Rhode Island Interim Assessment Performance Task

Grade 5 | Science

Teacher Guidance Document

Grade 5 | Science 2013–2014

Teacher Guidance Document Grade 5 · Science

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Peculiar Powders

Teacher Guidance Document NGSS Performance Expectations Addressed:

5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.]

[Assessment Boundary: Assessment does not include density or distinguishing mass and weight.]

5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

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Table of Contents Introduction ........................................................................................................................................................................... 3

Overview ................................................................................................................................................................................ 3

Background from the Framework for K-12 Science Education (Framework) and the Next Generation Science Standards (NGSS)

(i) Framework .............................................................................................................................................................. 3

(a) Disciplinary Core Idea: Physical Science .................................................................................................... 3

(b) Progression for Practice: Planning and Carrying Out Investigations ......................................................... 4

(c) Crosscutting Concepts .................................................................................................................................. 5

(ii) Targeted Next Generation Science Standards

Performance Expectations ...................................................................................................................................... 6

(iii) Common Core State Standards Connections .......................................................................................................... 7

(iv) Associated K-12 NECAP Assessment Target ........................................................................................................ 7

The Performance Task

(i) Task Description ..................................................................................................................................................... 8

(ii) Time Allotment ........................................................................................................................................................ 8

(iii) Key Vocabulary ...................................................................................................................................................... 8

Teacher Guidance in Task Administration

(i) Part 1: Engagement .............................................................................................................................................. 10

(ii) Part 2: Investigation ............................................................................................................................................. 14

(iii) Part 3: Application ............................................................................................................................................... 17

Appendices

Appendix A: Student Data Table – Part 1: Properties of Cornstarch and Sugar Sample Response ............................... 18

Appendix B: Student Data Table – Part 2: Testing Unknowns Sample Response ......................................................... 19

Appendix C: Student Data Sheet – Part 3: Thinking About What Happened Sample Response and Scoring Guides .. 20

Appendix D: Comprehensive Task Materials Checklist ................................................................................................ 22

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Introduction Overview This performance task is intended to be used primarily as a formative assessment instrument but also features a summative component to evaluate individual student achievement. It should be administered to inform, supplement, support, and extend appropriate instruction as defined in the Rhode Island state science standards. Every effort should be made to accommodate a range of student modalities/learning styles in both administrative delivery and the application of evaluation criteria.

Background from the Framework for K-12 Science Education (Framework) and the Next Generation Science Standards (NGSS) The Framework for K-12 Science Education (NRC, 2012) provides a description of some aspects of the specific dimensions used in the development of this performance task. This includes (a) Disciplinary Core Ideas, (b) Progression for Practice and (c) Crosscutting Concepts.

(i) Framework (a) Disciplinary Core Idea: Physical Science

In grade 2, students gain an understanding of observable properties of materials through analysis and classification of different materials. Matter can be described and classified by its observable properties (e.g., visual, aural, textual), by uses, and by whether it occurs naturally or is manufactured; different properties are suited to different purposes. (NRC2012, page 108)

Completion of this task will provide the connection for future learning where students will analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred (MS-PS1-2).

Physical Science Disciplinary Core Idea Progression of the NGSS cites the following (Appendix E, page 7):

DCI K-2 3-5

PS1.A Structure of matter (includes PS1.C Nuclear processes)

Matter exists as different substances that have observable different properties. Different properties are suited to different purposes. Objects can be built up from smaller parts.

Because matter exists as particles that are too small to see, matter is always conserved even if it seems to disappear. Measurements of a variety of observable properties can be used to identify particular materials.

PS1.B Chemical reactions

Heating and cooling substances cause changes that are sometimes reversible and sometimes not.

Chemical reactions that occur when substances are mixed can be identified by the emergence of substances with different properties; the total mass remains the same.

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(b) Progression for Practice: Planning and Carrying Out Investigations: Students need opportunities to design investigations so that they can learn the importance of such decisions as what to measure, what to keep constant, and how to select or construct data collection instruments that are appropriate to the needs of an inquiry. They also need experiences that help them recognize that the laboratory is not the sole domain for legitimate scientific inquiry and that, for many scientists (e.g., earth scientists, ethologists, ecologists), the “laboratory” is the natural world where experiments are conducted and data are collected in the field.

