Lesson 1.2 Guide - learning.amplify.com

Lesson 1.2Introducing Food Science

Modeling MatterLesson Guides

Lesson 1.2

© The Regents of the University of California

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Students launch into the unit and their role as food scientists working in the research lab at Good Food Production, Inc.Students learn that many foods are mixtures. Pairs then practice their scientific-observation skills as they describeproperties and perform simple tests on food mixtures. The purpose of this lesson is twofold: 1) to immerse students intheir role as food scientists and 2) for students to engage in scientific practices and consider ideas about mixtures at anobservable scale that they can later apply to thinking about ideas in the nanoscale.

Unit Anchor Phenomenon: The food coloring from Good Food Production, Inc., is not exactly the same as Red Dye #75.Chapter-level Anchor Phenomenon: Good Food Production, Inc.’s food coloring separated into different dyes.Investigative Phenomenon: There are different substances in the world.

Students learn:

Overview

• A property is what you can observe or measure about something that helps you identify or describe it.

• A mixture is made of more than one substance.

• Different substances have different observable properties.

Lesson 1.2Modeling Matter

Lesson Guides


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Lesson at a Glance

ACTIVITY

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Preparing to Investigate (10 min)Students learn about their role in this unit as food scientists and practice

making observations of a familiar food mixture in order to get ready to

investigate and talk like food scientists. They are introduced to the concept

of properties.

TEACHER-LEDDISCUSSION

2Food-Mixture Investigations (30 min)Students engage in practices as food scientists do—they make firsthand

observations and conduct simple tests with food mixtures to identify the

properties of each mixture. This activity provides an On-the-Fly Assessment

for observing and describing properties of mixtures.

HANDS-ON

3Debriefing Properties of Food (20 min)The class discusses their observations of properties of the food mixtures,

and then pairs further discuss their observations by using the Shared

Listening routine. The teacher introduces the idea of posting new things they

learn on the classroom wall. Students relate their findings back to the Unit

Question and to their role as food scientists.

STUDENT-TO-STUDENT

DISCUSSION


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VOCABULARY

• mixture

• observe

• property

• substance

UNPLUGGED?

Digital Devices Not Required

Students can complete this lessonwithout the use of digital devices.

DIGITAL RESOURCES

Properties of Matter Chart:Completed

Optional: Chapter 1 HomeInvestigation: Food Mixturescopymaster

Modeling Matter InvestigationNotebook, page 3

Materials

For the Classroom Wall

For the Class

Materials & Preparation

• Unit Question: What happens when two substances are mixedtogether?

• section headers: Key Concepts, Vocabulary

• 4 vocabulary cards: mixture, observe, property, substance

• optional: Chapter 1 Home Investigation: Food Mixtures copymaster

• 3 bottles of food coloring (red, blue, yellow)

• 1 container of vinegar

• 1 plastic spoon

• 1 small plastic cup

• 1 paper-towel strip*

• flour*

• ketchup (or mustard, mayonnaise, ranch dressing)*

• 1-cup measuring cup*

• 1-tablespoon measuring spoon*

• pitcher*

• 3 bowls*

• 1 sheet of chart paper*

• newspaper*

• water*

• scissors*

• marker*

• masking tape*

Lesson 1.2 BriefModeling Matter

Lesson Guides


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https://learning.amplify.com/m/bacedca250e012e/original/ELSCI_5PS_CU_510.pdf

https://learning.amplify.com/m/bacedca250e012e/original/ELSCI_5PS_CU_510.pdf

https://learning.amplify.com/m/336fd5cfa628e93d/original/ESSCI_5-PS_NA_1803.pdf



https://learning.amplify.com/m/12d14d09b87b5a5d/original/MM_Investigation_Notebook_Page_3_NA.pdf

https://learning.amplify.com/m/12d14d09b87b5a5d/original/MM_Investigation_Notebook_Page_3_NA.pdf

For Each Group of Four Students

For Each Student

*teacher provided

Preparation

Safety Note: Caution students to not taste any of the ingredients. Be aware of any students who might have allergiesto wheat and/or gluten and caution them not to get too close to the mixtures. Remind students to smell substanceslike a chemist does.

