ASSESSMENT OF SCIENCE AND TECHNOLOGY ACHIEVEMENT PROJECT
(ASAP)
Science and Technology Exemplars
Grade 5: Matter and Materials – Properties of and Changes in
Matter
Exemplar Task (5MMPT01/Oct 2000)
Kitchen Chemistry
© York University, Oct 2000
Preface
This task is one of a series developed by the Assessment of Science and
Technology Achievement Project (ASAP) which is being used for the ASAP
Science and Technology Exemplars Project.
This task is organised in three parts:
A. Task Overview
B. Student task sheet – designed to be photocopied for the students
C. Teacher Information – providing essential information relating specifically to
this task
For further information, contact the ASAP office at 416-736-5269 or email:
[email protected]
Grade 5: Kitchen Chemistry
Task Overview
Description of the Task:
This is a culminating activity designed to assess a cluster of expectations
for this grade and strand. Students should have been taught the concepts
and skills required to perform this task prior to attempting it.
Students are asked to design a poster or make a model that shows the
preparation of. The poster or model should indicate/describe the changes
the food goes through, what causes these changes, and whether they are
reversible or non-reversible.
Materials and Equipment Required:
poster paper or newsprint
markers
crayons
pencils, paints
plasticene
card paper
Suggested Timeline:
90 Minutes
Suggested Grouping:
Individual; pair/share
Grade 5: Kitchen Chemistry
ASSESSMENT OF SCIENCE AND TECHNOLOGY
ACHIEVEMENT PROJECT (ASAP)
Science and Technology Exemplars Project
Grade 5: Matter and Materials – Properties of Changes in
Matter
Exemplar Task (5MMPT01/Oct 2000)
Kitchen Chemistry
Student Task Sheets
 York University, Oct 2000
Grade 5: Kitchen Chemistry
Kitchen Chemistry
You are the manager of your school’s cafeteria. Your cafeteria is coming up for
renewal of the permit to prepare and serve food to students. The Food
Preparation Quality Control Committee in your community has asked you to make a
presentation convincing them to renew your permit.
You are to create a poster a poster or construct a model to demonstrate the
ingredients and food preparation steps involved in the making of a nutritious pizza.
Your poster or model should highlight in some way the ingredients used in the
preparation of the pizza, the changes the ingredients go through, and what causes
these changes.
Your poster or model should include the following:
♦
♦
♦
♦
♦
♦
♦
Labeled drawing or original uncooked ingredients and the finally prepared pizza
Ingredients used to make the pizza
How the ingredients address Canada’s Food Rules
Discussion of changes the food ingredients undergo as the pizza is prepared
Outline of whether the changes are chemical or physical and why
Discussion of whether the changes are reversible or non-reversible
One paragraph summary written to persuade the Committee to renew the
permit for your cafeteria
Grade 5: Kitchen Chemistry
Poster Preparation Notes
Student Name(s)
1. a) Labeled drawing of original food ingredients
1. b) Labeled drawing of original food ingredient
Grade 5: Kitchen Chemistry
2. Discuss how the food ingredients address Canada’s food rules
3. Discuss how food ingredients undergo change. Complete the
following chart
Ingredient
Physical Change
Yes/No
Chemical Change
Yes/No
Why
Grade 5: Kitchen Chemistry
4. Summary Paragraph:
Grade 5: Kitchen Chemistry
ASSESSMENT OF SCIENCE AND TECHNOLOGY
ACHIEVEMENT PROJECT (ASAP)
Science and Technology Exemplars Project
Grade 5 Matter and Materials – Properties of and Changes in Matter
Exemplar Task (5MMPT01/Oct 2000)
Kitchen Chemistry
Teacher Information Sheets
 York University, Oct 2000
Grade 5: Kitchen Chemistry
This task addresses the following cluster of expectations. Expectations assessed by
the rubric are highlighted in bold.
