PHD_L5_M1_SL_20-22_546653_Updated 09.21 by General

SCIENCE LOGBOOK

MODULE 1

Matter

LEVEL

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v1.0 Printed in the USA

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LEVEL 5 MODULE 1

Matter

Contents Module Question Log �� 1 Lesson 1 Activity Guide A: Investigate a Phenomenon �� 3 Lesson 1 Activity Guide B: Statue of Liberty Model �� 5 Lesson 3 Activity Guide: Comparing Materials �� 7 Lesson 4 Activity Guide: Statue Properties �� 9 Lesson 5 Activity Guide A: Flag Model �� 11 Lesson 5 Activity Guide B: Balancing Balls Demonstration �� 13 Lesson 6 Activity Guide A: Air in a Balloon �� 17 Lesson 6 Activity Guide B: Investigate Air �� 19 Lesson 7 Activity Guide: Behavior of Gases �� 21 Lesson 8 Activity Guide: Conceptual Checkpoint �� 23 Lesson 9 Activity Guide: Heating Substances �� 25 Lesson 10 Activity Guide: Cooling Substances �� 27

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Level 5 ▸ Module 1 ▸ Contents

PhD SCIENCE™

Lesson 11 Activity Guide A: Heating and Cooling �� 29 Lesson 11 Activity Guide B: Application of Knowledge �� 33 Lesson 12 Activity Guide: Conceptual Checkpoint �� 35 Lesson 13 Activity Guide: Mixing Substances �� 37 Lesson 14 Activity Guide: Separating Substances �� 41 Lesson 15 Activity Guide: Mixing Substances �� 43 Lesson 16 Activity Guide: Weight of Substances �� 45 Lesson 17 Activity Guide: Conceptual Checkpoint �� 49 Lesson 18 Activity Guide A: Engineering Design Process �� 51 Lesson 18 Activity Guide B: Engineering Design Process �� 53 Lesson 18 Activity Guide C: Engineering Challenge �� 55 Lesson 21 Activity Guide: Engineering Challenge Rubric �� 61 Lesson 23 Activity Guide A: Key Terms about Matter �� 63 Lesson 23 Activity Guide B: The Changing Statue �� 67 Lesson 23 Activity Guide C: Collaborative Conversation Strategies �� 69 Acknowledgments �� 73

PhD SCIENCE™

Name:

Level 5 ▸ Module 1 ▸ Module Question Log

Date:

LEVEL 5 MODULE 1

Module Question Log As your class agrees on the Essential Question and Phenomenon Questions, record them here.

Level 5 ▸ Module 1 ▸ Module Question Log

PhD SCIENCE™

Level 5 ▸ Module 1 ▸ Lesson 1 ▸ Activity Guide A

Name:

Date:

LESSON 1 ACTIVITY GUIDE A

Investigate a Phenomenon Notice and Wonder Record what you notice and wonder about the images your teacher shares. I Notice

I Wonder

Level 5 ▸ Module 1 ▸ Lesson 1 ▸ Activity Guide A

PhD SCIENCE™

Research Listen and record notes as your teacher reads.

Notice and Wonder Record what you notice and wonder about the photographs of different metals. I Notice

I Wonder

PhD SCIENCE™

Name:

Level 5 ▸ Module 1 ▸ Lesson 1 ▸ Activity Guide B

Date:

LESSON 1 ACTIVITY GUIDE B

Statue of Liberty Model Create a model to show how you think the Statue of Liberty has changed color over time.

Provide an explanation for your model.

Level 5 ▸ Module 1 ▸ Lesson 1 ▸ Activity Guide B

PhD SCIENCE™

Compare your model with a classmate’s. Record similarities and differences between your models. Similarities

Differences

PhD SCIENCE™

Level 5 ▸ Module 1 ▸ Lesson 3 ▸ Activity Guide

Name:

Date:

LESSON 3 ACTIVITY GUIDE

Comparing Materials Compare the different cubes by recording how they look, how they feel, whether they can be scratched by a nail, and whether they are attracted to a magnet. Copper

Iron

Granite

PhD SCIENCE™

Name:

Level 5 ▸ Module 1 ▸ Lesson 4 ▸ Activity Guide

Date:

LESSON 4 ACTIVITY GUIDE

Statue Properties Respond to the question posed by your teacher.