Before the Day of the Lesson

• 1 tray*

• Cup 1 (with flour and vinegar mixture)

• Cup 2 (with flour, food coloring, and water mixture)

• Cup 3 (with flour and water mixture)

• 6 paper-towel strips*

• 3 spoons

• 4 pairs of goggles*

• optional: Chapter 1 Home Investigation: Food Mixtures student sheet

• Modeling Matter Investigation Notebook (pages 1, 3)

1. Gather the following materials for the classroom wall:

• Unit Question: What happens when two substances are mixed together?

• section headers: Key Concepts, Vocabulary

• 4 vocabulary cards: mixture, observe, property, substance

2. Prepare strips of paper towels. Each group of four students will need six strips of paper towels. (You will needto provide paper towels.) Cut paper towels into strips measuring 1” x 3.” You will also need a paper-towel stripfor your food-mixture demonstration.


Lesson 1.2 Brief


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3. Locate (in your Modeling Matter kit) one plastic spoon and 1 small plastic cup and prepare materials for food-mixture demonstration. In addition, you will need to provide ketchup (or a similar sauce such as mustard,mayonnaise, or ranch dressing). In Activity 1, you will model how to describe ketchup. Think of some ways youcould model describing the ketchup. You will need one tray with the following materials:

• 1 paper-towel strip

• 1 spoon

• 1 small plastic cup with ketchup

4. Locate (in your Modeling Matter kit) small plastic or paper cups, vinegar, and bottles of food coloring. (Setaside the bottle of green food coloring. You will not need it for this unit.) You will also need to provide threecups of flour, a pitcher of water, three mixing bowls, a one-cup measuring cup, a one-tablespoon measuringspoon, goggles, and newspapers.

5. Label cups. Prepare three labeled cups for every group of four students. Using a marker, label each group ofcups: Cup 1, Cup 2, and Cup 3.

6. Prepare the three food mixtures. We suggest preparing each of the three food mixtures in a separate bowl andpouring or spooning a small amount into each of the appropriately labeled plastic or paper cups. You can useapproximate measures of the ingredients—the ratio of wet to dry ingredients is not critical as long as theingredients are mixed into a paste or liquid. Ideally, the three mixtures will vary in thickness.

• Cup 1: Flour and vinegar mixture. Mix 1 cup of flour and ¾ cup of vinegar.

• Cup 2: Flour, food coloring, and water mixture. Mix 1 cup of flour, ¾ cup of water, and 5 drops each of red,blue, and yellow food coloring.

• Cup 3: Flour and water mixture. Mix 1 cup of flour and ¾ cup of water.

7. Assemble trays of investigation materials. Prepare one tray for every group of four students. Students willwork in two sets of pairs within each group, so each group will share one set of cups. Each tray should includethe following materials:

• Cup 1 (with flour and vinegar mixture)

• Cup 2 (with flour, food coloring, and water mixture)

• Cup 3 (with flour and water mixture)

• 6 paper-towel strips

• 3 spoons

8. Set up Materials Station.


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Immediately Before the Lesson

• Find a central location in your classroom where you can keep prepared trays of investigation materials.During the lesson, you will instruct one student from each group to get a tray.

• Place a pile of newspapers at or near the Materials Station. You will distribute some newspaper to eachgroup so they can cover and protect their tables.

• Set up an area for students to place the used investigation materials after they have completed theirinvestigations (rather than stacking trays with full cups). Set up another area where students can placetheir trays. (You can dispose of the used materials at the end of the day.)

9. Create Properties of Matter chart. On a sheet of chart paper, create a blank T-chart (landscape orientation).Refer to the PDF file (in Digital Resources) to see what the completed chart will look like and in which lessonsyou will record information. You can print out the PDF file now so you can have it on hand during the lessons.(Note: The PDF file will appear in Digital Resources for all lessons in which you will need to add to this chart.)You will need to keep this chart posted throughout the unit.

10. Prepare for On-the-Fly Assessment: Describing properties of mixtures. Included in Activity 2 is an On-the-FlyAssessment. This first assessment provides an opportunity to assess how students observe and describeproperties of mixtures. Press the hummingbird icon and select ON-THE-FLY ASSESSMENT for details aboutwhat to look for and how you can use the information to maximize learning by all students.

11. Optional: Make copies of the Home Investigation. If you choose to administer the optional Home Investigationactivity, print out Optional: Chapter 1 Home Investigation: Food Mixtures (in Digital Resources) and makeenough copies so each student can get one copy to take home.

1. Write the Investigation Question on the board: “How are different substances different?”

2. Post the Key Concepts and Vocabulary section headers. Leave enough room under the headers to post 11 keyconcepts and 14 vocabulary words.

