1. Using Digital Learning Objects to Introduce Grade 5 Students to the Particle Nature of Matter Edmonton Science Outreach Network November 2, 2011

2. Research Team Brenda Gustafson, University of Alberta Peter Mahaffy, The King’s University College Brian Martin, The King’s University College

3. Production Team Amanda Thompson, Naomi Mahaffy, David Dykstra, Amanda Vanderhoek, & Ben Scott – The King’s University College The King’s Centre for Visualization in Science (KCVS)

4. Alberta Elementary Science Program Current program (1996): Grade 5 Classroom Chemistry - focus on observing and measuring macro-properties of matter (Grade 7, 8: begin to think about small, unseen particles) Revised program (2015, 2016): Grade 5 Chemistry – introduce particle behavior in different states

5. Why Change the Program? Children ask questions that need particle answers. Some children have already heard terms such as atoms and molecules. Singular focus on the macroscopic can lead to misconceptions that are difficult to relinquish in later years.

6. Potential Challenges for Grade 5 Students It may be difficult to believe that matter is comprised of small, unseen particles. It may be difficult to understand that the movement and arrangement of these particles can account for what we observe. Learning about particles involves interpreting models.

7. What do Researchers Say About Learning and Teaching? Researchers report that the particle nature of matter is difficult for students of all ages. Researchers acknowledge that a variety of models (e.g., 3D, picture models, dynamic models) should be used by teachers to portray ideas about small, unseen particles. Researchers speculate that students may need to be taught about the nature of models in order to interpret particle models.

8. What do Researchers Say About Digital Learning Objects? DLOs are one teaching tool teachers can use to help students begin to understand: 1) the nature of models, and 2) the particle model of matter. DLOs should be combined with other teaching strategies (e.g., discussion, body movement models) – they are not a panacea for the challenges of introducing particles to students.

9. Grade 5 Classroom Chemistry DLOs CRYSTAL-Alberta (2007-2010) provided the funding for the Grade 5 chemistry DLOs posted at: http://www.kcvs.ca/site/projects/elementary. html http://www.kcvs.ca/site/projects/elementary. html SSHRC (2011-2015) is providing funding for revising and testing the DLOs KCVS continues to provide infrastructure funding for the project

10. Six Digital Learning Objects – Grade 5 Chemistry Module 1: Models in Science Module 2: Models of Matter Module 3: Modelling Matter Module 4: Physical Change Module 5: Chemical Change Module 6: Signs of a Chemical Change

11. Nature of Models – Important Concepts Models are not exactly like the real thing. All models have strengths and limitations. Models are ‘good enough’ for representing some aspects of the real thing. There are many different kinds of models. People can generate their own models.

12. Particle Nature of Matter – Important Concepts All matter is comprised of small, unseen particles that are in constant motion. Particles are too small to see. There are spaces between particles. The arrangement and movement of particles helps explain the observable properties of matter.

13. Physical Change – Important Concepts A physical change is when matter changes state (e.g., solid to a liquid). When matter changes state, the particles behave differently. Even though the particles behave differently, no new substances are formed.

14. Chemical Change – Important Concepts A chemical change happens when small, unseen particles break apart and then join together in different ways. When a chemical change happens, new substances are formed. These new substances are different from the starting substances. Signs of a chemical change include: a gas is created, light heat or sound is given off, a change in odour, a change in colour, or a solid forms.

15. Viewing the Chemistry Modules Try out the modules!

16. Summary Comments Grade 5 students are able to understand that everything is made of small, unseen particles. Grade 5 students can understand that particle spacing and movement is used to distinguish among solids, liquids, and gases. Grade 5 students need multiple opportunities to revisit concepts (DLOs, discussions, body movement models, etc).

17. What are we doing now? SSHRC (2011-2015) and KCVS are providing funding for revising and testing the DLOs Four DLOs are nearly completely revised Revised DLOs include: student responses stored on a database, Sam and Olivia characters, addressing misconceptions, multiple dynamic models, why water is special, emphasis on salient features (movement, spacing, holding) We need Grade 5 teachers who are willing to help pilot the revised DLOs.

18. MEd in Elementary Science University of Alberta “A Science Leader in Every Elementary School” MEd cohort program in elementary science (planning to commence July 2012 at the University of Alberta) For more information contact: brenda.gustafson@ualberta.ca