PhD SCIENCE™

Name:

Level 5 ▸ Module 1 ▸ Lesson 5 ▸ Activity Guide A

Date:

LESSON 5 ACTIVITY GUIDE A

Flag Model Draw a model to show how moving air can make a flag wave.

Use your model and what you know about air to respond to the Phenomenon Question.

PhD SCIENCE™

Name:

Level 5 ▸ Module 1 ▸ Lesson 5 ▸ Activity Guide B

Date:

LESSON 5 ACTIVITY GUIDE B

Balancing Balls Demonstration Vote–Discuss–Revote Record your initial vote and explain your reasoning.

If your vote has changed, record your new vote and explain your reasoning.

Level 5 ▸ Module 1 ▸ Lesson 5 ▸ Activity Guide B

PhD SCIENCE™

Record Observations Record your observations of the balancing balls before and after air is added to ball A. Before Adding Air

After Adding Air

What did you notice after air was added to ball A?

Draw Conclusions Based on your observations, what can you infer about the weight of the balls?

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Level 5 ▸ Module 1 ▸ Lesson 5 ▸ Activity Guide B

Is air matter? How do you know?

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Level 5 ▸ Module 1 ▸ Lesson 6 ▸ Activity Guide A

Name:

Date:

LESSON 6 ACTIVITY GUIDE A

Air in a Balloon Cause and Effect Chart Use your observations of the balloon to complete the chart. Amount of Air

Size of Balloon

What is the relationship between the amount of air in the balloon and the size of the balloon?

Level 5 ▸ Module 1 ▸ Lesson 6 ▸ Activity Guide A

PhD SCIENCE™

Balloon Model Draw a model to explain how adding air causes the size of the balloon to increase.

Compare your model with a classmate’s. Record similarities and differences between your models. Similarities

Differences

PhD SCIENCE™

Level 5 ▸ Module 1 ▸ Lesson 6 ▸ Activity Guide B

Name:

Date:

LESSON 6 ACTIVITY GUIDE B

Investigate Air Cause and Effect Chart Record what happens to the bubble when you push or pull on the plunger. How does each action affect the size of the bubble and the volume of air inside it? What I do to the syringe

What happens to the bubble

Complete the diagrams below to show how your model of air explains what you observed in the syringe investigation. Label any new additions.

Plunger pulled out

Plunger pushed in

Level 5 ▸ Module 1 ▸ Lesson 6 ▸ Activity Guide B

PhD SCIENCE™

Reflection Complete the reflection below. You may draw a model or write an explanation in each space. I used to think that air is . . .

Now I think that air is . . .

The evidence that supported or changed my thinking was . . .

PhD SCIENCE™

Name:

Level 5 ▸ Module 1 ▸ Lesson 7 ▸ Activity Guide

Date:

LESSON 7 ACTIVITY GUIDE

Behavior of Gases Odor Model Develop a model that explains what you observed during the demonstration. When the teacher opened the beaker:

After 1 minute:

After 3 minutes:

Level 5 ▸ Module 1 ▸ Lesson 7 ▸ Activity Guide

PhD SCIENCE™

Zoom in on a spot in your model after 3 minutes. Draw a model in the circle of what you might see the gas particles doing.

Revise Flag Models Use your new knowledge of how gas particles move to create an updated flag model. Your model should show how moving air can make a flag wave.

PhD SCIENCE™

Name:

Level 5 ▸ Module 1 ▸ Lesson 8 ▸ Activity Guide

Date:

LESSON 8 ACTIVITY GUIDE

Conceptual Checkpoint Draw a model to explain the situation posed by your teacher.

Provide an explanation for your model.