3. Refresh food mixtures. If food mixtures were left out overnight, they may need a few drops of water torehydrate or a stir to become mixed.

4. Have on hand the following materials:

• materials for the classroom wall

• trays of investigation materials

• tray of materials for food-mixture demonstration

• Properties of Matter chart (blank T-chart)

• bottle of vinegar


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At the End of the Day

Embedded Supports for Diverse Learners

Initial exploration of mixtures. Students begin their study of matter and food chemistry through an exploratory hands-on experience examining the properties of various liquid mixtures. This provides a tactile and concrete experience towhich they can connect when they read about atoms and molecules in Made of Matter in an upcoming lesson. It alsoensures that all students have a similar point of reference when discussing key concepts and vocabulary throughout theunit.

Potential Challenges in This Lesson

Partner work with physical materials. Some students may have difficulty focusing on the task at hand when presentedwith engaging materials and/or when working independently with a partner. Consider ways you can make expectationsclear ahead of time and support students in focusing their efforts on the specific goals for the activity.

Specific Differentiation Strategies for English Learners

Academic language support. Developing science language and literacy is a complex process that includes, yet isbroader than, vocabulary knowledge and usage. Science texts include general academic and discipline-specificvocabulary, and they also include disciplinary ways of using language, such as grammatically complex sentences andtexts that are structured in more academic ways than everyday language. These broader aspects of academic languagein science can be highlighted to students.

Vocabulary support. The study of science provides an authentic purpose for using academic language to describe,explain, and argue. Sophisticated understanding of science vocabulary is developed throughout the unit. This is an areathat can be difficult for English learners and primary English speakers alike. In each unit, students practice using a small

• marker

• masking tape

• newspaper

• optional: Chapter 1 Home Investigation: Food Mixtures student sheets

1. Dispose of food-mixture investigation materials and clean trays. Dispose of the cups with mixtures and usedstrips of paper towels. (Note: The flour mixtures can be composted.) Rinse trays and spoons and set themaside for use in upcoming lessons.

Differentiation


Lesson Guides


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set of high-utility science vocabulary words that are contextualized and used repeatedly in a variety of modalities. Tohelp English learners gain greater access to the language of science, pay attention to their developing understanding ofwords such as mixture, observe, property, and substance.

Leveraging primary languages. Invite pairs to discuss by using their primary languages, if they speak the same primarylanguage. The use of primary languages supports students’ science learning and development of English sciencevocabulary by allowing students to draw upon their existing linguistic resources. Explicitly inviting students to use theirprimary languages, if they choose, also helps create a welcoming atmosphere that invites participation by all.

Bilingual Spanish glossary. Having access to translations and definitions of new science terms in Spanish is helpful forEnglish learners for whom Spanish is their primary language. Have students turn to pages 84–85, Glossary, in theModeling Matter Investigation Notebook to see Spanish translations and definitions. Encourage students to refer to thisglossary as needed throughout the unit.

Promoting inclusion in discussions. Participating in discussions is critical for English learners to develop scienceknowledge and the language of science. Some English learners may be hesitant to contribute to class or small-groupdiscussions because they lack experience or confidence in participating in small or large group discussions. However,they have a lot to say. There are several steps you can take to support English learners to fully engage in discussionsand to feel that their contributions are valued.

• Ahead of time, create in collaboration with the class (and frequently refer to) norms for discussions to ensurethat all students understand how to include their peers and respect their contributions.

• Make a suggestion about what a particular student might share in an upcoming discussion by saying somethingsuch as, “I see that you and your partner observed ___. Would you be willing to share about that with the class?”

• During small-group discussions, you can visit groups and invite particular students to share their thoughts withthe group.

• For English learners at the early Emerging level of English language proficiency (i.e., Newcomer ELs), pair themwith a language mentor, a student who is bilingual in the Newcomer EL's language and in English and who canserve as a bridge between the two languages (ensure that this student is adequately prepared and supported todo so).

• Students should be encouraged to express themselves in the language in which they are most comfortable andto increasingly integrate accurate science terms and phrasing in English into their discussions (through the useof language frames or referring to class charts or the classroom wall where resources such as Key Concepts andUnit Vocabulary are posted).

• Have students reflect on their level of participation and what helped them to be an active participant in thediscussions.


