Tennessee District Science Network Task Library Survivors Stranded

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Three-Dimensional Claim In this task, students can apply their understanding that matter is conserved when it changes form, even if it appears to vanish to develop and use a model that explains the changes of the physical states of matter and the conservation of matter within a system. Tennessee Academic Standards for Science This task is intended to elicit student learning of the following Tennessee Science Standard : 5. PS 1. 1: Analyze and interpret data from observations and measurements of the physical properties of matter to explain phase changes between a solid, liquid, or gas. 5. PS 1. 2: Analyze and interpret data to show that the amount of matter is conserved even when it changes form, including transitions where matter seems to vanish. Next Generation Science Standards This task is intended to elicit student learning of the following NGSS elements for each of the three dimensions: Science and Engineering Practices Developing and Using Models ● Grade 3 -5 Element: Develop and/or revise a model based on evidence that shows the relationship among variables for frequent and regular occurring events. ● Grade 3 -5 Element: Develop and/or use models to describe and/or predict phenomena. Crosscutting Concepts Systems and System Models ● Grade 3 -5 Element: A system can be described in terms of its components and their interactions. Disciplinary Core Ideas PS 1. A: Structure and Properties of Matter ● Grade 3 -5 Element: Matter of any type can be subdivided into particles that are too small to see, but even the matter still exists and can be detected by other means. A model shows that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon; the effects of air on larger particles or objects. ● Grade 3 -5 Element: The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. How is this student understanding elicited from this task? DCI: Students will demonstrate their understanding that the amount of matter throughout the various phase changes between solid, liquid, and gas is conserved, even in transitions in which matter seems to vanish. No matter what change in properties occurs, such as phase changes, the total weight/mass of the substances does not change. CCC: Students use the context of a solar still to make fresh water out of salt water. Students need to understand that phase changes, in this case with water, works as a closed system. SEP: Students need to know how to analyze models and diagrams to gain information about the solar still situation and to provide evidence statements as well as how to develop and revise models/diagrams that include pictorial representation, labels, arrows, descriptions/captions, and numerical data when necessary. In the context of the solar still, the salt needs to be removed from the water in order to make fresh water, which is drinkable water. In our example, students need to show the phase changes affect the change from saltwater to freshwater and use evidence that proves that no matter is created or destroyed/lost through the process. Students use measurement quantities provided in the context as evidence that all original matter in the solar still is still there even as the salt and water are no longer mixed together in the freshwater. 1

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Background Information The solar still process works as follows : The saltwater at the base of the interior open container of the solar still is a liquid, a mixture of water and salt. To remove the salt out of the water, a heat source is needed: the sun. The sun heats up the water, causing the water to evaporate and change state/phase from a liquid to a gas. The salt particles don’t turn into a gas at that temperature so the salt particles (now solid) stay at the base of the interior open container. When the temperature is removed from the solar still, the gas particles cool down. As the gas particles cool down they condense on the sides of the solar still changing state/phase back to a liquid. The liquid drops to the outside base of the solar still and collects at the bottom in the form of freshwater. The entire process works together as closed system. As a result, all the original components in the solar still remain even though it may have appeared as if some particles vanished or lost through the process. In the first extension activity students can use charts and data to evaluate solar stills in various locations in the northern hemisphere. In the second extension component of the task, students may generate a variety of scenarios to accelerate the distillation process, such as use darker materials to absorb more of the sun’s energy, reflectors to radiate more of the sun’s light into the stills, and hair dryers to provide a more direct heat source. Suggestions for Use This task should be used at the end of a sequence of instruction to reveal students’ ability to apply their ideas about conservation of matter and change of states within open and closed systems by developing and using models. From this task, teachers should be able to make claims about students use of and development of models, their understanding of conservation of matter and changes of states of matter, and their thinking about open and closed systems. Assumptions In order for all students to be successful with this assessment task, we recommend that students have had experience with several different phenomena up to this point explaining the basic concept of conservation of matter and changes in states of matter. Several phenomena lead to this understanding and are essential steps in facilitating student understanding; thus leading to this assessment task. In 3 rd grade, students have learned about the water cycle and system/process that is involved with each stage of the water cycle and may be familiar with terminology such as condensation, precipitation, and evaporation. Here are some ideas for possible background exploration to prepare students for this task: ● ● Using specific measurements of materials, students dissolve salt or sugar into water (measuring the quantity of each before dissolving) and observing that the water changes weight even though the salt/sugar appears to disappear or vanish into the water. Students measure a specific amount of play-doh and then sculpt something and observe that the amount of matter is still the same despite the change in shape. Students take a cookie and place it in a ziplock bag and measure the cookie’s weight, then smash the cookie and remeasuring the weight again to see that while the cookie was destroyed the matter was conserved. TN State Lesson (2018) 5. PS 1. 2 Analyzing and Interpreting Data States of Matter Logistics Intended duration of task: This task is intended to take roughly 60 minutes to complete. Prep work or materials required : The teacher will need to be able to show a video of a survivalist showing how a solar still works to the class. If using the first extension task an infographic will need to be printed for student use. Other than that, students will just need paper and pencil to complete the task. 2

