PHD_L5_M1_PS_21_Updated 05.23

EVERY CHILD IS CAPABLE OF GREATNESS

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Lesson 1

Notice and Wonder

Notice and Wonder

Where can we find more information on how the statue’s appearance has changed?

What information do you want to know or think is important to know about the Statue of Liberty?

How was the large statue built from a small model?

What kinds of materials were used to build the statue?

How was the copper shaped?

How was the statue supported on the inside?

Related Phenomena

Develop Initial Model

Compare Models

Homework

Look for coins that show evidence of color change, and bring them in to share with the class.

Lesson 2

What did we find out about the Statue of Liberty in the last lesson?

How has the Statue of Liberty changed?

Anchor Model

Develop Focus Questions

What caused the Statue of Liberty to change over time?

How might we investigate the questions on the driving question board?

What is our next step?

Lesson 3

What makes one material different from another?

Agree on how to describe materials and their properties.

How might we observe some other characteristics beyond the color and the shape of the cubes?

Record observations in the comparison chart.

What similarities did you notice among the materials?

How are the materials different?

How do weights of the cubes compare?

Should we add weight to our list of properties?

What have we learned about accurately describing the properties of materials?

Anchor Model

Homework

Homework

Lesson 4

Key Term

substance

same throughout

a certain type of material that is the

Identify Properties of Liquids

Odor

Identify Properties of Liquids

Thickness of a liquid

Develop Anchor Chart

The part of the Statue of Liberty’s skin that we can see has different properties now than when the statue was new.

Is it the same material or has it changed?

Statue of Liberty Live Cam

Lesson 5

Flag Model

Draw a model to explain how air makes a flag wave.

What is air?

Share Initial Claims about Air

Explore Balancing Balls

What will happen to the balls on the balance when we pump air into ball A?

A. Nothing. Air doesn’t weigh anything, so the balance will stay the same.

B. Ball A will move down. It will be heavier because air has weight.

C. Ball A will move up. It will be lighter because air floats.

Update Anchor Chart

Key Term

gas

a type of matter; can be weighed even when it cannot be seen

Revisit claims about air.

Lesson 6

How does the amount of air in the balloon affect its size?

When we added air to the rubber ball, it stayed the same size. Why do you think the balloon increases in size?

Draw a model.

Record actions and observations.

What happened to the bubble when you pushed or pulled on the plunger?

Did the bubble change size because air was getting in or out of the syringe? How do you know?

Evaluate Air Models

Create a class model.

Key Term

particle a term that describes each small piece of matter

Reflection

How has your understanding of air changed?

Lesson 7

How did you know there was a new substance in your room? Use what you know about properties as evidence.

How can we improve our model of air?

Model Odor

Develop a model that explains what you observed during the demonstration.

What do we know about the matter that makes up air?

What about the odor we smelled?

What do we know about how gas particles move?

Investigate Particle Motion

Why do you feel the air when you blow on

your hand but not the air around you when you are still?

Update flag models.

air

Make a list of other gases you notice in the

around your neighborhood. Record the properties of these gases and make predictions about what the gases might be.

Lesson 8

addition

the

In

to

flag, what do you see in the photograph that gas particles must collide with?

Revise Anchor Chart

evidence

What

do we have to support the claim that air is made up of different gases?

What else have we learned about the properties and

behavior of gases?

Update Anchor Model

Conceptual Checkpoint

Imagine it is almost time for lunch at school.

Create a model to explain how you can detect hot food as you walk toward the cafeteria.

Use what you know about gases and gas particles to add detail to your model.

Driving Question Board

Do you have evidence that this model can also be used to describe solids and liquids?

Lesson 9

How might changes in temperature affect the appearance of each material?

temperature

materials

Why would the

of the

in the Statue of Liberty change?

What might happen if we heated the cubes?

What

might happen if we cooled the cubes?

What happens when substances are heated or cooled?

Investigate Boiling Water

Investigate Boiling Water

Investigate Boiling Water

Have the properties of the water changed since heating it? What does that tell us about the substance still in the beaker?

Why did the volume of the water decrease when we heated it?

What do you notice on the glass?

How can this new evidence explain why the volume of the water in the beaker decreased while boiling?

Key Term

water vapor

Key Term

boiling

the process by which a liquid becomes a gas

Key Term

condensation

the process by which gas becomes a liquid

Model Liquids

• A new substance with new properties was formed when the water was boiled.

• Water changed form when it was boiled, but it was still the same substance.

Lesson 10

Melting Gold

Investigate Melting Ice

Do you think freezing the water made a new substance?

Model Solids

Key Term

state the condition in which matter exists

What can we say now about the relationship between a substance’s state and its energy?

Update Anchor Chart

Update Anchor Model

What happens when substances are heated or cooled?

Lesson 11

When have you seen a new substance seem to form when something was heated or cooled?

What made you think it was a new substance?

How would you describe the difference between melting and burning?

When does heating or cooling produce a new substance?

How has the bread changed from cooling?

Do we have evidence that a new substance was formed?

Make observations as the bread heats.

Develop Claims

•

When the bread was cooled, was a new substance formed?

•

When the bread was heated, was a new substance formed?

How did we determine whether a change in temperature

resulted in a new substance?

How can we investigate the effects of temperature change on the materials used in the Statue of Liberty?

Record examples

from

home where heating

or cooling caused a substance to change state or caused a new substance to form.

Lesson 12

Update Anchor Model

Update Anchor Chart

Conceptual Checkpoint

List the steps you would need to follow to carry out any investigation you suggest, and describe the evidence your investigation would provide.

