On the first day of this investigation, you will go outside to scoop and pack snow to the top of your plastic cups. On your recording sheets, draw a line to show the level of snow in your cups and make some observations: What does the snow look like? Can you feel any temperature changes during the investigation? What can you see on the outside of the clear cup during the investigation? Try to predict how much water will be left from the melted snow, and then draw a line on the next picture of the cup on your recording sheets. At the end of the activity, you will measure to see how much water is left. Then, we ll make observations and talk about the water that is left in the cups. On the second day, we will make new predictions, using what we have learned. 1 of 16
Suggested Grade Span K 2 Task On the first day of this investigation, you will go outside to scoop and pack snow to the top of your plastic cups. On your recording sheets, draw a line to show the level of snow in your cups and make some observations: What does the snow look like? Can you feel any temperature changes during the investigation? What can you see on the outside of the clear cup during the investigation? Try to predict how much water will be left from the melted snow, and then draw a line on the next picture of the cup on your recording sheets. At the end of the activity, you will measure to see how much water is left. Then, we ll make observations and talk about the water that is left in the cups. On the second day, we will make new predictions, using what we have learned. Big Ideas and Unifying Concepts Cause and effect Change and constancy Physical Science Concept Properties of matter Mathematics Concepts Data collection, organization and analysis Estimation Graphs, tables and representation Measurement Number properties, numeration and number sense Time Required for the Task Approximately two hours over two different class periods. 2 of 16
Context This is a simple and fun task to set the groundwork for first graders to investigate changes in states of matter. I use the winter months to integrate a wider variety of activities about states of matter because of the children s natural environment and interest in ice and snow. This is an opportunity to build on their prior knowledge about changing weather conditions. This activity was connected with observing road conditions and talking with several dads who drive the town plows. Note: This activity could be adapted, using crushed ice or ice cubes instead of snow. What the Task Accomplishes This investigation task will reinforce the children s use of their senses in observing and measuring the changes from snow to water. It will teach beginning skills in measuring, taking data and communicating in connection with a scientific investigation. This introductory investigation of changes in matter will also assess students' skills and knowledge in examining cause and effect as it relates to controlling variables such as the quantity of snow used, how firmly snow is packed, temperature and how the measurements are made. The second day follow-up task will assess use of prior knowledge in making new predictions. How the Student Will Investigate The first graders were provided with six-ounce clear plastic cups to take outside after a snowstorm and told to scoop and pack snow to the top of their cups. The children then showed the level of snow by sketching on their recording sheet. The children were asked to observe the differences between the packed snow in the cups and the snow as it is found outside, changes in temperature (by feeling), the appearance of the outside of the clear cup during the investigation, the appearance of the water left when the snow melted, and the depth of the water in the cup at the end of the investigation. After the children illustrated the snow level in their cup, they were asked to predict how much water would be left from the melted snow and to draw a line indicating that amount on the next picture of the cup. At the end of the activity each child was asked to select a math manipulative to measure the water left. Later, they could use a ruler to convert their results to standard measurements. Students were also asked to observe and discuss observations about the clarity of the water that was left in the cups. On the second day, I provided two cups of snow and asked the class to predict how much melted water they might get based on their results from the previous day s investigation. They were asked to sketch the predicted water level on the last cup provided on the recording sheet. In a final assessment, I asked them to predict and diagram how much water they might expect from four cups of packed snow. 3 of 16
Interdisciplinary Links and Extensions Science Students could also predict the time it will take for snow/ice to melt, based on prior experiments. Students can generate their own testable questions to investigate (e.g., whether one large piece of ice takes the same time to melt as a large piece of the same size, broken into parts). Other activities might include finding different ways to melt a cup of snow or an ice cube as fast as possible. The children might further investigate what happens when they leave their melted water for several days in the classroom. Comparisons might be made between a cup of powder snow and a cup of icy snow to see if they melt as quickly or produce the same amount of water. I brought in road salt for the children to use on ice cubes to see if they thought it would make a good ice keeper or ice melter. We had discussions about road conditions with some dads who maintained the town roads. Social Studies The class could research cultures that need ice and snow for different survival reasons, or places in the world where ice is found year-round. Research glaciers. Find out when and why melting snow for water is important. When would snow be an advantage to different wildlife populations (e.g., camouflage in the arctic)? Language Arts There are many fiction and nonfiction books that could be integrated with this investigation, such as Journey to the Top of the World (by Janet Foster, an Arctic wilderness expedition), The Alaska Mother Goose (by Shelley Gill), Polar Homes (by Althea Braithwaite) and Mr. Popper s Penguins (by Richard and Florence Atwater). Ask children to write their own version of winter Mother Goose rhymes. Write a clue booklet about different states/forms of water, or use the computer to generate facts about a favorite polar animal. Movement/Music Young children need and like to move their bodies to music, which is another intelligence to integrate with science. Have children choose a polar animal and move their bodies in the snow or on ice to represent what that animal might be doing for fun or survival. Play the snow (tag) game, Fox and Geese. Choose musical instruments to represent a gentle snowfall, a blizzard or an ice storm. The water cycle can also be demonstrated through movement. Mathematics Introduce rulers or yardsticks to keep track of snowfall over a period of time, and graph the results. My children have science portfolios that includes a weather chart that they keep each month. We compare the amount of sunny, cloudy, snowy and rainy days each month of school. Freeze water in different-shaped containers, and then predict and compare the amount (volume) of water after the water melts. Measure water in standard and metric units. Measure ice cubes. 4 of 16
