Investigation 2 - Developing Models-Learning Navigation Matrix

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1	2020/2021 Module Navigation Matrix—Mixtures and Solutions Do not distribute without prior permission from the FOSS Project. Copyright © The Regents of the University of California						Find an error? Let us know.
2			In-Person Learning	Synchronous			Asynchronous resources (Links to FOSSweb resources coming soon)
3			In-Person Learning	Modified Instruction	Teacher materials needed for remote learning	Optional consumable materials for students to use for remote learning

4		Description of columns	Specific modifications for teaching lessons when materials cannot be shared. In-Person Learning Recommendations	Recommendations for teachers providing instruction using video instruction. The sections are divided up into Introduction, activity, and discussion (sense-making). This provides some flexibility for blended learning opportunities. Synchronous Learning Recommendations	Materials teacher need to get from kits/home for remote learning.	Optional materials for students to use for remote learning. These should be considered consumable. Please check with district guidelines regarding allergies and sending home materials.	Recommended resources. While the content of these resources is similar to those provided in the Investigations Guide, the experiences differ. Note: The resources below are recommended for use during this modified instructional time. Many of these are available now by logging into Resources by Investigations on FOSSweb. Asynchronous Learning Recommendations
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6	Investigation 2: Developing Models	Part 1: Black Boxes	Check with your district about conducting this part if your instructional time for science has been impacted during this time. Please follow your districts guidelines for physical distancing if conducting this part.				Link to Resources by Investigation Multimedia Online Activity: Reflecting Light (Black Box) Other At-Home Activities Inv. 2–—Design a System to Figure Out
7		Part 2: Drought Stopper	As this part is largely a demonstration, modifications are not necessary.	Introduction Steps 1–2, 4 Demonstrate the Drought Stopper for students. Emphasize in the original demonstration that water flows from the Drought Stopper after 100 mL of water is added to the system. In subsequent demonstrations, when decanting the accumulated water into the system, nothing comes out until the last 100 mL of water is added to the system. Activity Steps 5–7 Be prepared to demonstrate the system many times for students. Ask them to think about what the system is like internally to work as it does. Focus on the process of developing a model. As you may not have conducted Investigation 2.1, be more explicit on explaining what a model is and how students can create a model for this system by drawing possible mechanisms at work in the box. Ask students to draw their models in their notebooks and then hold them up to the camera to show others. Discussion Step 8 Open the box and show students the different parts of the Drought Stopper, how they are connected, and how it works. You can demonstrate the system one more time. This time keep the Drought Stopper out of the box and slowly pour in the water. Explain what is happening as the water fills in the tube and finally exit the system.	From kit • Drought-stopper materials	N/A	Link to Resources by Investigation Reading (See interactive eBook) Beachcombing Science see Step 12 for questions Other At-Home Activities Inv. 2—Design a Vending Machine
8		Part 3: Models for Change in Properties	Step 4. Have the four substances already placed in the containers. Students can work in pairs or small groups to observe what happens in the double boiler system. Each student has his/her own toothpick probes.	Introduction Steps 1–3 Show students the four materials that will be floating over the hot-water bath and show them how hard each substance is (rap the pebble on the table so show it is hard, bend the birthday candle, squish the margarine between your fingers, and try to squish the chocolate chip (without holding it so long that it starts to melt). Have the chart that is shown in Step 3 pre-drawn (ahead of your class session) and hold it up to the camera. Have students copy the chart into their notebooks and predict what will happen when the substances are put over the hot-water bath. Set up the hot-water bath and have students observe what happens. Use the toothpick probes periodically to show what is happening to the substances. They should complete their charts after a few minutes. Activity Step 4 Discussion Step 5 Focus on the sense-making discussion and the evidence they observed between something that dissolves and something that melts. Response sheet should be done after this part.	From kit • 2 containers, 1/2 L – one marked (see Getting Ready, Step 5) • 1 plastic cup, 250 mL • 1 thermometer • 1 pebble, small • toothpicks • 1 piece of wax (unmelted birthday candle) From home • 1 chocolate chip • 1 piece of margarine, 1/2 cm, refrigerated • hot water, 60ºC	N/A	Link to Resources by Investigation Notebook Sheets (English and Spanish) Notebook Sheet 8, Response Sheet—Inv. 3 Reading (See interactive eBook) Solid to Liquid see Step 10 for questions Liquid and Gas Changes see Step 17 for questions Celsius and Fahrenheit (optional) Multimedia Video: Changes in Properties of Matter Tutorial: Models Home/School Connections Investigation 2: Developing Models Math Extension–Investigation 2 (Teacher Master 5)
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