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Task and Rubric Scoring On the pages that follow, you’ll find a scoring rubric and feedback guide for each prompt. After scoring each prompt, the following criteria is designed for numerical grading guidance and can be adapted to fit your grading scales. There a total of 15 possible points. The rubric is designed as a plus 1 system; as students demonstrate levels of mastery towards each question they receive one point for each part of their answers. The following grading criteria is completely optional based upon your classroom grading practices. . Grading Criteria w/o Part E 12/12 - 100% 11/12 - 92% 10/12 - 83% 9/12 - 75% 8/12 - 67% 7/12 - 58% 6/12 - 50% 5/12 - 42% 4/12 - 33% 3/12 - 25% 2/12 - 17% 1/12 - 8% Grading Criteria w/Part E 15/15 - 100% 14/15 - 93% 13/15 - 87% 12/15 - 80% 11/15 - 73% 10/15 - 67% 9/15 - 60% 8/15 - 53% 7/15 - 47% 6/15 - 40% 5/15 - 33% 4/15 - 27% 3/15 - 20% 2/15 - 13% 1/15 - 7% Note: Opportunities for Extensions Two additional prompts are included in this assessment as optional extensions or engineering design component. You may decide to do just the optional engineering design task, or you may decide to include both into the assessment. Please keep that in mind in your scoring process. Scenario You and a group of survivors were stranded after their plane crashed near a remote island off the coast of New Zealand. Water is necessary for human survival; however, the only water available is salt water from the ocean. While humans can safely ingest small amounts of salt, the salt content in seawater is much higher than what can be processed by the human body. Eventually the body will dehydrate and shut down. This survival expert recommends you use a solar still made from plastic bottles washed up on the shore, watch his video: https: //youtu. be/r. UET 3 Pn. PZng Water going into the solar still is salty, and water coming out is fresh and drinkable. How can that be possible? 3

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Part A 1. Use the steps in the model above to explain how the salt is removed from the water in the solar still. In your explanations include how changes in states of matter makes the solar still work as a system. In step one, ___________________________________________ In step two, ________________________________________ In step three, _________________________________________ In step four, ________________________________________ In step five, _________________________________________ How do all steps work together to create drinkable water? _________________________________________________________________________ _____________________________________ 4

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Prompt A Use the steps in the model above to explain how the salt is removed from the water in the solar still. In your explanations include how changes in states of matter makes the solar still work as a system. This prompt assesses: DCI 5 -PS 1 -1: Matter of any type can be subdivided into particles that are too small to see, but even the matter still exists and can be detected by other means. A model shows that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon; the effects of air on larger particles or objects. 5 -PS 1 -2: The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. SEP Develop and/or use models to describe and/or predict phenomena. CCC A system can be described in terms of its components and their interactions. Prompt Scoring Guidance: prompt is scaffold, a point if components are in student answer (teacher discretion) Score Components of Student Response (SEP, CCC, and/or DCI) Example Responses/Look Fors +1 Students refer to the model and describe how the water particles are moving from step 1 to step 5 (SEP, DCI) Example 1: Step 1: start with 100 ML of salt water in the base of the container inside the solar still. The sun provides a heat source by warming the water up. Step 2: The heat from the sun causes the water to change from a liquid to a gas. The gas rises and hits the top of the closed outside container. Step 3: As the outside container cools down once the sun is gone the gas changes back to a liquid and condenses against the sides of the outside container of the solar still. Step 4: The liquid gets heavy as it condenses into droplets and fall to the base of the outside container in the form of freshwater. Step 5: The salt from the original saltwater is left behind in the bottom of the container inside of the in the form of tiny salt crystals, which are solid. Example 2: Step 1: The solar still starts with 100 ml of salt water Step 2: the sun causes the water to evaporate and changes from a liquid to a gas. The salt stays in the bottom of the can. Step 3: The sun goes down and causes the water to condense in and it turns from a gas to a liquid. Step 4: The water falls to the bottom sides of the solar still. Step 5: There are 80 ml of freshwater on the bottom sides and 20 ml of salt in the can. 5

