A FIFTH-GRADE SCIENCE STORYLINE: MEETING THE NEEDS OF DAVIS SCHOOL DISTRICT ELEMENTARY SCIENCE TEACHERS by Kristen Adamson A project submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah November 19, 2019 Approved ________________________________ Adam Johnston, Ph.D. ________________________________ Louise R. Moulding, Ph.D. ________________________________ Tyson Grover, M.Ed SCIENCE CURRICULUM 2 Acknowledgements I would like to thank my family and friends for their support as I worked on this project. The words of encouragement, meals, and opportunities for stress relief they provided were invaluable to me. I am very grateful to the three teachers who gave up their time to evaluate my curriculum project and provide me with useful feedback. A sincere thanks to Michelle Cutler, Tammy Tueller, and Lisa Bodily. Finally, I would like to express my appreciate to the members of my committee. Thank you for your support and feedback. SCIENCE CURRICULUM 3 Table of Contents NATURE OF THE PROBLEM.......................................................................................... 5 Literature Review.................................................................................................... 7 Three Dimensions of Science Learning ...................................................... 7 Deeper Understanding through Rigor ......................................................... 9 Opportunities for Application of Knowledge ........................................... 10 Coherent Curriculum ................................................................................ 12 Educative Curriculum Materials ............................................................... 12 Science Curriculum Materials................................................................... 13 PURPOSE ......................................................................................................................... 17 METHODS ....................................................................................................................... 18 Context .................................................................................................................. 18 Scope ..................................................................................................................... 19 Evaluation ............................................................................................................. 19 Procedure .............................................................................................................. 20 DISCUSSION ................................................................................................................... 21 Course Materials ................................................................................................... 21 Feedback and Adjustments ................................................................................... 23 Metacognition ....................................................................................................... 25 Conclusion ............................................................................................................ 27 REFERENCES ................................................................................................................. 28 Appendix A: Storyline Evaluator Questionnaire .............................................................. 33 Appendix B: Storyline and Supporting Materials ............................................................. 35 SCIENCE CURRICULUM 4 Abstract The National Research Council’s A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS) provide the foundation for Utah’s new Science and Engineering Education (SEEd) standards. The SEEd standards are based on the NGSS but are not a strict replication of them. There is currently not a high-quality curriculum available that aligns to the new standards for Utah. A curriculum that is coherent and educative in design can aid teachers in making the transition from a traditional model of science education to the three-dimensional model presented in the framework. Teachers in Davis School District need access to a high-quality curriculum that will help them implement Utah’s new science standards in their own classrooms. SCIENCE CURRICULUM 5 NATURE OF THE PROBLEM The National Research Council (2012) published A Framework for K-12 Science Education in 2012 to provide a guide for developing updated science standards across the country. The NRC framework was designed with a goal of increased coherence throughout grade levels and the integration of science content and practices (National Research Council [NRC], 2012). The foundation of the NRC framework was the three dimensions presented in the report: (1) science and engineering practices, actions used by scientists and engineers to investigate and design solutions; (2) crosscutting concepts, ideas that apply to all science domains; and (3) disciplinary core ideas, key principles that can be studied in depth across grade levels (2012). Following the publication of the framework, the Next Generation Science Standards (NGSS) were established to provide performance expectations for integrating the three dimensions of science learning (National Research Council [NRC], 2013). In 2019, Utah adopted Science and Engineering Education (SEEd) standards based on the NRC’s framework and the NGSS (Utah State Board of Education [USBE], 2019). This shift in standards requires a change in curriculum materials for teachers. Teaching and learning become more effective when curriculum is well-designed; however, when teachers do not use or have access to a well-designed curriculum, poor learning and misconceptions can occur. (Dixon & Carnine, 1993). Boser, Chingos, and Straus (2015) stated that there is much evidence to prove that high-quality curriculum can positively impact student achievement. An option for effective curriculum is educative curriculum materials, or ECMs (Krajcik & Delen, 2017). The purpose of ECMs is to educate the teacher while also functioning as a curriculum to be used with students (Petrie & Darragh, 2018). Though ECMs have been used most often in mathematics and science, many available science curriculum SCIENCE CURRICULUM 6 materials are still not designed with educative components (Banilower, Nelson, Trygstad, Smith, & Smith, 2013). The SEEd standards, and the NGSS on which they are based, are not meant to be interpreted as curriculum in and of themselves (Krajcik, Codere, Dahsah, Bayer, & Mun, 2014; USBE, 2019). The NGSS website does provide links to “quality NGSS units” and tools for assessment (NGSS, 2013), but states do not necessarily adopt the NGSS standards exactly as written. Utah’s SEEd standards, for example, reflect a difference in the standards for fourth grade in which students examine information specifically about plant and animal survival in Utah’s environments (USBE, 2019). In order to effectively teach the new Utah science standards, teachers in Davis School District need access to a curriculum that is designed around the three dimensions of the NGSS standards, engages students with rigor, and is educative in nature. Elementary teachers in Davis School District need access to a high-quality science curriculum that is both coherent and educative because “well-designed instructional materials are ‘extraordinarily important’ to enacting new standards” (National Academies of Sciences, Engineering, and Medicine, 2018, p. 33). However, the design of an entire science curriculum shouldn’t be up to teachers because of the significant demands on teachers’ time (Roseman, Herrmann-Abell, & Koppal, 2008). Elementary teachers are especially in need of curriculum support due to the number of subjects they are expected to teach and the complexities of three-dimensional science (Arias, Bismack, Davis, & Palincsar, 2016). A curriculum that is aligned to Utah’s new standards, provides coherence, and utilizes educative features can be made available to Davis School District teachers. SCIENCE CURRICULUM 7 It is still unknown what the effectiveness of new curriculum may be in helping teachers successfully teach the new Utah science standards. Teachers may use the curriculum in a variety of ways (Arias et al., 2016). Davis, Palincsar, Smith, Arias, & Kademian (2017) found that teachers adapted the curriculum they were provided, and those adaptations sometimes enhanced students’ opportunities and other times limited them. New curriculum materials require professional development and collaborative planning time (Carlson, Davis, & Buxton, 2014; Davis & Krajcik, 2005), but it is unknown how Davis School District will provide those opportunities in conjunction with the new curriculum. Literature Review Reflecting an alignment to the Framework for K-12 Science Education and NGSS, Utah has adopted new K-5 science standards to be implemented in the 2020-2021 school year (USBE, 2019). This alignment requires that the new science standards encompass the three-dimensions of science learning (Huff, 2016), promote a deeper understanding through rigor and provide opportunities for the application of knowledge (NRC, 2013). Three Dimensions of Science Learning The NGSS require a shift from memorizing science facts to engaging in three dimensions of science learning (NRC, 2013). Those foundational areas are science and engineering practices, crosscutting concepts, and disciplinary core ideas. Within each of the foundational areas there are specific objectives throughout the different grade levels. Science and engineering practices. The eight science and engineering practices, or SEPs, and their importance and classroom application are explained in the National Research Council’s Framework for Science Education (2012). The SEPs include asking (1) questions and defining problems; (2) developing and using models; (3) planning and carrying out investigations; (4) SCIENCE CURRICULUM 8 analyzing and interpreting data; (5) using mathematics and computational thinking; (6) constructing explanations and designing solutions; (7) engaging in argument from evidence; and (8) obtaining, evaluating, and communicating information (NRC, 2012). As students progress through grade levels, they will also progress in their application of these practices. Crosscutting concepts. The Framework for Science Education also explains the dimension of crosscutting concepts (CCCs) (NRC, 2012). These concepts are connecting links between different content domains and can be applied in both science and engineering, and as such should be utilized by students throughout their K-12 career (NRC, 2012). The seven CCCs are (1) patterns; (2) cause and effect; (3) scale, proportion, and quantity; (4) systems and system models; (5) matter and energy; (6) structure and function; and (7) stability and change (NRC, 2012). Disciplinary core ideas. Earth science, life science, physical science, and engineering are the four domains in which the disciplinary core ideas (DCIs), can be found (NRC, 2013). The DCIs are science concepts that have “broad importance across multiple science or engineering disciplines or be a key organizing principle of a single discipline” (NRC, 2012, p. 31). Students will revisit all four domains many times as they move through different grade levels, with depth of knowledge and performance expectations increasing as students advance K-12 (NRC, 2012). The integration of science and engineering practices, crosscutting concepts, and disciplinary core ideas is a hallmark of the Framework and the NGSS and should be part of any standards that are aligned thereto (NRC, 2012). Utah’s new science standards incorporate the three dimensions into each standard (USBE, 2019). Thus, teachers in the Davis School