grade 2 materials matter s14 v3.3 - learning-in-action ... · read with sufficient accuracy and...

ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.

Page1of90

MaterialsMatter

PhysicalScience/Grade2

Thisunitexplorestheideathatdifferentmaterialshavedifferentpropertiesthatmakethemsuitablefordifferentpurposes.Italsointroducesstudentstotheideathatmattercanbechangedintodifferentformsorconfigurations,someofwhicharereversibleandsomeofwhicharenot.


Page2of90

UnitCreationandRevisionHistoryAuthors,Summer2014JeanBacon,AdministratorforTeachingandLearning,NorthAdamsPublicSchoolsClaireGrogan,Grade2Teacher,NorthAdamsPublicSchoolsJoshColon,Physicsmajor,MassachusettsCollegeofLiberalArtsLindsayOsterhoudt,ScienceCoordinator,NorthAdamsPublicSchoolsRevisions,Summer2015DylanCaples,Chemistrymajor,MassachusettsCollegeofLiberalArtsDarlaM.Torres,Undeclaredmajor,WilliamsCollegeRevisions,Summer2016

ConnorMulhall,Statisticsmajor,WilliamsCollegeMeaghanBoucher,Physicsmajor,MassachusettsCollegeofLiberalArts


Page3of90

License/CopyrightInformationThiscurriculumunitislicensedundertheCreativeCommonsAttribution-NonCommercial-ShareAlike3.0).(CCBY-NC-SA3.0)

Pleaseseethefulltextofthislicense(http://creativecommons.org/licenses/by-nc-sa/3.0/)toviewallrightsandrestrictionsassociatedwithit.ThisunitwasdevelopedwithfundingfromtheNationalScienceFoundationDOE-IUSEAwardNo.1432591Thisunitisdownloadableathttp://mcla.edu/About_MCLA/area/Community-Collaborations/stempipeline/Teach2Learn/teaching-to-learnUnderthislicense,youarefree:toShare—tocopy,distributeandtransmittheworktoRemix—toadapttheworkandincorporateitintoyourownpracticeUnderthefollowingconditions:Attribution—Youmustattributetheworkinthemannerspecifiedas“TeachtoLearnAttribution”below.Youcannotattributetheworkinanymannerthatsuggeststheprogramorstaffendorsesyouoryouruseofthework.Noncommercial—Youmaynotusethisworkforcommercialpurposes.ShareAlike—Ifyoualter,transform,orbuilduponthiswork,youmaydistributetheresultingworkonlyunderthesameCreativeCommonsAttribution-NonCommercial-ShareAlike3.0license(CCBY-NC-SA3.0).TeachtoLearn’sAttribution:©2016TeachtoLearn.Allrightsreserved.Translations:Ifyoucreatetranslatedversionsofthismaterial(incompliancewiththislicense),pleasenotifyprincipalinvestigator,[email protected]/orlinktosuchtranslatedversions(eitherasis,orasfurthermodifiedbyTeachtoLear


Page4of90

TableofContentsUnitPlanLesson1:IntroductiontoConceptof“Materials”andExplorationofPropertiesofMaterialsLesson2:WhatisMatter?(ClassroomTeacherLesson)Lesson3:IntroductiontoProperties(ClassroomTeacherLesson)Lesson4:ClassifybyStrengthandHardnessLesson5:InformationalReportAboutthePropertiesofHardnessorStrengthLesson6:ClassifybyTextureLesson7:WhatMaterialsAbsorbLiquid?Lesson8:BreakingMaterialsApart(largetosmall)Lesson9:JoiningBitsTogether(smalltolarge)Lesson10:ChangingStatesofMatterbyHeatingandCooling

Lesson11:CanWe“Unchew”Gum?Lesson12:FrictionwithTemperatureLesson13:FrictionandSpeedLesson14:TheWayThingsMoveLesson15:TheGreatFrictionStrikeOut!CEPA


