Objectives

Objectives

• The goal of this presentation is to provide an in-depth overview of Unit 1 (the Garbage Unit) from SAIL’s fifth-grade yearlong curriculum.

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Specifically, we will:

• Provide a detailed overview of each lessons and major takeaways
• Provide connections to 3-D learning and learning performances for each lesson
• Highlight key language instructional shifts

Unit 1 (Physical Science)

What happens to our garbage?

Unit 2 (Life Science)

Why did the tiger salamanders disappear?

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Unit 4 (Space Science)

Why do falling stars fall?

Unit 3 (Earth Science)

Why does it matter if I drink tap or bottled water?

• During today’s PD, you will see symbols that indicate action. Let’s review them now.

Key symbols we will use for PD

This green check means we will carry out an investigation together. We will engage in the investigation, just as our students do in the classroom.

Key symbols we will use for PD

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This pencil means that we will write. For example, we might write an argument based on evidence, just as our students in the classroom.

This book icon indicates that you should open the SAIL Lesson Plan and read along.

This play button means that we will watch a video from the lesson.

Key symbols we will use for PD

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This lightbulb icon indicates that we will share the “So What?” or the takeaway to our partners.

Unit overview

• The Unit overviews provide a summary of each cluster, lesson, as well as the learning performances in the Unit.
• Click here to access the Unit 1 overview document.
• You can also access them through the SAIL website, under the Unit homepage by clicking on the tab.

Structure of the garbage unit

Phenomenon

3-D Learning

Learning Progressions

Modalities

Registers

Interactions

Science and language instructional shifts

Science instructional shifts

Click here to access the SAIL webinar on Language Instructional Shifts

Language instructional shifts

Click here to access the SAIL webinar on Language Instructional Shifts

��To align with our philosophy,� �we want to SHOW you the shifts, �not just TELL you about the shifts.

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Experience comes first.

Modalities

GARBAGE UNIT CLUSTER 1

Lesson 1-1

What materials are in our garbage?

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Before we jump in…

First, let's look at the Lesson 1-1 overview, so we understand the "big picture" of the lesson.

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In the PD Slides, we will provide a day-by-day overview of the lesson before diving into details of each component of the lesson. You can also find this in your lesson plans.

1. Students observe and sort lunch garbage

Lesson 1-1 Overview (3 classes)

2. Students complete first SEN entry

3. Students make predictions about what happens to garbage over time

4. Assign Homework 1-1

DAY 1

Lesson 1-1 Overview (3 classes)

3. Introduce students to systems through home, school and community garbage

1. Students share Homework 1-1

4. Students ask more questions about garbage

DAY 2

2. Students take a virtual landfill field trip & ask questions

1. Students determine which questions are testable in their classroom.

Lesson 1-1 Overview (3 classes)

2. Students build the Driving Question (DQ) Board!

DAY 3

Let’s sort some garbage!

Let’s sort some garbage!

Now, let’s engage in the lessons like students would! Remember, this green check icon means that we will complete an investigation.

You can access the lesson plan for the investigation here (pp. 3-5)!

Now that we completed the investigation, return to your seats.

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Let’s recap what we just did.

1. Groups circle around the garbage pile without tools. They talk about What they observe/What materials they observe (teacher book pp. 3-4)
2. Groups get tools (safety goggles, glove, tongs). They sort the garbage pile into smaller piles or categories (p. 4)

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FIRST EMBEDDED FORMATIVE ASSESSMENT:

• Small group check: Categories and properties of garbage (bottom of p. 4)
• Small group checks are used to promote deeper discussion of students when they are working in small groups. Teachers gain insight into student understand and provide immediate feedback in the form of probing question.

Lesson 1-1: Identifying & using patterns

After groups sort garbage, a whole class discussion happens:

• The term property is introduced (pp. 5-6)
• Notice teacher apples throughout, like the teacher background on properties (p. 5).
• Patterns across categories are called out (p. 6)
• Notice teacher suggested talk in italicized text throughout the lessons.

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Lesson 1-1: Identifying & using patterns

First Science And Engineering (SEN) entry

Class Check: categories and properties of garbage – collect a few SENs to get a sense of students’ initial ideas (p. 7)

• Set Up SEN with Students. SEN = Science and Engineering Notebook
• Entries should be dated and have a title
• Students answer 3 questions and 1 extension question (see sample below)
• Teacher book (Lesson Plan) p. 6 | Student book (SEN) p. 2

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I would make changes in our categories. At first, I only looked at color of stuff. But now I could make more better categories. Like I would make a food metal and paper category. But I would keep clear plastic because that was all plastic.

I use a pen which is smooth, black and shiny. I use a backpack which is soft, pink, and dull. They are different cause they have different properties.

Lesson 1-1: First SEN entry

• Students predict how materials may change over time (teacher book p. 7).

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• Assign Homework 1-1 (student book pp. 4-5)

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Display the prompt:

1. List the garbage categories.
2. Make a prediction about what will happen to the materials in each category.

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BREAK – END OF CLASS PERIOD

Lesson 1-1: Day 1

• Start the class period reviewing Homework 1-1. Review properties as needed.
• Review the homework before “Setting up SEN for Landfill Field Trip” in your teacher book (p. 8)

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Lesson 1-1: Day 2

• Landfill Virtual Field Trip (p. 8)
• You can access the video under tab in the SAIL website for Unit 1 – as you watch, write down questions on sticky notes and place them in your SEN (student book p. 6)

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Lesson 1-1: Day 2

Click here to watch the video

• Landfill Virtual Field Trip (p. 8)
• You can access the video under tab in the SAIL website for Unit 1 – as you watch, write down questions on sticky notes and place them in your SEN (student book p. 6)

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Lesson 1-1: Day 2

Pause! Recognize these icons?

We will now watch the video together

Get your writing utensils ready to write questions on sticky notes!

Click here to watch the video

• Use sticky notes and arrows to build a visual display that shows how the home garbage flows from one container to the next until it reaches the landfill.
• Model home garbage for the whole class.
• Small groups do community and school garbage systems. (pp. 9-11)

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Lesson 1-1: Modeling of garbage handling systems

• Teacher book page 11: On the board, we made a model that describes several garbage disposal systems (school/lunch/community). This display shows the components of each system.
• Arrows connect one component to another when the components work together.
• It also shows how garbage flows into, through, and in some cases, out of one system component and into another.
• When scientists and engineers decide on a system and show the components and their interactions, that’s a system model.
• Our class made a system model today that contains several systems that connect together, making one larger system. We see examples of systems everywhere.
• Connecting Crosscutting Concepts to Observations of Garbage (p. 13)
• What did we do today? (developed a system model of school, home and community garbage)
• Why was it helpful to think about garbage as a system? (It helps us think about the components and relationships we are interested in learning about)
• System and system models is a CCC. CCC are ideas that scientists use to better understand phenomena.
• Add more questions to sticky notes.