District will need to teach lessons that integrate all three dimensions in order to meet the new standards, as well as help students develop the skills needed to construct deeper understandings (Krajcik et al., 2014). SCIENCE CURRICULUM 9 Deeper Understanding Through Rigor Carlson et al. (2014) stated that one important goal of NGSS is to boost the rigor and coherence of instruction in the science classroom. An alignment to NGSS necessitates helping students think more deeply about science, engage with phenomena, and innovate solutions (NRC, 2013). Students should be actively doing science to “make learning relevant, challenging, and meaningful for all students” (Marshall, 2015, p. 17) regardless of whether their goal is a science career or not (NRC, 2013). Teachers can increase rigor through emphasizing high-level thinking such as analysis of evidence and logical reasoning in their classrooms (National Science Teachers Association [NSTA], 2016). The NGSS require a change to high-level thinking becoming the regular practice of students (Marshall, 2015). Students need to develop skills in observation, investigation, problem-solving, and analyzation in order to make evidence-based claims or construct complex models, both physical and conceptual (Marshall, 2015). Isabelle (2017) stated that these skills need to be developed from early elementary, and not just in secondary schools. This is because the progression of DCIs anticipates that students will come to each grade level having met the performance expectations of the previous (NRC, 2013). Opportunities for developing higher-level thinking skills come with meaningful inquiry-based and hands-on experiences rather than individual lessons focused on a single science concept (Krajcik et al., 2014). Marshall (2015) suggested that inquiry-based instruction offers an equitable approach for learning DCIs and engaging in SEPs. This shift in practice involves providing time to build the needed depth of knowledge (Krajcik et al., 2014). It also requires the opportunity for students to collaborate and communicate as they problem-solve (NRC, 2013). SCIENCE CURRICULUM 10 Marshall (2015) proposed that inquiry-based learning allows students to engage at their levels, challenge themselves, and see purpose and meaning in school and science. The skills NGSS promotes are a top priority in any classroom, for any subject (Isabelle, 2017). Students will be more successful when science and engineering practices are combined with rigorous content (NRC, 2013). Many science teachers in the Davis School District might be less familiar with the needed instructional strategies as the NGSS standards have been around for only a few years. However, a shift in practice will help students meet the expectations and rigor of the NGSS (NRC, 2013, Appendix D) and the new Utah standards. Opportunities for Application of Knowledge According to Huff (2016), the act of memorizing facts about science concepts or scientists does not develop interrelated knowledge or a capacity for reasoning. The performance expectations of the NGSS do not focus on knowing specific facts, but rather on the application of knowledge to “explain phenomena, solve problems, and make decisions” (Krajcik et al., 2014, p. 159). The deeper understanding created using the NGSS three-dimensional approach allows students to apply their learning across different content areas and outside the classroom (NRC, 2012). By focusing on a limited number of core ideas and revisiting them through the grade levels (NRC, 2013), students will be able to apply their content knowledge to develop a deeper understanding of new concepts within those core ideas and across disciplines (Fisk, 2018). The NGSS were also designed for an application of literacy and mathematics standards within the science standards (NRC, 2013). The goal is a “symbiotic pace of learning in all content areas” (NRC, 2013, Appendix A). The core standards for language arts and math can be integrated with the NGSS to provide a comprehensive education for students (2013). Several of the SEPs confirm the importance of this integrated application of content: using mathematics and SCIENCE CURRICULUM 11 computational thinking; engaging in argument from evidence; and obtaining, evaluating, and communicating information (2013). Huff (2016) suggested that specifically the practice of engaging in argument from evidence benefits from developing the three content areas simultaneously. There are many opportunities for the application of knowledge in science classrooms, and teachers should allow for student creativity in those opportunities (National Academies of Sciences, Engineering, and Medicine [NASEM], 2018). Isabelle (2017) recommended a strategy of “claim-evidence-reasoning” (p. 89) as a way for students to construct an argument and apply their knowledge. In this approach, students make a claim to answer a question, provide scientific data as evidence, and then offer reasoning using the sense they made of the data (2017). The application to practical problems can be done using engineering and technology within the science classroom (NRC, 2013). Engineering involves defining problems and designing and refining solutions, all of which involves student creativity and application of knowledge. (NRC, 2013). The SEEd standards (USBE, 2019) reflect an alignment to NGSS. With that alignment comes the need for Davis School District teachers to shift mindsets and curriculum to incorporate three-dimensional learning, engage students with rigor to develop deeper understandings, and require the application of knowledge using creativity and innovation supported by evidence. A new curriculum designed to meet the new standards can aid teachers with that shift in mindset. Chingos and Whitehurst (2012) proposed that there is strong evidence for the significant impact curriculum can have on student learning. A negative impact could be the result of a curriculum’s lack of examples, background information, or connections (Simmons & Kameenui, 1996). In contrast, “effective curriculum materials are coherent, rigorous, and focused on big SCIENCE CURRICULUM 12 ideas” (Carlson et al., 2014, p. 2) which requires multiple supports within the curriculum for both teachers and students (Roseman, Linn, & Koppal, 2008). Educative curriculum materials, or ECMs (Krajcik & Delen, 2017) can provide those supports which are needed for a high-quality curriculum. Textbooks are the most common form of curriculum in elementary science classrooms (Trygstad, Smith, Banilower, & Nelson, 2013), but many of those materials do not include the coherence and the educative materials that can lead to positive teacher and student outcomes (Banilower et al, 2013; Shin, Choi, Stevens, & Krajcik, 2017). Coherent Curriculum A high-quality curriculum is one that builds on prior knowledge, has a sensible sequence, and connects interrelated ideas (Carlson et al., 2014; Shin et al., 2017). This coherence can support teachers in advancing students’ understanding of core ideas within a unit, between units, and across years, (Shin et al., 2017). Shin et al. (2017) found a difference in the performance of middle school students who were taught with coherent curriculum versus a traditional one. It was determined that the use of a coherent curriculum was a determining factor in students who used a coherent curriculum outperforming their counterparts who used a traditional curriculum (Shin et al.). Educative Curriculum Materials Educative Curriculum Materials, or ECMs, are included within a curriculum with the intent to foster teacher learning in addition to student learning (Davis & Krajcik, 2005). ECMs provide an opportunity for independent professional learning for teachers (Davis, Palincsar, Smith, Arias, & Kademian, 2017). They can help develop teacher knowledge of content and pedagogy and change teacher ideas about instruction methods and self-efficacy (Roblin, Schunn, McKenney, 2017). SCIENCE CURRICULUM 13 There are a variety of features can be included in the curriculum that can lead to positive teacher outcomes (Roblin et al., 2017). Educative features include, but are not limited to, concept maps, narratives, call-out boxes, content storylines, and rubrics (Davis et al., 2017). Procedural supports such as required times and advanced preparation along with suggested instructional strategies can help teachers in the planning stage, whereas examples of possible misconceptions and student work can help teachers in the enactment of the curriculum (Davis et al.). Because not every teacher or classroom is the same, teachers adapt a curriculum to meet their specific needs (Davis et al., 2017; Remillard, 2005). There is a “participatory relationship” between teachers and the curriculum (Remillard, 2005, p. 236), but inexperienced teachers might need support in how to effectively adapt the curriculum (Carlson et al., 2014). ECMs can help teachers by providing suggestions for those adaptations (Davis et al, 2017). For example, the use of narratives or sample student work (Carlson et al., 2014) could aide teachers adapt to new grade levels or schools (Davis et al., 2017) Science Curriculum Materials The combination of the three dimensions of science learning is meant to provide students with a rigorous science experience to help them understand how science is applied outside of the classroom (NRC, 2013). The new standards require students to do more than just read about a science concept, memorize a scientific theory, or participate in a simple hands-on activity. According to Huff (2016), students who are taught science only through reading miss out on important science practices, such as planning and carrying out investigations. Therefore, limiting science instruction to what can be found in a science textbook will not help students meet the requirements of the new standards. SCIENCE CURRICULUM 14 The results of a 2012 survey of elementary teachers indicated that the majority of elementary science classrooms used a published textbook or program to guide the overall organization and content emphasis of a science unit rather than other sources (Trygstad et al., 2013). More recently, teachers reported using a wide variety of sources, including materials found on Pinterest and Teachers Pay Teachers (Steiner, 2017), even though materials found on those sites may be more cute than meaningful (Greene, 2016). No matter the source, many curriculum materials lack the coherence (Shin et al., 2017) and/or the educative features that help elementary science teachers support student learning (Banilower et al., 2013; Carlson et al., 2014). The National Science Teachers Association argued that an overhaul of science curriculum, among other things, is needed to achieve the goals of standards aligned to the Framework and NGSS (NSTA, 2016). One option for developing a coherent curriculum aligned to NGSS standards is to create a storyline (Reiser, 2013). Different from the standards, a storyline is curriculum. Specifically, it is a series of coherent lessons “in which questions are grounded on phenomena, leading to investigations, and students develop models through argumentation (Reiser, 2013, p. 7). Reiser (2013) suggested that storylines are not a traditional sequence of lessons in which the teacher or textbook is responsible for presenting information to students; rather, a coherent storyline is focused on students’ ability to use evidence from investigations to explain a phenomenon. Elementary teachers in Davis School District will be required to implement the new SEEd standards in the 2020-2021 school year (USBE, 2019) and, therefore, need access to a curriculum that will help them in that implementation. A curriculum can be developed for