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Increase wait time. English learners benefit from increased time to process oral questions. In addition to consideringthe content of a question, English learners can use a few extra seconds to make sense of unfamiliar words or phrasesand/or to mentally translate questions into their primary languages. Increasing your wait time to 10 seconds beforecalling on students will likely increase the participation of English learners in class discussions (e.g., in the class debriefdiscussion about the properties of food).

Specific Differentiation Strategies for Students Who Need More Support

Refer to specific strategies for English learners. Throughout this unit, the strategies listed in the Specific DifferentiationStrategies for English Learners section are often good strategies for a variety of learners. Students who need moresupport for reading, writing, talking, and using academic language will often benefit from those suggestions. However, itis important to keep in mind that although suggested strategies for English learners may also be of benefit, studentswith disabilities have their own unique needs, which should be acknowledged, and be provided specific support perIndividualized Education Plans (IEPs) or 504 Plans.

Choose partners strategically. Creating positive and supportive student partnerships is a crucial first step for creatingthe kind of classroom culture in which students feel confident and comfortable sharing their thinking. Ensure thatstudents who typically need your help are assigned with a supportive partner. This unit provides many opportunities forstudent learning to occur through discussion and partner activities. Thinking ahead to create good workingpartnerships will be an essential component of success for these kinds of lessons.

Specific Differentiation Strategies for Students Who Need More Challenge

Additional writing opportunity. At the end of the lesson, you can have students use the observations they recorded intheir Investigation Notebooks to help them write a more comprehensive summary comparing the three food mixtures.Encourage students to use the evidence of their observations along with their own prior knowledge about theproperties of ingredients to support their claims about how the mixtures were different or why they thought that certainingredients were in each mixture. Encourage students to use the following vocabulary in their writing: mixture, observe,property, substance.

Key

Practices Disciplinary Core Ideas Crosscutting ConceptsStandards

3-D Statement

Students investigate various mixtures of food substances in order to identify similarities and differences in themixtures and classify mixtures based on their properties (e.g., thickness, color) (patterns).

Louisiana Student Standards for Science

Science & Engineering Practices

• PPrracticactice 3:e 3: Planning and carrying out investigations


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• PPrracticactice 4:e 4: Analyzing and interpreting data

• PPrracticactice 7e 7:: Engaging in argument from evidence

• PPrracticactice 8:e 8: Obtaining, evaluating, and communicating information

Crosscutting Concepts

• 1:1: Patterns

• 2:2: Cause and Effect

Disciplinary Core Ideas

• PPS1.A: StructurS1.A: Structure and Pe and Prropertieoperties os of Mattf Matter:er: Measurements of a variety of properties can be used to identifymaterials. (UE.PS1A.c)

Louisiana Student Standards for English Language Arts

• L.5L.5..6:6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases,including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless,similarly, moreover, in addition).

• RI.5RI.5.3:.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in ahistorical, scientific, or technical text based on specific information in the text.

• RI.5RI.5..4:4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to agrade 5 topic or subject area.

• SSL.5L.5.1:.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) withdiverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

Louisiana Student Standards for Mathematics

Standards for Mathematical Practice

• 1:1: Make sense of problems and persevere in solving them.

• 5:5: Use appropriate tools strategically.


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The teacher uses a food mixture to introduce how students can find out moreabout the properties of food.

Instructional Guide1. Preview the day’s lesson. Remind students that in the previous lesson, they had a brief introduction to what foodscientists do and where they work. Explain that today, for their role as food scientists for Good Food Production, Inc.,students will need to investigate some ingredients.

2. Hold up a cup with ketchup in it and challenge students to briefly describe it.

3. Introduce observe.

4. Walk around the room and give students a few moments to observe the ketchup. Invite students to makeobservations about the texture of the ketchup. Help a few students make observations of the smell of the ketchup.Demonstrate how scientists smell things by taking the cup of ketchup and moving your hand over the cup, pushing theair toward your nose.

5. Discuss tasting in food science. If students bring up taste or flavor, explain that they probably know from priorexperience what this food’s flavor is, and they can describe it. [Tastes like tomatoes, tangy.] Let students know thatthey will get a chance to taste foods later on, but they won’t taste anything in their investigations today. (Note: Keep thetray of your demonstration materials handy for the next activity.)

1TEACHER-LED DISCUSSION

Preparing to Investigate

2 3

Preparing to Investigate10MIN

I have a food item in this cup with which you’re probably familiar. What is it?[Ketchup.]