Lesson 1-1: Describing a system by its components and their interactions

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BREAK – END OF CLASS PERIOD

Let’s make the

Driving Question board

(DQ board) now…

Driving Question board (DQ board)

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• This class period establishes the Driving Question (DQ) of the unit, What happens to our garbage, and introduces some of the sub-questions of the unit.
• As the unit progresses, students ask additional questions that further link scientific understanding to explain the phenomenon of garbage.
• Asking questions is a science and engineering practice that is central to the unit; it is important to encourage student questions.

Lesson 1-1: Creating the DQ board

Let’s Make the DQ board Now!

• Allow students time to gather their questions (on sticky notes) about garbage (teacher book pp. 8, 14).
• Ask testable questions (pp. 9-10, 14-15).
• Link questions to form the DQ Board (pp. 10-12, 15-16).

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Lesson 1-1: Creating the DQ board

• Connecting the NGSS Science and Engineering Practices to Classroom Work (pp. 12, 17-18).
• What did we do today? (asked questions)
• Why did we ask questions? (because we want to learn about garbage)
• Asking questions, like you did today, is an important science practice. What other practices do scientists do? (they do experiments).

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BREAK – END OF CLASS PERIOD

Lesson 1-1: Closing the lesson

Great work!

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Now that you’ve engaged in creating the DQ board, let’s recap the science and language instructional shifts.

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Science and language instructional shifts

Phenomenon

3-D Learning

Learning Progressions

Modalities

Registers

Interactions

Phenomenon: What does it look like?

• Students engage in a phenomenon that is local, meaningful, and relevant to them…garbage!
• The phenomenon sustains the entire 9-week unit.
• Science instruction anchored in local phenomena provides all students, and particularly ELs, with a purpose to communicate.

Phenomenon: What is the shift?

Traditional thinking

Contemporary thinking

Phenomenon: What is the shift?

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Contemporary thinking

Traditional thinking

In SAIL, we use local phenomena that capitalize on students’ everyday experiences in their homes and communities.

Science and language instructional shifts

Phenomenon

3-D Learning

Learning Progressions

Modalities

Registers

Interactions

If you engage in the lessons, you will inherently engage in three dimensional (3-D) learning.

Science instructional shifts

Blending of Three Dimensions

• Science and Engineering Practices
• Crosscutting Concepts
• Disciplinary Core Ideas

Three-dimensional learning is the blending of science and engineering practices, crosscutting concepts, and disciplinary core ideas for the purpose of explaining phenomena.

3-D Learning

3-D learning

3-D learning: What does it look like?

1. Ask questions (for science) and define problems (for engineering)
2. Develop and use models
3. Plan and carry out investigations
4. Analyze and interpret data
5. Use mathematics and computational thinking
6. Construct explanations (for science) and design solutions (for engineering)
7. Engage in argument from evidence
8. Obtain, evaluate, and communicate information

Science & Engineering Practices

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

Crosscutting Concepts

Disciplinary Core Ideas

Properties of materials �(5-PS1-3)

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3-D learning: What is the shift?

Traditional thinking

Contemporary thinking

Science & Engineering Practices (SEP)

Disciplinary Core Ideas (DCI)

Crosscutting Concepts (CCC)

Three-Dimensional learning

In SAIL, we engage students in three-dimensional learning in every lesson. All three dimensions are equally important.

Lesson 1-1: MAJOR TAKEAWAYS

1. Students experience the phenomenon of their own garbage! By sorting their own garbage into categories, students identify “properties” before the term is introduced.

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2. Students establish the driving question of the unit: What happens to our garbage? Students will work toward answering this question in every lesson throughout this unit.

SEP:

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DCI:

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CCC:

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Lesson 1-1: Where is the 3-D learning?

SEP: Asking questions

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DCI: Materials are identified based on their properties.

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CCC: Patterns (“Similarities and differences in patterns can be used to sort, classify and communicate…”)

Systems and system models (“A system can be described in terms of its components and their interactions”)

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Lesson 1-1: Where is the 3-D learning?

In cluster 1, students have:

• Engaged with the phenomenon of the school lunch garbage
• Asked lots of questions about garbage
• Through class consensus, established the Driving Question (and the Driving Question Board) that will carry throughout the entire unit… �WHAT HAPPENS TO OUR GARBAGE?

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As we progress, we want students to keep this storyline of “What happens to our garbage?” in mind

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End of cluster 1

GARBAGE UNIT CLUSTER 2

Lesson 2-1

Do garbage materials change in a landfill?

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1. Plan the landfill bottle investigation

2. Carry out landfill bottle investigation

Lesson 2-1 Overview (3 classes)

DAY 1 & 2

DAY 1

DAY 2

1. Develop group models of landfill bottle system (Time Point 1)

Lesson 2-1 Overview (3 classes)

DAY 3

DAY 3

• Remind students of the DQ (What happens to our garbage?) and identify sub-question to investigate: Do garbage materials change in a landfill? (teacher book p. 4)
• Planning the landfill bottle investigation:
• Ask, How could we make a “test landfill”? (pp. 5, 6)
• The class decides what components to include in the landfill bottles and what data to record

Note: Planning investigations is a science and engineering practice. In traditional approaches, students were often given investigations to carry out.

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In SAIL, students are part of the planning process.

Lesson 2-1: Planning the investigation

• The class decides what components to include in the landfill bottles and what data to record. (p. 6-8)
• Components: soil, water, garbage materials
• Data: (1) properties of materials and (2) weight��

The term matter is introduced on p. 7: “The soil, water and garbage materials are examples of matter. Scientists use the term matter to refer to materials, or anything that has weight.” The teacher apple on p. 4 describes the progressions of terms.

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Lesson 2-1: Planning the investigation

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BREAK – END OF CLASS PERIOD

• The class decides what components to include in the landfill bottles and what data to record (p. 6-8)
• Components: soil, water, garbage materials
• Data: (1) properties of materials and (2) weight��

The term matter is introduced on p. 7: “The soil, water and garbage materials are examples of matter. Scientists use the term matter to refer to materials, or anything that has weight.” The teacher apple on p. 4 describes the progressions of terms.

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Lesson 2-1: Planning the investigation

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BREAK – END OF CLASS PERIOD

Here is the light bulb icon! The light bulb indicates an important takeaway. Refer to your cheat sheet to review your takeaways at the end of the unit.

Lesson 2-1: Teacher demonstration – setting up teacher landfill bottle

• After you plan the investigation with your students, you will set up an example teacher landfill bottle (p. 9) using the directions in Investigation 2-1: Landfill Bottles

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Lesson 2-1: Assembling student landfill bottles

Let’s make the student landfill bottles �(Student Book p. 10-11)

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DO NOT record any data yet – just assemble the bottle

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Follow the steps carefully!

STOP HERE

Lesson 2-1: Debriefing the landfill bottles

Assembling the bottles:

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What logistics do you want to remember from today when your students assemble their landfill bottles?