that purpose, but it is unrealistic to expect each teacher to develop their own (Roseman et al., 2008). A study on teacher involvement in curriculum design (Huizinga, Handelzalts, Nieveen, & Voogt, SCIENCE CURRICULUM 15 2014) revealed that teachers lack expertise in curriculum design, curricular consistency, and in some cases, pedagogical content knowledge. Elementary teachers have the added difficulty of teaching multiple subjects, including multiple science disciplines (Arias, 2016), and many do not have a sufficient comprehension of science content (Davis, Petish, & Smithey, 2006; Trygstad et al., 2013). The three-dimensional format of Utah’s SEEd standards (USBE, 2019) also presents a challenge to teachers developing their own curriculum. There is a limited level of teacher familiarity with NGSS practices (Smith & Nadelson, 2017). Many teachers are lacking the knowledge and tools to design lessons that incorporate all three dimensions (Harris, Sithole, & Kibirige, 2017). As a result, teachers in Davis School District need a high-quality and educative curriculum to be shared with them for them to be able to learn and implement the new SEEd standards. Once teachers have access to a curriculum aligned to the SEEd standards, it is unknown how they will use it in individual classrooms or if their implementation will help students to be successful in meeting the new standards. Remillard (2005) stated that teachers will alter curriculum based on what is appropriate for their students, sometimes improvising during the enactment of a lesson (Davis et al., 2017). These adaptations occur as teachers evaluate their own understanding of the lesson as well as students’ (Remillard, 2005) and as they reflect on the constraints of their time and available materials (Davis et al., 2017). Another unknown is how the Davis School District will support the new curriculum with professional development. Educative curriculum materials cannot be the only resource for teachers (Davis & Krajcik, 2005). Professional development is key for teachers to gain an SCIENCE CURRICULUM 16 understanding of and be able to effectively implement science standards aligned with the NGSS (Carlson et al., 2014; Harris et al., 2017; Trystad et al., 2013). SCIENCE CURRICULUM 17 PURPOSE The National Research Council’s A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS) provide the foundation for Utah’s new Science and Engineering Education (SEEd) standards. The SEEd standards are based on the NGSS but are not a strict replication of them. There is currently not a high-quality curriculum available that aligns to the new standards for Utah. A curriculum that is coherent and educative in design can aid teachers in making the transition from a traditional model of science education to the three-dimensional model presented in the framework. Teachers in Davis School District need access to a high-quality curriculum that will help them implement Utah’s new science standards in their own classrooms. The purpose of this curriculum project was to develop a 5th grade storyline to address the need for rigorous, three-dimensional science curriculum in Davis School District. The objective of this storyline was to guide teachers from the presentation of a phenomenon through multiple sense-making lessons to a summative assessment. The storyline included educative features to aid teachers in understanding the new standards and supporting students’ learning throughout the unit. SCIENCE CURRICULUM 18 METHODS The Framework for K-12 Science Education and the Next Generation Science Standards (NGSS) were created to aid in the revision of science standards around the country. The focus of these documents is a three-dimensional approach to science education with the integration of science and engineering practices, crosscutting concepts, and disciplinary core ideas. Because standards aligned to the NGSS are not a curriculum in and of themselves, there is a need for the development of a coherent and educative curriculum to aid Davis School District teachers in the implementation of Utah’s new Science and Engineering Education (SEEd) standards. Context Science education in Utah is undergoing a major shift that will directly impact the practice of science teachers in Davis School District. Specifically, Utah has revised the state’s science standards, with the Framework for K-12 Science Education and the NGSS as the foundation for the changes (Tanner, 2019). The timeline set by the Utah State Board of Education states that the new science standards for grades K-5 will be implemented in the 2020-2021 school year (USBE, 2019). Davis School District has 72,264 students enrolled in 92 schools. Elementary science in the District has been taught in a more traditional way in the past. Science textbooks or printed state booklets have been used by many teachers to present information, and students have been assessed with the use of tests that ask for term definitions and the regurgitation of facts. Utah’s new SEEd standards were written with a more constructivist than traditional point of view. Students will be engaging with science phenomena by using science and engineering practices and crosscutting concepts. Teachers will need to help students develop “scientific SCIENCE CURRICULUM 19 habits of mind” (USBE, 2019, p. 9) including observing, analyzing, and thinking critically. This will require a change in curriculum resources and teaching methods in the Davis School District. Scope The product of this project was a 5th grade SEEd storyline. The storyline includes lessons that introduce a science phenomenon and then allow students to make sense of the phenomenon. Built into the storyline were formative and summative assessment options for teachers. The storyline also has educative curriculum features for teachers to learn about the three dimensions integrated into the lessons and to plan for the specific needs of their classrooms and students. One educative feature is explanations of the organization of the storyline document itself as its format will be new to most teachers. Along with that are suggested times for individual lessons with options for modifying lessons to meet the time constraints teachers may have. Also included are descriptions of the core idea content covered in previous grades. Another feature is definitions of needed science and engineering practice, crosscutting concept, and disciplinary core idea terms throughout the lessons. The storyline also includes vignettes, or narratives of specific lessons to help teachers envision how the lesson can be taught. Descriptions of possible student misconceptions, both prior and during lessons, were incorporated to help teachers look for and address those misconceptions as they appear in their classrooms. Evaluation The storyline was evaluated by two 5th grade teachers, one with a STEM endorsement and one without, and a STEM endorsed teacher with experience in a different grade. Evaluators were asked to provide feedback by answering questions regarding the three-dimensions and educative materials included in the storyline and the flow of ideas from beginning to end of the storyline (see Appendix A). SCIENCE CURRICULUM 20 Procedure The first step was to spend about a week researching Strand 5.2 in the Utah SEEd standards and selecting a compelling phenomenon for the storyline. This strand focuses on the properties and changes of matter. Once a phenomenon was selected, two to three weeks were devoted to developing a rough draft of the storyline. First, time was spent on building a logical sequence of lessons that integrate the three dimensions of science learning. Then assessment options, both formative and summative, were added. An additional one to two weeks were used to add educative features to the storyline. These features were added by using the comment and link tools available in Word. Features such as definitions, time suggestions, and other helpful hints were added with the comment tool. Vignette narratives and additional resources were added with the link tool. This link to a separate document due to the amount of content these features required. The storyline was sent to the evaluators for review. Two weeks were given for them to examine the storyline and answer feedback questions (see Appendix A). After that time, feedback was collected and another week was spent revising the storyline based on the feedback. Evaluator responses were reviewed and suggested changes were made as they supported the purpose and scope of the project. The final step was to write the discussion section and submit the entire thesis. SCIENCE CURRICULUM 21 DISCUSSION The curriculum I developed is focuses on the 5.2.3 and 5.2.4 standards in the Utah science core. The 5.2 strand is focused on the properties and changes of matter (USBE, 2019). Standard 5.2.3 states that students will plan and carry out investigations to determine the effect of combining substances. The focus of standard 5.2.4 is using mathematics and computational thinking to provide evidence that the total weight of matter is conserved as it undergoes change. The two standards are combined into one storyline because data from the 5.2.3 investigations can be used as evidence of weight being conserved. Davis School District required specific documents to be included within the curriculum. The required documents included a storyline outline, student journal pages, a list of needed supplies, a teacher preparation list, and a storyboard presentation. To include educative features, I added detailed episode outlines for each episode in the storyline. The curriculum also has a document that explains the educative features to the user and how to use them. Course Materials The storyline document is an overview that includes the standards covered by the storyline; a description of the anchoring phenomenon; the specific science and engineering practices (SEP), crosscutting concepts (CCC), and disciplinary core ideas (DCI) found in the storyline; and a brief description of each episode. This document was created in Word, and I added educative features to explain the format, including the use of bold type to denote an SEP and the use of underlining to denote a CCC. There are also links in the storyline to other course materials, including the scope and sequence of the DCI from second grade to fifth grade to eighth grade. SCIENCE CURRICULUM 22 The storyboard presentation is intended by Davis School District for teachers to use with their students as they work through each episode. Slides include pictures, links, and instructions for students to follow. The District asked that information for teachers to be added to the notes section of each slide. This was done in my curriculum, but links and comments could not be added to that section. Because of this, I created detailed outlines for each episode in the storyline. The detailed episode outlines include time suggestions; a list of needed materials and the required setup; links to the storyboard and student journal pages; and a description of what students will do in the gather, reason, and communicate sections of each episode. This is also where many of the educative features were added. I used the comment feature on Word to add what I termed ‘helpful hints.’ The use of the comment feature was an intentional choice as the comments can be shown or not depending on teacher preference. The main document outlines what students will do, but the comments are focused on helping the teacher prepare for and understand what students will do. The number and type of comments included is unique to each episode. The student journal pages included in the curriculum provide graphic organizers and space for students to record their thinking. I provided a key for teachers to give them a vision for what to expect in student responses. This can be useful in the early years of implementation as teachers may need to provide more scaffolding for students to produce those responses. Assessments, both formative and summative, are included in the curriculum. As students complete specific tasks, the teacher can use those responses as formative assessments to check student understanding. The summative assessment includes three tasks for students. Each task is focused on a different aspect of the DCI and requires students to use different SEPs. SCIENCE CURRICULUM 23 The curriculum also includes a few teacher-preparation documents. One is a supply list that is sectioned by episode. Another is a list of actions to take two weeks and one week prior to implementing the curriculum and how to prepare the night before each episode. I added a document to help teachers understand the educative features and how to use the comment and link features in Word. The curriculum is organized into four folders. One folder specifies that it is the first folder teachers should open and read. The storyline overview, educative feature how-to, and Utah standards overview documents are found in this folder. A second folder is where all the detailed episode outlines are stored. Any document that is for use with students in found in a third folder. This includes the journal pages, the storyboard, the summative assessment blackline, and a text that is used in one of the episodes. The final folder is for documents that are specifically for the teacher. The supply list, teacher prep list, student journal key, and summative assessment key are found in that folder. Feedback and Adjustments I sent the curriculum documents to three teachers to be evaluated. The evaluators were provided with a questionnaire (Appendix A). Much of the feedback I received was similar between the three evaluators. However, each evaluator provided a unique perspective as well due to their level of experience with 5th grade and/or three-dimensional science learning. Three Dimensions of Science Learning. All evaluators agreed that the three dimensions could be found in each episode of the storyline. One evaluator questioned the frequent use of the cause & effect CCC, but as it is the focus of the standard, I didn’t make a change. The evaluator who didn’t have much experience with the three dimensions could recognize how they were labeled within the curriculum but SCIENCE CURRICULUM 24 didn’t feel comfortable with making change suggestions. This evaluator also requested to talk about the three dimensions before beginning the evaluation. Educative Materials The feedback I received regarding the educative materials was positive. Each evaluator stated that the use of the comment feature was very helpful. One evaluator stated that she wouldn’t have felt capable of implementing the curriculum without the educative features, which supports the ideas presented by Carlson et al. (2014) that teachers need more support with new science standards. I was given suggestions for adding additional comments. This included a comment about vocabulary, specifically the differences in vocabulary used in the old standards compared to the new standard; and the suggestion that teachers review investigation plans before having students conduct the investigations. Two of the evaluators also suggested that more information was needed in the detailed outline for episode four. All of these adjustments were made to the educative features. Flow of Ideas There was consensus between evaluators that the flow of ideas from episode to episode was logical and that the assessments would be useful. One evaluator suggested that having students collect weight data in early episodes might make them feel like that is the only data that matters. I addressed this concern by adding a comment to the teacher about students recording observations about other properties as well. Additional Comments The evaluators all gave additional comments that were helpful for improving the curriculum. All the evaluators stated that the links for moving between documents did not work for them. I researched how to create hyperlinks in Word documents that would work when files SCIENCE CURRICULUM 25 were shared with others and found a solution. Two of the evaluators used Mac computers and both commented that the student journal pages looked as if they needed to be fixed. That problem was solved by creating a PDF document. Another suggestion I was given by all three evaluators concerned a picture of curdled milk included in the summative assessment document. The picture looked as if it might be confusing to students when copied in black and white. A copy of the picture was added to the storyboard presentation for teachers to project for their students if needed. Metacognition I found the creation of this curriculum to be a reflective process for me, especially in deciding which educative features to add. I have a background knowledge of the three dimensions of science learning, but I constantly found myself thinking the time before I gained that knowledge as I was writing. I thought about what would have been most helpful for me in terms of the format of and information included in the educative features. As I reflected, I felt it was important that the educative features could be turned on and off depending on teachers’ needs. In my experience, many published curricula have too many features in the teacher’s edition. I find myself ignoring many of the features because it is too much for me to process, thereby missing some potentially helpful information. I didn’t want any teacher to feel that way about this curriculum. If the comments are too much to process all at once, teachers have the option to turn the comments off until they would like to make use of them. As I was writing the curriculum, I found myself going back to add more comments as I thought about how the curriculum would be enacted in my own classroom. Different situations I’ve had to deal with in my classroom came to mind. Some of these situations included working SCIENCE CURRICULUM 26 with limited time due to evacuation drills or assemblies, not having a text or video with grade-level appropriate vocabulary, or not knowing which materials would be best to use in a specific science investigation. Reflecting on what I’ve done in the past to solve those types of problems gave me the information to include in my educative features. Not only did my metacognition allow me to create a better curriculum, but I also feel like it helped me in my daily practice as a science educator. I feel I am better able now to anticipate possible problems in enacting the curriculum with my students and have solutions in place beforehand. The standards are new to me this year, but I’m surer of my ability to help my students meet those standards as a result of this work. Recommendations The evaluation of the curriculum indicated that the educative features were helpful to include in the curriculum. However, the evaluator who has limited experience with the three dimensions of science learning expressed a need for additional training in that area. This is an example of the type of professional development that is needed in conjunction with the educative features (Davis & Krajcik, 2005). There is also an opportunity for additional research into the efficacy of the educative materials in helping an elementary teacher prepare for and implement this three-dimensional science curriculum. A survey or interview could be conducted before, during, and after the implementation of the curriculum. Finally, there is an opportunity to help teachers improve their craft and create similar science curricula. Professional learning communities could work together through three experiences. The first would be to engage in the professional development to understand the three dimensions of science learning. Next, teachers could dive into an established curriculum SCIENCE CURRICULUM 27 and participate as students while getting to see the teacher version with the educative features. Finally, the professional learning communities could work to develop their own storylines. The development of their own storylines would allow teachers to put into practice what they learned and reflect on best practices and the needs for their own classrooms. All that work would build science teachings skills that would lead to enhanced learning experiences for students. Conclusion A revision of science standards in Utah, based on the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS), necessitated the development of a coherent and educative curriculum for Davis School District teachers. This curriculum project provides that type of curriculum for 5th grade teachers to implement in their classrooms, and this curriculum can provide a model for additional curricula to be developed. SCIENCE CURRICULUM 28 REFERENCES Arias, A. M., Bismack, A.S., Davis, E.A., & Palincsar, A.S. (2016). Interacting with a suite of educative features: Elementary science teachers’ use of educative curriculum materials. Journal of Research in Science Teaching, 53, 422-449. doi: 10.1002/tea.21250 Banilower, E. R., Nelson, M. M., Trygstad, P. J., Smith, A. A., & Smith, S. (2013). Instructional materials to support the next generation science standards: Results of a proof-of-concept study. Horizon Research, Inc. Retrieved from http://www.horizon-research.com/aim/wp-content/uploads/AIM-NARST-2013-paper.pdf Boser, U., Chingos, M., & Straus, C. (2015). The hidden value of curriculum reform. Center for American Progress. Retrieved from https://cdn.americanprogress. org/wp- content/uploads/2015/10/06111518/CurriculumMatters-report.pdf. Carlson, J., Davis, E., & Buxton, C. (2014). Supporting the implementation of the new generation science standards (NGSS) through research: Curriculum materials. NARST. Retrieved from https://www.narst.org/ngsspapers/curriculum.cfm Chingos, M. M., & Whitehurst, G. J. (2012). Choosing blindly: Instructional materials, teacher effectiveness, and the common core (Report). Retrieved from Brown Center on Education Policy at Brookings website: https://www.brookings.edu/wp-content/uploads/2016/06/0410_curriculum_chingos_whitehurst.pdf Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3-14. doi: 10.3102/0013189X034003003 SCIENCE CURRICULUM 29 Davis, E. A., Palincsar, A. S., Smith, S., Arias, A. M., & Kademian, S. M. (2017). Educative curriculum materials: Uptake, impact and implications for research and design. Educational Researcher, 46(6), 293-304. doi: 10.3102/0013189X17727502 Davis, E. A., Petish, D., & Smithey, J. (2006). Challenges new science teachers face. Review of Educational Research, 76(4), 607-651. doi: 10.3102/00346543076004607 Dixon, B., & Carnine, D. (1993). The hazards of poorly designed instructional tools. Learning Disabilities Forum, 18(3), 18-22. Fisk, S. J., (2018). What does three-dimensional teaching and learning look like?: Examining the potential for crosscutting concepts to support the development of science knowledge. Science Education, 102, 5-35. doi:10.1002/sce.21313 Greene, K. (2016). For sale: Your lesson plans. Educational Leadership, 74(2), 28-33. Harris, K., Sithole, A., & Kibirige, J. (2017). A needs assessment for the adoption of next generation science standards (NGSS) in k-12 education in the United States. Journal of Education and Training Studies, 5(9), 54-62. doi: 10.11114/jets.v5i9.2576 Huff, K. L. (2016). Addressing three common myths about the next generation science standards. Science and Children, 53(5), 30-33. Huizinga, T., Handelzalts, A., Nieveen, N., & Voogt, J. M. (2014). Teacher involvement in curriculum design: Need for support to enhance teachers’ design expertise. Journal of Curriculum Studies, 46(1), 33-57. doi: 10.1080/00220272.2013.834077 Isabelle, A. D. (2017) Stem is elementary: Challenges faced by elementary teachers in the era of the next generation science standards. The Educational Forum, 81, 83-91. doi: 0.1080/00131725.2016.1242678 SCIENCE CURRICULUM 30 Krajcik, J., Codere, S., Dahsah, C., Bayer, R., & Mun, K. (2014). Planning instruction to meet the intent of the next generation science standards. Journal of Science Teacher Education, 25(2), 157-175. doi: 10.1007/s10972-014-9383-2 Krajcik, J., & Delen, Ibrahim. (2017). The benefits and limitations of educative curriculum materials. Journal of Science Teacher Education, 28(1), 1-10. doi: 10.1080/1046560X.2017.1279470 Marshall, J. C. (2015). In step with the new science standards. Educational Leadership, 72(4), 16-22. National Academies of Sciences, Engineering, and Medicine. (2018). Design, selection, and implementation of instructional materials for the next generation science standards: proceedings of a workshop. Washington, DC: The National Academies Press. doi:10.17226/25001. National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press. doi: 10.17226/13165. National Research Council. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press. doi: 10.17226/18290 National Science Teachers Association. (2016). NSTA position statement: The next generation science standards. Retrieved from http://static.nsta.org/ Petrie, G. M., Darragh, J. J. (2018). Educative curriculum materials: A promising option for independent professional development. English Teaching Forum. Retrieved from https://americanenglish.state.gov/files/ae/resource_files/etf_56_4_02-15.pdf SCIENCE CURRICULUM 31 Remillard, J. T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211-246. doi: 10.3102/00346543075002211 Reiser, B. J. (2013, September) What professional development strategies are needed for successful implementation of the next generation science standards? Paper presented at the Invitational Research Symposium on Science Assessment, Washington, DC. Retrieved from http://www.ets.org/ Roblin, N. P., Schunn, C., & McKenney, S. (2017). What are critical features of science curriculum materials that impact student and teacher outcomes? Science Education, 102, 260-282. doi: 10.1002/sce.21328 Roseman, J. E., Herrmann-Abell, C. F., & Koppal, M. (2017). Designing for the next generation science standards: Educative curriculum materials and measures of teacher knowledge. Journal of Science Teacher Education, 28(1), 111-141. doi: 1080/1046560X.2016.1277598 Shin, N., Choi, S., Stevens, S. Y., & Krajcik, J. S. (2017 The impact of using coherent curriculum on students’ understanding of core ideas in chemistry. International Journal of Science and Math Education, 17, 295-315. doi: 10.1007/s10763-017-9861-z Simmons, D. C., & Kameenui, E. J. (1996). A focus on curriculum design: When children fail. Focus on Exceptional Children, 28(7), 1-16. doi: 10.17161/foec.v28i7.6856 Smith, J., & Nadelson, L. (2017). Finding alignment: The perceptions and integration of the next generation science standards practices by elementary teachers. School Science and Mathematics, 117(5), 194-203. Retrieved from https://doi-org.hal.weber.edu/10.1111/ssm.12222 SCIENCE CURRICULUM 32 Steiner, D. (2017). Curriculum research: What we know and where we need to go. Standards Work. Retrieved from https://standardswork.org/wp-content/uploads/2017/03/sw-curriculum-research-report-fnl.pdf Tanner, C. (2019). Utah’s science standards will be updated-despite concerns over what students will learn about evolution, climate change and humans being ‘like pigs’. Salt Lake Tribune. Retrieved from https://www.sltrib.com/news/environment/2019/06/07/utahs-science-standards/ Trygstad, P. J., Smith, P. S., Banilower, E. R., Nelson, M. M., & Weiss, I. (2013). The status of elementary science education: Are we ready for the next generation science standards? Horizon Research, Inc. Retrieved from https://files.eric.ed.gov/fulltext/ED548249.pdf Utah State Board of Education (2019). Utah science with engineering education (SEEd) standards. Retrieved from https://www.schools.utah.gov/File/e5d886e2-19c3-45a5-8364-5bcb48a63097 SCIENCE CURRICULUM 33 APPENDIX A Storyline Evaluator Questionnaire As you read through the SEEd storyline, please pay attention to and then evaluate the following components. Please be specific in your feedback. Three Dimensions of Science Learning Science and engineering practices (SEP), crosscutting concepts (CCC), and disciplinary core ideas (DCI) should be integrated into each lesson of the storyline. If there are any lessons in which any of the three dimensions is lacking, please explain here. If there are any lessons in which a different SEP or CCC would make more sense for you, please explain here. If there are any assessments that need to be changed to better show student understanding of an SEP, CCC, or DCI, please explain here. Educative Materials This storyline includes educative features designed to help you as a teacher as you plan for and enact the storyline in your classroom. If there are any educative features you could not easily access, please explain here. If there are any places in the storyline that you feel is lacking an educative feature, please explain here. If there are any educative features you feel are unnecessary, please explain here. SCIENCE CURRICULUM 34 Flow of Ideas This storyline is designed to introduce students to a science phenomenon, make sense of the core ideas that connect to the phenomenon, and demonstrate their understanding of the phenomenon and its supporting core ideas. If there are any lessons and/or assessments you feel need to be in a different order, please explain here. If there are any places in the storyline that are lacking lessons and/or assessments needed to help students make sense of the core ideas, please explain here. If there are any lessons and/or assessments you feel are unnecessary, please explain here. Additional Feedback Thank you for giving your time to evaluating this SEEd storyline. If you have any additional suggestions for the improvement of this storyline, please write them here. SCIENCE CURRICULUM 35 APPENDIX B How to Use the Educative Features in This Curriculum What is an educative feature? An educative feature is something that has been added to the curriculum to aid the teacher in understanding the content or format of the curriculum, planning for the use of the curriculum, and meeting the needs of students as they engage with the curriculum. Hyperlinks Hyperlinks have been added for easy access between documents in the file and outside information sources, such as videos and websites. If there is a hyperlink available, the text will be colored and underlined. Hover your mouse over the text, hold CTRL while clicking with your mouse to use the hyperlink. Comments Helpful Hint comments have been added to documents. You have the choice to look at the curriculum with the comments showing on the right-hand side of the screen or not. On a PC, change between views, click the ‘Review’ tab in the ribbon bar at the top of the Word screen. Toward the middle of the bar you will see a choice titled ‘Show Markup’. Click here to choose whether to show comments or not. On a Mac you have to go to a button called Tracking and then Markup options then you can turn them off. SCIENCE CURRICULUM 36 Strand 5.2: PROPERTIES AND CHANGES OF MATTER All substances are composed of matter. Matter is made of particles that are too small to be seen but still exist and can be detected by other means. Substances have specific properties by which they can be identified. When two or more different substances are combined, a new substance with different properties may be formed. Whether a change results in a new substance or not, the total amount of matter is always conserved. Standard 5.2.1 Develop and use a model to describe that matter is made of particles on a scale that is too small to be seen. Emphasize making observations of changes supported by a particle model of matter. Examples could include adding air to expand a balloon, compressing air in a syringe, adding food coloring to water, or dissolving salt in water and evaporating the water. The use of the terms atoms and molecules will be taught in Grades 6 through 8. (PS1.A) Standard 5.2.2 Ask questions to plan and carry out investigations to identify substances based on patterns of their properties. Emphasize using properties to identify substances. Examples of properties could include color, hardness, conductivity, solubility, or a response to magnetic forces. Examples of substances could include powders, metals, minerals, or liquids. (PS1.A) Standard 5.2.3 Plan and carry out investigations to determine the effect of combining two or more substances. Emphasize whether a new substance is or is not created by the formation of a new substance with different properties. Examples could include combining vinegar and baking soda or rusting an iron nail in water. (PS1.B) Standard 5.2.4 Use mathematics and computational thinking to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight of matter is conserved. Examples could include melting an ice cube, dissolving salt in water, and combining baking soda and vinegar in a closed bag. (PS1.A, PS1.B) Words in bold are Science and Engineering Practices (SEPs) Words underlined are Crosscutting Concepts (CCCs) SCIENCE CURRICULUM 37 Where students have been: In 2nd grade students learned that all things are made of matter and that matter exists in different forms and with different properties. There are four standards in the 2nd grade matter strand. Students classified materials by looking for patterns in observable properties, connected the properties of matter to their functions, created models to show how matter can be reshaped for different functions, and obtained information about changes to matter that are caused by heating or cooling. Where students will go: In 8th grade students will learn how matter and energy interact in the physical world. There are seven standards in the 8th grade matter and energy strand. Students will work with atomic models of elements, connect properties of matter to functions, identify patterns in changes to identify chemical reactions, learn about synthetic materials and their functions, examine cause and effect relationships when heat energy is added to substances, model the conservation of matter, and construct devices to affect the rate of phase change. Storyline: 5.2.3-4 Changes of Matter Strand 5.2: Properties and Changes of Matter Standard(s) 5.2.3: Plan and carry out investigations to determine the effect of combining two or more substances. Emphasize whether a new substance is or is not created by the formation of a new substance with different properties. Examples could include combining vinegar and baking soda or rusting an iron nail in water. (PS1.B) 5.2.4: Use mathematics and computational thinking to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight of matter is conserved. Phenomena Statement: Students watch a demonstration and a video to observe two different outcomes when sugar combined with two different clear liquids. Expected Student Explanation: Different substances have different properties which affect the outcomes when substances are combined. When sugar is combined with water, no new substance is created. The sugar is still there with the same properties it had before. This can be proven by evaporating the water. When sugar is combined with sulfuric acid, a new substance is created. There is a series of unexpected color changes, a black pillar rises from the beaker, and a gas is produced. The