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SCIENCE - SECOND GRADE

TEACHER: HANS QUEVEDO

FIRST MARKING PERIOD PLANNING

FROM: August 29th to November 25th 2011

DURATION: 5 HOURS WEEKLY

SCHOOL YEAR: 2011-2012

GRADE MOTTO: Building up my independence, strengthening my understanding

and my relationships with others by contributing to the environment and

atmosphere at school, at home and in the natural world.

CONTENT:

Unit 1: MATTER

1.1 Properties of matter.1.1.1 Physical

1.1.2 Chemical1.2 Changes in the states of matter: condensation, solidification, evaporation,fusion and boiling.

1.3 Contamination by solids, liquids and gases.

Problem situations in Science associated with recycling and caring of water inthe city of Cali.

Area Project: Taking care of my city (recycling and caring of water).

PURPOSE:

We will start off the year by watching the SOLID RESIDUES MANAGEMENTPROJECT presentation, which will be reinforced by the homeroom teachers for a

better understanding. The students will review and make different activities which will

lead them to a clear understanding of what matter is, its changes and characteristics,

as well as the importance of recycling and caring of water in our city Cali in order to

develop an environmental conscience. Through the activities the students will make a

direct observation at matter and its changes helping them increase their understanding

on some of the physical and chemical properties of objects and materials that they

encounter on a daily basis having them experiment in the classroom or the Science

Lab. Through this observation and manipulation of objects the students will recognize

and describe the differences between solids, liquids, gases and plasma as well as the

contamination caused by them.

Throughout the marking period the students will continue working based on the Little

Scientist method, however the roles will be reviewed. Another topic that will be

discussed in class is the Scientific Method, which will be taught to the students through

problem situations in Science associated with recycling and caring of water in our city.

The workshops, conferences, guides and reinforcement activities will be posted in the

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Second Grade Science Blog created by the teacher and the schools platform. The

students will be invited to participate in a Science Marathon, which consists of their

continuous participation throughout the school year in different tasks assigned by the

teacher through the teachers blog and platform; which will have a record on

participation by classrooms: www.hansquevedo.blogspot.comand also to make

part of the Recycling Captains Team.

DIDACTIC:

INSTRUCTION: I understand what matter is, its characteristics, changes, and

some physical and chemical properties.

I will start off the week by doing different diagnostic activities. Before having any class,

topic-related activity or give any explanations of the topics for this marking period, I will

explain and discuss the Solid Residues Management Project to the students. Videos

and powerpoint presentations will be shown.

The students will answer questions like: What is matter? Does matter exist in different

forms? As an introduction, different examples of what matter is will be given in class to

the students and afterwards an activity will be done before giving a definition. The

students will be asked to stand up by their desks. Then I will slightly explain what a

molecule and atom are, matter and its states. We will do an activity in which they will

represent water molecules transitioning through different states of matter. I will explain

that when I call out a state of matter, I want them to move like the molecules at that

state. For example: When I call out a state of matter, such as SOLID. Students should

walk very slowly around the room and so on.

Once done with the exercise, I will move on to tell them that matter is almost everything

around them. The students will write down simple definitions based on what they have

come up with and my guidance. They will be told that all things, living and nonliving are

made up of matter. All matter takes up space. Matter exists in four states or phases:

solids, liquids, gases and plasma, and they can come in many shapes and sizes. Video

clips will be shown as well as PowerPoint presentations to

reinforce the topic, where the students can see how the molecules move in each state

of matter and the characteristics of each phase. Examples will be used in the

classroom and a simple concept map will be done together with the students for a

better understanding of the three states of matter. Once the students do a concept map

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with the teacher, we will create one together to strengthen its design and then later on

they will be asked to create different ones. E.g.

Properties of matter: I will explain to the students that all substances have properties

that we can use to identify them. For example we can identify a person by their face,

their voice, height, finger prints, etc The more of these properties we can identify, the

better we know the person. In a similar way matter has properties and there are many

of them. There are two basic types of properties that we can associate with matter.