• Logistics of the landfill bottles
• Be careful with the glass Mason jars.
• Make sure the white seal is on the Mason jars.
• Be sure to cut fruit into 3-6 cm pieces (smaller is better)
• Don’t add too much water - it will flood!
• Keep landfill bottles near an open window, if possible (sunlight on fruit = more decomposition).

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Lesson 2-1: Landfill bottles

Lesson 2-1: Planning open and closed systems

Now, each group has an assembled landfill bottle.

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Before students record any data, the teacher prompts students to create open and closed systems.

• When scientists make observations and record data, they often set up different conditions to make comparisons. We have assembled our landfill bottles, which we can think of as systems with different components. Our current landfill bottles are all open systems. (p. 9)
• In our investigation, we will close some of our landfill bottles to make them closed systems. That way we can make comparisons between the open and closed systems. (p. 9)
• Direct half of the groups to close their landfill bottles. Emphasize that these closed systems will remain closed.

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Lesson 2-1: Planning open and closed systems

Lesson 2-1: Planning open and closed systems

Lesson 2-1: Recording property and weight data

We have three open landfill bottle systems and three closed landfill bottle systems.

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Now, the teacher directs students to record property and weight data.

With your group, record Time Point 1 property data.

(Student Book pp. 12-14)

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You only record properties from your own group’s bottle.

banana

plastic spoon

Get your writing utensils ready!

Lesson 2-1: Recording property data

Lesson 2-1: Logistics – collecting PROPERTY data

Share out:

Property data

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Lesson 2-1: Recording weight data

With your group, record Time Point 1 weight data (Student Book p. 15)

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Instructions for weighing landfill bottles are on Student Book p. 11 (in the investigation).

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With another group, swap weights so you have both open and closed system weights.

Lesson 2-1: Logistics – collecting WEIGHT data

Share out: Weight data

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BREAK – END OF CLASS PERIOD

Lesson 2-1: Developing group models

• Introduce the practice of developing and using models (The drawing we are doing today is different than a drawing you might do in art class…) (teacher book p. 11)

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Let’s practice modeling now. Remember, we are most interested in if the properties and weight will change.

Lesson 2-1: Planning open and closed systems

Once each group models their own landfill bottle, they can swap with another group to model the other type of bottle.

SEP: Modeling

Modeling is not just drawing a picture....instead, modeling

• shows process
• is multimodal (may have text, symbols, and pictorial representations)
• serves a purpose for sensemaking

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Lesson 2-1: Exit slip

• CLASS CHECK! Planning the landfill bottle investigation (Student Book p. 17)

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Lesson 2-1: Timeline for the investigation (p. 3)

Lesson 2-1: MAJOR TAKEAWAYS

1. Each group assembles 1 landfill bottle. Half of the bottles are open (an open system) and the other half of the bottles are closed (a closed system). The landfill bottle investigation is a touchstone that is used throughout unit.
2. Students collect weight and property data for the open and closed landfill bottles. Lesson 2-1 is data collection “Time Point 1” of 3.
3. Groups model (on chart paper) what their landfill bottles look like at Time Point 1. The models should be done as soon as possible (i.e., before changes occur). Groups model both an open system and a closed system at Time Point 1 (now) and Time Point 3 (later).

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SEP:

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DCI:

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CCC:

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Lesson 2-1: Where is the 3-D learning?

SEP: Planning and carrying out an investigation

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DCI: (1) Materials are identified based on their properties, (2) No matter what change in properties occurs, the total weight is conserved.

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CCC: Systems and system models

Lesson 2-1: Where is the 3-D learning?

Students carry out an investigation to measure the changes in properties of materials over time in a landfill bottle system. (p. 1)

Lesson 2-1: Learning performance

Science and language instructional shifts

Phenomenon

3-D Learning

Learning Progressions

Modalities

Registers

Interactions

Language instructional shifts

Registers refer to ways of using language in different contexts or for different purposes.

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Everyday

Language

Specialized

Language

Registers

Registers: What does it look like?

Great, so you grouped the materials by their hardness. Hardness is a property of materials. What is another property of the materials in this group?

Everyday

language

Specialized language

And the soft stuff here.

Let’s put the hard stuff right here.

In Lesson 1-1, the scientific term properties is introduced.

Registers: What does it look like?

Specialized language

In Lesson 2-1, the scientific term matter is introduced.

Did you put the water and soil into the bottle?

Soil, water, and garbage materials are all examples of matter. Scientists use the term matter to refer to anything that has weight.

Yeah, with the garbage materials.

Everyday

language

Traditional thinking

Contemporary thinking

Registers: What is the shift?

In SAIL, we introduce scientific terms after students have experienced phenomena and developed an understanding of science concepts and ideas.

Do materials change if they are crushed?

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Lesson 2-2

Reminder!

We will be looking at the overview of the lesson before we jump into the details of the lessons.

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Get excited for our next investigation!

1. The question, What happens to materials when they are crushed? leads to the Crush Investigation

Lesson 2-2 Overview (3 classes)

DAY 1

1. Students engage in argument 1

When materials are crushed, does the type of material change?

Lesson 2-2 Overview (3 classes)

DAY 2

1. Students engage in argument 2

When materials are crushed, does the type of material change?

Lesson 2-2 Overview (3 classes)

DAY 2

Lesson 2-2: Crush investigation!

• The lesson begins with students identifying the sub-question that drives the investigation: What happens to materials when they are crushed in the landfill?

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• Students begin by logging the properties of a soda can together as the teacher shows a powerpoint.

• One sub-question we asked after our virtual landfill field trip was, What happens to materials when they are crushed in the landfill? You made predictions in your SEN about what would happen to various materials in a landfill. We are going to investigate some garbage materials to collect evidence about what happens to these materials as they are crushed. (p. 3)
• The class identifies properties of materials to record (pp. 3-4):

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Lesson 2-2: Crush investigation

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• The class identifies properties of materials to record (pp. 3-4):

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Teachers: Display these two questions on the board for students to consider as they work through in groups and respond in their SENS.

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1) When a material changes shape, is it still the same material?

2) Does the amount of the material remain the same? Why do you think this?

Lesson 2-2: Crush investigation

• Work in groups to complete Investigation 2-2: Crush (Student Book p. 20-22)

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Lesson 2-2: Crush investigation

Recognize these icons?

Read the next slide before you proceed!

Important Notes:

• We suggest using a soda can, paper, and a cookie; however, you may ask for students’ input the day before on what they would like to crush, and use that.
• Our suggestion is asking what everyday item (that we might otherwise throw out) might you want to try crushing?
• This way, you can use materials that would otherwise be trash for the experiment and allow students to see how their actual trash would be crushed in the landfill.

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AFTER CRUSHING

• Did anyone report that the properties changed after crushing? Did the edges of the soda can feel rough?

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Lesson 2-2: Crush investigation

Lesson 2-2: Crush investigation

Discussion:

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What do you want to remember from today when your students complete the crush investigation?

