and detailed. The hypothesis includes a rationale. Exemplars Measurements are precise, units are labeled, and all data are recorded. TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Keep Ice From Melting? (cont,) - Page 13- Science Exemplars Expert (cont.) All questions are answered clearly and correctly. Scientific terms are used appropriately. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 Keep Ice From Melting? (cont,) - Page 14- Science
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