Understanding Basic Concepts
•
•
•
•
identify and describe some changes to materials that are reversible and some that
are not (e.g., freezing and melting are reversible; burning is not)
describe changes they observe in the properties of materials when the materials
interact with each other (e.g., when paints are mixed; when water is combined with
gelatine)
identify the three different states of matter – solid, liquid and gas – and give
examples of each state (e.g., solid; sugar, rock; liquid: water, oil, gasoline; gas:
water vapour, air, oxygen)
describe, using their observations, non-reversible changes that occur when some
materials are heated (e.g., when paper is burnt; when an egg is cooked)
Developing Skills of Inquiry, Design and Communication
•
•
•
formulate questions about and identify needs and problems related to the properties
changes in state of familiar materials, and explore possible answers and solutions
(e.g., estimate and then measure the length of time certain foods take to melt when
heated; design a test to compare the insulating effects of different thicknesses of
foam polystyrene)
use appropriate vocabulary, including correct science and technology
terminology, in describing their investigations and observations (e.g., use
terms such as texture, hardness, strength, buoyancy, solubility, and flexibility
to describe properties of materials)
communicate the procedures and results of investigations for specific
purposes and to specific audiences, using media works, oral presentations,
written notes and descriptions, drawings and charts (e.g., make accurate and
detailed drawings of sugar crystals, as seen both with the unaided eye and
through a magnifying glass or microscope)
Relating Science and Technology to the World Outside the School
•
•
describe how physical and chemical processes change materials found at
home and materials used in industry (e.g., cooking, the manufacturing of
plastics)
describe physical changes and chemical reactions that can take place in
household products and explain how these reactions affect the use of the
products (e.g., the role of baking soda in cooking; the role of heat in cooking
an egg)
Grade 5: Kitchen Chemistry
Prior Knowledge Required:
Before attempting this task students should have been taught the following:
•
identify and describe some changes to materials that are reversible and some that
are not
• describe, using their observations, nonreversible changes that occur when some
materials are heated
Students should be familiar with the following science and technology terminology:
reversible, nonreversible, physical changes, chemical changes
Prior Skills Required:
Before attempting this task students should have experience of the following:
•
use appropriate vocabulary, including correct science and technology terminology, in
describing their investigations and observations (e.g., use terms such as texture,
hardness, strength, buoyancy, solubility, and flexibility to describe properties of
materials
Suggested Introductory Activities:
The following activities are suggested to introduce this task to the students:
•
•
identify the source of the materials found in a product (e.g., plastic is made from
petroleum) and describe the steps required to modify the natural materials to make
product;
describe physical changes and chemical reactions that can take place in household
products and explain how these reactions affect the use of the products (e.g., the
role of baking soda in cooking; the role of heat in cooking an egg);
Grade 5: Kitchen Chemistry
Cross-strand Links:
Every strand in the Science and Technology document has common set of expectations
clustered under the title Developing Skills of Inquiry, Design and Communication.
This task is therefore appropriate to assess and evaluate these skills for every Grade 5
strand. Links could also be made to the Life Systems strand. The expectations that
could be addressed are:
• describe the types of nutrients in foods
• interpret nutritional information to make healthy food choices
• identify types of industries involved in the processing and preservation of food
• describe the relationship between eating habits, weight, height, and metabolism
Cross-curricular Links:
This activity provides an opportunity for students to be assessed and evaluated on their
ability to work cooperatively as part of a group. Students should be made aware that
this will be an integral part of the evaluation and should have prior experience of
working with a group before being assessed. This provides a cross-curricular link with
The Ontario Curriculum Grades 1-8 Language, Grade 5: Oral and Visual
Communication - Group Skills. Links can also be made to The Ontario Curriculum.
Grades 1 to 8: Health and Physical Education Healthy Living: Grade 5. The
expectations that can be addressed are:
• explain the purpose and function of calories and the major food nutrients
If the students decide to produce a plasticene model a link can be made to The
Ontario Curriculum, Grades 1 to 8: the Arts, expectation from Visual Arts: Grade 5:
• produce two- and three- dimensional works of art that communicate a range of ideas
for specific purposes and to specific audiences
Reading and Writing Skills:
This task has been constructed to take into account the possible limited reading and
writing skills of some students at this grade level. At the end of Grade 5 students are
expected to be able to write a sentence (See MET Writing Exemplars 1999).