Take a moment to think of a few words to describe the food in the cup.

Scientists don’t just look at the things they are investigating. They carefully observe. Observe means to use anyof the five senses to gather information about something. By using multiple senses, you can notice many thingsabout a food item.

I’ll bring the ketchup closer so that you can make closer observations by using some of your other senses.

Lesson 1.2Activity 1



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6. Record students’ observations on the board. Call on a few volunteers to share their descriptive words. If students donot mention texture (how thick, pourable, or smooth it is), you can ask if the food is bumpy or smooth, thick or thin.Record a few student responses on the board.

7. Introduce property. On the board, above the list of students’ observations, write the title “Properties of Food.”

Post the vocabulary cards for observe and property under the Vocabulary header on the classroom wall. Let studentsknow that as they learn new words, you will post them here for reference. Also let students know that they should try touse these words as they do their investigations.

Teacher SupportInstructional Suggestion

English Learner Support: Vocabulary Word FormsSome scientific words in this unit, such as attract, explain, and observe, are posted to the Vocabulary section of the wallin their verb forms. Many students will read, hear, and use these words in other forms—other tenses and parts ofspeech (e.g., observe, observation, observing, observed). To support students’ flexible understanding and appropriateuse of the various forms of these words, and for English Learners to refer to in their writing, listening, and speaking, youmight want to consider introducing and posting these other forms of the words near the posted vocabulary words.

We just made careful observations of a food, just like food scientists do. We were observing the properties ofketchup.

A property is what you can observe or measure about something that helps you figure out what it is. For example,the red color is a property of ketchup. The thick texture is a property of ketchup.




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Students observe and record properties of various food mixtures.

Caution students to not taste any of the ingredients. Be aware of any students who might have allergies to wheatand/or gluten and caution them not to get too close to the mixtures. Remind students to smell substances like achemist does.

SAFETY NOTE

Instructional Guide1. Introduce mixture and substance and the idea that most foods we eat are mixtures.

Post the vocabulary cards for mixture and substance in the Vocabulary section of the classroom wall.

2. Introduce the food-mixture investigations. Let students know that in a moment, they are going to take on their firsttask as food scientists—investigating three mixtures that could be part of different foods.

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2HANDS-ON

Food-MixtureInvestigations

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Food-Mixture Investigations30

MIN

Food scientists make new food creations by combining different ingredients. We call these combinationsmixtures. A mixture is anything that is made of more than one substance. A substance is a single part of amixture—one ingredient.

Do you realize that most food we eat is a mixture of different ingredients? This ketchup is one example. What doyou think ketchup is a mixture of?[Tomatoes, water, vinegar, sugar, and salt.]

Food scientists work with mixtures so they can know what ingredients, or substances, are in them. That can helpthem change the flavor, color, or texture of many of the foods we eat.

How do you think you could observe more about the mixtures beyond just looking at them?[You could smell them, pour them out, or stir them around.]




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3. Point out the Investigation Question on the board and introduce the task. Let students know that after they observethree different food mixtures, they will answer the Investigation Question.

4. Describe observation procedure for food-mixtures investigation.

5. Model the observations and testing procedures, using the ketchup. Remind students of the Safety Guidelines forScience Investigations (on page 1 in their notebooks) and model how a scientist would conduct a Smell Test. Remindthe class how to smell substances like a scientist by taking the cup of ketchup and moving your hand over the cup,pushing the air toward your nose. Let students know that they can look at a mixture and conduct other tests in order toobserve its properties.

6. Explain the food-mixture investigations. While you are talking, distribute some newspaper to each group and havethem cover their tables.

7. Introduce notebook page. Have students turn to page 3, Investigating Properties, in their notebooks.

How are different substances different?

You’re going to observe and then describe and record the properties of three different mixtures. You’re going todo this in order to try and figure out the properties of the ingredients, or substances, that make up each of themixtures.

• Observations of properties. Model how to observe other properties of a mixture by looking at it and noting suchthings as color, smell, texture.

• Pour Test. To model thickness, scoop up some ketchup onto a spoon and “pour” it back into the cup.

• Dip Test. Model how you can dip a strip of paper towel into the ketchup and then make observations about theketchup from what’s on the paper towel.

• Groups of four, but working in pairs. Let students know that they will be working in groups of four and thatalthough each group of four will be sharing materials, they will pair up with another group member to form twopairs.

