5-Physical+Science

=Moore Magnet Elementary School=

**Unit Plan - Physical Science - 1**
=Learning Target: (Essential Question) -= What factors affect the rate at which various materials freeze, melt, or evaporate? How does the transfer of heat energy affect the rate?

Standards:
GLE 0507.9.1 Observe and measure the simple chemical properties of common substances GLE 0507.9.2 Design and conduct an experiment to demonstrate how various types of matter freeze, melt, or evaporate GLE 0507.9.3 Investigate factors that affect the rate at which various materials freeze, melt, or evaporate SPI 0507.9.1 Distinguish between physical and chemical properties SPI 0507.9.2 Describe the differences among freezing, melting, and evaporation SPI 0507.9.3 Describe factors that influence the rate at which different types of material freeze, melt, or evaporate GLE 0507.10.1 Design an experiment to illustrate the difference between potential and kinetic energy GLE 0507.10.2 Conduct experiments on the transfer of heat energy through conduction, convection, and radiation SPI 0507.10.1 Differentiate between potential and kinetic energy SPI 0507.10.2 Use data from an investigation to determine the method by which heat energy is transferred from one object to another || SPI 0506.2.3 Select a reasonable solution to a real-world division problem in which the remainder must be considered SPI 0506.2.4 Solve problems involving the division of two- and and three- digit whole numbers by one- and two- digit whole numbers SPI 0506.1.3 Recognize the unit associated with the remainder in a division problem or the meaning of the fractional part of a whole given in either decimal or fraction form. || GLE 0507.T/E.2 Recognize that new tools, technology, and inventions are always being developed GLE 0507.T/E.3 Identify appropriate materials, tools, and machines that can extend or enhance the ability to solve tools and technologies GLE 0507.T/E.4 Recognize the connection between scientific advances, new knowledge, and the availability of new tools and technologies GLE 0507.T/E.5 Apply a creative design strategy to solve a particular problem generated by societal needs and wants
 * ===Science===
 * ===Technology/ISTE=== ||
 * ===Math=== ||
 * GLE 0506.2.3 Develop fluency with division of whole numbers. Understand the relationship of divisor, dividend, and quotient in terms of multiplication and division
 * ===Math=== ||
 * GLE 0506.2.3 Develop fluency with division of whole numbers. Understand the relationship of divisor, dividend, and quotient in terms of multiplication and division
 * ===Engineering/Inquiry=== ||
 * GLE 0507.T/E.1 Describe how tools, technology, and inventions help to answer questions and solve problems

GLE 0507.Inq.1 Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data GLE 0507.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation GLE 0507.Inq.3 Organize data into appropriate tables, graphs, drawings, or diagrams GLE 0507.Inq.4 Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations GLE 0507.Inq.5 Recognize that people may interpret the same results in different ways GLE 0507.Inq.6 Compare the results of an investigation with what scientists already accept about this question ||

**Performance Assessment Project: Describe Project- What will the student do or create to demonstrate knowledge acquired? **
Students will use provided materials to make ice cream in a baggie. Teacher will lead guided inquiry into the discovery of the affect of salt on ice. Students will then determine if adding salt to the ice would affect ice cream results. Students will experiment with different amounts and ingredients to determine best results after trials. Students

Timeline
September 27 - December 3

__Physical Science__
(Ice cream Sundae store)- burn sugar to make caramel sauce- have students make ice cream then remake it to correct errors in thinking- inquiry of process- engineering piece is process of creating product

students have to write plan to teacher (business proposal) (how are they going to create their ice cream business) (Inquiry)

Could also sell product to other classes- get it to them w/o it melting- marketing techniques to sell product- could use volume of container students could create- could do volume of small milk carton Option: Instead of ice cream, students could make toothpaste. Idea: __Inventions__, Teacher Created Materials, Inc. (book owned by Jane Weakley) Should we move entire Measurement Unit up or just parts?

Potential/Kinetic energy- mass, force, gravity- (create a roller coaster- have parachute attached to create drag?)- (use different materials for parachutes) (can do area of parachute and mass of materials and person) (could do races w/ parachutes attached to determine if they slow them down- this could be done in PE) – could then take that knowledge back to class to use with roller coaster- ss can gather data and create a table or graph focusing on changing one variable- could use dolls and small parachutes so each student can participate