Ice Cream Matters
by Beverli Helmke

Validity

TEKS/Student Expectations:  Insert the TEKS the lesson is covering

(1) Scientific processes. The student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations

(2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:

(A) plan and implement descriptive investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology;

(B) collect information by observing and measuring;

(C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence;

(D) communicate valid conclusions; and

(E) construct simple graphs, tables, maps, and charts to organize, examine and evaluate information.

(7) Science concepts. The student knows that matter has physical properties. The student is expected to:

(B) identify matter as liquids, solids, and gases.

TARGETED TAKS/Department Objectives:
Objective 3: The student will demonstrate an understanding of the physical sciences.

Challenge

The task asks students to show their “know how” on something important and challenging, not just their knowledge. (Students develop the focus of the task by building on their own experiences to determine the problem and to look for possible solutions.)
Essential Question/s or Engaging Questions
During the scientific investigation of changing a liquid into a solid, the students will generate questions based on what they hope to discover. The students will decide on a hypothesis and then they will decide on the steps necessary to prove their hypothesis while making obervations and asking their own questions throughout the investigation. Students will complete a KWL Ice Cream Chart. This will help the students generate their own questions.
To begin the investigation, the students will be given the following scenario:
You have been chosen by a world famous ice cream factory to make ice cream in a bag. You will be given ingredients to make a liquid. You are then to decide the best way to change these ingredients from a liquid into a solid. Is it possible to change is back into a liquid? How? You are to investigate the similarities and differences in solids and liquids. You are to observe, describe, and compare the color, shape, texture and hardness of the ice cream as a solid and a liquid. You will use measurement to combine the correct amount of ingredients. Your amount of ice cream will be compared to that of a gallon container. How much would you need to fill the container? You will take pictures of your procedures using a digital camera. These pictures will be downloaded onto a computer, and then presented as a PowerPoint presentation or presented on Movie Maker by you.

Feasibility

The task is worthy of the time and effort required to complete it. (The amount of time devoted to completing the task is very consistent with the complexity of the task or the embedded content standards)

Time Frame:
Ongoing 

High Level Processes

The task requires complex thinking skills (critical/ creative thinking, decision- making, problem solving). (Students are operating at the synthesis/ evaluation levels involving one or more complex thinking strategies (e.g., problem-solving, decision-making, scientific inquiry) involving integrated concepts and big ideas.)
Bloom's Taxonomy:

Reliability

The assessment is likely to elicit consistent scores over time. The scores on the task will reflect true achievement of the content standard not variance in testing conditions. (The criteria are explained clearly with measurable expectations. Criteria are consistent across all dimensions, and lend themselves to self-monitoring)

Assessment(s):
Lab Report : Ice Cream Matters


CATEGORY 4 3 2 1
4 Safety Lab is carried out with full attention to relevant safety procedures. The set-up, experiment, and tear-down posed no safety threat to any individual.
3 Lab is generally carried out with attention to relevant safety procedures. The set-up, experiment, and tear-down posed no safety threat to any individual, but one safety procedure needs to be reviewed.
2 Lab is carried out with some attention to relevant safety procedures. The set-up, experiment, and tear-down posed no safety threat to any individual, but several safety procedures need to be reviewed.
1 Safety procedures were ignored and/or some aspect of the experiment posed a threat to the safety of the student or others.

Question/Purpose
4 The purpose of the lab or the question to be answered during the lab is clearly identified and stated.
3 The purpose of the lab or the question to be answered during the lab is identified, but is stated in a somewhat unclear manner.
2 The purpose of the lab or the question to be answered during the lab is partially identified, and is stated in a somewhat unclear manner.
1 The purpose of the lab or the question to be answered during the lab is erroneous or irrelevant.

Experimental Hypothesis
4 Hypothesized relationship between the variables and the predicted results is clear and reasonable based on what has been studied.
3 Hypothesized relationship between the variables and the predicted results is reasonable based on general knowledge and observations.
2 Hypothesized relationship between the variables and the predicted results has been stated, but appears to be based on flawed logic.
1 No hypothesis has been stated.

Procedures
4 Procedures are listed in clear steps. Each step is numbered and is a complete sentence.
3 Procedures are listed in a logical order, but steps are not numbered and/or are not in complete sentences.
2 Procedures are listed but are not in a logical order or are difficult to follow. 1 Procedures do not accurately list the steps of the experiment.

