Becky Stronz Stage 1 - Desired Results Enduring Understanding: There are different ways to measure things.

Grade Level: Third Grade Math

Essential Questions: What do you use to measure length in the metric system? What do you use to measure capacity in the metric system? How do you measure mass in the metric system? What is a polymer? Common Core Math Standards: 3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.2 3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters. ISBE Science Standards: 11.A.2b Collect data for investigations using scienctific process skills including observing, estimating and measuring. 11.A.2c Construct charts and visualizations to display data. 11.A.2d Use data to produce reasonable explanations.

Content Areas Addressed: Math: Metric UnitsLength, capacity, and mass Science: Polymers

Unit Objectives (label with the assessment number in Stage 2): Students will be able to estimate and measure length and distance using centimeters, decimeters, meters, and kilometer Students will be able to estimate and measure capacity using milliliters and liters Students will be able to estimate and measure mass using grams and kilograms Students will be able to accurately convert standard units from milli- to centi- to deci- etc. given a starting number and unit (Assessment 1) Students will be able to make a table to analyze data and solve problems (Assessment 2) Students will be able to summarize their experiment and results using their own words in at least one paragraph (Assessment 3)

Stage 2 Assessment Evidence (name the three kinds of assessment you have chosen and provide a brief description of these assessments) Assessment #1 (Formative): This assessment is the first day of our Oobleck lab. Students will need to convert the amount of cornstarch we have from milliliters to other given units. This is a formative assessment to make sure the students understand converting. I thought adding it as part of the lab would make it more meaningful to the students then simply another worksheet. This part also includes the definition of a polymer and what that might mean. Students have not been introduced to polymers yet. This was added to get their brains thinking about what might happen during the experiment. This assessment is formative because it was used as a check for understanding by me to see that they were understanding unit conversions. The lab sheets were collected on the first day then returned to the students when we did the lab so that I could check their work and so the students did not lose their sheets. Assessment #2 (Performance): Students had to figure out how much water they were adding to their cornstarch by measuring it in a beaker then adding it to their bags. They had to keep track of the amount of water in each pour on the chart given. This was a performance assessment because it was showing me that students knew how to measure the liquids and keep track of their data to represent a problem. Assessment #3 (Writing Assessment): At the conclusion of the lab we discussed what happened when we added water to cornstarch and how that created a polymer. Students were asked to write a paragraph about the results of the lab and the steps they took to get there. This is a writing assessment because it involves using language to show their knowledge. They used math as one assessment, they physically showed me what they knew in another assessment, and finally they expressed their findings in their own words using vocabulary like milliliters, polymer, chemical reaction, etc.

Stage 3 Learning Plan Remember: W: (where/what) H: (hook/hold) E: (equip/experience/explore) R: (rethink/revise)

E: (evaluate) T: (tailored) O: (organized) How Many Lessons of What Length? This unit will consist of 9 lessons and a traditional summative assessment at the end. Most lessons will take place within the 35 minutes of math. The lab will take approximately 1 hour and 40 minutes. Bullet Your Lesson Plans: 1. Introduction to length by using body parts to learn the differences (i.e. width of pointer finger for centimeters, width of an adults hand for decimeter, arm span for meter, etc) 2. Continue with length by measuring things around the room with a rulerfor homework theyll be asked to measure things around their house 3. Introduce capacity with real life examples (i.e. eye dropper for 1 ml, glass that holds ~250 ml, a 1 L bottle, etc) 4. Practice estimating best unit use (i.e. Liters or milliliters to fill up a pot) 5. Introduce converting units. Have chart on smartboard as well as in front of students to practice. 6. Day one of Oobleck Lab. Students will complete step 1 of lab. 7. Day two of Oobleck Lab. Students will complete lab steps 2 and 3 of lab which are the activity and wrap up. 8. Introduction to mass by comparing objects (i.e. a paperclip and a textbook) 9. Practice deciding what unit of measurement to use for a given object (i.e. liters or meters for a bottle of water) 10. Formal assessment

Group Members

Date

Pre Lab: OOBLECK [ANSWER KEY FOR ASSESSMENT 1]

1. A polymer is a large molecule made from chemical reactions between many small molecules. What do you think this means?
Sample answer: I think a polymer is when you put things together and it makes something new.

2. A Monomer is a small molecule that joins other small molecules to make a polymer. What do you think this means? How does this affect a polymer?
Sample answer: I think a monomer is something holds the two things together that make a polymer.

Step One: Materials 3. You and your partner will need 175 milliliters of cornstarch. That is equal to: 0.000175 kiloliters _0.175_liters _1.75__deciliters _17.5__centiliters

a. If you put two groups together, how much cornstarch would they need? _0.00035_kiloliters 0.350 liters 3.5 35.0 centiliters 350 milliliters b. How much cornstarch will the whole class need? 0.0035 kiloliters 3.5 liters __35__ deciliters 350.0 centiliters 3500 milliliters 4. You and your partner will also need to add water. It will need to equal about half the amount of cornstarch youll have. How much water will that equal? We will need about 87.5 ml of water. deciliters

5. How many liters of water will the whole class need? We will need about _0.0875_ l of water.

Step Two: Hypothesis What do you think will happen when cornstarch and water are added together? How might it make a polymer? Sample Answers: It will explode It will make goo It will get sticky it might be slimy the water and cornstarch will make something new Step Three: The Lab [ANSWER ADDED INGREDIENT Ex: we added 175 ml of cornstarch to our bag We added 40 ml of water We added another 40 ml water

KEY FOR ASSESSMENT 2]

WHAT HAPPENED Nothing yet It is tough and some of it is soft It looked like strawberry milk We mixed it together and it turned gooey The water was absorbed

Step Four: The Wrap Up

On a separate sheet of paper, write a paragraph (at least at least 5 sentences) about what happened during your experiment and why adding the right amount of ingredients is important. Make sure to include the steps you took and how your results may have created a polymer.

[ASSESSMENT 3 RUBRIC] Oobleck Lab: Step 4 Checklist

My paragraph has at least 5 sentences.
(1 point)

My paragraph gives the steps we took in our experiment. (1 point) My paragraph explains the results of our experiment. (1 point) My paragraph explains why its important to follow a recipe. (1 point) My paragraph tells how we made a polymer. (1 point)