• One group member will get a tray of materials. Let students know that in a moment, you will call one memberfrom each group to go to the Materials Station to pick up a tray of investigation materials. Each tray includesthree cups (each with a different mixture), three spoons, and six paper-towel strips.

• Pairs will observe one mixture at a time. Explain that pairs will work together to observe one mixture at a time andconduct a few tests.

• After students observe, you will give instructions for how to record their observations. Let students know that youwill give them a few minutes to observe their first mixture and record their observations in their notebooks. Letthem know that you will explain the notebook page in just a minute.

• Preview signal for moving to the next mixture. Explain that you will give a signal for pairs to put the mixture backon the tray, choose a new mixture, and repeat the procedure. You will also give the signal a few minutes later toindicate that pairs should move on to observing the third mixture.




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8. Students pick up trays of investigation materials. Assign one group member from each group to pick up a tray. Callstudents up a few at a time.

9. Students begin investigating.

10. On-the-Fly Assessment: Describing properties of mixtures. Circulate as students make observations. Give studentsa few minutes to observe each mixture. Then, give a signal when it is time for pairs to switch to the next mixture.

11. Conclude the activity and clean up. When students have observed all three mixtures and recorded in theirnotebooks, have students clean up their investigation materials before debriefing their observations.

• Explain columns. Point out the first column, which lists the three cups of food mixtures. Point out each of theremaining columns and read aloud the things to note in each column.

• Any observation order is okay. Remind students that since one pair in each group will be sharing the foodmixtures with the other pair, pairs don’t need to observe the food mixtures in any special order. They just need tomake sure that they observe each mixture and record their observations in each of the columns in the table. Theyshould also make sure they record the observations for each cup/food mixture in the correct row.

• Each student records observations. Let students know that although they are working in pairs, each studentshould record their observations in the notebook.

Even though nothing in this investigation is unsafe, in general, we do not taste anything in science class, and youshould not taste these mixtures. These mixtures are not very tasty, and we can use the Smell Test to make a goodprediction about the flavor of each mixture.

• Have one student from each group return the trays of materials to the Materials Station. Have them put usedmaterials in one designated place and the trays in another designated place.

• Have another student from each group bring the newspaper to the area in the classroom where you recyclepaper.




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Embedded Formative Assessment

Teacher SupportRationale

Pedagogical Goals: Investigation QuestionsPosting questions throughout the unit is a valuable way to focus students’ attention on the most important content ofthe lessons. Every lesson or two, you will write an Investigation Question on the board. These questions are much morespecific than the Unit Question or Chapter Questions (which you will post at a later time) and correlate directly withwhat students will try to figure out during the lesson.

Background

Scientific Language: Substance as a Science WordThe word substance can have several broad meanings in everyday usage, as well as a more technical definition. In thisunit and in later chemistry, substance is defined as matter that is made of only one kind of atom or molecule. In today’slesson and for much of this unit, students need only understand that the word substance is used to mean a single partof a mixture—synonymous with ingredient—and students learn that a mixture is made up of more than one substance.For example, the substances that make up the mixture called ketchup include tomatoes, water, vinegar, sugar, and salt.In later lessons, students call the dyes that make up a food-coloring mixture substances. While tomatoes, food dyes,and vinegar are not pure substances or made up of a single kind of molecule, they are called substances because theyare each a single part of a mixture.

Background

Science Practices: About Making Good ObservationsGood observations are direct descriptions of exactly what is observed with our senses without any further elaboration.Encourage students to describe what they see rather than to make interpretations or inferences. For example, a goodobservation would be: The ketchup is red and thick, but not so thick that it can’t be poured. An example of aninterpretation would be: Red mixtures come in plastic containers. Or, Ketchup is good on hot dogs.

On-the-Fly Assessment 1: Observing and Describing Properties of Mixtures

Look for: As students make observations, note if they are making careful observations and if they are attuned toproperties such as smell, color, texture, and viscosity (thickness/pourability). Also listen in for students who find itchallenging to use describing words for these properties (e.g., saying that the vinegar is gross or comparing it toanother bad smell, instead of saying that it smells strong).

Now what? Making careful observations is something that takes time to develop. Over the course of the unit, studentswill have additional opportunities to practice making careful observations. Additionally, if students have limitedlanguage or are not accustomed to using scientific language and describing words, you may want to highlight some ofthe good describing words you see around the room, write them on the board, and encourage students to choose fromthose words when making observations.




