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NGSS Lab Lesson Enhancement - Chem. Int. Lesson 5Date: November 5, 2015 School: MS/ES Grade Level: 5th/7th

Unit: FOSS Chemical Interactions Lesson Number/s: Inv. 3, 4, and 5

Concepts: Kinetic energy is energy of motion, the particles in substances gain kinetic lose kinetic energy as they cool, substances “heat up” and “cool down” as a result of energy transfer, energy transfers between particles when they collide, energy transfer by contact is conduction, energy always transfers from particles with more kinetic energy to particles with less kinetic energy.

Rationale for this lesson study: Students will be able to explain how energy transfers between different types of matter, and that energy transfer is the transfer of KE between particles of matter.

STEM Professional: Matt Richards - ISB Chemical Engineer

Lesson refinements to observe selected student learning traits:1. All students engage intellectually in important science and engineering content.2. All students participate in science discourse with peers (equitable, accountable talk).3. All students use evidence to demonstrate conceptual understanding.

Standards:Performance Expectations -Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. MS-PS3-3

Science and Engineering Practices

Disciplinary Core Ideas Crosscutting Concepts

Apply scientific ideas or principles to design, construct, and test a design of an object, tool, process or system.

Energy is spontaneously transferred out of hotter regions or objects and into colder ones.

A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a

The transfer of energy can be tracked as energy flows through a designed or natural system.

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NGSS Lab Lesson Enhancement - Chem. Int. Lesson 5

problem.

Teaching for Conceptual Change

Investi-gations 1-

2-3-4

1 Elicit each student’s initial ideas. Conceptual StoryLesson 1 to launch whole unit:

● Chapter challenge● Essential question about water bottle insulation

design challenge.● Video, Narrative bubbles, or Prezi of summer

engineering design cycle example from UW.Lessons 1-2-3-4 teach science as designed.Lesson 5 is the application of concepts built in the first set of investigations 1-2-3-4.

Monday: Launch the Engineering Design Cycle ● Define the problem for students● given criteria● given constraints● Individuals do first design

Tuesday: Team design● Each student pitches own design● Group reaches consensus on design choice to

pursue

Wednesday : Build and test● Groups build and test● Collect data, display data, make Energy Diagram

Thursday: Rank the designs and materials.● Groups pitch designs to whole class● Class builds a ranking of material effectiveness

2 Prompt possible dissatisfaction with old ideas, and surface the range of students’ new ideas that make sense with their new observations.

3 Narrow the range down to the one new idea that is most plausible in this situation.

4 Reflect back to initial ideas and how each student’s understanding has changed.

MonTuesWedThurs

5 Apply the new idea to test how it holds up in new situations.

Engineering Enhancement

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NGSS Lab Lesson Enhancement - Chem. Int. Lesson 5● Claim Evidence Reasoning writing task

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Apply the new idea to test how it holds up in new situations.

Engineering Enhancement

Engineering Problem: How could we limit the transfer of thermal energy between different substances?

Learning Target: I will apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. MS-PS3-3

Success Criteria:1. I will test materials to determine the ability of that substance to insulate against thermal

energy transfer.2. I will design a container that will minimize or maximize thermal energy transfer.3. I will build and test the device.4. I will reflect and redesign to improve thermal insulation.

Concepts:What concepts will the students need to know before the activity:

● Heat and Kinetic Energy and thermal energy are the same concept.● Matter (solids, liquids & gases) are made of particles.● The Kinetic Energy of a particle is lower or higher depending on the substances’

state/phase of matter.What concepts are the students expected to learn through the activity:

● Energy transfers through contact between particles, the speed and density of particles will affect the transfer of kinetic energy.

Engineering Design Cycle:Teacher → Define the problem or challenge (APPD)

▪ Define Constraints (APPD)▪ Define Criteria for Success (APPD)

Students → Develop Solutions (APPE)Students → Test and Optimize Solutions (APPF)

Criteria and Constraints: Teacher defined

CriteriaCreate a container that minimizes the kinetic energy/thermal energy transfer of a water bottle .