These properties are called Physical properties and Chemical properties. The more

properties we can identify for a substance, the better we know the nature of that

substance. These properties can then help us identify the substance and thus

understand how this substance will behave under various conditions.

1.1.1 Physical properties: I will explain to the students that it does not produce a

new substance (e.g., phase changes, crushing a can). It can be observed or

measured without changing the composition of matter. Examples of physical

properties are: size, shape, color, texture, smell, attraction or repulsion to

magnets. There are many more examples. Note that measuring each of theseproperties will not alter the basic nature of the substance. At this point a simple

electrical circuit consisting of a battery, potato or lemon, a switch and a light

MATTER GAS

SOLI

D

LIQUID

tabl

e

soda

smok

ewate

r

air

penci

l

PLASMA

sun

stars

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bulb or led will be created with the students.

1.1.2 Chemical properties: I will explain to the students that it produces a new

substance (e.g., burning, rusting, photosynthesis). Examples of chemical propertiesare: heat of combustion, or reactivity with water. Here the teacher will create a baking

soda volcano with the students.

1.2 CHANGES IN THE STATE OF MATTER:

Students will be explained that the phase or state of matter can change from one state

to another depending on the temperature. We will learn that each change in the state of

matter has a specific name; we will study 5 of them. Heating can cause a solid to melt

to a liquid. Further heating can cause a liquid to become a gas. To return a liquid to a

solid or a gas to a liquid, the heat must be removed. For example, if ice (a solid) is

heated it will become water (a liquid). Further heating will cause the water to become

steam (a gas).

The teacher will mention that in a solid, the molecules wiggle in place. In a liquid, they

move more and slide over each other. In a gas, the molecules bounce around and

move very fast. The difference between the phases is a difference in how the

molecules move. Therefore, if you want to make matter change phase, you have to

make its molecules move differently.

We will visit the laboratory in order to emphasize in these changes and the students will

be given a lab induction by teacher Luz Adriana Ortiz. As a safety proceeding, they will

learn safety measures when visiting the laboratory, as well as

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identifying and the correct use of the instruments there. A workshop (Laboratory

workshop #1) will be handed out to the students to reinforce this procedure. Afterward

the students will watch video clips and PowerPoint presentations, a round table

discussion will take place to clarify and listen to the students points of view. The

teacher will ask the students to make predictions on some accidents and will mention

one accident as an example: what do you think could happen if ... the students will

be asked to give other examples and the cause of the accidents they bring up.

As for the direct observation, we will observe the changes in

matter. We will observe how a solid changes to liquid or a

liquid to gas or gas to solid. We will use the Laboratory

workshop #2, which will be given to the students to solve

after visiting the lab, where they will answer questions related

to the observation done.

We will also sing a song called Theyre all matter (Workshop #1) which explains in its

lyrics the three states of matter and some characteristics. We will also recite the solid,

liquid and gas poems.

1.2 Changes in the states of matter: The teacher will continue explaining that matter

can change its form. As an example,I will ask the students to imagine we have an ice

cube in the refrigerator and I decide to heat it. You take it out of the freezer and put it in

a pan in your kitchen. The air in your kitchen is moving very fast. It bounces against the

ice cube and bumps into its molecules. The molecules start wiggling faster. Some of

them start sliding. Because of gravity, they slide downwards to the bottom of the pan.

Your ice cube is turning into liquid called water. Eventually it will be a puddle on the

bottom of the pan. The ice has changed phase. Now it is water. I will also explain to the

students that gravity is like a giant magnet that pulls us to the earth. As an example, I

will ask the students to stand up and jump as high as they can. Then I will ask them tostay up in the air as long as they can. Then I will ask them: "Why can't anyone stay up

in the air even for a few seconds?

