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STEM Stories

STEM Stories. Cold as Ice. STEM Stories. ENGAGE Brrr ! , by James Stevenson ( Greenwillow Books) EXPLORE Cold as Ice, Elementary Science with Vernier ELABORATE Ice Cream Soup , by Frank Model ( Greenwillow Books) A Real Cold Fish (Achieve3000)

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STEM Stories

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  1. STEM Stories Cold as Ice

  2. STEM Stories ENGAGE • Brrr!, by James Stevenson (Greenwillow Books) EXPLORE • Cold as Ice, Elementary Science with Vernier ELABORATE • Ice Cream Soup, by Frank Model (Greenwillow Books) • A Real Cold Fish (Achieve3000) • Why There’s Antifreeze in Your Toothpaste:The Chemistry of Household Ingredients,by Simon Quellen Field

  3. STEM Stories ENGAGE • Brrr!, by James Stevenson (Greenwillow Books) EXPLORE • Cold as Ice, Elementary Science with Vernier ELABORATE • Ice Cream Soup, by Frank Model (Greenwillow Books) • A Real Cold Fish (Achieve3000) • Why There’s Antifreeze in Your Toothpaste:The Chemistry of Household Ingredients,by Simon Quellen Field

  4. STEM Stories NGSSS Learning Objectives SC.4.P.11.1 – Energy Transfer and Transformations • Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature. SC.7.P.11.1 – Energy Transfer and Transformations • Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state.

  5. STEM Stories NGSSS Learning Objectives SC.5.L.15.1 – Diversity and Evolution • Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while other die or move to new locations. SC.912.L.15.15 – Diversity and Evolution • Discuss mechanisms of evolutionary change other than natural selection such as genetic driftand gene flow.

  6. STEM Stories CCSS Learning Objectives LACC.68.RST.1.1 – Key Ideas and Details • Cite specific textual evidence to support analysis of science and technical texts. LACC.68.RST.1.1 – Key Ideas and Details • Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. LACC.68.RST.3.7 – Integration of Knowledge and Ideas • Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). LACC.68.RST.3.9 – Integration of Knowledge and Ideas • Compare and contrast the information gained fromexperiments, simulations, video, or multimedia sources withthat gained from reading a text on the same topic.

  7. STEM Stories CCSS Learning Objectives LACC.68.WHST.1.1 – Text Types and Purposes • Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. LACC.68.WHST.2.4 – Production and Distribution of Writing • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. MACC.K12.MP.1.1 – Mathematical Practice • Make sense of problems and persevere in solving them. MACC.K12.MP.2.1 – Mathematical Practice • Reason abstractly and quantitatively. MACC.K12.MP.5.1 – Mathematical Practice • Use appropriate tools strategically.

  8. Brrr!

  9. Cold as Ice Ice water can be pretty cold.Is it always the same temperature?Is there anything you can do to make it even colder? Objectives In this activity, you will • See how salt effects the temperature of freezing water • See how low you can decrease the temperature of liquid water

  10. Cold as Ice Key Question • How low can you drop the temperature of water while still keeping it liquid? Prediction • I predict I can drop the temperature of water to_____ oC by adding _____ to the water.

  11. Cold as Ice Using your LabQuest and sensor… test your predictions…

  12. Cold as Ice Analyze your Data • What happened to the temperature of the water as you added ice? • What do you think would happen if you continued to add ice cubes to the water? Could you ever drop the temperature below zero degrees Celsius? • What surprised you about the addition of salt? • What could you do to drop the temperatureeven more?

  13. Common Core Literacy

  14. Close Read: A Real Cold Fish As we have just learned, water can be a solid or a liquid at 0oC. This is called the melting temperature or freezing temperature of water. Any substance (salt, sugar, etc.) that dissolves in water will lower the freezing temperature. But what about living organisms? Are living things as cold as ice?

  15. A Real Cold Fish

  16. A Real Cold Fish • Read the article “A Real Cold Fish” and consider the following: the amazing physical and chemical adaptations that enable organisms to thrive in extreme environments. • Essential question: Why is the production of “antifreeze proteins” important to the notothenioids survival?

  17. A Real Cold Fish

  18. A Real Cold Fish • Analyze the text to discover what they key relationships are within the article. • Take careful notes and be prepared to share. • Have a discussion with your partner about what you discovered. • Now find a person…

  19. A Real Cold Fish • Synthesis:Based on the knowledge you have gathered through the Reading task, Vocabulary task, and Discussion task, write an ad campaign for biotic antifreeze. • Cite evidence to support your writing • Use the RAFT model to build your artifact Role = Advertising AgentAudience = “Exotic” Fish BreederFormat = Print AdTopic = Biotic antifreeze

  20. A Real Cold Fish

  21. STEM Stories: Cold as Ice Teacher Resources Cold as Ice Laboratory Instructions A Real Cold Fish (Grade 4 Article) A Real Cold Fish (Grade 7 Article) R.A.F.T. Recommendations Lee Hughes LeoPH@LeeSchools.net

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