PhD SCIENCE™

Level 5 ▸ Module 1 ▸ Lesson 9 ▸ Activity Guide

Name:

Date:

LESSON 9 ACTIVITY GUIDE

Heating Substances Record your observations.

Substance: __________ Properties before Heating

Properties while Heating

Properties after Cooling

Record the volume of the substance before and after heating. Before

After

Level 5 ▸ Module 1 ▸ Lesson 9 ▸ Activity Guide

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Record your prediction below.

Types of Matter Model

Record your claim and any supporting evidence.

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Level 5 ▸ Module 1 ▸ Lesson 10 ▸ Activity Guide

Name:

Date:

LESSON 10 ACTIVITY GUIDE

Cooling Substances Record your observations.

Substance: ______________ Properties before Cooling

Properties while Frozen

Properties after Melting

PhD SCIENCE™

Level 5 ▸ Module 1 ▸ Lesson 11 ▸ Activity Guide A

Name:

Date:

LESSON 11 ACTIVITY GUIDE A

Heating and Cooling Record your observations.

Substance: __________ Properties after Cooling

Properties at Room Temperature

Properties after Heating

Level 5 ▸ Module 1 ▸ Lesson 11 ▸ Activity Guide A

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Claim, Evidence, and Reasoning Claim 1: Write down your first claim.

Evidence List the evidence you have to support your claim.

Reasoning Justify why this evidence supports your claim.

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Level 5 ▸ Module 1 ▸ Lesson 11 ▸ Activity Guide A

Claim 2: Write down your second claim.

Evidence List the evidence you have to support your claim.

Reasoning Justify why this evidence supports your claim.

PhD SCIENCE™

Level 5 ▸ Module 1 ▸ Lesson 11 ▸ Activity Guide B

Name:

Date:

LESSON 11 ACTIVITY GUIDE B

Application of Knowledge Use your observations of the photographs displayed and evidence from classroom investigations to determine whether a new substance was formed. Figures 1 and 2 Describe the change(s) you observe.

Did a new substance form? Explain your answer.

Level 5 ▸ Module 1 ▸ Lesson 11 ▸ Activity Guide B

PhD SCIENCE™

Figures 3 and 4 Describe the change(s) you observe.

Did a new substance form? Explain your answer.

PhD SCIENCE™

Level 5 ▸ Module 1 ▸ Lesson 12 ▸ Activity Guide

Name:

Date:

LESSON 12 ACTIVITY GUIDE

Conceptual Checkpoint Develop a plan to determine whether a new substance was formed. What question are you trying to answer?

How would you gather evidence to answer this question? List any steps you would follow.

What evidence would you look for while carrying out this investigation?

How would this evidence help you answer your investigation question?

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Level 5 ▸ Module 1 ▸ Lesson 13 ▸ Activity Guide

Name:

Date:

LESSON 13 ACTIVITY GUIDE

Mixing Substances Record Observations Substance

Mixture Data Table Substance 1

Substance 2

Name

Weight

Name

Weight

Sum of Weights

Mixture Weight

Mixture Properties

Level 5 ▸ Module 1 ▸ Lesson 13 ▸ Activity Guide

Substance 1

Substance 2

Name

Weight

Name

Weight

Name

Weight

Name

Weight

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Sum of Weights

Mixture Weight

Mixture Properties

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Level 5 ▸ Module 1 ▸ Lesson 13 ▸ Activity Guide

Reflection Choose a mixture that you do not believe produced a new substance. Which substances did you mix? What evidence makes you believe that a new substance did not form?

Choose a mixture that you believe may have produced a new substance. Which substances did you mix? What evidence makes you believe that a new substance may have formed?

PhD SCIENCE™

Name:

Level 5 ▸ Module 1 ▸ Lesson 14 ▸ Activity Guide

Date:

LESSON 14 ACTIVITY GUIDE

Separating Substances Class Investigation Plan

Prediction

Level 5 ▸ Module 1 ▸ Lesson 14 ▸ Activity Guide

PhD SCIENCE™

Record Observations Record data you collect or observations you make during the investigation.