Students should have opportunities to plan and carry out several different kinds of investigations during their K-12 years. At all levels, they should engage in investigations that range from those structured by the teacher—in order to expose an issue or question that they would be unlikely to explore on their own (e.g., measuring specific properties of materials)—to those that emerge from students’ own questions. (NRC 2012, p.60 – 61)

Science and Engineering Practices in the NGSS cites the following (Appendix F, pages 7-8):

Grades K–2 Grades 3–5

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • With guidance, plan and conduct an investigation

in collaboration with peers (for K). • Plan and conduct an investigation collaboratively

to produce data to serve as the basis for evidence to answer a question.

• Evaluate different ways of observing and/or measuring a phenomenon to determine which way can answer a question.

• Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons.

• Make observations (firsthand or from media) and/or measurements of a proposed object or tool or solution to determine if it solves a problem or meets a goal.

• Make predictions based on prior experiences.

Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. • Plan and conduct an investigation collaboratively

to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.

• Evaluate appropriate methods and/or tools for collecting data.

• Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.

• Make predictions about what would happen if a variable changes.

• Test two different models of the same proposed object, tool, or process to determine which better meets criteria for success.

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(c) Crosscutting Concepts: i) Scale, Proportion, and Quantity

The Framework states that once students become familiar with measurements of length, they can expand their understanding of scale and of the need for units that express quantities of weight, time, temperature, and other variables. (NRC 2012, p.91)

Scale, Proportion, and Quantity Progression

Crosscutting Concepts in the NGSS cites the following (Appendix G, page 7):

Grades K–2 Grades 3–5

Students use relative scales (e.g., bigger and smaller; hotter and colder; faster and slower) to describe objects. They use standard units to measure length.

Students recognize natural objects and observable phenomena exist from the very small to the immensely large. They use standard units to measure and describe physical quantities such as weight, time, temperature, and volume.

ii) Cause and Effect

The Framework states that students begin to look for and analyze patterns—whether in their observations of the world or in the relationships between different quantities in data (e.g., the sizes of plants over time). They can also begin to consider what might be causing these patterns and relationships and design tests that gather more evidence to support or refute their ideas. By the upper elementary grades, students should have developed the habit of routinely asking about cause-and-effect relationships in the systems they are studying, particularly when something occurs that is, for them, unexpected. (NRC 2012, p.88-89)

Cause and Effect Progression

Crosscutting Concepts in the NGSS cites the following (Appendix G, page 5):

Grades K–2 Grades 3–5

Students learn that events have causes that generate observable patterns. They design simple tests to gather evidence to support or refute their own ideas about causes.

Students routinely identify and test causal relationships and use these relationships to explain change. They understand events that occur together with regularity might or might not signify a cause-and-effect relationship.

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(ii) Targeted Next Generation Science Standards: Performance Expectations: 5-PS1-3, 5-PS1-4.

Performance Expectation: 5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does not include density or distinguishing mass and weight.]

Science and Engineering Practice: Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. • Make observations and

measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (5-PS1-3)

Disciplinary Core Idea: PS1.A: Structure and Properties of Matter • Measurements of a variety of

properties can be used to identify materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.) (5-PS1-3)

Crosscutting Concept: Scale, Proportion, and Quantity • Standard units are used to

measure and describe physical quantities such as weight, time, temperature, and volume. (5-PS1-3)

Performance Expectation: 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Science and Engineering Practice: Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. • Conduct an investigation

collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (5-PS1-4)

Disciplinary Core Idea: PS1.B: Chemical Reactions • When two or more different

substances are mixed, a new substance with different properties may be formed. (5-PS1-4)

Crosscutting Concept: Cause and Effect • Cause-and-effect

relationships are routinely identified, tested, and used to explain change. (5-PS1-4)

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(iii) Common Core State Standards Connections:

Connections to other DCIs in fifth grade: N/A

Articulation of DCIs across grade-levels: 2.PS1.A ; MS.PS1.A

Common Core State Standards Connections: ELA/Literacy – W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of

different aspects of a topic. (5-PS1-3) W.5.8 Recall relevant information from experiences or gather relevant information from print and digital

sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5-PS1-3)

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-PS1-3)

Mathematics – MP.2 Reason abstractly and quantitatively. (5-PS1-3) MP.4 Model with mathematics. (5-PS1-3) MP.5 Use appropriate tools strategically. (5-PS1-3)

(iv) Associated K-12 NECAP Assessment Target: This task also aligns with the following NECAP Assessment Targets (GSE Assessment targets) and Rhode Island Grade Span Expectations.

Rhode Island GSE Assessment Target

PS1 (5-8) INQ+POC –2

Given data about characteristic properties of matter (e.g., melting and boiling points, density, solubility), identify, compare, or classify different substances.

RI Grade Span Expectations (5-8)

PS1 (5-6) –2

Students demonstrate an understanding of characteristic properties of matter by …

2a recognizing that different substances have properties, which allow them to be identified regardless of the size of the sample.

2b classifying and comparing substances using characteristic properties (e.g., solid, liquid, gas).

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The Performance Task: (i) Task Description Peculiar Powders assesses students’ skills in classifying matter by engaging students in the identification of substances based on observable properties.

In this task, students will determine the properties of a substance through a series of investigations and observations. They will then use this knowledge to help them identity two unknown substances and develop a model. Throughout the task, students will be engaged in a wide range of practices such as

• asking questions, • planning and conducting an investigation, and • engaging in argument from evidence.

This hands-on task is presented in three parts: • Part 1: Engagement – Students begin the task by being introduced to an investigation question. The students

investigate the question by observing and identifying the properties of known substances. Students will record the results of their investigation in “Student Data Table – Part 1: Properties of Cornstarch and Sugar.”

• Part 2: Investigation – In Part 2: Testing Unknowns, students perform an investigation and compare the results to data collected in Part 1. Students test the unknowns to determine their properties. Then the students compare these properties to those of the known substances in Part 2 to determine the identity of the substances. This information is used to answer the following question:

What properties do the two unknowns share with known substances?

• Part 3: Application - In Part 3: Thinking about What Happened, students will answer questions about the investigation in Part 2 by applying information from both Parts 1 and 2.

(ii) Time Allotment This task requires approximately 80 minutes of instructional time divided into three parts. Adjustments can be made to accommodate alternate divisions of time, such as shown in the table below. Teachers might find other time allotments (option 4) that better suit their schedule or classroom needs.

Time Allotment for Student Completion (Minutes)

Option 1 35 (part 1) 45 (parts 2 and 3)

Option 2 65 (parts 1 and 2) 15 (part 3)

Option 3 30 (part 1) 40 (parts1 and 2) 15 (part 3)

Option 4 Time allotted at the teacher’s or administrator’s suggestion

Time allotted at the teacher’s or administrator’s suggestion

Time allotted at the teacher’s or administrator’s suggestion

Given that there are many options for the task administration, the teacher must decide how the parts should be divided. An estimate of the teacher set-up time and the time needed by students to complete each part is given below.

Estimate of teacher set-up time Estimate of student completion time Part 1 15–20 minutes approximately 30–40 minutes Part 2 15–20 minutes 30–40 minutes Part 3 5–10 minutes approximately 10–15 minutes

(iii) Key Vocabulary The Word Bank provided in the student packages can be used as a supplement for reading or visual displays and teacher instruction if needed.

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Teacher Guidance in Task Administration The following pages are designed to provide guidance to the teacher in the administration of the task. This guidance portion is divided into two columns, with the contents of the student task (What the Student Will Do) listed in the left-hand column and suggestions for teacher implementation (What the Teacher Will Do) listed in the right-hand column. Wherever possible, the teacher guidance is listed directly opposite the student document where the teacher should provide interaction. Additionally the practices that the students will be engaged in are listed in the teacher portion in highlighted text. The specific practices used are listed in detail at the end of the Teacher Guidance Document.