Day 2: (p. 6): Students IDENTIFY PATTERNS by answering 4 and 5 in the investigation handout

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4. Look at the data about the properties of the materials.�- Can you identify the materials after crushing? �- Look for a pattern in the properties before and after crushing. Are the properties the same?

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4. Look at the data about the weight of the materials. �- Look for a pattern in the weight of the materials. Is the weight of the materials the same or different before and after crushing? �- Compare the pattern of properties with the pattern of weight. What did you figure out happens to the amount of materials after crushing?

Lesson 2-2: Identifying patterns in crush investigation

In this lesson, you will co-construct the first argument with the class and guide groups on how to craft the second argument.

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Engaging in argument is scaffolded throughout the unit.

Lesson 2-2: FIRST ARGUMENT!

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What questions did we investigate?

1. When materials are crushed in a landfill, does the type of material change?
2. When materials are crushed in a landfill, does the amount of material change?

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Can we answer our questions? What patterns did we see in the data? What do those patterns tell us? Those answers are claims that we can write in our SEN.

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Lesson 2-2: FIRST ARGUMENT!

What is your answer to the question?

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Why do you think that?

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How do you know that’s the answer?

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Write your answer on a sticky note.

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When you finish, put your sticky note on the chart paper for your claim.

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Lesson 2-2: Arguing from evidence

I know the answer is no because everything in my table did not change.

A claim answers a question that we have investigation.

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When we use data to make a claim, we call those data evidence.

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Lesson 2-2: Arguing from evidence

A claim answers a question that we have investigation. When we use data to make a claim, we call those data evidence.

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There are 3 things to remember about evidence:

1. Evidence is based on data. It is not an opinion.
2. Evidence is data to support a claim. It shows why a claim is true.
3. Evidence is specific. It needs to refer to specific parts of the data.

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Lesson 2-2: Arguing from evidence

Let’s look at some of the sticky notes on the chart paper to find some examples of good evidence.

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Lesson 2-2: Arguing from evidence

We have looked at our evidence to answer a question. Based on our evidence let’s see if we can come to class consensus about a claim.

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Turn to your partner. Which claim is best supported by our evidence?

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Lesson 2-2: Arguing from evidence

We have class consensus!

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What is our claim?

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What is our evidence?

Lesson 2-2: Arguing from evidence

Arguments have one more piece called reasoning. Reasoning is where you describe why you chose the evidence you did.

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Turn and Talk: Why did we use properties?

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Lesson 2-2: Arguing from evidence

We know that materials are identified by their properties. Since materials are identified by their properties, and none of the properties changed, crushing a material did not change the material.

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That’s our reasoning.

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Lesson 2-2: Arguing from evidence

We did it!

We argued from evidence.

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At this point, you are going to model for students how to write the actual argument as you think aloud.

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Lesson 2-2: Arguing from evidence

This can be found on p. 10 in the Lesson 1-1 lesson plan.

Lesson 2-2: Arguing from evidence

Break – end of class period

Lesson 2-2: Arguing from evidence

Remember, we have a 2^nd question to answer: When materials are crushed, does the amount of material change?

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Remember, when we have figured out something from an investigation, we make a claim. A claim answers the question that we have investigated. When we used data to support a claim, we call those data evidence.

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Lesson 2-2: Arguing from evidence

Where can we find evidence to answer the question

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When materials are crushed, does the amount of material change?

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Lesson 2-2: Arguing from evidence

Use stickers to mark EVIDENCE you might want to use in your investigation data to answer the question

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When materials are crushed, does the amount of material change?

Lesson 2-2: Arguing from evidence

What data did you star? Why?

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There are 3 things to remember about evidence:

1. Evidence is based on data. It is not an opinion.
2. Evidence is data to support a claim. It shows why a claim is true.
3. Evidence is specific. It needs to refer to specific parts of the data.

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Lesson 2-2: Arguing from evidence

Based on your students, select an option:

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Option 1: Have students independently write an argument.

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Option 2: Have students write an argument with a partner.

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Option 3: Co-construct the argument with the class on the board (similar to what you did with the first argument in the lesson).

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Lesson 2-2: Arguing from evidence

Lesson 2-2: Arguing from evidence

Lesson 2-2: Arguing from evidence

Lesson 2-2: Arguing from evidence

Lesson 2-2: Arguing from evidence

Lesson 2-2: Arguing from evidence

Lesson 2-2: Arguing from evidence

Lesson 2-2: Arguing from evidence

Lesson 2-2: Arguing from evidence

Lesson 2-2: Arguing from evidence

Argument debrief

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• What did you take away from this argument scaffold?
• Why does that matter for your students?
• So now, how will you support your students in arguing from evidence?

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Lesson 2-2: Arguing from evidence

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Lesson 2-2: Conservation of matter

• Teacher Naming Conservation of Matter – take a moment to read this section (p. 12)

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• Class Check! Conservation of Matter �SEN Entry (p. 12): ��

Remember this icon? Let’s take a look at our teacher book (lesson plans).

Lesson 2-2: MAJOR TAKEAWAYS

1. When students carry out the Crush investigation, they find evidence that supports conservation of matter; even though the material was crushed, the properties and weight did not change. Weight was conserved.

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1. Arguing from evidence is a key Science and Engineering Practice (SEP) which students will develop throughout the year and beyond. Lesson 2-2 supports students in writing their first argument that includes a claim, evidence, and reasoning.

SEP:

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DCI:

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CCC:

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Lesson 2-2: Where is the 3-D learning?

SEP: Planning and carrying out an investigation; Engaging in argument

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DCI: (1) Materials are identified based on their properties, (2) No matter what change in properties occurs, the total weight is conserved.

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CCC: Patterns (“Patterns can be used as evidence to support an argument”)

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Lesson 2-2: Where is the 3-D learning?

Science and language instructional shifts

Phenomenon

3-D Learning

Learning Progressions

Modalities

Registers

Interactions

Registers

Everyday

language

Specialized language

In SAIL, we prioritize precise meaning. We focus on what students communicate, not just how they communicate.

CLAIM: The type of material stayed the same.

EVIDENCE: The properties of the materials were the same before and after crushing.

It’s the same thing.

I know this because everything staying the same before and after crushing.

When you say “same thing,” what exactly do you mean? What specifically “stayed the same”?

Registers

CLAIM: The amount of material stayed the same.

EVIDENCE: The weight of the materials was the same before and after crushing.

It’s all still there.

I know this because the weight of the materials were 10 g.

When you say “it’s all there,” what exactly do you mean? Is 10 g more, less, or the same as the weight before crushing? How can you add to your evidence so that it supports your claim?

Registers

• Teacher probes can promote both science understanding and the precise meaning to communicate that understanding.

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• This is different from the traditional approach of focusing on linguistic accuracy (e.g., grammar).

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• Students can be precise with less-than-perfect English.

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Amount of matter all the same not changing.

Registers

What happens to materials that we can’t see anymore?