Separating Substances Model Develop a model to explain your observations during the investigation. Before Mixing

After Mixing

After Boiling

PhD SCIENCE™

Level 5 ▸ Module 1 ▸ Lesson 15 ▸ Activity Guide

Name:

Date:

LESSON 15 ACTIVITY GUIDE

Mixing Substances Record Observations Station: _____________________________________________________________________________________

Substance 1: ______________________________

Substance 2: ______________________________

Total weight of substances before mixing: ____________________ During Mixing

After Mixing

Total weight of substances after mixing: ____________________

Level 5 ▸ Module 1 ▸ Lesson 15 ▸ Activity Guide

PhD SCIENCE™

Station: _____________________________________________________________________________________

Substance 1: ______________________________

Substance 2: ______________________________

Total weight of substances before mixing: ____________________ During Mixing

After Mixing

Total weight of substances after mixing: ____________________

PhD SCIENCE™

Name:

Level 5 ▸ Module 1 ▸ Lesson 16 ▸ Activity Guide

Date:

LESSON 16 ACTIVITY GUIDE

Weight of Substances Class Investigation Plan

Level 5 ▸ Module 1 ▸ Lesson 16 ▸ Activity Guide

PhD SCIENCE™

Prediction

Record Data

Analyze and Interpret Data Create a bar graph to compare the weights of the substances before mixing to the total weight after mixing.

PhD SCIENCE™

Level 5 ▸ Module 1 ▸ Lesson 16 ▸ Activity Guide

Reflection Was your prediction supported by the data you collected? Why or why not?

PhD SCIENCE™

Name:

Level 5 ▸ Module 1 ▸ Lesson 17 ▸ Activity Guide

Date:

LESSON 17 ACTIVITY GUIDE

Conceptual Checkpoint Respond to the question posed by your teacher.

PhD SCIENCE™

Level 5 ▸ Module 1 ▸ Lesson 18 ▸ Activity Guide A

Name:

Date:

LESSON 18 ACTIVITY GUIDE A

Engineering Design Process Identify criteria and constraints

Define the problem

Ask

Research Brainstorm solutions

Imagine

Select a solution

Gather materials

Redesign

Plan

Generate detailed design

Improve

Create Receive feedback

Build a prototype

Test and evaluate

PhD SCIENCE™

Level 5 ▸ Module 1 ▸ Lesson 18 ▸ Activity Guide B

Name:

Date:

LESSON 18 ACTIVITY GUIDE B

Engineering Design Process As you watch the video, record examples of each stage of the engineering design process. Ask

Imagine

Plan

Create

Improve

PhD SCIENCE™

Level 5 ▸ Module 1 ▸ Lesson 18 ▸ Activity Guide C

Name:

Date:

Group:

LESSON 18 ACTIVITY GUIDE C

Engineering Challenge Ask: Define the problem. Identify the criteria and constraints. Problem: ____________________________________________________________________________________ Criteria

Constraints

Record observations.

Level 5 ▸ Module 1 ▸ Lesson 18 ▸ Activity Guide C

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Imagine: Research. Brainstorm solutions. Brainstorm and record ideas with your group.

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Level 5 ▸ Module 1 ▸ Lesson 18 ▸ Activity Guide C

Plan: Gather materials. Generate detailed plans. For each solution, list the materials you will need and how you will carry out testing. Solution 1

Solution 2

Prediction

Level 5 ▸ Module 1 ▸ Lesson 18 ▸ Activity Guide C

PhD SCIENCE™

Create: Test and evaluate. Record the properties of the materials you used before and after testing. Solution 1

Solution 2

Before:

After:

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Level 5 ▸ Module 1 ▸ Lesson 18 ▸ Activity Guide C

Improve: Redesign. Work with your group to plan improvements for your design solutions. Improved Solution 1

Improved Solution 2

What needs improvement?

Improved plan:

Properties of materials:

Prediction

Level 5 ▸ Module 1 ▸ Lesson 18 ▸ Activity Guide C

PhD SCIENCE™

Share: Share results and receive feedback. Improved Solution 1 Observations:

Improved Solution 2 Observations:

Work with your group to plan your presentation. How can you share the results of your testing?