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Prompt A Continued Score Components of Student Response (SEP, CCC, and/or DCI) Example Responses/Look Fors +1 Students describe that the starting quantity and ending quantity of the salt water remain the same even though the salt and water are redistributed before and after the process in the closed system. (DCI, CCC) Example 1: Step The matter amount stays the same 100 ml salt water at the beginning and ends with 20 ml of salt and 80 ml of drinkable water (100 ml). +1 Students need to describe how the model shows that heat energy from the sun causes the change in the state of matter from liquid to gas. (DCI, SEP) Example: Heat causes water to change phases. In the case of the solar still the sun was the heat source the increased the temperature of the water enough to change the water from a liquid state to a gaseous state. +1 Students include in their explanation that heat is removed from the system, (the sun goes down), the water condenses (changes state back to a liquid) and collects at the bottom of the bottle as freshwater shown in step 3, 4, 5 of the model. (DCI, SEP, CCC) Example: Absence of heat is a property that causes water to change phases. In the case of the solar still the sun goes down, the heat source is removed. The gas is cooled as the temperature decreased to change the water from a gaseous state back to a liquid state in the form of freshwater. +1 Students include in their explanation that all these steps are necessary to create drinkable water. Each step is a part of an overall process and system that can make drinkable water from contaminated water. (DCI, SEP, CCC) Example: The steps work together in a process that creates drinkable water from dirty water. It is like a mini water cycle (evaporationcondensation process) in the bottle. Incomplete Student Response - Example A Example 2: The original measurement of water--100 ML is still there, however the components of water and salt are separated showing 80 ML of freshwater is at the base of the closed outside container and 20 ML of salt crystals remain. Score and Score Rationale, if applicable: 1 out of 4 points - The student does refer to the model, but skips several steps while describing how the water particles move from #1 to #5 (+0 points) - Student does not mention starting and ending quantity being the same or the importance of a closed system (+0 points) - The student mentions the importance of the sun to make the water evaporate (+1 points) - There is no mention of the cooling needed for the water to condense on the side of the bottle (+0 points) Feedback & Next Steps for Students to Make Progress: This student might need more instruction around: - The phase change from a gas to a liquid and the role of temperature - Support around using a model to describe something with appropriate detail - Support around the quantity remaining the same in a closed system 6

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Prompt A Continued Incomplete Student Response - Example B Score and Score Rationale, if applicable: 1 out of 4 points The student does not refer to the model and skips several steps in the description (e. g. , the beginning state, condensation). (+0 points) Student does mention the salt doesn’t move, but does not mention the total starting and ending quantity being the same or the importance of a closed system (+0 points) The student does not mention the importance of the sun to make the water evaporate (+0 points) The student mentions the cooling needed, but doesn’t say it is so water will condense (+1 points) Feedback & Next Steps for Students to Make Progress: This student might need more instruction around: Details of phase changes and the role of temperature, specifically around why the water evaporates and why it condenses Support around using a model to describe something with appropriate detail Support around understanding and describing that the quantity remaining the same in a closed system 7

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Prompt B Your friend who is stranded on the island with you looked at the solar stills you’ve set up that are in the process of purifying water. Your friend did not see any water in the still and told you it was not working! Draw a model/diagram in the ”sand” that will explain what is going on in step 2 from the diagram above. Use labels to help explain what is happening in your diagram. Cap is on solar still, so the water vapor (gas) will not escape. The sun causes the water from the saltwater to evaporate into a gas (water vapor). You can not see it. This prompt assesses: DCI 5 -PS 1 -2: The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. SEP Develop and/or use models to describe and/or predict phenomena. CCC A system can be described in terms of its components and their interactions. 8

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Prompt B Continued Prompt Scoring Guidance Score Components of Student Response (SEP, CCC, and/or DCI) Example Responses/Look Fors +1 Students provide evidence in the model that they draw to show a closed system, in this closed system no water is lost even when the water is invisible in its gas form (water vapor). (DCI, CCC) Example 1: Students need to include in their model: That the water is being evaporated and it can not be seen because it is in gas form (water vapor). The cap is on the solar still so it is a closed system so none of the water vapor will escape. 9