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Lesson 2-3

Lesson 2-3 Overview (2 classes)

1. Mixing sugar & water

2. Developing initial models of mixing solids and liquids

3. Scientists’ model of matter

Day 1

4. OPTIONAL Video: Particles

1. Modeling solids and liquids with our bodies

2. Revising models

Lesson 2-3 Overview (2 classes)

Day 2

• Conservation of matter follow-up: Last class we argued that crushing and tearing does not change the type or the amount of materials. (p. 2)

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• We ended last class with a SEN entry about what happens to materials when we can’t see them anymore. Many of you had different ideas.

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• It seems like we have a new question, What happens to materials when we can’t see them anymore?

Lesson 2-3: Day 1

• Describe Investigation 2-3: Sugar and Water. Our purpose is to investigate what happens to materials when we can’t see them anymore. In our investigation, we will mix solid sugar with liquid water. (pp. 2-3)
• Students complete Investigation 2-3: Sugar and Water

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Lesson 2-3: Day 1

Let’s do the investigation now…

You successfully completed the Sugar and Water Investigation!

�Let’s go back to our seats and review what we just saw.

Lesson 2-3: Sugar and water investigation

Discussion:

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Name one logistical take-away you want to remember from this investigation.

Quick summary:

• Students mix sugar and water. When students mixed the sugar with the water, they couldn’t see the sugar anymore. BUT two interesting things happened:
• 1) The weight of the sugar + water before mixing is the same after mixing
• 2) There was a slight increase in volume after mixing sugar and water, but the increase was smaller than anticipated
• Conclusion: The sugar did not disappear when I mixed it with water. I know this because the weight stayed the same before and after mixing, and the sugar water tasted sweet. The volume also slightly increased after mixing.

So students complete the investigation…

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Lesson 2-3: Day 1

Then, students develop individual models to represent solid and liquid matter when mixed together.

This is an initial model, so it can be rough – it represents students’ initial thinking of what is happening.

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Let students use the model to make sense.

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They have NOT figured out the particulate nature of matter yet.

Lesson 2-3: Day 1

Then, students develop individual models to represent solid and liquid matter when mixed together.

Lesson 2-3: Day 1

• Teacher introduces scientists’ model of matter. (p. 4)

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Important:

Typically in SAIL, experience comes first.

This is an exception where the teacher introduces scientists’ model of matter.

Note this is one of the ONLY purple banners that starts with “TEACHER”

(instead of student)

Lesson 2-3: Day 1

• Teacher introduces scientists’ model of matter. (p. 4)

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Scientists have studied matter for over a century and tested their ideas using very complicated technology. Scientists developed and tested the model that all matter is made of very, very tiny pieces or particles.

Take a look at the article in student book p. 37 – what is the main take-away?

Lesson 2-3: Day 1

• Teacher introduces scientists’ model of matter. (p. 4)

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Scientists have studied matter for over a century and tested their ideas using very complicated technology. Scientists developed and tested the model that all matter is made of very, very tiny pieces or particles.

All matter is made of very, very tiny pieces or particles.

Lesson 2-3: Day 1

• Video Lesson 2-3: Particles (pp. 5-6)
• What happened to the volume?
• What does this model show us about particles?
• How does the physical model using ping pong balls and marbles help you understand how the sugar particles could be added to the water particles without changing the volume of the liquid?

You may need to cut something from this class period – if so, we recommend cutting this video.

Lesson 2-3: Day 1

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BREAK – END OF CLASS PERIOD

Click here to watch the video now!

Groups model solids and liquids in the classroom.��Let’s do it now (following the instructions on teacher book page 7).

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Lesson 2-3: Day 2

Great work!

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Let’s go back to our seats.

Students revise their model. Before you open your book, talk to your partner. How would you revise this initial model?

Turn

and

TALK

How would you revise this initial model?

Lesson 2-3: Day 2

See the revised model. Did you come up with other ideas?

Lesson 2-3: Day 2

You finished Lesson 2-3!

Let’s review the major takeaways of the lesson.

Lesson 2-3: MAJOR TAKEAWAYS

1. When students mix sugar and water in a cup, the sugar appears to “disappear” because we can’t see it anymore. BUT, we know the sugar does not disappear because the weight of the sugar + water before mixing is the same after mixing. AND, the volume of the water after sugar is mixed only increases slightly.
2. Students see, experience, and read about how matter is made up of particles too small to be seen. See how one student initially represents water vs. how they represent water after discovering the particulate nature of matter:

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vs.

SEP:

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DCI:

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CCC:

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Lesson 2-3: Where is the 3-D learning?

SEP: Developing and using models

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DCI: Matter is made of particles too small to see.

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CCC: Energy and matter (“Matter is made of particles”)

Lesson 2-3: Where is the 3-D learning?

Science and language instructional shifts

Phenomenon

3-D Learning

Learning Progressions

Modalities

Registers

Interactions

Interactions refer to the settings and participants involved in communication. The SAIL science classroom is a community of practice. As students use language to “do” science in this community, they engage in different types of interactions.

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One-to-one

One-to-many

One-to-small group

Small group-to-many

Language instructional shifts

Interactions

• Each of these interactions places different demands on students’ language use.

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One-to-small-group

One-to-many

I don’t see it in there.

The sugar mixed with the water.

Interactions

• Each of these interactions places different demands on students’ language use.

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In a one-to-one interaction where two students are observing the sugar water, one might say, “I don’t see it in there.” Now, that is not very specialized or precise language but it works in the context of the situation because the students have a shared frame of reference. On the other hand, saying “I don’t see it in there” may not be sufficient in a one-to-many interaction.

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To communicate ideas to the larger class, the student may have to say “the sugar mixed with the water.” The point here is that we want to be sensitive to the fact that the language we hear in the classroom is not always the specialized, precise variety, and that is OK. What’s important is that students adapt their language to fit these different contexts.

Interactions

• Strictly enforcing the use of the specialized register could short-circuit opportunities for “doing” science.
• Teachers can guide students in adapting their language to meet the communicative demands of different types of interactions.

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• The focus is on communication, not linguistic accuracy for its own sake.

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Interactions

Traditional thinking

Contemporary thinking

Interactions: What is the shift?

In SAIL, we guide students to adapt their language across different types of interactions.

GARBAGE UNIT CLUSTER 3

Lesson 3-1

Do garbage materials change in a landfill bottle at time point 2?

Overview of landfill bottle investigation

p. 2

1. Observe and record changes in properties of materials at time point 2.

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2. Predict changes in the weight of the landfill bottle system.

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3. Measure, record, and compare changes in weight of open and closed landfill bottle systems.

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4. Ask questions about smell.

Lesson 3-1 Overview (1 Class)

Time Point 2

Lesson 3-1: Landfill bottles at time point 2

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• Review Driving Question: What happens to our garbage? (p. 2)
• Introduce the investigation question: Do garbage materials change in a landfill bottle at time point 2?