ConstraintsTime, amount of materials (must fit inside of the sleeve or between the cup and bottle, type of materials: paper, felt, wax paper, aluminum foil, styrofoam, foam sheets, bubble

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NGSS Lab Lesson Enhancement - Chem. Int. Lesson 5wrap, cotton, diatomaceous earth, sand, wood chips, feathers.

Day 1 week prior: Particles are in motion when adding or removing heat from the systemReading: Particles in Motion

Observe: the FOSS-Web simulations and/or demo

Demo: Take a volume of hot water and cold water record starting temperature and keep recording temperature change each minute over a set amount of time. Ask: What caused the hot water to lose heat? Where did that heat go? What caused the cold water to gain heat (temperature)? Where did that heat come from?

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NGSS Lab Lesson Enhancement - Chem. Int. Lesson 5Day 2 MONDAY: Launch the Engineering Design Cycle -- individual designs

Handout: Engineering Design Cycle Graphic Organizer (with fillable question prompts)

Define problem for students● Design an insulated bottle to keep the liquid in the bottle from losing heat

energy.● You notice that if you fill a cup with hot chocolate or tea that it will cool down

too quickly.● Create a bottle that minimizes the transfer of kinetic energy/thermal energy in

the water bottle system.Criteria for success

● Keep the bottle of water from changing in temperature by more than 10 degrees Celsius over ten minutes, when sitting in an ice bath.

Constraints● Designs must have the materials attached to the outside of the plastic bottle.● Final bottle designs must fit through a tape roll and be tested in a clear

plastic container.● Mark the bottle with sharpie level with the top of tall plastic cup, bottle must

be seated all the way in cup (not simply sitting on top of material)● Mass of the design must be _______grams or less● 20 minute build time.● Design must consider ease of use by consumer● Materials provided.

○ 40 water bottles -- 500 ml ( enough for groups of 4)○ water bottle lid (use hot nail to melt hole in center of lid for thermometer)○ digital thermometers○ hot water (from hot pot) to go into the water bottle○ ice water bath in bin○ water bottle with no covering in the ice bath, as the class control○ Other materials available to all: rubber bands, tape, string, plastic bags○ Possible Materials: Cardboard, construction paper, wool felt, aluminum foil, bubble

wrap, polyester batting, cotton balls, sand, straw, wood chips, styrofoam peanuts...

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1’s Design ● Preview the materials (1 student per group at a time)● Create your own, individual, design plan that includes:

a) A labeled diagram of the insulated water bottle design.b) Your explanation of why you think the design will hold its temperature the longest. That will mean that your design has the least amount energy transferred outside of the bottle system.

Day 3 TUESDAY: Engineering Design of an insulated bottle -- team designs Learning Target:

I will design a water bottle that limits loss of heat energy by using one insulating material, so I can explain energy transfer as a change to the kinetic energy of particles.

Success Criteria:Predict/rate materials from Most to Least insulatingDiagram with labels the design for the insulated water bottleDescribe energy transfer in n words and pictures

1’s complete individual designs from yesterday Handout part 1 → Engineering Design Cycle: Insulated Water Bottle

Handout part 2 --> Independent Design Sketch and ReasonsHandout part 3 --> Group Design Sketch and Reasons

4’s Pitch ideas to your team to choose one design to pursue Handout--> Predictions about the Insulated Water Bottle Design Challenge

● 1’s 3 min Private think time: predict the rank order of the materials

● 4’s Students are assigned a discussion number 1-2-3-4 90 seconds - Student 1: “Think about...why did you choose the material for the #1

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NGSS Lab Lesson Enhancement - Chem. Int. Lesson 5slot (Most insulating) at the top of the list? what made you chose that material over the one you rated as #2… what made you rate the material at the bottom of the list (least insulating)?”

Rotate through students 2, 3 & 4 (90 seconds each)

● 1’s 1 min “Take a minute to adjust your list if a group member convinced you to change rankings.”

● 4’s 5 min Come to an agreement about the 1 material to use for the design challenge. a) Each team must decide on a material to use for their design. b) Use Active Listening sentence stems to debate each students choice for material (directed discussion 1 min. per student #1-4)

c) Each student records the group decision in their own hypothesis statement supported by a specific reason.

