Lesson Title: Ford’s Finest Food Truck
Grade Level: 5
Quarter: 2nd
Standards: List relevant STEM – Science, Technology, & Math standards. Include ELA CCGPS if applicable.
Science-S5P2c Chemical Changes
Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change
S5P2a Physical Changes
Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of
physical change.
Art- VA5MC.1 Engages in the creative process to generate and visualize ideas
VA5PR.2 Understands and applies media, techniques, and processes two-dimensional art processes (drawing,
painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.
VA5AR.3 Explains how selected principles of design are used in an artwork to convey meaning and how the affect
personal responses to and evaluation of the artwork.
Lesson Essential Question: How are chemical and
physical changes different?
Lesson Materials:
1. folded scratch paper for rough design
2. fine-tipped markers or colored pencils
3. a publishing program/website such as
-Microsoft Publisher
-issuu.com
-canva.com
-haikudeck.com
4. color wheel if needed
Vocabulary:
Chemical Changes
Mixture
Physical Changes
Matter
Mass
Warm color
Cool Color
Complimentary Colors
Lesson Assessment:
Menu created that shows examples of chemical and physical
changes including mixtures
STEM Challenge Overview:
Students are creating a menu that includes items that are mixtures, items that involve physical changes, and items that
involve chemical changes. They will also design the menu that will use warm and cool colors along with
complimentary colors.
Teacher Background:
Characteristics of Physical Changes
• Different size
• Different shape
• Mixture is formed
• Different state
• Liquid to solid
• Liquid to gas
• Solid to gas
Characteristics of Chemical Changes
• Rapid Temperature change (ex. refrigeration)
• Gas is produced-Bubbling, fizzing, smoke, bread rising
• Light is produced.-(ex. Fire, lightbulb, firefly)
• Color Change- (ex. baking, grilling, frying, leaves changing color, rotting apple)
•
Smell is produced- (good or bad)
•
New substance formed-(ex. rust or mold)
For Cool and warm colors and complimentary colors, visit the link below.
https://tommybeautypro.files.wordpress.com/2013/01/warm-cool-color-wheel.jpg
INSTRUCTION
1. Ask/Engage
Rachel Ray and Guy Fieri are looking to open the latest, greatest food truck. To decide what the new food truck will be named,
they need your help. Your job will be to create a food truck with a diverse menu. The menu must include both cold and hot dishes
where chemical and physical changes are taking place.
2. Imagine/Brainstorm
Introduce the constraints of the design plan. Define the criteria for success. Ask each student to work independently to come up with
1-2 possible design solutions. Students should draw/label their designs.
3. Plan/Design
Each student presents their ideas to their team. Student teams collaborate to come up with final design plan. Students draw final
design plan and make a list of needed supplies.
4. Create / Test
Student teams build their design according to their design plan. Students test their design plan and record data.
5. Evaluate/Improve – and repeat Steps 1-5
Students evaluate their design for success. Did it meet the established criteria? Did their final design match their planned design?
How would students improve their design?
Name__________________
Ford’s Finest Food Truck
5th Grade
Description of STEM Challenge
Challenge:
Rachel Ray and Guy Fieri are looking to open the latest, greatest food truck. To decide what the new
food truck will be named, they need your help. Your job will be to create a food truck with a diverse menu. The menu
must include both cold and hot dishes where chemical and physical changes are taking place.
Criteria:
1. Food truck name
2. Four menu items including physical changes
3. Four menu items including chemical changes
4. Attractive, colored menu design
5. Warm color fonts for menu items that include chemical changes
6. Cool color fonts for menu items that include physical changes only.
7. Logo
Constraints:
1. Original food truck name
2. Four or more menu items must have your own creative twist
(Ex. macaroni and cheese with hotdogs  Cheesy Dogs)
Materials:
1. folded scratch paper for rough design
2. fine-tipped markers or colored pencils
3. Microsoft Publisher
4. color wheel if needed
5. Evidence of Change reference sheet (see boxes below)
Characteristics of Physical Changes
Characteristics of Chemical Changes
•
Different size
•
Rapid Temperature change (ex. refrigeration)
•
Different shape
•
Gas is produced-bubbling, fizzing, smoke, bread rising
•
Mixture is formed
•
Light is produced. (ex. fire, lightbulb, firefly)
•
Different state
•
Color Change- (ex. baking, grilling, frying, leaves
changing color, rotting apple)
•
Smell is produced- (good or bad)
•
New substance formed-(ex. rust or mold)
•
Liquid to solid
•
Liquid to gas
•
Solid to gas
1. ASK / ENGAGE: What is the problem you are being asked to solve?
2. IMAGINE/BRAINSTORM: What are some possible food truck and two menu items to the problem that you are trying to solve?
After you brainstorm, draw and label your ideas below.
Restaurant Idea #1
Restaurant Idea #2
Two Menu Items #1
Two Menu Items #2
3. PLAN/DESIGN: Share your ideas with your group and collaborate to decide on a final design plan. Draw your team’s food
truck logo and menu items on the scratch paper given. Fold the scratch paper in the desired format.
4. CREATE/TEST: Use your Final Design Plan to create your menu. Check the criteria list to make sure it includes all items
required. Is it accurately created? Why or Why not?
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
5. EVALUATE/IMPROVE: How well did your group meet the requirements? Did your solution solve the problem within the given
constraints? Will Rachel and Guy pick your food truck plan as the latest, greatest food truck? Why or why not?
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
How can you improve your design? How can you make it better? Draw and label your improved design below.
Improved Design Plan