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• Review components of the landfill bottle system (p. 3)
• Soil, water, garbage materials

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• Review data we are collecting (p. 3)
• Properties such as smell, color, texture, reflectivity
• Weight (in grams)

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• Observe and record properties of materials in the open and closed landfill bottles

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Let’s do that now in the Student Book.

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Lesson 3-1: Landfill bottles at time point 2

Lesson 3-1: Landfill bottles at time point 2

• Weigh landfill bottles and record weight.

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Students should now make predictions, with good reasoning, of their bottles’ weight today.

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Students then weigh bottles and record data in their investigation handout from 2-1.

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Do this now.

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Lesson 3-1: Landfill bottles at time point 2

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• From time point 1 to time point 2, what differences did you notice in the weight data between the open and closed systems?
• How is the open system different from the closed system? (p. 5)

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• Do not introduce conservation of matter at this point. Save this discussion for time point 3! (p. 5)

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Lesson 3-1: Landfill bottles at time point 2

• Students observe landfill bottle smells and add questions about smell to the DQ board. �(p. 6)
• Why is it that we smell something coming from the open system landfill bottle?
• Is smell something or nothing?
• What causes the smell of garbage?

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Let’s review the major takeaways from this lesson now.

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Lesson 3-1: MAJOR TAKEAWAYS

1. Students return to the landfill bottles for the 2^nd time (Time Point 2). They collect weight and property data. At this point, the weight of the open jars decreased, but the weight of the closed jars is the same (interesting!). The properties of the food materials in both systems are starting to change. �
2. Due to tight pacing, Time Point 2 data collection in this lesson may be done quickly at the end of Lesson 2-3.

SEP:

�DCI:

�CCC:

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Lesson 3-1: Where is the 3-D learning?

SEP: Planning and carrying out an investigation

�DCI: 1) Materials are identified based on their properties, 2) No matter what change in properties occurs, the total weight is conserved.

�CCC: Energy and matter – flows, cycles, and conservation. Matter can be tracked in terms of the weight of substances before/after a process occurs.

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Lesson 3-1: Where is the 3-D learning?

Science and language instructional shifts

Phenomenon

3-D Learning

Learning Progressions

Modalities

Registers

Interactions

Science instructional shifts

Learning progressions describe how students develop increasingly sophisticated understanding within a unit, over a year, and across grade levels.

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Learning Progressions

Learning progressions:

What does it look like?

Phenomenon

Question:

What happens

to our garbage?

3-D Learning

3-D Learning

Traditional thinking

Contemporary thinking

Learning progressions: What is the shift?

In SAIL, we develop a storyline over the course of a unit. Student understanding becomes more sophisticated over time.

Lesson 3-2

What is that smell?

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1. Students ask questions about smells

3. Investigation: Balloon

2. Initial models of smell

Lesson 3-2 Overview (2 classes)

DAY 1

Lesson 3-2 Overview (2 classes)

DAY 2

1. Investigation: Syringe

2. Revised models of smell

• Connect smell coming from landfill bottle to new sub-question, What is that smell?
• Students experience a smell in the classroom.
• Students develop initial models of gases.
• Now we are going to try to make a model for gases – a diagram that shows what we would see if we had such a tool. Since we cannot see many gases, we know that we could only see the gases at a scale that is very, very small – too small to see with our eye. What would that enlargement look like? (pp. 4-5)
• CLASS CHECK! (pp. 4-5)

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Model now

(Student Book p.41)

Lesson 3-2: Day 1

• Students make observations of air in Investigation: Balloon (Video Lesson 3-2: Balloon).
• Guide student thinking about air as:
• “something” that moves
• having weight
• matter
• made of gases. (p. 6)

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Lesson 3-2: Day 1

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BREAK – END OF CLASS PERIOD

Click here to watch the video now.

• Students make observations of air in Investigation: Syringe.
• Guide student thinking about air as particles that move.
• SMALL GROUP CHECK! (p. 7)
• When you push down the plunger, you feel the pressure of the air pushing back on the plunger. What does this tell you about air?
• Why can’t you push the plunger all the way down?
• How does this show you that air is something?
• What did you feel when you released the plunger?
• What did you figure out about air when you released the plunger?

Lesson 3-2: Day 2

• Students make observations of air by watching a simulation of air particles moving (p. 8)
• Students revise models of air and gas (p. 9)
• CLASS CHECK! (p. 9)

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Possible revised diagrams:

Model now

(Student Book p.45)

Lesson 3-2: Day 2

Lesson 3-2: MAJOR TAKEAWAYS

1. Through investigations, videos, and a teacher demonstration, students figure out that gases are made of particles too small to see and move freely around in space.

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1. Students model twice during this lesson. Their revised models should reflect an understanding of the particulate nature of gas matter.

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1. This lesson is connected to the smell coming from the open landfill bottle systems. If gas has weight, what is happening to the weight of the open and closed landfill bottles? This prompts students to return to the landfill bottles for the final time in the next class (Lesson 3-3).

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Lesson 3-2: Where is the 3-D learning?

SEP:

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DCI:

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CCC:

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Lesson 3-2: Where is the 3-D learning?

SEP: Developing and using models

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DCI: Gases are made of particles too small to see and move freely around in space.

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CCC: Scale, proportion, and quantity (“Natural objects exist form the very small to the immensely large”)

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Science and language instructional shifts

Phenomenon

3-D Learning

Learning Progressions

Modalities

Registers

Interactions

Modalities refer to the multiple and diverse channels through which communication occurs.

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Linguistic

Visual

Language instructional shifts

Modalities

• Talk (oral language)
• Text (written language)
• Diagrams
• Symbols
• Tables
• Graphs
• Equations

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Modalities

• In science, nonlinguistic modalities (e.g., drawings) are just as important as linguistic modalities (e.g., writing).

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• Modeling with multiple modalities allows all students, especially English learners, to communicate their ideas.
• Drawings
• Symbols
• Written language

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The smell of the hamburger is made of gas particles that move freely across the cafeteria to my nose. I can’t see the particles because they're too small to see.

Language instructional shifts

Traditional thinking

Contemporary thinking

Modalities: What is the shift?

In SAIL, we attend to (and take seriously) students’ use of all modalities. Different modalities give us insight into different aspects of students’ ideas.

Lesson 3-2: What is that smell?

Review task: Partner Sort! With your partner

1. Order the strips chronologically. What happens 1^st in the lesson, 2^nd, 3^rd, etc.?
2. Fill in the blank(s) in each strip.

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Try and do this without looking at the binder. Then, check your work using the lesson plan.

Students obtain information from a computer simulation.

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Students develop INITIAL models of gasses.

Is this an INDIVIDUAL or GROUP model? ______________

Where do they do this model? ________________________

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How did you do with the sort?

What comes first?

The teacher sprays a scented material (like an air freshener) into the room.

What happens? _________________________________________________��_________________________________________________________________��_________________________________________________________________

What comes next?

The teacher sprays a scented material (like an air freshener) into the room.

What happens? _________________________________________________��_________________________________________________________________��_________________________________________________________________

Students develop INITIAL models of gasses.