● 4’s 5 min Final Design Proposal handout a) What are the characteristics of the material you selected that will keep the water bottle from losing heat? Remember to use the ideas you used to rank the materials. Handout-->

Predictions about the Insulated Water Bottle Design Challenge

○ c) Complete the sections on the diagram: Group Design Sketch and Reasons.

Post on the screen some discussion starters….

note: Students must know they only get to choose one design and other design ideas might be incorporated; thickness of materials, how do you attach, etc.

4’s 5 min Team designs handout → Engineering Design Final Proposal

handout → Energy Flow Diagram

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● The team together determines a design solution to our challenge, that must have:a) Pass your own paper to the right. Now look at your neighbor’s diagram of their design. Get some ideas for the group to use. REPEAT 2x. Choose best diagram to use on your final proposal--or your group could even combine some ideas from a few papers.Sketch the diagram for the final proposal. Label the energy flow in this bottle system.

Label the arrows.What is the water in the bottle touching--where will the hot water thermal energy transfer to?

b) Explanation of the design: Why is the material chosen the best choice for an insulator? What is it about your design that makes you think it will cause your bottle to keep a constant temperature?

c) An energy transfer diagram: Show and explain how energy moves in or out of your bottle system.S how...How does energy transfer from the hot water to the air inside the bottle?

Day 4 THURSDAY: Build and test group design solutions Testing the materials to gain evidence to go with final design decisions -- amount of thermal energy loss, amount of thermal energy gain

Build the agreed upon designTest by recording the temperature every 1 min for 10 minutesDiscuss results as compared to control temperature change and other groups total changeModify design if neededRetest if needed

Day 5 FRIDAY: Scientific Explanation of the design 9

NGSS Lab Lesson Enhancement - Chem. Int. Lesson 5preparing to write a scientistific explanation

class Qualitative and quantitative ranking of materials ● Is it the design or the material that caused it to reduce in temp. the least?

● Which properties of the material made it a better insulator?

● Which aspects of the design made it a better insulator against energy transfer out of the system?

class Philosophical Chairs strategy Cotton Club, Bubble Wrap Camp, etc.

● Prepare to present your claim and give your data ‘For example: Cotton only lost 2 degrees C over 10 minutes compared to aluminum foil that lost 5 degrees in 10 minutes.’

● Give presentation of claim and evidence. Listen to the other groups. Ask questions of the other groups.

● Think...Do you want to change your mind and go to another corner?

1’s Writing prompt: ● Rank the materials 1-9 on their ability to retain heat.

-or--Develop R-value scale after testing materials. The R-value is the difference of the change of temperature over time.

Optional Extension - Not fully developedEvaluate all 4 designs on how they met the criteria, how they fit within the constraints, and how strong was the scientific reasoning about the function of insulators.

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● You (student group) want to start a company that manufactures the best insulating water bottle, you need a grant in order to get the materials for your product.

● Describe and draw your design proposal in order to get the materials to build your product.

○ Include in your proposal a labeled diagram, a description of how it works because of the sleeve material, and an energy transfer diagram to show where energy is moving in your system.

● Why did you choose the materials you chose?● How are you going to build your design?● How/why does your design retain heat the best?

● Why did the hot water lose heat over time?● Why did the container with the lid lose heat energy differently than the container without

the lid?

*Teaching Session:Online simulations - FOSS WebStudents act out molecular motionReading on energy transfer: “Energy on the Move”

Assessment:See supporting documents -

1) Lesson 1 Initial ideas pg 22) Lesson 1 Predictions: ISN insert

Reflection notes - things to consider when teaching the lesson:

Misconceptions:More dense material = more insulatingStudents were looking for materials they know get hot (Ex. sand gets hot)

How did your students engage in the lesson?Structured discussion format, discussion guidelines/norms and sentence stems provided to each group and each student was assigned a # for each students’ turn in the conversation, supported equitable speaking time between group members.

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What did the student work and performance in the assessment show about student learning?There was confusion about the design criteria, many groups thought since the water bottle will be tested in an ice water bath that materials would get soaked.

