The Science of Lunch: Crash Course Kids #15.2

Contributor
CC kids
Type Category
Instructional Materials
Types
Animation/Movie
Note
This resource, vetted by NSTA curators, is provided to teachers along with suggested modifications to make it more in line with the vision of the NGSS. While not considered to be “fully aligned,” the resources and expert recommendations provide teachers with concrete examples and expert guidance using the EQuIP rubric to adapted existing resources. Read more here.

Reviews

Description

This video is organized around the big question of the Physical Properties of Matter and it includes meaningful content.  The video is 3:36 long.  It is animated with a cool factor as it is part of a set of Vlog Brothers youtube channel called Crash Course Kids. It engages the students as it includes a real life connection - lunch bags.  It focuses on the physical properties of hardness, conductivity and magnetism.  It reviews  the properties of temperature and transparency.

Intended Audience

- none -
Educational Level
  • Early Elementary
Language
English
Access Restrictions

Free access - The right to view and/or download material without financial, registration, or excessive advertising barriers.

Performance Expectations

2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.

Assessment Boundary: Assessment of quantitative measurements is limited to length.

This resource appears to be designed to build towards this performance expectation, though the resource developer has not explicitly stated so.

Comments about Including the Performance Expectation
In order to meet the expectations for 2-PS1-2, the students will need to make a determination about the materials and their purposed based on their properties. The video, like all videos, can not authentically engage the students in the figuring out. Even though investigations are included in the video, it would be preferable that the investigations also be conducted by the students to achieve a deep alignment to the performance expectation.

Science and Engineering Practices

This resource appears to be designed to build towards this science and engineering practice, though the resource developer has not explicitly stated so.

Comments about Including the Science and Engineering Practice
The Practice Example is implicit in this resource. It can be reached if the teacher engages the students in the ideas explained in the video through discussion and hands on investigation. The video by itself does not meet the Practice Example. It needs to be accompanied with other rich lessons that use real-world connections to describe, and sort properties in order to answer or solve a problem.

Disciplinary Core Ideas

This resource appears to be designed to build towards this disciplinary core idea, though the resource developer has not explicitly stated so.

Comments about Including the Disciplinary Core Idea
To ensure that the full Core Idea is met, a group investigation is suggested. The video sets the stage for a group investigation in organizing the materials in the students' lunches according to various properties. Students would next gather the materials from their lunches, organize them into properties (for example: hardness) and then explain the reasons for the groups.

Crosscutting Concepts

This resource appears to be designed to build towards this crosscutting concept, though the resource developer has not explicitly stated so.

Comments about Including the Crosscutting Concept
The teacher would need to support an investigation that used the video as a jumping off point for the resource to be aligned to the Crosscutting Concept. In this investigation and accompanying discussion about properties of familiar materials, the teacher would ask the students to describe patterns that they notice. They should do this after they have organized materials from their lunches according to their properties (e.g., do you notice anything else similar about all of the items in the hard group?).

Resource Quality

  • Alignment to the Dimensions of the NGSS: This is a very quick exposure to the performance expectation and has limitations of being a non-interactive media. It would serve nicely as a follow up or introduction to an investigation and discussion that further explores these ideas.

  • Instructional Supports: The video does not include supports for students with special needs or ESL. Lesson suggestions are not included either.

  • Monitoring Student Progress: This video does not include an assessment. The teacher could develop a formative assessment to check for student learning after viewing.

  • Quality of Technological Interactivity: The quality of the video is high and it does have the "cool" factor that would appeal to some students even in the younger grades. It does not interactive capabilities and translations are not available.