PhD SCIENCE™

Level 5 ▸ Module 1 ▸ Lesson 21 ▸ Activity Guide

Name:

Date:

Group:

LESSON 21 ACTIVITY GUIDE

Engineering Challenge Rubric Your presentation should answer these questions or meet the criteria listed.

1 (Does Not Yet Meet Expectations)

2 (Partially Meets Expectations)

Did rusting occur? How do you know?

Does not accurately state whether rust was prevented

Accurately states whether rust was prevented

Accurately states whether rust was prevented and explains reasoning

Were your solutions successful? How do you know?

Does not accurately describe test results

Accurately describes test results

Accurately describes test results and explains reasoning

What improvements did you make to your design solutions? Why did you choose those improvements?

Does not state improvements to design solutions

States improvements to design solutions but does not explain reasoning

States improvements to design solutions and explains why those improvements were chosen

All group members play a role in the presentation.

Information presented by only a few group members

Information presented by most group members

Information presented by all group members

3 (Meets Expectations)

PhD SCIENCE™

Level 5 ▸ Module 1 ▸ Lesson 23 ▸ Activity Guide A

Name:

Date:

LESSON 23 ACTIVITY GUIDE A

Key Terms about Matter Cut out the key terms about matter.

Boiling

Chemical reaction

Condensation

Dissolving

Gas

Mixture

Particle

State

Substance

PhD SCIENCE™

Level 5 ▸ Module 1 ▸ Lesson 23 ▸ Activity Guide A

Map Create a relationship map in the space below. Arrange the terms, draw arrows (or other symbols), and write words to show the relationship between the terms. Glue the terms to the paper once you have finalized your map.

PhD SCIENCE™

Name:

Level 5 ▸ Module 1 ▸ Lesson 23 ▸ Activity Guide B

Date:

LESSON 23 ACTIVITY GUIDE B

The Changing Statue Essential Question: What caused the Statue of Liberty to change over time?

PhD SCIENCE™

Level 5 ▸ Module 1 ▸ Lesson 23 ▸ Activity Guide C

Name:

Date:

LESSON 23 ACTIVITY GUIDE C

Collaborative Conversation Strategies Choose one or two strategies with sample sentence frames that you want to use in the Socratic Seminar. Circle them or cut them out.

Make a connection between ideas.

Explain your thinking.

That idea relates to

I think that because

Add to what someone else says. I agree with to add

Offer an example to support your own or someone else’s idea.

, and I’d like .

I like that idea because

An example of that is

PhD SCIENCE™

Give a different viewpoint.

Level 5 ▸ Module 1 ▸ Lesson 23 ▸ Activity Guide C

Ask a question to clarify someone else’s idea.

I politely disagree with because .

I have a question about

That’s a good point, but I think .

In other words, are you saying ?

Refocus the conversation on the question or purpose.

Elaborate on an idea to explain why it is important.

I’d like to go back to what said about .

That idea is important because .

Let’s go back to the question (or idea) that . Encourage someone to tell more about their ideas.

Summarize the conversation. The big idea seems to be

The idea that is interesting. Can you say more about that?

What can we conclude from ?