This task is designed to provide both formative and summative assessment capabilities but should be viewed as instruction by the student. Teacher interaction with the students during this task would be the same as would normally be implemented within the regular instructional setting.

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Part 1: Engagement

What the Student Will Do What the Teacher Will Do

Student Introduction

The White Powder Scare at “Dancing with the Stars” Studio

In November of 2010, a strange envelope arrived in the mail where “Dancing with the Stars” is filmed at CBS Studios in Los Angeles, California. The letter was addressed to a dancer on the show. The letter contained a white powder, but no one knew if the powder was safe or dangerous. Some people feared the powder could be a poison.

The Los Angeles Police Department and the FBI tried to identify the white powder. They soon found that it was talcum powder, a harmless substance similar to baby powder. The scare was over.

Prior to the beginning of the task, arrange students into small groups that maximize different learning styles and cognitive abilities. • Introduce the “White Powder Scare at ‘Dancing with

the Stars’ Studio” story. The CBS News article on which the task is based can be found at: http://www.cbsnews.com/news/fbi-investigates-white -powder-sent-to-dwts/

This section engages students in the Practice of Asking Questions1

After introducing the story, lead the class in a discussion. Ask the students, “What questions would you need to ask in order to identify a mysterious powder?” • Some student responses might be:

o How would you know if the powder is different than other powders?

o Can you do anything to rule out other white powders as possible?

o Would it help to compare the powder to a substance you know about?

• NOTE: Teacher should make note of conceptual and/or procedural misconceptions and guide student questions appropriately.

Referred Practices 1 Asking questions in 3–5 builds on K–2 experiences and progresses to specifying qualitative relationships.

• Ask questions about what would happen if a variable is changed. • Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.

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Student Instructions for Part 1: Properties of Cornstarch and Sugar

Introduction Investigation question: If you found a mysterious powder, how could you test it to find out what it is?

Safety Rules You will work with containers filled with powders and liquids. Make sure to

• wear your safety glasses. • NOT spill any of the powders or liquids. • NOT spill iodine on your skin, because it stains. • handle all containers with care. • NEVER taste any substance in the lab unless you

are told to do so. • raise your hand immediately and get help from your

teacher if you have a spill.

Materials Per Student

• Safety glasses

Per Group • 1 graduated cylinder (100 mL) or a measuring cup

(at least 100 mL) • 1 container of water (labeled) • 1 container of vinegar (labeled) • 1 container of iodine solution (labeled) • 3 eyedroppers (one for water, one for vinegar, one

for iodine solution) • 1 container with 15 mL of cornstarch (labeled) • 1 container with 15 mL of sugar (labeled) • 6 empty cups for mixing • 2 paper towels • 1 plastic spoon • Student Data Table – Part 1: Properties of

Cornstarch and Sugar

Teacher Instructions for Part 1: Properties of Cornstarch and Sugar

Introducing the Investigation Inform students that they are going to investigate the following question: If you found a mysterious powder, how could you test it to find out what it is?

Distribute student packets for Part 1 and introduce the task to the students. They will be working with their group partners to test the properties of cornstarch and sugar using water, iodine, and vinegar.

• Review the Safety Rules and Materials list with the students.

• Refer the students back to the discussion of the story as well as the student questions. Inform the students that they will be designing tests to see what happens to the properties of cornstarch and sugar when they mix with water, vinegar, and iodine.

• Review the term property with the class:

o A property is a way of describing a substance or object, such as its size, shape, weight, color, or other quality. An object may have many properties. But all substances have a few properties that no other substance has.

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Procedure

1. Make sure you have all the materials you need. If you are missing materials, raise your hand and ask your teacher.

2. Talk with your group about what will happen when you test for the properties of cornstarch and sugar. Write these predictions in “Student Data Table – Part 1: Properties of Cornstarch and Sugar,” under Prediction: What Do I Think Will Happen?

• Review the steps of the procedure with the students.

• Instruct students that before the students test they are to make a prediction for each test.