Teaching Tips and Guiding Questions Open-ended questions are important to model before, during and after science investigations. Teachers need to encourage dialogue and create an environment for risk-taking. Some of the questions that might be asked during this investigation are: What did you notice about the snow when you first scooped it? How has it changed now? As the snow is melting, what do you notice about the outside of the clear cup? the inside of the cup? Do you think you will get the same amount of water? less? more? Why do you think that will happen? When might a person need to melt snow? What would animals that live in an arctic environment do to get water? What color is the snow? What color will the water be? Is your water clear? How did those dirt particles get in your water? Where do you think your snow has been? Where did it come from? Where does snow go after it melts? What kinds of math manipulatives would more accurately measure the amount of water left in your cup? What happened to your water overnight? Where do you think it has gone? Concepts To Be Assessed (Unifying concepts/big ideas and science concepts to be assessed using the Science Exemplars Rubric under the criterion: Science Concepts and Related Content) Physical Science Properties of Matter: Students observe and compare physical properties of matter, observing how snow particles stick to each other and change from a more solid state to a liquid state. Students observe properties of materials and use observations to make predictions and classify materials. Scientific Method: Students determine the patterns and/or which kinds of change are happening by making a graph or table of measurements (change and constancy). Students observe and explain reactions when variables are controlled (cause and effect). Mathematics: Students use precise measurements and apply the concept of estimation. Students collect, organize and analyze data and use graphs, tables and representation appropriately. Students understand number sense and use numeration and number properties. 5 of 16
Skills To Be Developed (Science process skills to be assessed using the Science Exemplars Rubric under the criteria: Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data) Scientific Method: Observing, predicting, collecting/recording data, controlling variables, drawing conclusions, communicating findings, challenging misconceptions and raising new questions. Other Science Standards and Concepts Addressed Scientific Method: Students describe, predict, investigate and explain phenomena. Students control variables. Scientific Theory: Students look for evidence that explains why things happen and modify explanations when new observations are made. Physical Science Properties of Matter: Students describe materials according to observations of similarities and differences of physical properties. Life Science: Students understand that animals and plants need water in their environments and that changes affect ecosystems. Earth and Space Science Earth Systems: Students describe how water, which covers the majority of the earth s surface, circulates through the crust, oceans and atmosphere in what is known as the water cycle. Mathematics: Students use number sense, interpret graphs and use time to solve problems. Suggested Materials Have a supply of clear plastic cups to hold the snow that is to be scooped. You can also collect recycled margarine containers for this activity. Have the children set the containers of snow on their desks so observations can easily be made throughout the day. You need a span of about two hours for the quantity of snow to fully melt. Let the class determine the time intervals depending on the grade level. I used 15-minute intervals on a timer for the investigation.to encourage more ownership, you could teach the class half-hour intervals and ask for volunteers to signal the time for checking. Clock faces could also be drawn on recording sheets at each time check. For this investigation, you can take the class outside (during recess) to collect the snow or bring a bucket of snow into the classroom. Providing magnifying lenses for partners might be helpful so children can look more closely at the changes in the snow and the materials remaining in the water. 6 of 16
Provide a recording sheet that has containers drawn on it to record the snow level, water prediction and measurement results of the water. Draw another container for, What if you had 2 cups of snow? Leave a drawing area for the students to design their own diagram that will answer the extension question, What if you had 4 cups of snow...? Possible Solutions The students solutions should demonstrate a full cup of snow, a reasonable prediction ("much" or "less") of how much water will exist from the snow, and an accurate measurement of the water with a math manipulative. Some will make an extension by using a ruler. Based on the data taken from the first task, a cup of snow melts down to about an inch of water (or a rainbow tile, a unifix cube or a linker cube). From this information and the fact that almost every child came up with the same results, it could be predicted that two inches of snow (or a little less than half of the plastic cup) would result from two cups of snow. The final solution for four cups of snow could be shown by accurately diagramming individual cups or a total of the four cups when the snow has melted. Students should indicate approximately a cup of water in the final diagram. Task-Specific Assessment Notes Novice This student s solution is limited in scientific reasoning and use of prior knowledge in predicting the water level for one cup and two cups of snow. The student indicates that for one cup of snow s/he should get one cup of water. Although an adjustment is made for the second prediction (less water), it does not consider the additional amount of snow. The measurement tool and measurement are correct. The extension diagram for four cups of snow is confusing (for example, going from 4 inches to 8 to 8 to 13 inches). There is some conceptual understanding of showing more water from four inches to the final 13. The containers also indicate different sizes which is not accurate. Apprentice This student s solution is complete but lacks labeling and clarity. The student makes a reasonable prediction for the first cup s amount of melted water and measures correctly with a one-inch color tile. The second recording for two cups of snow is too high, and the final extension is confusing. The student begins with individual containers (numbered 1, 2, 3, 4), and then attempts to combine final amounts to show water levels. S/he is unable to correctly link the data for four cups of melted snow. Practitioner This student s solution and extension demonstrates evidence of reasoning and organization during this investigation. The early prediction of water level is close, and the student tries two different types of measurement tools for the water. The level of water shown for two cups of snow is accurate, and the strategy effectively demonstrates conceptual understanding of the water levels from four cups of snow. 7 of 16
Expert This student s solution and extension are complete, detailed and accurate. The first prediction is accurate for the level of melted snow from one cup. The student uses a unifix cube and ruler to check the water measurements. The water level from two cups of snow demonstrates scientific understanding based on prior knowledge. The final extension for four cups of melted snow indicates clear evidence of two strategies by showing both water levels and cube measurements with the arrows. An observation about the water is also included. 8 of 16
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