Level 5 ▸ Module 1 ▸ Acknowledgments

PhD SCIENCE™

Acknowledgments Great Minds Staff The following writers, editors, reviewers, and support staff contributed to the development of this curriculum: Kelly Alsup, Peggy Archambault, Brian Aycock, Robin Blackshire, David Blair, Thomas Brasdefer, Sharon Buckby, Adrienne Burgess, Adam Cardais, Lauren Chapalee, Christina Cooper, Jessica Dahl, Laurie Delgatto-Whitten, Jill Diniz, Soudea Forbes, Sarah Francis, Liz Gabbard, Laurie Gonsoulin, Pamela Goodner, Margaret Goodner, Kristen Gray, Nathan Hall, Libby Howard, Daniel Hoyt, Ben Hutchins, Anne Ireland, Rebecca Johnson, Mary Jones, Andrew Krepp, Chloe Lewelling, Scott Loper, Crystal Love, Maya Marquez, Siena Mazero, Stacie McClintock, Cindy Medici, Patricia Mickelberry, Lynne Munson, Marya Myers, Mary-Lise Nazaire, Tamara Otto, Sarah Oyler, Meagan Palamara, Andy Peterson, Eden Plantz, Judy Plazyk, Brianna Reilly, Kristen Riedel, Neela Roy, Kim Rudolph, Michelle Schaut, Amy Schoon, Colleen Sheeron, Aaron Shields, Rachel Stack, Isaac Stauffer, Leigh Sterten, Annie Tete, Melissa Thompson, Nicole Vick, Amanda Vitello, Todd Ware, Samuel Weyand, Amy Wierzbicki, Nicole Williams, Erin Wilson, and Cat Zarate

Colleagues and Contributors We are grateful for the many educators, writers, and subject-matter experts who made this program possible. Cindy Abel, Nina Barcelli, Emily Beaver, Ranell Blue, Andrew Chen, Jason Crean, Arthur Eisenkraft, Lily Eisermann, Carolyn Findler, Jill Henry, Fran Hess, Mandy Hockenbrock, Brenna Leveille, Fred Myers, Jim O’Malley, Kristin Rademaker, Vicki Saxton, Stephanie Schoembs, Ed Six, Mike Taglienti, Juliana Texley, Elizabeth Thompson, Kelsey Toomey, Meg Van Dyke, and Jason Zimba

Pilot Program Contributors The following contributors provided invaluable insight and guidance for PhD Science: ▪▪ Champlain Elementary • Burlington, VT

▪▪ JI Watson Elementary • Iowa, LA

▪▪ Country Heights Elementary • Owensboro, KY

▪▪ Lakewood Elementary School • Paris, TN

▪▪ Edison Elementary • Morton Grove, IL

▪▪ Oak View Elementary • Bolingbrook, IL

▪▪ Foothill Knolls STEM Academy • Upland, CA

▪▪ Propel Montour • Pittsburgh, PA

▪▪ FT Burns Elementary • Owensboro, KY

▪▪ Propel Pitcairn • Pitcairn, PA

▪▪ Harrelson School • Puryear, TN

▪▪ RC Hill Elementary • Romeoville, IL

▪▪ Henry School • Henry, TN

▪▪ STEM3 Academy • North Hollywood, CA

▪▪ Irene King Elementary • Romeoville, IL

▪▪ Taylor Park School • Freeport, IL

▪▪ Jamie McGee Elementary • Bolingbrook, IL

▪▪ TH Watkins Elementary • Lake Charles, LA

SCIENCE LOGBOOK

What caused the Statue of Liberty to change over time? Find out by investigating the properties of matter. Experiment with changing substances and create new ones to discover why only some parts of the statue have changed color. Design a coating to make iron more resistant to changes. Scientists make precise observations, study the past, and question deeply as they try to explain how or why phenomena occur. As you build scientific knowledge about matter, ecosystems, the systems of Earth, and patterns in the sky, ask yourself How does my new knowledge help me understand the science behind these phenomena?

ON THE COVER

The Statue of Liberty, 1886 Frédéric-Auguste Bartholdi, French, 1834–1904 Copper sculpture with iron skeleton; granite-faced, concrete pedestal Liberty Island, New York, NY, USA © Victor Moussa/Dreamstime.com

LEVEL 5 MODULES 1. Matter

3. Earth Systems

2. Ecosystems

4. Orbit and Rotation

Great Minds® brings teachers and scholars together to craft exemplary instructional materials that inspire joy in teaching and learning. PhD Science®, Eureka Math®, and our English curriculum Wit & Wisdom® all give teachers what they need to take students beyond rote learning to provide a deeper, more complete understanding of the sciences, mathematics, and the humanities.

MODULE 1

Matter

LEVEL