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Instructional Suggestion

Classroom Management: Sharing Materials and Working in GroupsThroughout this unit, students will need to work in groups or pairs, sharing materials and responsibilities. If this is newfor students, have them help you generate a list of things that group members should do in order to work well together(e.g., take turns, listen to everyone’s ideas, ask for input from everyone, etc.). An effective strategy is to role-play anexample of poor behavior and have students coach you in improving that behavior.

Possible Responses

Investigation NotebookInvestigating Properties (page 3)

Cup 1

Observations of properties: kind of white, strong smell, gooey and thick

Pour Test observations: sticks to spoon, takes a long time to pour, very thick

Dip Test observations: sticks to paper, does not move up paper

Cup 2

Observations of properties: brown, no strong smell, wet and drippy

Pour Test observations: doesn't stick to spoon, pours quickly, runny

Dip Test observations: sticks to paper, moves up paper

Cup 3

Observations of properties: white, smells like bread, sticky and runny

Pour Test observations: doesn't stick to spoon, pours sort of quickly, runny

Dip Test observations: sticks to paper, moves up paper




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The class debriefs their observations. Students use the Shared Listeningroutine to share further.

Instructional Guide1. Debrief observations from food-mixture investigations. Before students begin to share, explain that since they havebeen observing and testing mixtures, you think the name of the list you have been creating should be called Propertiesof Food Mixtures. Add “Mixtures” to the title. Call on students to share the properties and test results they recorded intheir notebooks for each food mixture. As needed, prompt students with questions about the observable properties,such as:

As students share, record their descriptive words under the “Properties of Food Mixtures” heading. Students’responses should include colors, smells, and textures they observed.

2. Introduce Shared Listening routine. Explain that students will use a routine called Shared Listening to further discussthe results of their investigations and that during this routine, they will have a chance to talk and listen to a classmate.This routine will require students to be good listeners, to speak clearly, and to follow directions. Describe the routine,step by step.

1 2

3STUDENT-TO-STUDENTDISCUSSION

Debriefing Properties ofFood

Debriefing Properties of Food20

MIN

• Which mixtures were thicker?

• Which mixtures were thinner?

• Which mixtures smelled stronger?

• Teacher poses a question.

• Partner A shares for one minute while Partner B listens.

• Partner B restates what they heard Partner A say. Partner A can correct misstatements, if necessary, but not addany new information.

• A few students share with the class.

• Partners switch roles for a second question. (Partner B will share, and Partner A will listen and then restatePartner B’s ideas.)




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3. Assign pairs for Shared Listening.

4. Conduct Shared Listening.

Give pairs a minute to discuss the first question. When you give the signal, Partner B should restate Partner A’s answer.

• Project Shared Listening Question 1. Read aloud the first question.

How were these mixtures different?

• Project Shared Listening Question 2. Read aloud the second question.

What ingredients do you think might have been in each mixture?




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Give students a minute to discuss the second question. When you give the signal, Partner A should restate Partner B’sanswer.

5. Reveal the ingredients in the food mixtures. Point out that flour, vinegar, water, and food coloring were substancesyou combined to make the different mixtures. The ingredients were used in different combinations to make eachmixture, but no mixture contains all four ingredients. Note: We recommend that you avoid revealing that three colorswere part of the food-coloring mixture since students will be working with this same mixture in another lesson and willdo more exploration of its components.

6. Focus on vinegar. Have the bottle of vinegar on hand. Ask students if they have experience with the smell of thissubstance. Acknowledge that vinegar does have a strong smell and might change the flavor of foods. Ask if studentsthink they know which mixture had the vinegar. [The one that smelled strong or different.]

7. Ask other questions about the substances.

8. Point out that each of the different food ingredients has a different property.

9. Post the blank T-chart and record some properties. Let students know that the properties they listed are commonproperties of many substances and include color, smell, and texture.

How do you know?[Because vinegar by itself smells strong].

What did the flour do?[It made things thicker.]

How do you know?[When you put flour in mixtures, it makes them thicker.]

What did the water do?[It made things thinner.]

How do you know?[Water makes things watery.]

What did the food coloring do?[It made the mixture turn a different color.]

What you just observed was that all the different substances have different properties, and that is what made themixtures different.

Each of these mixtures you investigated is made up of more than one substance, or ingredient, and differentsubstances have different properties.