Afterwards, the teacher will explain to the students that there are different processes

that can take place when changing matter from one form to another. As to reinforce the

concepts, the students will be asked to represent each process by drawing them and

writing down a short definition and then it will be compared with mine:

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1- Fusion is a process that consists in the changing in the state of matter from solid to

liquid due to heat. How do you make a molecule move faster? It is

simple. Heat is the energy of moving molecules. To make a

molecule move faster you have to heat it.

2- Solidification is the process in which a liquid turns into a solid. It can be

considered the opposite of fusion except that here is with freezing.

3- Condensation is the process of changing from a gaseous to a liquid state. For

example: water vapor condenses into liquid after making contact with the surface of

a cold bottle.

4- Evaporation is the process by which molecules in a liquid (e.g. water)

spontaneously become gas (e.g. water vapor).

5- Boiling is the process of changing the state of a substance

from liquid to gas by heating it to its boiling point.

To differentiate evaporation and boiling it is important to know that in evaporation

bubbles cannot form since it is not so hot. While in boiling bubbles can form and rise

because it is extremely hot.

1.2 Contamination by solids, liquids and gases.

I will begin this topic by asking the students about their previous knowledge in

contamination. I will ask questions like: what is contamination? How do you think air or

water is contaminated? What do you think happens if I put a bird in a box and fill it with

black smoke? Then the teacher will explain to the students that there are different

types of pollution:

A. Atmospheric Pollution:Air pollution refers to the change of Earth's atmosphere by

the addition of gases or solid or liquid particles released in various proportions.

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The name of air pollution is usually applied to changes that have harmful effects on

health of living beings and nature. The students will be asked who are the ones that

contaminate the most. What do they contaminate and how? Then the students will be

taught that the main producers of air pollution are industrial processes involving

combustion in industries such as automobiles and residential heating, generating

carbon monoxide (they will be taught that carbonic oxide, is a colorless, odorless and

tasteless gas which is slightly lighter than air. It is highly toxic to people, animal and

plants).

B. Soil contamination: is caused by deposition of chemicals and waste. The former

can be of industrial or domestic, whether in the form of liquid waste such as sewage

from the houses, or by air pollution due to the material it contains then falls on the

ground.

C. Water contamination: should be noted that water is contaminated, if its

composition or state are altered so that they no longer meet the conditions for optimal

use in their natural state. We will start discussing Calis situation and their project for

this period. The students will be given some guidelines to their work and how their

parents need to support them with the research.

Scientific method: The teacher will first ask the students what they know about this

method. Then I will proceed to explain what it is and its steps: Problem statements,

formulate a hypothesis, elaborate scientific theories, collection of data through

observation, experimental design, analyze the data, draw a conclusion and

communicate the results. They will draw the following sketch and we will discuss each

one as we go over them:

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The teacher will explain to the students that the scientific method is a process for

experimentation that is used to explore observations and answer questions. Scientists

use the scientific method to search for cause and effect relationships. The scientific

method will be reviewed and worked during all three marking periods. The students will

be taught the scientific method through problem situations in Science associated with

recycling and caring of water in the city of Cali.

Then the teacher will explain the steps of the scientific method. The students will only

write the subtitles and a brief description of each:

Area Project: Environmental impact in our city (recycling and caring of water).

INSTRUCTION: I learn the importance of developing an environmental

conscience.

Recycling: We will discuss the recycling impact in our city, Cali. With the goal of

developing an environmental conscience on the students, it is important to mention that

the activities alone are not sufficient if they are not accompanied by a critical reflection

done by them. Questions will be asked: How many rivers does Cali have? What has

happened to the rivers of Cali? Do you live close to one of them, if so, name it and

describe it. Have you been to Pance River lately? What have you observed? How canwe contribute to the environment? The students will be asked to bring in an article

about this situation in Cali. Round table discussions will be done in order to have the

students make a reflexive and critical opinion on the current environmental situation

(videos of people littering, trash in the city and a powerpoint presentation of the city

dump Navarro will be shown). The students will be taught the importance of developing

an environmental conscience. An experience from the There is no away Module, in

which the students have to find different ways to reduce, reuse, recycle and rethink

different objects they encounter throughout their daily activities. Throughout the

module, the students are frequently asked "Where is away?" They grow more and

more aware of the reality that there is no "away" and that conservation must be a major

part of the solution to our trash problems.