• Share with the students the following example: If you mixed cornstarch with water, what do you think will happen?

• Display a blank “Student Data Table – Part 1: Properties of Corn Starch and Sugar” found in the student packet.

• Refer students to their “Student Data Table – Part 1: Properties of Cornstarch and Sugar,” review each column, and show them where the first row is filled out already for them.

• Have the students locate where they would record their information (this is already filled in on the first row).

3. Decide with your group partner(s) what substances you will mix and what observations you will look for in your investigation.

• NOTE: Some students may require help in determining what substances to mix and what to look for in the test. Observations could include solubility in a liquid (i.e., does a substance dissolve in water) and reactivity (i.e., does a substance react when mixed with vinegar and iodine).

4. Write down the steps you plan to use in “Student Data Table – Part 1: Properties of Cornstarch and Sugar,” under Steps You Will Use to Investigate the Property. NOTE: Be clear in describing your steps. Another person should be able to easily read and follow these same steps.

5. Follow your steps to test your predictions.

6. Use the results of your tests to complete the following columns of the student data table:

• Powder Tested • Liquid Tested • Observation: What Did Happen?

7. Follow the instructions given by your teacher on how to clean up your lab area.

This section engages students in the practice of Planning and Carrying Out Investigations2

Instruct the students:

o “Once you record your prediction, decide how you will test your prediction with your group partners and record the steps you will use under the Steps You Will Use to Investigate the Property column.”

o “Once you have tested your powder, record what you observe in the Observation: What Did Happen? column of the data table.” (Refer students to the first row of the data table, which is partially filled out for them)

• Throughout this part of the investigation, encourage students to talk and share ideas within their group and work together to gather information and record their results.

• A sample of a possible completed table can be found in Appendix A.

• Provide instructions for lab cleanup.

2 Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences, and progresses to

include investigations that control variables and provide evidence to support explanations or design solutions. • Make observations and measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. • Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled

and the number of trials considered.

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8. Be prepared to review and talk about your results with the class.

This section engages students in the Practice of Engaging in Argument from Evidence3

• After the groups have tested the known substances, encourage the sharing of their results and procedures, and discuss examples. Use responses to guide the discussion on how an unknown substance can be identified using properties of known substances.

• Ask students to provide evidence from their tests to support their results.

• Make a class student data table, using examples from each group.

NOTE: The teacher may want to have the class select test procedures from the group sharing as a consensus test.

3 Engaging in Argument from Evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

• Compare and refine arguments based on an evaluation of the evidence presented. • Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation. • Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and

posing specific questions. • Construct and/or support an argument with evidence, data, and/or a model. • Use data to evaluate claims about cause and effect.

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Part 2: Investigation What the Student Will Do What the Teacher Will Do

Student Instructions for Part 2: Testing Unknowns

Introduction

In Part 2, your group will work together to test and identify two unknown powders based on their properties. Record your group’s observations in the data table.

Review the safety rules below before beginning the investigation.

Safety Rules

You will work with containers filled with powders and liquids. Make sure to

• wear your safety glasses to protect your eyes. • NOT spill any of the powders or liquids. • NOT spill iodine on your skin, because it stains. • handle all containers with care. • NEVER taste any substance in the lab unless you

are told to do so. • raise your hand immediately and get help if you

have a spill.

Teacher Instructions for Part 2: Testing Unknowns

Introduction

Prior to beginning Parts 2 and 3:

• Engage the students in a review of the completed class student data table from Part 1.

• Have the students identify any procedure that they thought was helpful from the discussion of Part 1.

• Encourage the students to identify why the procedures were helpful.

• Have students read the Introduction of Part 2.

In Part 2, they will work together to plan and conduct an investigation. Encourage the students to be attentive to the investigation in Part 2. In Part 3, they will work individually to answer questions pertaining to what they experienced in Part 2.

• Explain to the students that they will complete their own data table, “Student Data Table – Part 2: Testing Unknowns.”

• Encourage them to place their names on the top of all of their individual answer sheets.