We need a structured method to aid student groups to objectively evaluate individual models to decide which design will be the one the group will pursue. (Ex. each design is rated 0-4 for meeting: 1. design size requirement, 2. ease of construction, 3. waste generated, 4. consumer usability, 5. mass of final product).

They struggled to understand questions about “density” and “particle arrangement,” and how that relates to whether a material is an effective insulator.

What tips would you offer to other teachers?Assign value/cost to materials to force groups to consider a budget in their design of materials used.

Have students predict/rate the order of materials from most to least insulating to allow for reflections once data has been collected.

Considerations

● Supporting all learners – modifications for English Learners, Special Education, Advanced Learners:

● Suggested Unit Adjustments – “Ripple Effects”o Consider: How does the timeline and content of the rest of the unit need to

be adjusted to fit this enhancement? What other lessons need to be dropped or enhanced? Are there specific adjustments to other lessons?

● Integration (optional)o Consider: How does this lesson connect with other content areas,

including CCSS, Math, ELA and 21st Century Skills.o Real World Connections (How does it connect with social, family, and

community happenings?)

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Generalizations to Practice

1 Engineering Design Cycle Graphic Organizer (EDCGO) Date 11/10/15 PLC team Student Learning Expected Students define the problem they are going to solveHelps direct/frame their thinking

Instruction Details 1) Teacher provides information for the “define” box of the handout, initially, then

release as students become familiar with the graphic organizer and engineering design process.

2) Can be used both pre and post.3) “Develop solutions” and “Optimize” boxes can be done during or after activity.4) Low to high cognitive student work5) EDCGO worksheet used throughout district for consistency in languageNGSS Links: Engineering Design Cycle

Research Links How People Learn #2 Conceptual framework Cognitive Demand Samples of student work

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2 Sentence Stems and Content Specific Vocabulary Date 11/10/15 PLC team Student Learning Expected ● Using sentence starters allows lower ability level and ELL students to access info

and participate in discussions and tasks.● Helps keep conversation on track.● Teacher gets information needed from students because specific questions are

being answered.● Structured insert for notebook entries.● Students learn to listen to others’ ideas.● Helps press for reasoning.● Students use word banks - What would an engineer say?

Sample Word Bank for the NGSS Engineering Design CycleOptimizeConstraintSolutionDefineDevelopFailureCriteriaCollaborateDiagramProposal

---------------------------- Matrix for Making Design Decisions

Date 11/10/15 PLC team Student Learning Expected

Instruction Details Students will meet with their engineering team to evaluate each individual design solutions objectively. Each student pitches their idea, and each team member evaluates the design for the categories.*Ranking system for each of the evaluative criteria

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Sample:

Insulated Bottle Design Criteria

Making Design Decisions

Cost - Use or amount of materials

Fit/Size Mass of

final

design

(< ___g)

Ease of Assembly (time, how material will be attached)

Waste Usability by the consumer

SUB-TOTAL POINTS

RANGE OF POINTS

$0 - $10 0-4 0-4 0-4 0-4 0-4

Material A/ Design #1

Material B/ Design #2

Material C/ Design #3

Material D/ Design #4

Rating scale: 4 - Meets this design criteria very well 3 - Meets most of this design criteria 2 - Meets some of this design criteria 1 - Design has significant problems with this criteria 0 - Does not meet this criteria at all

Our final design decision is ____________ because_____________________________________ .

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NGSS Lab Lesson Enhancement - Chem. Int. Lesson 5This rubric will be used as an assessment of what students should understand by the end of the sequence of lessons/design project.

The rubric can be used as both a formative and summative tool.

Level Revised Criteria

High (4) ★ Describe how your device minimizes the energy transfer at the particle level within the system

★ Diagram is clear, complete with labels showing energy transfer between the layers of materials.

Medium (3) ★ Describe the energy transfer within the system, from areas of high to low KE

★ Diagram is clear, complete with labels showing energy transfer

Low (0-2) ★ Incomplete or inaccurate description of energy transfer within the system

★ Diagram is not clear, or is incomplete, energy transfer is not shown or shown in the opposite direction

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