Liquid Density CSTA Presentation Saturday, October 26, 2013.

Liquid Density CSTA Presentation

Saturday, October 26, 2013

Your Presenter

Marie Bacher

Science Coordinator K-8

IMSS Educator-on-Loan: District Science Coach

-Santa Clara Unified School District

-South San Francisco Unified School District

IMSS Overview • 5 Year $13 million dollar grant

• Funded by NSF

• Key partners: CSU East Bay and Exploratorium

IMSS Focus Areas to Strengthen Science Teaching and Learning

• Science pedagogy and content knowledge

• Integrating science inquiry practices and core content knowledge

• Integrating the Common Core and Next Generation Science Standards

Three Key Elements

1.IMSS Teacher Leadership

Leadership opportunities and support

District Leadership Institutes

IMSS Teacher Leader PDs

Summer inquiry workshops & quarterly PDs

Develop inquiry-based curriculum

2.IMSS Bay Area Lesson Study Collaborative

Guiding Assumption of Framework:

Both Content Knowledge and Scientific Practices

“Science is not just a body of knowledge that reflects current understanding of the world; it is also a set of practices used to establish, extend and refine that knowledge. Both elements– knowledge and practice--- are essential.”

Scientific and Engineering Practices

1.Asking questions and defining problems

2.Developing and using models

3.Planning and carrying out investigations

4.Analyzing and interpreting data

Focuses on practiced used by scientists and engineers

5. Using mathematics and computational thinking 6. Developing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

Inquiry is part of the science practice






Inquiry is part of the science practice

1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data


Definition of Inquiry

By National Science Education Standards

Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work.

© 2012 IMSS. All Rights Reserved.

ESSE

NTI

AL

FEAT

URE

Inquiry Continuum

More

VARIATIONS Amount of Learner Self-Direction

Less

Learner engages in scientifically oriented questions

Learner poses a question

Learner selects among questions, poses new questions

Learner sharpens or clarifies question provided by teacher, materials, or other source

Learner engages in question provided by teacher, material, or other source

Learner gives priority to evidence in responding to questions

Learner formulates explanations from evidence

Learner connects explanations to scientific knowledge

Learner communicates and justifies explanations

Learner determines what constitutes evidence and collects it Learner formulates explanation after summarizing evidence Learner independently examines other resources and forms the links to explanations Learner forms reasonable and logical argument to communicate explanations

Learner directed to collect certain data Learner guided in process of formulating explanations from evidence Learner directed toward areas and sources of scientific knowledge

Learner coached in development of communication

Learner given data and asked to analyze

Learner given possible ways to use evidence to formulate explanation Learner given possible connections Learner provided broad guidelines to sharpen communication

Learner given data and told how to analyze

Learner provided with evidence Learner given steps and procedures for communication

Less Amount of Direction from Teacher or Material More

IMSS Instructional Cases:

• Focus on key science concepts

• Integrates science practices, writing and assessment

• CA Science Content Standards

• Aligned to K-12 Science Framework(NRC, 2011)

• Common Core State Standards

• Collaboratively developed and piloted with MS science teachers, CSU East Bay Faculty

• Research Lesson from Lesson Study Highlighted

Instructional Case/Lesson Study Team-

Facilitator:

Sandi Yellenberg, SCCOE Science CoordinatorDanika DeLuc, CSU East Bay Faculty Consultant

Teachers:

Marie Bacher, 6-8th gr. ELD/SDC Bucsher MS SCUSD

Rebecca Balster 8th gr. Ocala ARUSD

Carl Erickson 8th gr. Buchser MS SCUSD

Carol Hagen 8th gr. Shepard MS ARUSD

Joseph Manluco 8th gr. Mathson MS ARUSD

Sabrina Robbins 8th gr. Peterson MS SCUSD

Liquid Density

Teaching Density -Density=mass/volume or D=m/v

1) Cartesian Diver

OBSERVATIONS:“I noticed...”

QUESTIONS:“I wonder...”

EVIDENCE/EXPLANATION“I think this happens

because...”

2) Salad Dressing Assessment

A teacher is holding a bottle of salad dressing in front of the students. The students can clearly see two layers in the salad dressing, with the oil floating on top of the vinegar. The teacher gently inverts the bottle 2 1/2 times, ending with the top of the bottle pointing down. What will happen to the layers?

A-the oil will always be on the top.B- the oil will be on the bottom because the container is upside downC- it is random, sometimes the oil will be on the top and sometimes it will be on the

bottom.

Which of the above explanations are true?

Explain your reasoning... Why did you chose the one you did?

Oil

Oil

Oil

Oil

Salad Dressing- Student Work

3) Observing Four Liquids

3) Observing the liquids- ELD Red Green Blue Yellow

I see…

SIGHT

I hear…

HEARING

I smell…

SMELL

I feel…

TOUCH

4) Explorations (2 Liquid Pours)The Task: choose any 2 liquids observe how they

layer. Do this 3 times and make a data table

If we were to layer all 4 liquids, What do you think the order would be?