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Student Instructions for Part 2: Testing Unknowns

Introduction

Just like the Los Angeles Police Department does, your class will investigate unknown powders. Since we don’t know the names of the powders yet, we will call them Unknown X, Unknown Y, and Unknown Z. If we learn enough about the unknown powders, we might be able to identify them.

You will start with two unknown powders. The powders may be any two of the three possible unknowns. You will need to set up and carry out tests to find out which unknowns you have. Look at the tests and steps used in Part 1. This may help you help write the steps for this part of the investigation. The question below may help you decide how to identify the two unknowns.

What properties do the two unknowns share with known substances?

You and your partner(s) will design your own tests of the two unknowns. You will record your steps and information in “Student Data Table – Part 2: Testing Unknowns.” Other materials and procedures you will need are listed below.

Teacher Instructions for Part 2: Testing Unknowns

This section engages students in the Practice Of Planning And Carrying Out Investigations1

Prior to having the students begin Part 2, you will

• display the completed class student data table from part 1 and review some of the results.

• have students describe what happened in each test. • encourage students to talk and share ideas while

completing Part 2 of the investigation. • have students read the Introduction, Materials, and

Procedure sections of Part 2: Testing Unknowns.

Materials

• Safety glasses for each student • 1 graduated cylinder (100 mL) or a measuring cup

(at least 100 mL) • 2 plastic bags, each holding a different unknown

substance (from Unknown X, Unknown Y, and Unknown Z)

• 1 container of water (labeled) • 1 container of vinegar (labeled) • 1 container of iodine solution (labeled) • 6 empty cups for mixing • 2 paper towels • 1 plastic spoon • 3 eye droppers (one for water, one for vinegar, one

for iodine solution)

• Remind students they should use the materials at their lab stations and each student should complete their individual “Student Data Table – Part 2: Testing Unknowns” found in the student packet.

Referred Practices 1 Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences, and progresses to

include investigations that control variables and provide evidence to support explanations or design solutions. • Make observations and measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. • Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled

and the number of trials considered.

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Procedure

1. Observe the unknown powders.

2. Discuss with your group which steps to use for testing each unknown substance.

3. Write down all of your information and the steps you will use to test the unknown powders in “Student Data Table – Part 2: Testing Unknowns.”

4. Test each unknown substance, using your steps.

5. Record all of your observations from your test in “Student Data Table – Part 2: Testing Unknowns.”

6. When you are finished, your teacher will give you instructions to clean your lab area.

• Direct students to begin Part 2. Answer any questions about the instructions, materials, and procedures that do not give away the identity of the unknowns.

Discussion

Be ready to share ideas in a class discussion about your investigations. You can make notes during the discussion on your own “Student Data Table – Part 2: Testing Unknowns.” The questions you ask and the notes you take will help you answer questions in the next part of the task.

• After students have finished, instruct them to clean up their area and dispose of lab materials.

• Bring the students back together from their groups and discuss the steps they followed and what they observed as a class. The following points should be addressed in the discussion:

1. what steps were done and why they were done

2. how the observations were used and what conclusions were made

3. what steps gave useful information and what steps did not

• Inform students that they can revise their individual sheets based on the class discussion; allow time for revisions.

• Ensure the students write their names on the student data table for redistribution. A sample student response of “Student Data Table – Part 2: Testing Unknowns” can be found in Appendix B.

• Collect student work, “Student Data Table – Part 2: Testing Unknowns,” for use later.

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Part 3: Application What the Student Will Do What the Teacher Will Do

Student Instructions for Part 3: Thinking about What Happened

Introduction

Answer the two questions on “Student Data Sheet – Part 3: Thinking about What Happened.” You may use all of your notes to help write your answers.

When you are finished, raise your hand and the teacher will collect your “Student Data Sheet – Part 3: Thinking about What Happened.”

Teacher Instructions for Part 3: Thinking about What Happened

This next section engages students in the Practice Of Engaging In Argument From Evidence1

Part 3 may be guided by teacher instruction.

• Explain to students that they will be answering questions about the investigation.