new substance does not have the properties of sugar or the acid. The weight of the sugar-water solution is the same as the weight of the sugar plus the weight of the water. This is because the amount of matter has been conserved-no matter was created or destroyed. Science & Engineering Practices (SEP) Crosscutting Concepts (CCC) Disciplinary Core Ideas (DCI) SCIENCE CURRICULUM 39 • Obtain, evaluate, and communicate information • Plan and carry out investigations • Use mathematics and computational thinking • Cause & Effect • Matter • Systems PS1.A: Structure and Properties of Matter • The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. PS1.B: Chemical Reactions • When two or more different substances are mixed, a new substance with different properties may be formed. Storyline Narrative Documents for Storyline To begin the storyline, students will engage with a phenomenon by observing the effects of mixing sugar with two clear liquids. Observations and questions will be recorded. Students will explore by investigating analogous phenomenon during the course of two episodes. Students will use evidence from investigations to explain their understanding of the effects of combining substances. Students will elaborate on the cause of the phenomenon by obtaining information from an informational text. Students will then explore and explain the effect on weight of matter as it is heated, cooled, or combined. Students will be evaluated on their understanding on a summative assessment. Review and/or print out the following documents for this storyline. To edit the following documents you must open, then make your own copy. Links: • Storyboard Slides - episode instructions are in the slide notes • Student Journal - or use composition notebook • Supply List - complete list of supplies needed for each episode • Teacher prep to begin two weeks prior to starting storyline SCIENCE CURRICULUM 40 STORYLINE: Episodes Matrix Episode Phenomenon Episode Descriptions & Student Performance Prompts Conceptual Understandings What We Figured Out: what will the students discover Next Questions or Steps: what they will investigate next Engage Episode 1 Time: 30 minutes Phenomenon: Sugar is combined with two clear liquids, water and sulfuric acid, and two very different outcomes occur. Gather- Students observe and ask questions about the effects of combining two or more substances while watching a demonstration of sugar being combined with water and a video of sugar being combined with sulfuric acid. Reason-Students record observations and questions about phenomenon. Communicate-Students share observations and questions in class discussion Detailed Episode Outline Combining different substances can result in different outcomes. Does combining two substances always result in new substances with new properties? SCIENCE CURRICULUM 41 Explore-Elaborate- Episode 2 Time: Two Days 40 minutes each Does combining two substances always result in new substances with new properties? Gather-Students plan (day 1) and carry out (day 2) an investigation to determine if the effect of combining two or more substances is always a new substance with new properties. One type of data that will be collected, no matter the investigation, is the weight of substances before and after combining. Reason-Students analyze data to construct an explanation of whether or not the effect of their investigation was a new substance with new properties. Communicate- Students observe time-lapse video of water evaporating and leaving sugar crystals in the form of rock candy. Students use evidence to support an argument of whether or not the effect of combining sugar and water was a new substance with new properties. Detailed Episode Outline While properties like size, shape, or color might change, not all combinations result in new substances. The property of weight can stay the same. When new substances are created, what new properties can be observed? SCIENCE CURRICULUM 42 Explore-Explain Episode 3 Two Days 40 minutes each When new substances are created, what new properties can be observed? Gather-Students plan (day 1) and carry out (day 2) an investigation to find examples of how properties can change when new substances are created. One type of data that will be collected, no matter the investigation, is the weight of substances before and after combining. Reason-Students analyze data to construct an explanation of different property/substance changes that were caused by combining two or more substances. Communicate- Students use evidence to support an argument of whether or not the effect of combining sugar and sulfuric acid was a new substance with new properties. Detailed Episode Outline New substances can include new solids, liquids, or gases. Property changes can include unexpected changes in color, temperature, or weight. Why do some combinations of substances result in new substances with new properties and others do not? Elaborate- Episode 4 Time: 30 minutes Why do some combinations of substances result in new substances with new properties and others do not? Gather-Students obtain information about the effect on the particles in matter behave when substances are combined. Reason-Students construct an explanation for why some combinations cause new substances When the particles of matter do not change, no new substance is formed, but when the particles do change, a new substance with new properties is formed. Is new matter being created or destroyed when substances are combined? SCIENCE CURRICULUM 43 with new properties and other combinations do not. Communicate-Students develop a chart to communicate their findings. Detailed Episode Outline Explore-Explain Episode 5 Time: 40 minutes Is new matter being created or destroyed when substances are combined? Gather- Students use mathematics and computational thinking to calculate the differences in weight from previous investigations. Students obtain additional data by completing additional investigations which involve heating, cooling, and mixing substances in open v. closed systems. Reason-Students analyze data to construct an explanation about the conservation of weight in a closed system. Communicate-Students use evidence to support an argument about whether matter is created or destroyed when substances are combined, heated, or cooled. Detailed Episode Outline In a closed system, the weight doesn’t change, no matter if a new substance is created or not. This provides evidence that matter is conserved even when it undergoes change. SCIENCE CURRICULUM 44 Evaluate Summative Assessment Communicate-Students construct responses to three tasks that focus on the content of this storyline. SCIENCE CURRICULUM 45 5.2.3_4 Supply List Episode 1 Episode 2 Episode 3 • Review and/or print out of the following documents for this storyline. • To edit the following documents, you must open and then save your own copy of each document. Presentation Slides - episode instructions are in the slide notes. Student Journal - or use composition notebook Teacher Prep List - tasks to begin up to two weeks prior, or that require more time to prepare Sugar Water Glass container-if doing teacher demonstration Small clear plastic cups-if doing small group experience (this is an option from Amazon) Stirring stick(s) This episode requires a variety of substances that can be used to investigate combinations that do not produce new substances with new properties. Many of these things can be found at a dollar store. multiple colors of playdough, multiple colors of beads, Legos or other connecting blocks, salt, pepper, sand, oil, straws, water-flavoring packets, water You will also want small cups or other containers to hold the substances. Students should wear safety goggles during this investigation. Weight is one of the properties that will be measured in students’ investigations. You will need at least one scale to This episode requires a variety of substances that can be used to investigate combinations that do produce new substances with new properties. water, vinegar, milk, hydrogen peroxide, Epsom salt, baking soda, dry yeast, red cabbage juice (created by boiling red cabbage leaves in water), antacid tablets, steel wool You will also want small cups or other containers to hold the substances. Students should wear safety goggles during this investigation. Weight is one of the properties that will be measured in students’ investigations. You SCIENCE CURRICULUM 46 measure in grams. (this is an option from Amazon) will need at least one scale to measure in grams. (this is an option from Amazon) Episode 4 Episode 5 Episode 6 Copy of text for each student Ice (kept in small cooler), salt, water, baking soda, vinegar, small candy Small portion cups such as these sealable baggies or small plastic containers with lids Students should wear safety goggles during this investigation. Copy of assessment for each student Teacher Prep for 5.2.3-4 Storyline 2 weeks before beginning storyline: ● Review and/or print out the following documents for this storyline. To edit the following documents, you must open and then save your own copy. ○ Storyline - this is a general overview of each episode, as well as the performance expectations ○ Storyboard Slides - episode instructions are linked in the slide notes ○ Student Journal - or use composition notebook ○ Supply List - complete list of supplies needed for each episode ● If ordering any supplies online, place orders so they can arrive before you begin the storyline. 1 week - 3 days before starting the storyline: ● Gather as many of the supplies as available for all episodes ● Make a list of all additional supplies needed The night before each episode: Episode 1: ● Set out needed supplies for the coming day Episode 2: • Set out needed supplies for day 1 of episode • Prep supplies for investigations on day 2 by measuring substances into small cups Episode 3: • Set out needed supplies for day 1 of episode • Prep supplies for investigations on day 2 by measuring substances into small cups Episode 4: • Make copies of informational text Episode 5: • Set out needed supplies for the coming day SCIENCE CURRICULUM 48 5.2.3-4 Episode 1 Time: 30 minutes Storyboard Slides: #7-13 Student Journal Pages: #1 Materials: sugar, water, one glass container or several small cups, wooden spoon or craft sticks for stirring, video Setup: (These observations can be made from a teacher demonstration or as small groups.) For teacher demo: water in glass container and sugar in separate container For small groups: water and sugar in separate small clear cups – one set for each group Gather Students observe the properties of the sugar and water before and after combining. Students observe the properties of the sugar and sulfuric before and after combining. (Mute your computer and click the link to show the video. You can pause it at the beginning so students can observe the properties of the new liquid: sulfuric acid.) For your information, the outcome of combining sugar and sulfuric acid is due to the acid removing most of the water from the sugar in an exothermic reaction. Reason Students record observations about the properties of the substances and questions about the changes they observe during live demonstration and video. Communicate Students share their observations and questions about the effects of mixing sugar with two clear liquids. (This can be done in partners or small groups first and then the entire class. A class list of observations and questions can be created for this phenomenon to refer to throughout the 5.2.3-4 storyline.) SCIENCE CURRICULUM 49 5.2.3-4 Episode 2 Time: 2 days, 40 minutes each Storyboard Slides: #14-19 Student Journal Pages: #2-3 Materials: This episode requires a variety of