Participation
4 Used time well in lab and focused attention on the experiment. Used time pretty well.
3 Stayed focused on the experiment most of the time.
2 Did the lab but did not appear very interested. Focus was lost on several occasions.
1 Participation was minimal OR student was hostile about participating.

Conclusion
4 Conclusion includes whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment.
3 Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment.
2 Conclusion includes what was learned from the experiment.
1 No conclusion was included in the report OR shows little effort and reflection.

PowePoint/MovieMaker
4 Completed with all requirments
3 Did not contain pictures. Otherwise complete.
2 Did not contain pictures, but the info was still completed.
1 Incomplete.

 

Important Content

The task incorporates the content standard and the big ideas and essential concepts of the discipline. (The culminating task is directly related to a well- defined and articulated set of content standards and essential concepts.)

Concepts/Topics: 
Follow the scientific method to successfully change a liquid into a solid.
Students will be able to know that physical changes do not affect the chemical composition of ice cream.
Observe the physical changes that occur in making ice cream.
Describe the changes.
Compare the changes.
Physical appearance may change, including its size, shape, or state (solid, liquid, gas).
Students will make a delicious physical change.
Follow directions to make ice cream.
Evaluate the success or failure of their ice cream changing into a solid state.
Students will increase their knowledge and use of compters by creating a graph of favorite ice cream flavors.
Students will work cooperatively in groups.
Students will use digital cameras.
Students will download pictures onto a computer.
Students will produce and present either a PowerPoint or Movie (movie maker).

Authenticity

The task reflects what people might actually do in the real world- real life issues, themes, problems.
(The culminating task is relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students.)

Activities
Students will use measurements of ingredients to complete the experiment.
Compare measurement amounts; such as, how much ice cream did you make? How much would you have to make to fill a gallon container? How much more of the ingredients would be needed to make a gallon? (Conversions)
How is ice cream changing in the real world?
(Ice cream that lasts all day, ice cream of the future, freeze dried ice cream, etc.)
Follow the scientific method that is used in carrying out experiments.
How might future ice cream change?
Make a list of favorite ice cream flavors.
Show information in a computer created graph.
Work cooperatively in a group.
Decide what is needed to make a successful solid ice cream.
Make the ice cream.
Students will have an opportunity to discuss the success/failures of their solid ice cream. In the real world, students will face many successes; as well as, failures.
Students will take pictures using a digital camera.
Students will download pictures onto a computer.
Students will use the pictures to orgainze and produce a PowerPoint or Movie Maker presentation.
Students will present their presentations to other students.

Clarity of Task and Assessment Criteria

It is clear from reading the task that the student will know exactly what they are to do to complete it, including required products and scoring criteria.  (The culminating task is clearly defined; the assessment criteria are given so that students understand the expectation of excellence throughout the process.)

Culminating Performance Task:
Students will follow the scientific method to decide on the purpose for conducting the experiment. They will develop a hypothesis and then prove their hypothesis. They will follow a recipe to measure and mix proper ingredients to make ice cream in a bag. The students will follow procedure (What steps will you take to prove their hypothesis?)
Observations will be made (What happened?)
A conclusion will be reached. (Was your hypothesis correct?) Explain.

Students will discuss their ice cream making experience. Discuss the successes and failures of the experiment. Compare the liquid to the solid using physical properties. Students will observe that changing of the liquid into a solid was a physical change and not a chemical change.
The students will take digital pictures, download them onto a computer, and use the pictures to make a PowerPoint presentation or a Movie Maker presentation. Students will present their presentations to others.

Technology Use

Technology (computers, handhelds, software applications, peripherals, Internet) is used in a seamless fashion to promote student learning. (Technology use is directly connected and needed for task completion involving a broad variety of applications.)
Technology Applications /How is technology integrated into your lesson?
www.createagraph.com
digital camera
PowerPoint
MovieMaker
www.teachingheart.net/icecream.html
www.nasaexplores.com/show_k4_teacher_st.php?id=02122690059
www.teachers.net/lessons/posts/454.html

Technology Applications Network Click here to find many technology resources

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profile of the students

(Differentiation is clearly articulated and involves significant adjustments or alterations to the culminating task and surrounding
activities based on the interests, readiness, and learner profiles of the students.)
Differentiation:

Describe your method of differentiation:
Students will work in multi level cooperative groups where students will draw on each others' strengths and ideas to successfully complete the experiment.
Questioning will be adjusted according to student abilities. Instructions will be given so that all students will have the same level of understanding and success.
For the student who is lactose intolerant, juice or juice drinks will be substituted for milk.
Differentiation Power Point