Melting Mystery (Mike Koegle)

Title: Melting Mystery: The A, B, C, D's of Science (Application, Bridging, Convection, and Density)

Principle(s) Investigated: This lesson has been used for both introducing phenomena, discrepant events, and establishing a "need to know" for instructors, and for an Engaging (E1) introduction to the following skills-based and content-aligned lessons: density, convection, and perhaps, challenging presumptions/misconceptions (8th grade Physical Science, APES, Marine Biology, Earth & Environmental Studies).

Next Generation Science Standards (NGSS):

Performance Expectation(s): Melting Mystery Performance Expectations

Disciplinary Core Ideas (DCI's) Cross-Cutting Concepts (CCC's) Science & Engineering Practices (SEP's) Structure and properties of matter Cause & Effect Asking Questions & Defining Problems Stability and instability in physical systems Systems & System Models Using Mathematics & Computational Thinking Weather and climate Stability & Change Engaging in Argument from Evidence Global climate change

Materials:

Procedure:

Overview of This Evening's Objectives

1. Access & Complete the Will an Ice Cube Melt Faster in Fresh or Saltwater? Form

2. Access & Complete the Melting Mystery: The A, B, C, D's of Science Google Form

3. Access the Melting Mystery: The A, B, C, D's of Science Google Response Form

4. Conduct inquiry-driven, evidence-based lab; Use findings to inform your Google Form

5. Refine Claim (C₁) (if necessary), provide Evidence (E_1-3), deduce Reasoning (R₁)

6. Access & Complete the Melting Mystery Class Q&A Spreadsheet (525 Quick Write)

7. Access & Complete Answer Garden Exit Ticket QR Code: Google Form

Google Spreadsheet

Student prior knowledge:

This seemingly "cookie-cutter" lab is intended to be instructor-guided for the purposes of modeling and scaffolding the types of questions, parameters, and experimental-design techniques that are best used in inquiry-driven labs.

Directions: follow along with your instructor as we Explore (E₂) the mysteries of the melting ice cubes!

1. Have one group member add an ice cube of equivalent size to each cup of water (fresh and salt).

2. Have another team member begin the timer.

(stopwatch/ smart-phone timer)

3. Once ice has melted, record time(s) in Google Form.

DO NOT DISTURB CUPS

4. After both cups have melted cubes, add three to four drops of food coloring (Record observations in Google Form)

5. Complete the model making component of the Will an Ice Cube Melt Faster in Fresh or Saltwater?

6. Complete your Language of the Discipline (LOTD) terms (x3)

Google Presentation

convection

density

phenomenon/phenomena

7. For Extension Tasks, please use the responses from the Melting Mystery: The A, B, C, D's of Science Google Response

Form to inform your Claim, Evidence Reason template outline.

Copy of Claims, Evidence, Reason Template

Explanation:

Questions & Answers:

Google Spreadsheet

Applications to Everyday Life:

Example Images:

Possible Applications of Convection

(Small-Group Jigsaw Follow-Up Research Opportunity)

Anatomy of the Earth/Earth's Mantle Movement

-

Structure of the Sun or Structure of a Star

-

Density Droplets and Cool Convection

-

Atmospheric Currents & Convection

-

Oceanic Currents & Convection

-

Videos:

Proposed Media Support for Further

Explanation (E₃) and/or Elaboration (E₄)

Details

Convection in Earth's Core

- Each of the following supplemental

videos are intended to be used based on information gathered from Formative

Assessment

- The following videos are intended for

one (1) of the following categorizations:

- Reteach & Relearn

- Deepening Understanding

- Opportunities & Extensions

Solar Convection

- Each of the following supplemental

videos are intended to be used based on information gathered from Formative

Assessment

- The following videos are intended for

one (1) of the following categorizations:

- Reteach & Relearn

- Deepening Understanding

- Opportunities & Extensions

NASA: The Ocean

- Each of the following supplemental

videos are intended to be used based on information gathered from Formative

Assessment

- The following videos are intended for

one (1) of the following categorizations:

- Reteach & Relearn

- Deepening Understanding

- Opportunities & Extensions

Bozeman Science

In this episode of Bozeman Science, Paul Anderson explores the basic requirements for constructing an accurate Claims, Evidence, Reason argument. The guiding question used to formulate the original claim asks "Is Air Matter?"

- Claim should directly address all components of the guiding questions.

- Evidence should include raw data and an accompanying narrative to explain said evidence.

- Reasoning MUST use Evidence, tied to the underlying scientific principle to support or refute your Claim.