Page5of90

Stage1DesiredResults2-PS1-1.Describeandclassifydifferentkindsofmaterialsbyobservablepropertiesofcolor,flexibility,hardness,texture,andabsorbency.2-PS1-2.Testdifferentmaterialsandanalyzethedataobtainedtodeterminewhichmaterialshavethepropertiesthatarebestsuitedforanintendedpurpose.*ClarificationStatements:Examplesofpropertiescouldinclude,color,flexibility,hardness,texture,andabsorbency.Datashouldfocusonqualitativeandrelativeobservations.2-PS1-3.Analyzeavarietyofevidencetoconcludethatwhenachunkofmaterialiscutorbrokenintopieces,eachpieceisstillthesamematerialand,howeversmalleachpieceis,hasweight.Showthatthematerialpropertiesofasmallsetofpiecesdonotchangewhenthepiecesareusedtobuildlargerobjects.ClarificationStatements:Materialsshouldbepuresubstancesormicroscopicmixturesthatappearcontiguousatobservablescales.

MeaningUNDERSTANDINGS UStudentswillunderstandthat…

● Mattercanbedescribedandclassifiedbyitsobservableproperties.

● Differentpropertiesaresuitedtodifferentpurposes.

● Agreatvarietyofobjectscanbebuiltupfromasmallsetofpieces.

● Objectsorsamplesofasubstancecanbeweighed,andtheirsizecanbedescribedandmeasured.

● Heatingandcoolingasubstancemaycausechangesthatcanbeobserved.Sometimesthesechangesarereversible,andsometimestheyarenot.

ESSENTIALQUESTIONS QWhydomaterialsmatter?

StudentLearningTargetsStudentswillbeableto…1. Differentiatebetweenmaterialsandthepropertiesofmaterials2. Identifythematerialsthatcomposeacommonobjectandexplainwhatmakes

thatmaterialsuitableforthatobject.3. Definematterasanythingthattakesupspace4. Identifyobjectsandmaterialsassolid,liquid,orgas.


Page6of90

Examplesofpiecescouldincludeblocks,buildingbricks,andotherassortedsmallobjects.2-PS1-4.Constructanargumentwithevidencethatsomechangestomaterialscausedbyheatingorcoolingcanbereversedandsomecannot.ClarificationStatements:Examplesofreversiblechangescouldincludematerialssuchaswaterandbutteratdifferenttemperatures.Examplesofirreversiblechangescouldincludecookinganegg,freezingaplantleaf,andburningpaper.2-PS3-1(MA).Designandconductanexperimenttoshowtheeffectsoffrictionontherelativetemperatureandspeedofobjectsthatrubagainsteachother.ClarificationStatements:Examplescouldincludeanobjectslidingonroughvs.smoothsurfaces.Observationsoftemperatureandspeedshouldbequalitative.2.K-2-ETS1-3.Analyzedatafromtestsoftwoobjectsdesignedtosolvethesamedesignproblemtocomparethestrengths

5. Recountordescribekeyideasordetailsfromatextreadaloud.6. Readwithsufficientaccuracyandfluencytosupportcomprehension.(Thiswill

beaddressedinthesmallreadinggroupsandduringpartnerreading.)7. Identifythemainpurposeofthistext,includingwhattheauthorwantsto

explainordescribe.8. Explaincitingevidencewhyamaterialishardorlesshard.9. Explaincitingevidencewhyamaterialisstrongornotstrong.10. Writeaninformational/explanatorytext.11. Introduceatopic,usefactsanddefinitionstodeveloppoints.12. Provideaconcludingstatementorsection.13. Classifyobjectsbytexture,usingobservationandtouch.14. Describeandclassifyobjectsbytheirabsorbencythroughtesting.15. Describeandclassifyobjectsbytheirabsorbencythroughtesting,16. Showandexplainthatwhenalargepieceofmaterialiscutintosmallerpieces,

itisstillthesamematerial.17. Showandexplainthatmaterials’propertiesdonotchangewhensmallpieces

areusedtobuildlargerpieces.18. ConstructanargumentwithevidencethatsomechangesareREVERSIBLE,such

aswhenwaterisheatedorcooled.19. ConstructanargumentwithevidencethatsomechangesareIRREVERSIBLE.20. Designandconductanexperimenttoshowtheeffectsoffrictionontherelative

temperatureandspeedofobjectsthatrubagainsteachother.21. Describethemotionofobjects.22. Collectevidencetodescribemotion.