When does heating or cooling produce a new substance?

Driving Question Board

Lesson 13

Revisit Anchor Model

How does mixing affect substances?

Explore Mixtures

Investigation Guidelines

Reflection

Analyze Mixtures

Do you think you could separate these two substances?

How

could we use what we know about water to try to separate the salt and water mixture?

Lesson 14

Use the bingo chips to model one of the mixtures you created that did not result in a new substance.

Separate Salt and Water

Record the weight of the salt.

Predict what you will see once the water has boiled away.

Separate Salt and Water Make and record observations.

Model Separation of Salt and Water

Develop a class model.

Key Term

dissolving

the process by which one substance is completely mixed into another substance

How does mixing affect substances?

Key Term

mixture

a combination of two or more substances that keep their properties when they are mixed

Revisit Anchor Chart

Lesson 15

Which part of the model do the copper pieces best represent?

Why do you think these copper pieces are not completely green like the Statue of Liberty?

Imagine cutting through the green layer of the Statue of Liberty’s skin.

What do you think we would find underneath?

When does mixing produce a new substance?

Analyze Observations

Key Term

chemical reaction

a change in matter that occurs when heating or mixing substances

new substance

produces a

Were there times when we observed these indicators, but a new substance had not formed?

What is the best way to figure out whether a new substance has formed?

Why do you think the total weight of the baking soda and vinegar changed when we mixed them?

Is there a way we can weigh the gas that forms? If so, how might we do this?

Lesson 16

When have we noticed a more significant change in the total weight?

How might we use the materials we have in the classroom to capture and weigh the gas produced by mixing baking soda and vinegar?

the class investigation plan.

Record data.

Analyze and interpret data.

What does graphing the total weight before and after mixing reveal?

weight

What do you think we would find if we were able to compare the weight of the bread before it burned to the total

of the burnt bread and the gas that was formed?

What have our investigations revealed about what happens to the total weight of matter during heating, cooling, or mixing?

How might we use what we have learned about mixing substances to help explain the changes to the Statue of Liberty?

What kind of investigation should we perform to see whether the color change is the result of mixing substances?

Investigate mixing substances with copper.

Use bingo chips and your particle model of matter to explain how

new substances

form during a chemical reaction.

Does our model do a good job of showing how new substances form?

Why or why not?

What are some limitations of our model?

Lesson 17

Copper Investigation

Was a new substance formed when you mixed copper, salt, and vinegar?

What evidence makes you think that?

How does the copper investigation help explain how the Statue of Liberty turned green?

Update Anchor Chart

Revise Anchor Model

What substances in the system could have reacted with the copper to make the verdigris?

Revisit Phenomena

How might the iron inside the Statue of Liberty have changed over time?

Lesson 18

How can we apply our knowledge of substances to solve a problem?

Restored bronze lamp

Discuss the Engineering Design Process

Discuss the Engineering Design Process

Discuss the Engineering Design Process

“Statue of Liberty Will Be Closed for Resto ration in 1984 for as Long as a Year”

How will we know whether rust has formed when we test our solutions?

Lesson 19

Write a prediction.

How can we set a control for our tests?

Lesson 20

Did any of your solutions prevent rust?

How did your prediction compare to the test results?

Lesson 21

Which of your solutions was most effective?

Lesson 22

Corrosion of Iron Skeleton

How can we apply our knowledge of substance to solve a problem?

Revisit Driving Question Board

Explain how your work throughout the module has led to an understanding of what caused the Statue of Liberty to change over time.

Lesson 23

Relationship Map

What caused the Statue of Liberty to change over time?

Socratic Seminar Expectations

Engage in Socratic Seminar

What caused the Statue of Liberty to change over time?

Lesson 24

Driving Question Board

End-of-Module Assessment, Part I

Lesson 25

End-of-Module Assessment, Part II

Lesson 26

Reflect on End-of-Module Assessment

Sample Responses

Revise End-of-Module Assessment Responses

Module Concept Statements

Team up with your family to find everyday phenomena you can explain by using the particle model of matter.

LESSON 1 Works Cited

EarthCam. 1996–2018. “Statue of Liberty Cams.” Accessed November 18, 2018. https://www.earthcam.com/usa/newyork/statueofliberty/

Mann, Elizabeth. 2011. Statue of Liberty: A Tale of Two Countries. New York: Mikaya Press.

New York Times . 1982. “Statue of Liberty Will Be Closed for Restoration in 1984 for as Long as a Year.” November 7, 1982. https://www.nytimes.com/1982/11/07/nyregion/statue-of-liberty-will-be-closed-for-restoration-in-1984-for-as-long-as-a-year.html

Sims, Calvin. 1985. “Engineers Fix Original Defects in the Statue.” Science Times. New York Times , December 17, 1985. https://www.nytimes.com/1985/12/17/science/engineers-fix-original-defects-in-the-statue.html

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Slide 1, Rawpixel.com/Shutterstock.com; slides 3, 4, 6, © Victor Moussa/Dreamstime.com; slide 7, Library of Congress, Prints & Photographs Division [LC-DIG-ds-04491]; slides 8 and 9 (left), Library of Congress, Prints & Photographs Division [LC-DIG-pga-00753]; slides 8 and 9 (right), 55, 58, 60, 100, Tampo/Shutterstock.com; slide 131, videoTD/Shutterstock.com; slide 150, (fig. 1), Droidfoto/Shutterstock.com, (fig. 2), Droidfoto/Shutterstock.com, (fig. 3), Cherngchay Donkhuntod/Shutterstock.com, (fig. 4), zkruger/Shutterstock.com

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