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10. Frame the unit more broadly by introducing the Unit Question.

11. Post the Unit Question on the classroom wall.

12. Conclude the lesson.

Teacher SupportRationale

Pedagogical Goal: Why Designate a Dedicated Wall Space?For this unit, you will need a dedicated wall space in your classroom on which to post central ideas of theunit—questions, key concepts, and a bank of vocabulary words. Refer to this section of the classroom wall often sostudents begin to use it as a reference for the ideas they are learning. Although this will take up extra space in yourclassroom, it provides an invaluable resource for students as they talk and write about science ideas.


Classroom Management: Taking Turns in Group DiscussionsIn the class debrief about the properties of ingredients in each food mixture, there probably won’t be enough time for allstudents to share. At the beginning of the discussion, let students know that this will be the case and emphasize thatstudents have already had a chance to share with partners in the Shared Listening routine. Point out that there will bemany opportunities during the unit to share science ideas with the whole class.

• On the left side of the T-chart, record the subhead. Write “Properties of substances.”

• Under this subhead, leave some extra space and then write “color,” “smell,” and “texture” in a list.

• Add any other words that students generated.

In figuring out the substances in these mixtures today, we are actually starting to think about a bigger questionwe will be working toward, with many other examples, throughout the unit: What happens when two substancesare mixed together?

This is where we will keep track of our questions, ideas, and vocabulary during this unit. You can use theinformation on this wall to help you remember the questions we are trying to answer as well as important ideaswe are learning.

Today, you were student food scientists. You made observations of the properties of food mixtures. Youperformed tests on those mixtures and recorded your results. You shared those results with one another, and youtalked together about ways that the substances in each mixture might be used to change the color, smell, andtexture of foods we eat. You will continue to explore these properties with other substances and mixtures in thecoming weeks to help answer the Unit Question: What happens when two substances are mixed together?




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Background

Science Practices: Promoting Science DiscourseOne important goal of this unit is to help students engage in scientific discourse. This includes making explanationsbased on evidence, using scientific language, and discussing ideas with one another. Many students initially direct alltheir comments and questions to the teacher, expecting the teacher to provide correct answers and interpretations.While it’s sometimes appropriate to answer students’ questions directly, it’s often more useful to provide students withthe opportunity to think through and process information for themselves. (For tips, see the Supporting Discussions: AList of Strategies educative note below.) Developing students’ skills in scientific discourse will take quite a bit ofpractice. Don’t worry if students struggle with this initially.


Supporting Discussions: A List of StrategiesAs you lead discussions during this unit, keep in mind the following tips:

Rationale

Discourse Routine: Shared ListeningThis is the first of several times that students will use the Shared Listening discourse routine in this unit. SharedListening helps students activate prior knowledge and discuss science ideas. It also helps students practice active-listening skills. This routine is especially helpful for English learners as it allows students to hear models of languagefrom their peers before sharing with the whole class.

Rationale

Pedagogical Goals: Unit QuestionPosting questions on the wall throughout the unit is a valuable way to focus students’ attention on the most importantcontent of the lessons. The Unit Question, which is introduced in this lesson, frames what students will investigatethroughout the entire unit. It acts as a reminder to students of their goals for learning and helps them relate specificexperiences to a broader idea. It can be very rewarding for students to see their own progress in being able to answerthe Unit Question more and more completely as they progress through the unit.

• Redirect comments or questions aimed at you by asking other students to respond.

• Ask questions such as: What’s your evidence? Do you have evidence that can help you answer that question?Does anyone else have evidence that will help us understand this?

• When asking open-ended questions, try not to answer students’ questions directly or confirm or deny students’explanations.

• Allow questions to remain unresolved if students don’t yet know enough to discover the answers for themselves.

• Point out resources on the classroom wall that can help students use scientific language.

• Repeat back students’ comments or questions by modeling the use of scientific language.




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Providing More Experience: Home InvestigationThis optional activity invites students to interview two people at home about food mixtures they’ve made and theproperties of the ingredients they mixed. Home Investigations can encourage interaction and discussion betweenstudents and their families around science concepts, which has been found to be beneficial for student learning. SeeOptional: Chapter 1 Home Investigation: Food Mixtures copymaster (in Digital Resources). Make one copy for eachstudent and review the instructions with the class.




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Lesson 1.2 Guide - learning.amplify.com

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Transcript of Lesson 1.2 Guide - learning.amplify.com