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Prompt B Continued Incomplete Student Response - Example A Cap is on and water will not get out. Score and Score Rationale, if applicable: 1 out of 1 point The student draws the model and explains the cap is on and the water cannot escape (+1 point) Feedback & Next Steps for Students to Make Progress: While the student seems to understand the importance of the cap, they may need support to use evidence from the model to explain why. You may also want to guide the student to match the concept they seem understand with the language of closed and open systems. Incomplete Student Response - Example B Score and Score Rationale, if applicable: 0 out of 1 point The student seems to understand the water will be contained but does not mention the importance of the cap staying on the bottle to make it a closed system. (0 points) Feedback & Next Steps for Students to Make Progress: This student needs support to understand describe the closed system of the water still and why that means the amount of water stays the same. They also could use support in using a model as evidence to describe something. 10

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Prompt C The solar still is a system that can save your life in the event you ever run out of drinkable water. However, if it is not used properly you may die of thirst. Using the two models explain what is happening in each model and predict how it would affect your survival on the island. 11

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Prompt C Continued This prompt assesses: DCI 5 -PS 1 -1: Matter of any type can be subdivided into particles that are too small to see, but even the matter still exists and can be detected by other means. A model shows that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon; the effects of air on larger particles or objects. 5 -PS 1 -2: The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. SEP Develop and/or use models to describe and/or predict phenomena. CCC A system can be described in terms of its components and their interactions. Prompt Scoring Guidance Score Components of Student Response (SEP, CCC, and/or DCI) Example Responses/Look Fors +1 Students provide evidence in their answer that states model A represents a closed system and no water is lost. Even when water is in its gas form and seems to vanish. (DCI, CCC) Example: Image A- The cap is on the solar still which causes the water to evaporate and condensate. The water falls to bottom and it is separated from the salt. I predict I would live because I could drink the water from the solar still. +1 Students provide evidence in their answer that states Model B represents a open system and water is lost. Even when water is in its gas form and seems to vanish. (DCI, CCC) Example: image B- The cap is off the solar still which will cause the evaporated water to escape from the system. This changes the way the system of the solar still works and the still will not produce fresh water because matter is released from the system. I predict I might not survive because I would not be able to produce fresh drinking water for myself. 12

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Prompt C Continued Incomplete Student Response - Example A Image A Score and Score Rationale, if applicable: +1 out 1 Student response to image A recognize that it is a close system and water would not be lost. 0 out of +1 Student response to image B mentions no cap and evaporation but not clear if they understand open system and how it will affect survival. Image B Incomplete Student Response - Example B Image A I predict that we would not die of thirst because it would work. Feedback & Next Steps for Students to Make Progress: Support around understanding and describing an open system Support in describing the phase changes in the still and connect that they need fresh water for survival. Guide student to use vocabulary open and close system Score and Score Rationale, if applicable: 0 out of 1 student response to image A Student predict but does not answer what is happening in still. +1 out of 1 Student response to image B Tells what is happening inside the solar still (system). That the cap in off and the system is open. Feedback & Next Steps for Students to Make Progress: Image B - This student might need more instruction around: The phase change from a gas to a liquid and the role of temperature Support around using a model to describe something with appropriate detail Support around the quantity remaining the same in a closed system 13

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Prompt D One of the other survivors developed a different solar still using other materials washed up on the beach from the wreckage. Gotta have it Checklist: ❏ Show and label phase changes in matter (salt water) at each step in the system ❏ Illustrate the cause of the changes of the states of matter ❏ Show conservation of matter by using the following symbols, salt (triangles) and water (circles), for each step in the system ❏ Use arrows to show the sequence of the process 3. 2. 4. 5. 14

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Prompt D Continu ed. This prompt assesses: DCI 5 -PS 1 -1: Matter of any type can be subdivided into particles that are too small to see, but even the matter still exists and can be detected by other means. A model shows that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon; the effects of air on larger particles or objects. 5 -PS 1 -2: The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. SEP Develop and/or revise a model based on evidence that shows the relationship among variables for frequent and regular occurring events. CCC A system can be described in terms of its components and their interactions. Prompt Scoring Guidance Score Components of Student Response (SEP, CCC, and/or DCI) Example Responses/Look Fors +1 Students represent phase changes in states of matter from step 1 to step 5 in their model. Including the following: ● Where matter changes from a liquid to a gas in the model ● Where matter changes from a gas to a liquid in the model ● Where solid matter is represented at the end of the solar still process. (DCI, SEP) Example: The example answer above shows students can use drawings, labels, and words on model to show the phases of states of matter in the process of the solar still. +1 Students indicate cause of the changes in the states of matter by identifying the sun as the heat source that caused the water in the base of the solar still to evaporate. (DCI) Example: See the sun’s energy from diagram above: +1 Students highlight conservation of matter from step 1 to step 5 in the model by showing 200 ML in step one remains 200 ML in step 5. The amount of matter (water) at the beginning of the model (step 1) is the same amount of matter at the end (step 5) even though it is separated into a liquid and a solid. (DCI, SEP) Example: Students answer should be labeled with beginning 200 ml and end step 200 ml. The same number of triangles (salt) and circles (water) at beginning and at end of process. +1 Students use arrows in their model to represent what is happening to the matter in the solar still. (DCI, SEP) Look at diagram above 15