Page7of90

andweaknessesofhoweachobjectperforms.*ClarificationStatements:Datacanincludeobservationsandbeeitherqualitativeorquantitative.Examplescanincludehowdifferentobjectsinsulatecoldwaterorhowdifferenttypesofgrocerybagsperform

23. Demonstratethatmotionisaffectedbyapushorapull,anddifferentamountscancausedifferentchanges.

24. Observehowspeedandfrictionarerelatedthroughrubbingofobjects.25. Statetherelationshipbetweenfrictionandspeed26. Designademonstrationtoshowtherelationshipbetweenfrictionandspeed.27. Demonstratethatspeedisdifferentwhenatoycarisrolleddownasmooth

rampvs.aroughramp.28. Designandconductanexperimenttoshowtheeffectsoffrictionontherelative

temperatureandspeedofobjectsthatrubagainsteachother.29. Analyzedatafromtestsoftwoobjectsdesignedtosolvethesamedesign

problemtocomparethestrengthsandweaknessesofhoweachobjectperforms.

Stage2–EvidenceEvaluativeCriteria AssessmentEvidence

CEPA:Basedonwhatstudentshavelearnedthroughtheirinvestigationsofthepropertiesofvariousmaterials,studentswillexperimentwithapieceofoverheadtransparency,asquareoffelt,apieceofplexiglassandacoffeefiltertodeterminewhichwouldmakethebestmaterialsforanumbrella. Studentswillbepresentedwiththisscenario:Youworkatanumbrellafactoryandhavebeenaskedtoselectanewmaterialtousetomakeyourumbrellas.Fromthedifferentchoicesyoucanselectthreematerialstotestouttodecidewhichisbest.


Page8of90

Youmustdesignademonstrationandprepareanexplanationtoconvinceyouremployerthatyourfinalrecommendationisthebestmaterialwithwhichtomanufactureyourumbrellas.

Stage3–LearningPlanLesson1:Throughobservationandmanipulationofvariousmaterials,studentswillbegintodescribethepropertiesthatcanvaryacrossdifferentmaterials,andbegintoseetheirworldascomposedofawidevarietyofmaterialswithdifferentpropertiesthatmakethemsuitedtodifferentpurposes.Lesson2:Thefirstdayofthislesson,theteacherwillreadaloudtothewholeclassthebigbook,WhatIsMatter?tohelpstudentsunderstandwhatmatteris,thethreestatesofmatter,andthepropertiesrequiredtobeasolid,aliquid,oragas.Onthesecondday,theteacherwillworkwithsmallgroupsofstudentsusingthedifferentiatedsmallstudentbookstoreadaloudanddiscussthetext.Onthesameday,theteachermaychoosetopartnerthestudentstorereadthestudentbooksforfluencyandcomprehension.Lesson3:Thepurposeofthislessonistogivestudentsscientificinformationregardingclassificationbypropertiesofmatter,andtoexposestudentstoinformationaltextinaclasslesson.Thislessonwillbeginwithareviewofclassificationbycolor.Studentsshouldalreadyunderstandthatobjectsofsimilarcolorsaregrouped,andallremainingobjectsnotinagroupareplacedintoagroupoftheirown.Thelessonwillthencoverobservablephysicalpropertiesandtheirimportance.Refertothelearningobjectivesforspecificliteracygoals.The“Properties”bookwrittenbyDeltaScienceReadersisanintroductiontothevocabularyandclassificationactivitiesthatstudentswillencounterinthefollowingsciencelessons.Lesson4:Inthislesson,studentswilltestavarietyofmaterialstodeterminethelevelof“hardness,”associatedwitheachmaterial.Thestudentswillthentestthosesamematerialsfor“strength.”Theteacherwillgivesuggestionsastohowtotestthematerials,andstudentsmayfindotherwaystotestthematerials.Thestudentswillrecordtheirdataandgiveevidencetosupportwhytheycategorizedthematerialsthewaytheydid.Lesson5:ThiswillbeawritinglessonforEnglishLanguageArts,anditwillshowthestudents’understandingofthepropertiesofstrengthandhardness.Themainpointofthelessonistoconstructascientificargumentusingevidence.