Make a Claim-• It appears that…• I think…• I suggest that…Support your claim with Evidence-• This is because…• I observed…• When I..., then… happened.

If you were given one more test tube, what two liquids would you layer?

• Why?

Revise your prediction

• In light of your new data, how would the 4 liquids layer?

Share out…

Lesson Study Spiral

1st try...

2nd try...

If you could have one more test tube, which two liquids would you choose? The two colors would be ______________ and _________________.Why did you choose these colors?

Test Tube

Choice of Liquids

Predictions Observations Actual Results

A 1) 2)

B 1) 2)

C 1) 2)

D 1) 2)

3rd try...

Test Tube

Choice of Liquids


A 1) 2)

B 1) 2)

C 1) 2)

3rd try...

D 1) 2)

If you could have one more test tube, which two liquids would you choose? The two colors would be ______________ and _________________.

Why did you choose these colors?

Make a prediction about how all 4 layers will layer if you put them all in one container.

If you could have one more test tube, which two liquids would you choose? The two colors would be ______________ and _________________.Why did you choose these colors?

After pouring I noticed that ...



Test Tube

Choice of Liquids Pick


A 1) 2)

B 1) 2)

C 1) 2)

After pouring I noticed that ...D

1) 2)

5) Sharing Results (2-pour results)

6) Four Liquid Pour Prediction

7) Four Layer actual compared to the prediction

8) Introducing Density

How to measure the mass...

Finding the Densities

Your task:Find the density of the 4 different liquids.

D=

m=mass

v=volume

Make a claim about your resultsand give evidence for your claim.

Claim: a factual statement based on your data.

Evidence: is a specific fact that supports a claim.

Reasons: explain why your evidence proves your claim to be true.

9) Making Density Predicitions

Finding the Densities

Your task:Find the density of the 3 different volumes of

water.

D=

m=mass

v=volume

Make a claim about your results

Word Bank:

MoreLess Dense Heavier

Lighter Thicker Thinner

and give evidence for your claim.

10) Double Alcohol AssessmentA teacher holds a container with 4 liquids layered (like our lab).

The liquid on the top layer is red. If you doubled the amount of the red layer, how will this affect the layers?

Anne says, “The red layer will sink to the bottom.”

Bill says, “The red layer will sink under the yellow layer.”

Cathy says, “The red layer will sink under the Blue layer.”

Daniel says, “The layers will not change.”

Who do you agree with with?______________Why?

10) Double Alcohol Answers:1. Anne because there to much pressure to it’ll take the red to the bottom

(sink)2. The red layer will sink and mix with blue because the gravity is pulling

the heavier weight down. Which is called density of matter. So I believe what Bill says.

3. I agree with Cathy. I feel like the red will sink in with the blue and they will mix and make purple just like it did in our lab. The double of the red density will make it have a heavier volume and that’s why the red will go to the blue.

4. I think if you double the amount of the red liquid then it wouldn’t change it would just stay at the top.

Exemplar Examples:

11) Mystery Liquids:

Where would these "layer"?

-Find Density-Understand how density affects layering

12) Salad Dressing Post-Assessment

A teacher is holding a bottle of salad dressing in front of the students. The students can clearly see two layers in the salad dressing, with the oil floating on top of the vinegar. The teacher gently inverts the bottle 2 1/2 times, ending with the top of the bottle pointing down. What will happen to the layers?

A-the oil will always be on the top.B- the oil will be on the bottom because the container is upside downC- it is random, sometimes the oil will be on the top and sometimes it will be on the

bottom.

Which of the above explanations are true?

Explain your reasoning... Why did you chose the one you did?

12) Salad Dressing Post Assessment

Where does this fit in to the Next Generation Science Standards?

MS.PS-SPM.b. Structure and Properties of Matter

Students who demonstrate understanding can:

Plan an investigation to generate evidence supporting the claim that one pure substance can be distinguished from another based on characteristic properties. The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or design solutions.

•Plan and carry out investigations individually and collaboratively, identifying independent and dependent variables, and controls. (b)

•Collect data and generate evidence to answer scientific questions or test design solutions under a range of conditions.

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

•Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.

Crosscutting Concepts

Structure and Function

Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts, therefore complex natural and designed structures/systems can be analyzed to determine how they function. Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.

Q & A

www.sciencepartnership.org

www.acoe.org

?

Resources:

1.A Framework for K-12 Science Education; NRC, 2011

2.http://www.nextgenscience.org/

3.http://www.sde.ct.gov/sde/LIB/sde/pdf/curriculum/science/NextGenScStds_Achieve.pdf

http://www.sciencepartnership.org/

http://www.acoe.org/

Liquid Density CSTA Presentation Saturday, October 26, 2013.

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Transcript of Liquid Density CSTA Presentation Saturday, October 26, 2013.