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Prompt D Continued Incomplete Student Response - Example A Score and Score Rationale: - Student represented phase changes from liquid to a gas, and from gas to liquid (just not in the right places). (1 point) Student did not indicate the heat source to cause the water to evaporate. (0 points) Student did not indicate conservation of matter in any way. (0 points) Student included a key to show salt and water, but salt is not represented anywhere until step 5. (0 points) Student has very limited use of arrows to represent what is happening to the matter in the solar still. (0 points) Student did not provide labels to the drawings to help add clarification to the parts of the model. (0 points Feedback & Next Steps for Students to Make Progress: While this student knows the water evaporates and separates from the salt, they seemed to mirror the process of the previous solar still. The student could not translate those ideas to a new design. The student could benefit from extra support to: understand where the water goes when it evaporates and where salt is throughout this process the importance of the temperature in this process conservation of matter how to translate these important components to a model, including arrows, heat source, the m. L of salt and water remaining at the end, and appropriate labeling Incomplete Student Response - Example B Score and Score Rationale : - Student represented phase changes from liquid to a gas, and from gas to liquid. (1 point) Student indicated the heat source to cause the water to evaporate, but the heat source remained even when the water condensed. (1 point) Student indicated conservation of matter by including measurements of salt and water at the end adding up to 200 m. L. (1 point) Student included both are included in each step. (1 points) Student did use circles (water) and triangles(salt) to represent what is happening to the matter in the solar still. The number of circles and triangles are not the same through each step. (0 points) Student did not provide labels to the drawings to help add clarification to the parts of the model. (0 points) Feedback & Next Steps for Students to Make Progress: The student could benefit from extra support to: understand where the water goes when it evaporates and condenses the importance of cooling temperature in order for the water to condense Using arrows and labels in a model to represent what is happening more clearly Conservation of matter 16

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Part E (Optional Additional Extension Question) E 1. Three identical solar stills were made in Miami, FL, Knoxville, TN, and Rogers City MI. Using the information in the charts, explain how one solar still is more efficient than the others? Make sure to include measurement data in your explanations. ________________________________________________________________________________________ ___________________________________________ E 2. If there were an extremely cloudy day on the island, what components of the solar still system would be affected and what interactions would change? ________________________________________________________________________________________ 17

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Part E (Optional Additional Extension Question) - Continued — First Question 1. Three identical solar stills were made in Miami, FL, Knoxville, TN, and Rogers City MI. Using the information in the charts, explain how one solar still is more efficient than the others? Make sure to include measurement data in your explanations. This prompt assesses: DCI 5 -PS 1 -1: Matter of any type can be subdivided into particles that are too small to see, but even the matter still exists and can be detected by other means. A model shows that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon; the effects of air on larger particles or objects. 5 -PS 1 -2: The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. SEP Develop and/or use models to describe and/or predict phenomena. CCC A system can be described in terms of its components and their interactions. Prompt Scoring Guidance Score Components of Student Response (SEP, CCC, and/or DCI) Example Responses/Look Fors +1 Student indicates in their explanation that the Solar still in Miami is more efficient at producing water because of several possible data rationales: ● Temperature is higher during the day ● location is closer to the equator ● Starting temperature is higher Example A: Miami’s solar still is more efficient than the others because the temperature is higher throughout the day. This allows the solar still to produce more water. Miami’s heat was 89 degrees which was 5 degrees higher than Knoxville, and 9 degrees higher than Roger’s City. I think this is why it is more efficient. Example B: Miami solar still is more efficient because it is closer to the equator (further south) than the other cities. Each of the three cities are 10 degrees north latitude apart from each other. 18