substances that can be used to investigate combinations that do not produce new substances with new properties. Examples are included below. multiple colors of playdough, multiple colors of beads, Legos or other connecting blocks, salt, pepper, sand, oil, straws, water-flavoring packets, water You will also want small cups or other containers to hold the substances and safety goggles for students to wear. Weight will be one of the properties measured in students’ investigations. You will need at least one scale for students to use. Setup: Have all materials out for students to see on day one when they will plan their investigations. Have all materials ready for use on day two when students will carry out their investigations. Gather On day 1, students in groups of 3 or 4 will plan an investigation using two (or three if approved by you) of the provided substances to observe the effect of combining them. On day 2, students will carry out their fair-test investigations and collect data in the form of observations and/or measurements of properties. (You could have students leave combined substances out until later in the day to see if time affects results.) Reason Students will analyze data and construct an explanation of whether or not their investigation resulted in a new substance with new properties. Groups share their explanations in class discussion. (Explanations can be used as a formative assessment.) Communicate Students observe time-lapse video of water evaporating and leaving sugar crystals. Students use evidence from their observations to support an argument of whether or not the phenomenon from episode 1 of combining sugar with water resulted in a new substance with new properties. (Students will construct their argument using a Claim-Evidence-Reasoning chart that can be used as a formative assessment.) SCIENCE CURRICULUM 50 5.2.3-4 Episode 3 Time: 2 days, 40 minutes each Storyboard Slides: #20-25 Student Journal Pages: #3-4 Materials: This episode requires a variety of substances that can be used to investigate combinations that do produce new substances with new properties. Examples are included below. water, vinegar, milk, hydrogen peroxide, Epsom salt, baking soda, dry yeast, red cabbage juice (created by boiling red cabbage leaves in water), antacid tablets, steel wool You will also want small cups or other containers to hold the substances and safety goggles for students to wear. Weight will be one of the properties measured in students’ investigations. You will need at least one scale for students to use. Setup: Have all materials out for students to see on day one when they will plan their investigations. Have all materials ready for use on day two when students will carry out their investigations. Gather On day 1, students in groups of 3 or 4 will plan an investigation using two of the provided substances to observe the effect of combining them. DO NOT MIX vinegar + hydrogen peroxide as combining them creates peracetic acid, which is potentially toxic and can irritate the skin, eyes, and respiratory system. On day 2, students will carry out their fair-test investigations and collect data in the form of observations and/or measurements of properties. (You could have students leave combined substances out until later in the day to see if time affects results.) Reason Students will analyze data and construct an explanation of whether or not their investigation resulted in a new substance with new properties. Groups share their explanations in class discussion. (Explanations can be used as a formative assessment.) Communicate Students observe video of sugar and sulfuric acid again. Students use evidence from their observations to support an argument of whether or not the phenomenon resulted in a new SCIENCE CURRICULUM 51 substance with new properties. (Students will construct their argument using a Claim-Evidence-Reasoning chart that can be used as a formative assessment.) SCIENCE CURRICULUM 52 5.2.3-4 Episode 4 Time: 30 minutes Storyboard Slides: #26-31 Student Journal Pages: #7 Materials: copy of text for each student Setup: n/a Gather Students reflect on the effect of combining substances. (The effect statement can be generated as a class or the teacher can provide it.) Reason Students ask questions (The questions can be some from episode 1, or students can generate new questions based on the effect statement.), and then obtain information from a text about the particles in combined substances . Students evaluate the information to identify key facts that relate to the phenomenon. (Students will record key details from the text that help them understand the effect statement.) Communicate Students develop a cause statement explaining their understanding of how the particles in matter react to different combinations. Students then share their charts to communicate their understanding with others. (The chart can be used as a formative assessment.) SCIENCE CURRICULUM 53 5.2.3-4 Episode 5 Time: 40 minutes Storyboard Slides: #32-36 Student Journal Pages: #8-9 Materials: Weight is the focus of this episode. You will need at least one scale for you and/or students to use. Other items include: ice (kept in small cooler), salt, water, baking soda, vinegar, small malleable candy, small portion cups such as these, sealable baggies or small plastic containers with lids. Optional: hair dryer or microwave Setup: • 1 piece of ice in unsealed container, 1 piece of ice in sealed container • 1 piece of candy in unsealed container, 1 piece of candy in sealed container • 1 unsealed container with small cup of salt and small cup of water, 1 sealed container with same • 1 unsealed container with small cup of baking soda and small cup of vinegar, 1 sealed container with same Gather Students use mathematics and computational thinking to calculate the differences in weight from previous investigations. Students obtain additional data by completing additional investigations which involve heating, cooling, and mixing substances in open v. closed systems. Investigation #1: melting ice (process can be sped up with the use of a hair dryer or microwave) Investigation #2: freezing candy (place containers on ice) Investigation #3: baking soda and vinegar (keep small cups inside container and just tip to mix) Investigation #4: salt and water (keep small cups inside container and just tip to mix) Students will weigh each system before and after the heating, cooling Reason Students analyze data to construct an explanation about the conservation of weight in a closed system. Communicate SCIENCE CURRICULUM 54 Students use evidence to support an argument about whether matter is created or destroyed when substances are combined, heated, or cooled. SCIENCE CURRICULUM 55 Student Science Journal 5.2.3-4 Changes of Matter Name ________________ SCIENCE CURRICULUM 56 Episode #1 - Phenomenon Observations Questions SCIENCE CURRICULUM 57 Episode #2 – Investigation Do all combinations result in new substances? Investigation Plan Materials: ___________________________________________________________________________________________ Procedure: Data: This is data your group must collect, no matter which materials you choose. Beginning weight (g) Substance 1: Beginning weight (g) Substance 2: Ending weight (g) Combined Substances This is an example of a data chart you could use. If you need a different chart, create your own below. Properties of Substance 1: Properties of Substance 2: Properties of Combined Substances SCIENCE CURRICULUM 58 Episode #2 – Investigation Analyze Data: Did your experiment show that a new substance with new properties was created or not? Provide evidence to support your answer. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Notes from other groups’ investigations. What materials did other groups use? What results did they find when combining? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ SCIENCE CURRICULUM 59 Communicate: After watching the video, construct an argument based on evidence. Claim (Was a new substance created by combining sugar and water?) Evidence (What did you observe in the video?) Reasoning (How does that evidence prove your claim?) SCIENCE CURRICULUM 60 Episode #3 – Investigation What changes in properties are indicators of new substances? Investigation Plan Materials: ___________________________________________________________________________________________ Procedure: Data: This is data your group must collect, no matter which materials you choose. Beginning weight (g) Substance 1: Beginning weight (g) Substance 2: Ending weight (g) Combined Substances This is an example of a data chart you could use. If you need a different chart, create your own below. Properties of Substance 1: Properties of Substance 2: Properties of Combined Substances SCIENCE CURRICULUM 61 Episode #3 – Investigation Analyze Data: Did your experiment result in a new substance with new properties? Provide evidence to support your response. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Notes from other groups’ investigations. What materials did other groups use? What results did they find when combining? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ SCIENCE CURRICULUM 62 Communicate: After watching the video, construct an argument based on evidence. Claim (Was a new substance created by combining sugar and sulfuric acid?) Evidence (What did you observe in the video?) Reasoning (How does that evidence prove your claim?) SCIENCE CURRICULUM 63 Episode #4: Cause & Effect Effect Cause Question Information SCIENCE CURRICULUM 64 Episode #5: Conservation of Matter Analyze Data: Were your investigations done in open or closed systems? Do you think that affected the ending weight or not? Provide evidence to support your answer. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Open Systems Beginning weight (g) Ice Ending weight (g) Melted Ice Difference Beginning weight (g) Room Temp. Candy Ending weight (g) Frozen Candy Difference Beginning weight (g) Baking Soda & Vinegar Ending weight (g) Baking Soda + Vinegar Difference Beginning weight (g) Salt & Water Ending weight (g) Saltwater Difference Investigation #1 Difference between beginning weights and ending weight Investigation #2 Difference between beginning weights and ending weight SCIENCE CURRICULUM 65 Episode #5: Conservation of Matter Closed Systems Beginning weight (g) Ice Ending weight (g) Melted Ice Difference Beginning weight (g) Room Temp. Candy Ending weight (g) Frozen Candy Difference Beginning weight (g) Baking Soda & Vinegar Ending weight (g) Baking Soda + Vinegar Difference Beginning weight (g) Salt & Water Ending weight (g) Saltwater Difference Construct an argument based on evidence. Claim (Is matter created or destroyed as it is heated, cooled, or combined?) Evidence (What did you observe in the investigation?) Reasoning (How does your evidence prove your claim?) SCIENCE CURRICULUM 66 Student Science Journal 5.2.3-4 Changes of Matter Name ___________________ Key SCIENCE CURRICULUM 67 Episode #1 - Phenomenon Observations Questions Remember that observations are not inferences or sense-making. Students should write only what they observe using their senses. If students think they have an explanation for the phenomenon, have them turn it into a question. For example: Is this the result of… SCIENCE CURRICULUM 68 Episode #2 – Investigation Do all combinations result in new substances? Investigation Plan Materials: ___________________________________________________________________________________________ Procedure: Data: This is data your group must collect, no matter which materials you choose. Beginning weight (g) Substance 1: Beginning weight (g) Substance 2: Ending weight (g) Combined Substances This is an example of a data chart you could use. If you need a different chart, create your own below. Properties of Substance 1: Properties of Substance 2: Properties of Combined Substances two substances, container type (if needed), scale, safety goggles Steps need to include weighing substances, combining substances, weighing combined substances, and observing properties. Other steps might be necessary depending on the substances chosen by students. SCIENCE CURRICULUM 69 Episode #2 – Investigation Analyze Data: Did your experiment show that a new substance with new properties was created or not? Provide evidence to support your answer. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Notes from other groups’ investigations. What materials did other groups use? What results did they find when combining? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Students should not have observed new substances with new properties. There might be a change of color with the playdough or water with flavoring, but that is an expected change of color. SCIENCE CURRICULUM 70 Communicate: After watching the video, construct an argument based on evidence. Claim No new substance was created by combining sugar and water. Evidence As the water evaporated, sugar crystals were left behind. Reasoning This proves that no new substance was created because the two substances could be separated. SCIENCE CURRICULUM 71 Episode #3 – Investigation What changes in properties are indicators of new substances? Investigation Plan Materials: ___________________________________________________________________________________________ Procedure: Data: This is data your group must collect, no matter which materials you choose. Beginning weight (g) Substance 1: Beginning weight (g) Substance 2: Ending weight (g) Combined Substances This is an example of a data chart you could use. If you need a different chart, create your own below. Properties of Substance 1: Properties of Substance 2: Properties of Combined Substances two substances (CANNOT BE VINEGAR AND HYDROGEN PEROXIDE), container type (if needed), scale, safety goggles Steps need to include weighing substances, combining substances, weighing combined substances, and observing properties. Other steps might be necessary depending on the substances chosen by students. SCIENCE CURRICULUM 72 Episode #3 – Investigation Analyze Data: Did your experiment result in a new substance with new properties? Provide evidence to support your response. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Notes from other groups’ investigations. What materials did other groups use? What results did they find when combining? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Students should have observed new substances with new properties. water + steel wool = rust vinegar + baking soda = gas (bubbles) milk + vinegar = curdled milk antacid tablet + water = gas (bubbles) vinegar + steel wool = rust hydrogen peroxide + dry yeast = gas (bubbles) water + Epsom salt = temperature change (water gets colder) cabbage juice + vinegar = color change (purple to bright pink) cabbage juice + baking soda = color change (purple to greenish blue) cabbage juice + hydrogen peroxide = color change (pinkish) dry yeast + sugar + water = foam SCIENCE CURRICULUM 73 Communicate: After watching the video, construct an argument based on evidence. Claim A new substance was created by combining sugar and sulfuric acid Evidence As the clear liquid was mixed with the white sugar, the color changed from white to yellow to brown to black. The new black solid increased in size. A gas was produced. Reasoning Unexpected color changes and new solids and gases forming are the new properties that are proof that a new substance was formed. SCIENCE CURRICULUM 74 Episode #4: Cause & Effect Effect Cause Question Information When two substances are combined, the result is sometimes a new substance with new properties, but sometimes no new substance is formed. These can be questions from episode 1 or they can be new questions that students generate in connection to the effect listed above. Students will list key details from the text here. New substances are formed only when the particles of substances change as they are combined. If the particles do not change, no new substances are formed. SCIENCE CURRICULUM 75 Episode #5: Conservation of Matter Analyze Data: Were your investigations done in open or closed systems? Do you think that affected the ending weight or not? Provide evidence to support your answer. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Open Systems Beginning weight (g) Ice Ending weight (g) Melted Ice Difference Beginning weight (g) Room Temp. Candy Ending weight (g) Frozen Candy Difference Beginning weight (g) Baking Soda & Vinegar Ending weight (g) Baking Soda + Vinegar Difference Beginning weight (g) Salt & Water Ending weight (g) Saltwater Difference Investigation #1 Difference between beginning weights and ending weight Investigation #2 Difference between beginning weights and ending weight SCIENCE CURRICULUM 76 Episode #5: Conservation of Matter Closed Systems Beginning weight (g) Ice Ending weight (g) Melted Ice Difference Beginning weight (g) Room Temp. Candy Ending weight (g) Frozen Candy Difference Beginning weight (g) Baking Soda & Vinegar Ending weight (g) Baking Soda + Vinegar Difference Beginning weight (g) Salt & Water Ending weight (g) Saltwater Difference Construct an argument based on evidence. Claim Matter is not created or destroyed as it is changed through heating, cooling, or combining with other matter Evidence In the closed systems, the weight never changed. Reasoning This proves that even though the particles may change into new substances, there total amount of matter stays the same. SCIENCE CURRICULUM 77 Particles in Combined Substances You’ve learned that all matter is made of particles on a scale that is too small to be seen. You’ve also investigated the phenomenon that combining substances sometimes results in new substances and sometimes does not. What do a substance’s particles have to do with the different outcomes? When you drop a glass and it shatters, you can observe a change to the shape and size of the glass, but did the particles change? No. The particles are still glass particles. When you melt an ice cube, you can observe a change from a solid to a liquid, but did its particles change? No. The particles are still water particles. A mixture is a combination of two or more substances in which the particles do not change. Fruit salad is an example of a mixture, and so is concrete. Some mixtures might seem to change properties because the particles are evenly spread out, but the particles do not change. These mixtures are called solutions. Saltwater, soda, and the air you breathe are all examples of solutions. Salt is left when the water evaporates. Bubbles of gas come to the surface and leave the soda. Your lungs filter the oxygen your body needs from the air you breathe. All the particles in these mixtures stay the same-no new substances are created. Apply this understanding to the sugar and water phenomenon. Did dissolving the sugar in the water change the sugar into something new? What does that tell you about the particles in the sugar-water mixture? Not all combinations of matter result in mixtures, as you know from your investigations. Sometimes the particles do change. They react with other particles, change how they are bonded, and form something new. For example, when the particles in silver are in contact with particles in the air for a long time, they change, and the new substance of tarnish is produced. Tarnish SCIENCE CURRICULUM 78 has different properties (like color) than silver. Sometimes you can observe a change in energy as the particles change, like when wood is burned. Ash, a new substance, is also created. Apply this understanding to the sugar and sulfuric acid phenomenon. Did combining the sugar with the sulfuric acid change the sugar into something new? What does that tell you about the particles in this case? SCIENCE CURRICULUM 79 SCIENCE CURRICULUM 80 SCIENCE CURRICULUM 81 SCIENCE CURRICULUM 82 SCIENCE CURRICULUM 83 SCIENCE CURRICULUM 84 SCIENCE CURRICULUM 85 SCIENCE CURRICULUM 86 SCIENCE CURRICULUM 87 SCIENCE CURRICULUM 88 SCIENCE CURRICULUM 89 SCIENCE CURRICULUM 90 \ SCIENCE CURRICULUM 91 SCIENCE CURRICULUM 92 SCIENCE CURRICULUM 93 SCIENCE CURRICULUM 94 SCIENCE CURRICULUM 95 Name: ___________________________________ 5.2.3-4 Summative Assessment Task 1 Jose and Jenna did research and found out that soda is the result of sweet syrup, flavoring, water, and carbon dioxide gas being combined. In this combination, has a new substance with new properties been created or not? Use evidence to support your claim. Claim (Is soda a new substance with new properties or not?) Evidence (What materials were combined to create the soda and what properties do they have?) Reasoning (Are the properties of the soda different? How does that evidence prove your claim?) Task 2 Tom combined lemon juice with milk. The picture below shows what he observed after mixing. Explain what happened with the particles in the milk based on the evidence in the picture. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ SCIENCE CURRICULUM 96 Task 3 Rebecca investigated the effects of mixing lemon juice with baking soda in plastic bags. She did the investigation in a closed bag and in an open bag. Rebecca observed bubbles in both bags after mixing the two substances. Explain the difference in ending weights between the closed system and open system Rebecca would observe in this investigation. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ SCIENCE CURRICULUM 97 Name: ___________________________________ 5.2.3-4 Summative Assessment Task 1 Jose and Jenna did research and found out that soda is the result of sweet syrup, flavoring, water, and carbon dioxide gas being combined. When they observe the soda, they can taste sweetness, a citrus flavor, and they can see bubbles in the liquid. In this combination, has a new substance with new properties been created or not? Use evidence to support your claim. Claim Evidence Reasoning Task 2 Tom combined lemon juice with milk. The picture below shows what he observed after mixing. Explain what happened with the particles in the milk based on the evidence in the picture. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Key A new substance with new properties has not been created when substances are combined to create soda. The syrup is sweet, the flavoring has a specific flavor, and the carbon dioxide is a gas. The soda has a sweet, specific flavor and bubbles can be seen in the liquid. No new substance was created because all properties in the soda were properties of the individual substances. The particles in the milk changed with the addition of lemon juice. In the picture you can observe a solid in the milk. This is a new substance with new properties. If the particles had not changed, there wouldn’t be a new substance. SCIENCE CURRICULUM 98 Task 3 Rebecca investigated the effects of mixing lemon juice with baking soda in plastic bags. She did the investigation in a closed bag and in an open bag. Rebecca observed bubbles in both bags after mixing the two substances. Explain the difference in ending weights between the closed system and open system Rebecca would observe in this investigation. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Rebecca would observe a greater ending weight in the closed system than in the open system. The bubbles are the result of a gas being formed. In an open system, the gas particles can escape which would change the weight. The gas particles cannot escape in the closed system, giving it the greater ending weight.