• Distribute “Student Data Sheet – Part 3: Thinking about What Happened” to each student.

• Remind students to keep a record of their answers on their own individual “Student Data Sheet – Part 3: Thinking about What Happened.”

• Suggest that the information recorded on “Student Data Table – Part 2: Testing Unknowns” can be used to help answer the questions on “Student Data Sheet – Part 3: Thinking about What Happened.”

Referred Practices 1 Engaging in argument from evidence in 3–5 builds on K–2 experiences, and progresses to critiquing the scientific explanations or solutions

proposed by peers by citing relevant evidence about the natural and designed world(s). • Compare and refine arguments based on an evaluation of the evidence presented. • Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and

posing specific questions. • Construct and/or support an argument with evidence, data, and/or a model.

Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.

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Appendices Appendix A: Student Data Table – Part 1: Properties of Cornstarch and Sugar – Sample Response

Powder Tested

Liquid Tested

Prediction: What Do I Think Will

Happen?

Steps You Will Use to Investigate the

Property Observations:

What Did Happen?

Cornstarch Water When we add water to the cornstarch, the cornstarch will dissolve.

1. We poured 10 mL of water into a glass.

2. We added cornstarch and stirred.

The cornstarch did not dissolve.

Sugar Water When we add water to the sugar, the sugar will dissolve.

1. We poured 10 mL of water into a glass.

2. We added sugar and stirred.

The sugar dissolved.

Cornstarch Iodine When we add iodine to the cornstarch, the mixture will change color.

1. We added a few drops of iodine to the cornstarch.

2. We stirred the iodine and cornstarch.

The cornstarch and iodine turned blue.

Sugar Iodine When we add iodine to the sugar, the mixture will change color.

1. We added a few drops of iodine to the sugar.

2. We stirred the iodine and sugar.

There was no color change.

Cornstarch Vinegar When we add vinegar to cornstarch, bubbles will form.

1. We poured 5 mL of vinegar into a glass.

2. We added cornstarch and stirred.

No bubbles formed.

Sugar Vinegar When we add vinegar to sugar, no bubbles will form.

1. We poured 5 mL of vinegar into a glass.

2. We added sugar and stirred.

No bubbles formed.

Note: Predictions may vary.

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Appendix B: Student Data Table – Part 2: Testing Unknowns – Sample Response

Use this page to record what happens during your investigation. Be sure to describe the steps you follow and keep a record of your information. When you are finished, the teacher will tell you what to do next.

Students may provide a number of different ways to show their steps and results. This includes:

Unknown Powder Tested Steps Used to Test the Unknown Observations: What Happened

Unknown X (cornstarch):

Step 1: Look at the shape and size of the grains of the unknown powder.

Step 2: Add water to each unknown and record the results.

Step 3: Add vinegar to each unknown and record the results.

Step 4: Add iodine to each unknown and record the results.

• Seen tiny grains, not cubes

• Water – did not “disappear”

• Vinegar – did not “disappear”

• Iodine – turned dark blue color

Students may provide any two of the following results in a table or chart:

Unknown X (cornstarch):

• Seen tiny grains, not cubes • Water – did not “disappear” (dissolve) • Vinegar – did not “disappear” • Iodine – turned dark blue color

Unknown Y (sugar):

• Seen tiny cube-like grains • Water – “disappeared” • Vinegar – “disappeared” • Iodine – stayed yellow

Unknown Z (baking powder):

• Seen tiny grains, not cubes • Water – did not “disappear” • Vinegar – fizzed and formed bubbles • Iodine – mixed, stayed yellow

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Appendix C: Student Data Sheet – Part 3: Thinking about What Happened – Sample Response Answer the two questions in the spaces below. You may use all of your notes to help write your answers.

1. Did the observations you looked for in Part 2 help you to identify the substances by their properties? Why or why not?

Acceptable student responses may include a general explanation or specific examples to explain how the unknowns were identified using information from part 1. Examples include:

• Yes. The observations about properties of unknown substances in Part 2 helped. I looked to see if the properties of an unknown substance in Part 2 were the same as the properties of a known substance in Part 1. If any were the same, then I was able to identify the unknown substance.