Is this an INDIVIDUAL or GROUP model? ________________________

Where do they do this model? ___________________________________

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The teacher sprays a scented material (like an air freshener) into the room.

What happens? _________________________________________________�

Students develop INITIAL models of gasses.

Is this an INDIVIDUAL or GROUP model? ________________________

Where do they do this model? ___________________________________

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Students complete the balloon investigation by watching a video. The take-away from the balloon investigation is that air _______________________________________________________

The teacher sprays a scented material (like an air freshener) into the room.

What happens? _________________________________________________�

Students develop INITIAL models of gasses.

Is this an INDIVIDUAL or GROUP model? ________________________

Where do they do this model? ___________________________________

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Students complete the balloon investigation by watching a video. The take-away from the balloon investigation is that air _______________________________________________________

Students complete the syringe investigation. Why can’t students push the plunger all the way down?   _______________________________________________________

The teacher sprays a scented material (like an air freshener) into the room.

What happens? _________________________________________________�

Students develop INITIAL models of gasses.

Is this an INDIVIDUAL or GROUP model? ________________________

Where do they do this model? ___________________________________

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Students complete the balloon investigation by watching a video. The take-away from the balloon investigation is that air _______________________________________________________

Students complete the syringe investigation. Why can’t students push the plunger all the way down?   _______________________________________________________

Students obtain information from a computer simulation.

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The teacher sprays a scented material (like an air freshener) into the room.

What happens? _________________________________________________�

Students develop INITIAL models of gasses.

Is this an INDIVIDUAL or GROUP model? ________________________

Where do they do this model? ___________________________________

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Students complete the balloon investigation by watching a video. The take-away from the balloon investigation is that air _______________________________________________________

Students complete the syringe investigation. Why can’t students push the plunger all the way down?   _______________________________________________________

Students obtain information from a computer simulation.

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Students revise their models of gases. What do you expect to see in the revised models?

1. ________________________________________�
2. ________________________________________

Lesson 3-3

Do garbage materials change in a landfill bottle at time point 3?

Overview of landfill bottle investigation

1. Students observe and record changes in properties of materials and weight at time point 3 and identify patterns in data.

2. Students argue from evidence as a class to answer one investigation question.

Lesson 3-3 Overview (3 classes)

DAY 1

1. Students argue from evidence as a class to answer one investigation question.

Lesson 3-3 Overview (3 classes)

DAY 2

Lesson 3-3 Overview (3 classes)

DAY 3

1. Students develop group landfill bottle models (Time Point 3).

2. The class opens the lids of the closed landfill bottles!

3. The class develops a class consensus model of the landfill bottle system.

4. Students complete Exit Slip 3-3.

Lesson 3-3, Day 1:

Identifying patterns in data

• Observe and record properties of materials and weight
• Same as Lessons 2-1 and 3-1
• Students share data with their investigation groups (p. 4)

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• Students look for patterns in the data.
• Investigation Handout Questions (Student book pp. 46, 47)
• Describe the patterns in property changes from time point 1 to 3.
• What do the patterns tell us?
• Describe the patterns in weight changes in the open and closed systems from time point 1 to 3.
• What do the patterns tell us?

Record weight and property data for Time Point 3 now.

Argument

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Argument class period 1: co-constructed

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Argument class period 2:

Individual

Arguing from evidence

• Can we answer our question – do materials change in a landfill bottle?

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Where can we find evidence to answer this question?

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Mark evidence with a star sticker.

Arguing from evidence

• Now that you have marked your evidence, work with a partner to see if you can use your evidence to make a claim to answer the question

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Do materials change in a landfill bottle?

Turn

and

TALK

Group share

• Share your claim and evidence with the group.

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As you listen, do you agree or disagree with a claim and evidence? Why?

Turn

TALK

Reasoning

• Remember, reasoning is where you describe why you chose the evidence you did.

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• What do properties have to do with this claim? That’s our reasoning.

Turn

and

TALK

Writing our argument

TALK

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BREAK – END OF CLASS PERIOD

Writing your own argument

• With a partner, write your own argument to answer the question��Does the amount of matter change in a landfill bottle?

Turn

and

TALK

Writing your own argument

Lesson 3-3, Day 2:

Arguing about landfill data: Materials

Students argue from evidence (pp. 5-6).

Lesson 3-3, Day 2:

Arguing about landfill data: Weight

Students construct this argument in groups. Use criteria outlined in Teacher Rubric 3-3 to provide individual feedback.

Lesson 3-3, Day 2:

Introducing conservation of matter

• After students provide their claims and evidence, tell them that the second claim (about weight) describes a big idea in science called conservation of matter.
• Ask, Where else have we tested conservation of matter before? (p. 10)
• Crush investigation, sugar and water investigation, etc.

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BIG TAKEAWAY:

Regardless of any change to the matter,

the weight of the closed system stays the same.

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Remember, students have a

BIG TAKEAWAY here:

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Regardless of any change to the matter,

the weight of the closed system stays the same.

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Lesson 3-3, Day 2: Debrief

Lesson 3-3, Day 3:

Developing landfill bottle models

• Group models of landfill bottle systems (p. 9)
• Components
• Inputs
• Outputs
• Processes

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• SMALL GROUP CHECK! Gas and Conservation of Matter (p. 11)�Gallery walk: circulate and check student understanding that some particles from time point 1 left the open bottle as part of “smell” at time point 3.

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Model now!

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Lesson 3-3, Day 3: Student models

Lesson 3-3, Day 3:

Developing landfill bottle models

• What do you think will happen if we open the lid of the closed system? (p. 10)�Have students open the landfill bottles… �Brace yourself for the chaos!

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Lesson 3-3: MAJOR TAKEAWAYS

1. This is a really important sense-making lesson! This is the final time students return to the landfill bottles. Students return to the landfill bottles for a 3^rd time (Time Point 3) and collect final weight and property data for the open and closed landfill bottles.

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1. Students “put it all together” by completing 2 arguments. First, students argue from evidence that some materials (like food materials) change in a landfill bottle, but other materials (like plastic) do not change in landfill bottle. Second, students argue that the amount of matter does NOT change in the closed landfill bottle system, but the amount of matter DOES change in an open landfill bottle system.

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SEP:

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DCI:

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CCC:

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Lesson 3-3: Where is the 3-D learning?

SEP: Analyzing and interpreting data; Using mathematical thinking; Developing and using models

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DCI: 1) The amount (weight) of matter is conserved even in transitions in which it seems to vanish, 2) No matter what change in properties occurs, the total weight is conserved.

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CCC: Energy and matter (“Matter is transported into, out of, and within systems”)

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Lesson 3-3: Where is the 3-D learning?

Science and language instructional shifts

Phenomenon

3-D Learning

Learning Progressions

Modalities

Registers

Interactions

Remember...

Let’s make sense of the flow of the unit so far:

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1-1

2-1

2-2

2-3

3-1

3-2

3-3

4-1

4-2

Remember...