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Keeping in mind the schools Solid Waste Management Project and maintaining an

environmental conscience on the students. We will discuss the importance of

recycling. The idea of appointing Recycling Leaders or Captains (teams) in each

classroom will continue. The duties of the chosen students are to be vigilant in the

recycling process other students are doing at school. In other words checking if they

organize the recyclables appropriately and to encourage his/her classmates not leave

trash around and to recycle.

A chart with the students name, week of duty and performance or comments will be

posted in each classroom and taken into account for extra points. Kids will eventually

make posters which show the importance of recycling and taking care of rivers. As a

final assignment, the students will create a brochure in groups. Example will be given.

Throughout the classes, the teacher will request whenever considered necessary a

monitor(s) or assistant(s), one who has showed a good level of understanding on

the topic given for the purpose of explaining and practicing with other classmates.

The kids will be given four questions based on the city dump (Navarro) and the rivers of

Cali to take home research and ask their parents:

1. Where was the dump moved to? Why?

2. What is Cali doing about recycling?

3. How can we contribute to the recycling process and caring of water?

4. Where do we receive water from?

Taking care of water: The students will be asked to write two proposals towards the

water preservation and improvement in our city Cali. The students will write based on

the following questions: What can you do at home to use water effectively? How long

do you take in the shower? Do you play with water guns? Do you leave the water

running when brushing your teeth or washing your hands or face? What needs to be

done to the rivers in Cali?

Based on their answers, I will explain that each of us contributes to the conservation

and proper use of water by:

1. Not wasting it--ever!

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Since you know that you and your family use water in many ways, how would you

make certain that your family uses water wisely? Here are few ways to help you get

started, draw the ones you like or consider more important:

* When your family washes clothes, be sure that the washer has a full load.

* When your family washes dishes, be sure that there is a full load in the dishwasher,

or fill the sink with water to wash the dishes, then refill the sink to rinse them.

* Take shorter showers.... and get a special shower head that uses less water.

* Take shallow baths. You don't need to fill the tub to the brim to get clean.

* Shut off the water when you are brushing your teeth and washing your hands. Just

run it long enough to wet your toothbrush or your hands, and then shut it off until you

need to rinse.

* Keep a jug of water in the refrigerator so that you don't need to let the water run

down the drain while it cools for a drink.

* Find out how the landscape is watered at your house, and how can it be done with

less water.

* Tell your parents or teacher if some faucet is leaking at home or at school. Explain

to them that the water that is dripping is costing them money!

* Don't use your toilet as a wastepaper basket. It has its purpose, and use it for that

only.

* If you run water waiting for it to get hotter or colder, don't let it go down the drain.

Save it in a bucket to use later to water plants.

* Always, always shut off the faucet when you are finished using the water.

2. To keep water as clean as possible:

* Don't put anything in streams, lakes, and rivers that should not be there.

* Don't pour chemicals down the drain or on the ground.

* Don't pour chemicals down the storm sewer.

* Use soaps and detergents carefully.Finally I will ask the students to create a file in word in which they have to write

messages to help the planet and our city Cali. This will be done in the computer lab

using Microsoft Word. The idea is that they will tell or imply awareness of the

environment in Cali and the world.

LITTLE SCIENTIST WORK METHOD: Taking into account that the students started

working with this system in first grade, I will start off by asking previous questions as to

this experience and verify what they recall.It is basically a hands-on and inquiry-basedlearning. Asking questions while experimenting is at the heart of this method and is the

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main role of the students. The teacher will guide the students in finding the answers

themselves and encourage them to ask new questions along the way. The students will

have different roles when working with this method, such as:

- Director (coordinator-leader)

- Materials-supply handler

- Secretary (register data, instructions and results)

- Time keeper

- Spokesperson

Then we will proceed to organize the groups and once this is done, the students will

learn the working time frame:

- Organization (agreements-roles)

- Questions (predictions-hypothesis)

- Experimentation

- Sharing of experiences (confrontation)

- Closing (conclusions-elaboration of concepts)

ACHIEVEMENTS: The children will have demonstrated their science understandings

by:

1. Identifico las propiedades de la materia y sus cambios de estado / I identify

the properties of matter and its changes of state. (50%)

2. Indago sobre las consecuencias producidas por los cambios en el estado de la

materia a travs de la contaminacin ambiental. / I inquire about the

consequences produced by the changes in the state of matter through

environmental contamination. (50%)

BIBLIOGRAPHY:

http://www.chem4kids.com/files/matter_intro.html

http://www.nyu.edu/pages/mathmol/textbook/statesofmatter.html

Science 2. Workbook. Richmond Publisher. 2006

Science. Diamond edition. Scott Foresman. 2008

http://www2.mcdaniel.edu/Graduate/TI/pages/LEWIS/matterweb.htm

http://www.cybraryman.com/matter.html

Focus on Science. Level A. Steck Vaughn. 2004

http://www.pequeoscientficos.org

http://www.chem4kids.com/files/matter_intro.htmlhttp://www.chem4kids.com/files/matter_intro.htmlhttp://www.nyu.edu/pages/mathmol/textbook/statesofmatter.htmlhttp://www.nyu.edu/pages/mathmol/textbook/statesofmatter.htmlhttp://www2.mcdaniel.edu/Graduate/TI/pages/LEWIS/matterweb.htmhttp://www.cybraryman.com/matter.htmlhttp://www.cybraryman.com/matter.htmlhttp://www.chem4kids.com/files/matter_intro.htmlhttp://www.nyu.edu/pages/mathmol/textbook/statesofmatter.htmlhttp://www2.mcdaniel.edu/Graduate/TI/pages/LEWIS/matterweb.htmhttp://www.cybraryman.com/matter.html

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Week ACTIVITIES / LEARNING STRATEGIES CHANGES

N 1

August 29th - Sept 2nd

Diagnostic activities will be done in class to break the ice

and get to know the students and their previous

knowledge. General questions about Science will be

asked.

N 2

September 5th 9th

The Little Scientists work method will be presented to

the students. The concept of matter will be explained

and discussed with the students. Different activities

related to the topic will be given to reinforce and to clarify

any doubts.

N 3

September 12th 16th

The Recycling Captain campaign and The Science

Marathon will be explained and started. We will see the

changes in matter.

N 4

September 19th 23rd

Environmental conscience work will begin. Images,

powerpoint presentations and video clips will be shown.

N 5

September 26th 30th

The Scientific Method will be taught to the students.

Each stage will be clearly explained and discussed with

the students. Many examples will be done in class. We

will work on what is an atom and molecule. Images,

powerpoint presentations and video clips will be shown.

Instructions will be given by teacher Luz Adriana Ortiz

before visiting the Science Lab.

N 6

October 3rd October07th

The states of matter will be explained. Powerpoint

presentations, video clips and workshops will be given to

reinforce the topic. We will visit the Science lab to have

direct observation in the changes of the states of matter.

N 7

October 10th -14thSTUDENTS RECESS

N 8

October 17th 21st

Different presentations in powerpoint and video clips will

be shown in order to analyze and discuss the importance

of recycling and caring for water.

N 9

October 24th 28th

Round table discussions about the recycling impact in

our city and school will be done. The different recycling

groups will mention their comments and analysis on the

topic.

N 10

October 31st

We will give conclusions and feedback about everythingseen related to matter, recycling and caring of water.

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November 4th

N 11

November 7th 11th

This last week will be used to do a general review and

clarify any doubts with the students.

N 12

November 14th 18thEVALUATION WEEK

N 13

November 21st 25thEVALUATION AND MARKING PERIOD FEEDBACK

N 14

November 28th

December 2nd

RECUPERATIONS

OBSERVATIONS:

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