• Yes. Because when I tested Unknown X in Part 2 with iodine, it turned black. It did not disappear in water or vinegar. These were the same properties of cornstarch in Part 1. Unknown X must be cornstarch.

2. Explain whether your test would help identify another unknown powder. Why or why not?

Students may describe that if the unknown powder was baking soda, cornstarch, or sugar, the test would help. But if it wasn’t one of those, the test might not help. Other kinds of powder might not have these properties.

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Scoring Guides for Part 3: Thinking about What Happened Question #1

Score Description

4

Response demonstrates no errors or omissions in conducting an investigation collaboratively to produce data to serve as the basis for evidence AND determining whether the mixing of two or more substances results in new substances. Response identifies whether the observations looked for in part 2 helped to identify the substances by their properties, and explains why or why not. There are no errors or omissions relative to the content or processes.

3 Response indicates minor errors or omissions in conducting an investigation collaboratively to produce data to serve as the basis for evidence OR determining whether the mixing of two or more substances results in new substances. There may be errors or omissions relative to the simpler details and processes.

2 Response indicates major errors or omissions in conducting an investigation collaboratively to produce data to serve as the basis for evidence OR determining whether the mixing of two or more substances results in new substances. There may be errors or omissions regarding the complex content or process.

1 Response indicates a distinct lack of understanding of conducting an investigation collaboratively to produce data to serve as the basis for evidence OR determining whether the mixing of two or more substances results in new substances. There is a minimal understanding of the content or the process.

0

Response is inaccurate, irrelevant, contains insufficient evidence to demonstrate an understanding of conducting an investigation collaboratively to produce data to serve as the basis for evidence OR determining whether the mixing of two or more substances results in new substances OR the student has failed to respond to the prompt.

Blank No response

Question #2

Score Description

2

Response demonstrates no errors or omissions regarding using data produced in the investigation to serve as the basis for evidence for an explanation AND identifying unknown substances based on their properties. Response explains whether the test would help to identify another unknown powder. There are no errors or omissions relative to the content or processes.

1 Response indicates errors or omissions regarding using data produced in the investigation to serve as the basis for evidence for an explanation OR identifying unknown substances based on their properties. There may be minor errors or omissions relative to the simpler details and processes.

0 Response is inaccurate, irrelevant, contains insufficient evidence to demonstrate understanding of using data produced in the investigation to serve as the basis for evidence for an explanation OR identifying unknown substances based on their properties OR the student has failed to respond to the prompt.

Blank No response

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Appendix D: Comprehensive Task Materials Checklist The following space and equipment per working group are recommended to administer all three parts of the task:

Per working group (2’ x 3’ flat surface is recommended for this investigation):

• Safety glasses for each student • 2 sandwich-sized plastic zipper bags, each containing 15 mL of an unknown (any two of cornstarch, sugar, and

baking soda). Each group should have two unknowns labeled (coded, using letters, numbers, etc.) so that the teacher can clearly identify the unknown but the student cannot

• 1 graduated cylinder (100 mL) or a measuring cup (at least 100 mL) • 6 plastic containers (minimum volume 500 mL) to hold the classroom supply of each substance (cornstarch,

sugar, baking soda, tap water, iodine, and vinegar) • 6 labeled cups: two with 40 mL of tap water, two with 40 mL of vinegar, and two with 40 mL of iodine solution • 3 eye droppers (one for water, one for vinegar, and one for iodine solution) • 2 containers (one labeled cornstarch and the other labeled sugar) containing 30 mL of each substance • 12 empty cups for mixing (minimum of 50 mL) • Paper towels • 1 plastic spoon or equivalent transfer/stirring/measuring device for powdered solids. Plastic is recommended.

DO NOT use metallic transfer device. • 1 per student printed “Student Data Table – Part 1: Properties of Cornstarch and Sugar” • 1 per student printed “Student Data Table – Part 2: Testing Unknowns” • 1 per student printed “Student Data Sheet – Part 3: Thinking about What Happened”