Tell your partner the storyline of the unit.

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1-1

2-1

2-2

2-3

3-1

3-2

3-3

4-1

4-2

Let’s review the anatomy of a lesson

Work with a partner to complete the file folder sort!

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GARBAGE UNIT CLUSTER 4

Lesson 4-1

What happens to these materials when they are mixed?

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1. Carry out rock salt and baking soda investigation

Lesson 4-1 Overview (2 classes)

DAY 1

NOTE:

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Lesson 4-1 introduces the mixing of two materials which results in a chemical reaction. This is an advanced concept that might require more teacher guidance than some of the previous lessons.

1. Argue from evidence about what happens when substances mix

Lesson 4-1 Overview (2 classes)

DAY 2

• Review results of the landfill bottle investigation. (p. 3)

CLASS CHECK! Conservation of Matter Extension Follow-up

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• Ask, What other investigations have we done where the properties of materials changed but matter was conserved? (sugar and water investigation) (p. 3)

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• Students answer questions in groups about the sugar and water investigation. (p. 3)

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• Describe, To help us figure out what’s going on in the landfill bottles, we are going to investigate mixing other materials to answer the question, What happens to these materials when they are mixed? (p. 3)

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Lesson 4-1: Framing the investigation

• Describe, Our investigation question is, What happens to these materials when they are mixed? (p. 4)

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Lesson 4-1: Carrying out the investigation

• Let’s complete the investigation with your group now!

(instructions in Student book pp. 56-58)

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Lesson 4-1: Carrying out the investigation

Great work!

Let’s go back to our seats and take a look at Arguing from Evidence.

• Give students time to answer questions 1-3 in groups (p. 4)

SMALL GROUP CHECK! Mixing Substances (p. 6)

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• Elicit claims from the class that answer the question, What happens to these materials when they are mixed?
• Claim 1: When we mixed rock salt, baking soda, and water, new substances were formed.
• Claim 2: When we mixed rock salt, baking soda, and water, the total amount of matter stayed the same.

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• For Claim 1, students identify evidence in groups and identify reasoning as a class. For Claim 2, students write evidence and reasoning independently. (pp. 7-8)

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Lesson 4-1: Arguing from evidence

Lesson 4-1: Arguing from evidence

Lesson 4-1: Arguing from evidence

Lesson 4-1: Arguing from evidence

Lesson 4-1: Arguing from evidence

• INDIVIDUAL CHECK! Arguing about the amount of matter when substances are mixed (p. 8)

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• Connect to the next lesson, In the landfill bottles, you observed changes in the properties of the materials. Smell as a gas was produced, and the orange appeared to vanish. We also observed a fuzzy material on the food that grew larger over time. What causes changes in the landfill bottles? (p. 8)

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Lesson 4-1: Arguing from evidence

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1. Evidence from the investigation allows students to figure out that when materials are mixed, a new substance can be formed. Students gather evidence of conservation of weight from weight data before and after the mixing of substances.

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Lesson 4-1: MAJOR TAKEAWAYS

SEP:

�DCI:

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CCC:

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Lesson 4-1: Where is the 3-D learning?

SEP: Planning and carrying out an investigation; Engaging in argument from evidence

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DCI: 1) When two or more different substances are mixed, a new substance with different properties may be formed, 2) No matter what change in properties occurs, the total weight is conserved.

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CCC: Energy and matter (“Matter flows and cycles can be tracked in terms of the weight of the substances before and after a process occurs”)

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Lesson 4-1: Where is the 3-D learning?

Lesson 4-2

What causes changes in landfill bottles?

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1. Students watch a video about a rotting watermelon and make predictions.

2. Students complete Investigation 4-1: Agar Plate.

Lesson 4-2 Overview (4 classes)

DAY 1

3. Students read Article 4-2.

1. Students construct an explanation.

Lesson 4-2 Overview (4 classes)

DAY 2

1. Students revise their Model: Landfill bottle.

Lesson 4-2 Overview (4 classes)

DAY 3

2. Class finalizes their class consensus model.

1. Students reflect on their experiences from the Unit.

Lesson 4-2 Overview (4 classes)

DAY 4

• Students watch a time-lapse video of a rotting watermelon.
• Students make predictions about the cause of changes in the landfill bottles. (p. 4)
• Students plan the agar plate investigation (pp. 5-6)
• Students complete Investigation 4-2: Agar Plate
• Note: You will have to wait 2-3 days for the microbes to multiply before you can continue onto Day 2 of the lesson.

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Lesson 4-2: Day 1

Click here to watch the video now!

Lesson 4-2: Agar plate investigation

• Students obtain information from an Article: Decomposers in Our Environment (p. 19)

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• Take a moment to read the article now. What do you think the important student take-aways are?

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Lesson 4-2: Decomposer article

• Students make observations of agar plate.
• Students construct an explanation for what causes the changes in the landfill bottles.
• Task: Write an individual explanation using the template on p. 29.

Question: What causes changes in the food materials in the landfill bottles?

Claim: (Remember, this is the answer to the question)

Evidence: (Remember, you can use evidence from investigations and articles you have read)

Reasoning: (Remember, this is why you included your evidence to support your claim)

Lesson 4-2: Explanations

• Share out your explanations.
• Let’s look at the Teacher Rubric on p. 33.
• Think about the teacher feedback you would give to each explanation:

Lesson 4-2: Explanations

• Groups revise models to include microbes and share with the class.
• Look at the Lesson 4-2: Self and Peer Check on p. 84 of the student book.
• Revise the class consensus model.

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Lesson 4-2: Revising group models

• Have we done it? Can we answer the Driving Question (DQ), What happens to our garbage?
• Replay the Video Lesson 1-1: Virtual Landfill Field Trip to see if students view it differently. What happens in our landfill bottle model? What happens in the actual landfill? (p. 12)

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Lesson 4-2: Answering the DQ!

• Students complete a Reflection Sheet
• Congratulate students – they did it!

Lesson 4-2: Celebrate and reflect

Lesson 4-2: MAJOR TAKEAWAYS

1. Students can finally answer the driving question of the unit! What causes changes in landfill bottles?... MICROBES! Microbes break down food materials, converting solid matter (food) into gas matter (smell).

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1. Students revise (and finalize) their landfill bottle models to show the process of decomposition due to microbes.

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SEP:

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DCI:

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CCC:

Lesson 4-2: Where is the 3-D learning?

SEP: Planning and carrying out an investigation; Obtaining, evaluating, and communicating information; Constructing explanations; Developing and using models

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DCI: Some organisms, such as fungi and bacteria, break down dead organisms and therefore operate as “decomposers.”

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CCC: Cause and effect; systems and system models

Lesson 4-2: Where is the 3-D learning?

That concludes all Unit 1 lessons!

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Can you tell your partner the Unit storyline?

Collaborative planning

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Logistics

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THANK YOU

& GO SAIL!

Please exit this PowerPoint and click on Unit 2 to view the curriculum.

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