Depending on the achievement level of the children in the class and the time in the
school year that this task is administered, teachers will need to take into account the
diverse abilities in their classes. The task could be presented orally and evaluated
through teacher/student conferences. Teachers could use the questions on the student
task sheet to guide their conferences. Students could make oral presentations about
their investigation to the class. Their presentation could be based on the questions
outlined in the student task sheet. Grade 6 students could act as reading/writing
buddies to read out questions. A peer buddy system could be introduced.
Considerations for Combined Grade Classes
The overall and specific expectations for the strand, topic and performance task are not
well suited for combined grade classroom.
Grade 5: Kitchen Chemistry
KITCHEN CHEMISTRY
TEACHER OBSERVATION RATING SCALE
Student Name:
Please number student work to correspond with the rating scale
Criterion
Works
collaboratively with
other students in
the completion of
the poster
The completed
drawing effectively
demonstrates the
food preparation
process
Clearly explains the
kinds of changes
taking place in the
food ingredients
Explains clearly the
relationship of the
food ingredients to
Canada’s Food
Rules
The summary
paragraph is well
structured to inform
and persuade
The oral
presentation makes
effective use of
media and has a
clear sense of
audience and voice
Score
1
2
3
4
Kitchen Chemistry
for use with Subtask 1: Kitchen Chemistry
from the Grade 5 unit:
Student Name:
Date:
Expectations for this Subtask to Assess with this Rubric:
5s40
- design and make a device or product that minimizes heat loss (e.g., a coffee mug, a thermos flask, an insulated lunch bag)
5s46
- communicate the procedures and results of investigation for specific purposes and to specific audiences, using media works, oral presentations, written notes
and descriptions, drawings and charts (e.g., make accurate and detailed drawings of sugar crystals, as seen both with the unaided eye and through a magnifying
glass
5s48
- describe how physical and chemical processes change materials found at home and materials used in industry (e.g., cooking, the manufacturing of plastic
5s49
- describe physical changes and chemical reactions that can take place in household products and explain how these reactions affect the use of the products
(e.g., the role of baking soda in cooking; the role of heat in cooking an egg
Category/Criteria
Understanding of
basic concepts
Level 1
♦
♦
Design and
communication skills
♦
Relating of science
and technology to
each other and to the
world outside the
school
♦
Level 2
Level 3
♦
Level 4
♦
shows understanding of few of
the basic concepts (e.g.,
physical and chemical change,
reversible and non-reversible
changes, texture, hardness,
solubility)
demonstrates significant
misconception
♦
applies few of the required
communication skills and
strategies in constructing the
poster or model (e.g., drawings,
oral presentations, written notes,
descriptions, use of media, voice
and audience)
shows little understanding of
connections between
physical/chemical and
reversible/non-reversible
changes and the cooking
process
♦
applies some of the
required skills and
strategies
♦
applies most of the required
skills and strategies
♦
applies all (or almost all) of
the required skills and
strategies
♦
shows some
understanding of
connections between
physical/chemical and
reversible/non-reversible
changes and the cooking
process
♦
shows clear understanding
of connections between
physical/chemical and
reversible/non-reversible
changes and the cooking
process
♦
applies understanding of
connections between
physical/chemical and
reversible/non-reversible
changes related to cooking
a pizza to other unfamiliar
situations (e.g., cooking an
egg)
♦
♦
shows understanding of
some of the basic
concepts
demonstrates minor
misconceptions
gives partial explanations
♦
♦
shows understanding of
most of the basic concepts
demonstrates no significant
misconceptions
usually gives complete or
nearly complete
explanations
♦
♦
shows understanding of all
of the basic concepts
demonstrates no
misconceptions
always gives complete
explanations
Written using the Ontario Curriculum Unit Planner (March 2000)
Grade 5: Kitchen Chemistry