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Prompt E Continued — First Question Incomplete Student Response - Example A Miami’s solar still is more efficient according to graph. Incomplete Student Response - Example B All three solar stills would make the same amount of water because the temperature is about the same. Miami, Knoxville, and Roger’s city are just a couple of degrees apart in temperature. Score and Score Rationale 0 out of +1 Student uses graph (model) to answer question but does not give any data. Feedback & Next Steps for Students to Make Progress: review reading a graph using evidence for a claim Score and Score Rationale 0 out of +1 student does not give the correct explanation of how heat energy affects rate of fresh water produced. There is no data from graph. Feedback & Next Steps for Students to Make Progress : -Explore activities such as simulation of how the sun’s heat energy affects evaporation -Explore activities for heat energy -support in reviewing the water cycle 19

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Part E (Optional Additional Extension Question) - Continued — Second Question 2. If there were an extremely cloudy day on the island, what components of the solar still system would be affected and what interactions would change? This prompt assesses: DCI 5 -PS 1 -1: Matter of any type can be subdivided into particles that are too small to see, but even the matter still exists and can be detected by other means. A model shows that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon; the effects of air on larger particles or objects. 5 -PS 1 -2: The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. SEP Develop and/or use models to describe and/or predict phenomena. CCC A system can be described in terms of its components and their interactions. Prompt Scoring Guidance Score Components of Student Response (SEP, CCC, and/or DCI) Example Responses/Look Fors +1 Student provides evidence of components in the solar still (closed system) that are affected by extremely cloudy day. (CCC, DCI) Example: The components of the solar still don’t change but the system would be affected if it were an extremely cloudy day because it would cause them to work slower and with less efficiency because of less direct sunlight and possible lower temperatures. +1 Student provides evidence of interactions that would change in the solar still (closed system) due to an extremely cloudy day. (CCC, DCI) Example: The interactions in the solar still ( closed system) that would change on an extremely cloudy day would be the rate at which the water would evaporate out of the saltwater. Which then would affect how much fresh water you would have. 20

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Prompt E Continued — Second Question Incomplete Student Response - Example A On a cloudy day the solar still would not work as well as on a sunny day. Score and Score Rationale, if applicable: +1 out of +2 Student understands that the solar still would not work as well but does not explain how. Feedback & Next Steps for Students to Make Progress: -support in understand open and closed systems -help with understanding heat energy and phase changes Incomplete Student Response - Example B The solar still would be affected. The solar still would not work on a cloudy day — only on sunny days. Score and Score Rationale, if applicable: +1 out of +2 Student does understand that the solar still the system will be affected but has a misconception about the sun has to be out for still to work. Feedback & Next Steps for Students to Make Progress: -support in understanding the phase changes and what causes them -review of water cycle -complete the solar still engineer design task and extend by having students test their stills to answer question 21

Tennessee District Science Network Task Library Survivors Stranded Teacher Guide 5 th Grade Physical Science Optional Engineering Design Task: Engineering Your Own Solar Still Engineering Design Process Extension for the Solar Still Performance Task: Note to teachers: As a suggestion consider extending this performance task to an engineering design task where students could experience the process by designing and testing their own solar still. You may consider challenging students to work in groups to create a working solar still using the engineering design process. (Determine materials, constraints, ways to track measurement data--this could be done prior to giving the challenge to your students or with your students as part of the planning of the investigation stage for solar still engineering design challenge) Design Task: The solar stills designed by the survivors stranded on the remote island off of the coast of New Zealand could only produce small amounts of water in each one. Your challenge is to build a solar still that could make more clean water at one time. Can you build a solar still that could produce more than 50 m. L of clean water in a total of two days? Constraints: Choose from the materials provided to design (draw a model), create, test, and improve your own working solar still following the steps of the engineering design process. Label the parts of your solar still model. Explain how your solar still works. Make sure to include important data and measurements. Material ideas: ● Water with dirt and debris or salt water ● Water bottles/ 2 -Liter bottles ● Bowl ● Glass bottle/canning jar ● Clear plastic wrap ● Foil ● Some type of measurement tool —small measuring cup with m. L/graduated cylinders ● Data collection—-measurement from start to finish, track of time (days/min. ) etc. ● Heat source (heat lamp, hair dryer, sun, etc. ) . These materials were developed by the Tennessee District Science Network, a Next. Gen. Science network that included educators six districts in TN, with support from Arconic Foundation. Except where otherwise noted, this work is licensed under the Creative Commons Attribution-Non. Commercial 4. 0 International License. 22