Page9of90

Lesson6:Studentswillworkwithapartnermovingaroundtheroomtovariousmaterialsaslistedontheirrecordingdatapaperswhichwillbeclippedtotheirclipboards.Byobservationandtouchtheywillwritethetexturepropertiesforthematerials.Lesson7:Studentswillworktogetheringroupsusinganeyedropperdippedintothinnedwatercolorpainttoputdropsofwaterondifferentmaterials,andtheywillrecordwhetherthematerialisabsorbentornot.Theywillalsopourwaterontoeachmaterialwithoutusingtheeyedroppertotestforabsorbency.Note:Thislessontakesawhiletoprepare.Makesuretocoordinatethesetupofthelessonwiththeclassroomteacher.Thislessonrequirestheuseofstations,whichwilltakesometimetocreate.Lesson8:Studentswillcutand/orripavarietyofmaterialstodeterminethatthepropertiesofthematerialsdonotchangewhentakenapart.Thereshouldbealotofdiscussionamongthestudentstoprovideevidence.Eachgroupwillrecordtheirdataandpresenttotheclass.Notetoteachers:Studentsmaystrugglewiththeconceptof“weight.”Studentsoftenbelievethatobjectsonlyhaveweightiftheycanfeeltheweight.Forexample,erasershavings,nomatterhowsmalltheymaybe,haveweight.Verylightobjects,likecottonballsorfeathers,haveweighteventhoughthestudentsmaynotbeabletofeeltheweight.Thisissomethingtobepreparedfor,andreadytohavestudentsconfrontthroughdiscussionorexperiment.Lesson9:Studentswillcombineavarietyofmaterialstodeterminethatthepropertiesoftheindividualmaterialsdonotchangewhenputtogether.Thereshouldbealotofdiscussionamongthestudentstoprovideevidence.Lesson10:Thiswillbeafour-daywholeclasslesson.Studentswilldoanexperimenttoseewhathappenswhentwobottlesofwaterareputintothefreezer,thenputontheschoolvent/heaterwiththecoveronthebottlesthenextday,and,finally,onthelastday,putontheheaterwithoutcoversonthebottles.Studentswillfillthebottleswithwateronthefirstdayandtakemeasurementseverydaytodocumentwhatishappeningtothewater.Studentswillseethatwatercanbechangedtoiceandthenbereversedbacktowater.Theywillalsoseethatwatercanchangeintoagas.Lesson11:Studentswilllearnfromthislessonthatsomechangesareirreversible.Theywillweighbubblegumwhichcontainssugarbeforetheychewit.Thethoughtprovokingquestion“Canyou‘unchew’gum?”willbeelaborateduponbyaskingthestudentsiftheythinkthegumwillweighthesame,weighmore,orweighlessafteritischewed.Thenthestudentswillchewthegum,andwewillweighthechewedgumtofindthatthegumwillweighlessbecausethesugarcomesoutofthegumwhenchewed.Therefore,thischangeisirreversible.


Page10of90

Lesson12:Throughobservationandexperimentationofvarioussurfacesonamaterialstudentswillbeabletousepreviousknowledgegainedonmaterialpropertiestoexaminetherelationshipbetweenfrictionandtemperature,throughtherubbingofanobjectonmultiplesurfaces. Studentswillalsobeable toseehowdifferentsurfacesandmaterialscanbeused if the temperatureor frictionneeds tobecontrolled.Lesson13:Thislessonwillserveasareviewofdirectionalmotionandforce.Thestudentswillengageindifferentactivitiesthatrepresentthedifferentdirectionsmotioncantake.Throughthislesson,studentswillbetterunderstandhowandwhythingsmovethewaytheydo.Theywillthenapplythisinformationtofuturelessonsandexperiments.ThislessonhasbeenadaptedfromtheMinnesotaScienceTeachersEducationProject.Lesson14:Throughobservationandexperimentation,anddrawingontheirpreviouslearning,studentswillunderstandhowdifferentsurfacesandanglesofmaterialscancontrolspeedorfriction.Toexplorethisrelationshipbetweenfrictionandspeed,thestudentswillrollatoycaronarangeofflatandinclinedsurfaces.Lesson15:Thislessonisbuiltonthestudents’previousknowledgeoffriction,materials,andphysicalproperties.Throughdesigningandexperimentingwithvarioussurfacesonspheres,studentswillbeabletodesignabowlingalleylaneusingtherelationshipbetweenfrictionandspeedandfrictionandtemperature.Studentswillalsobeabletoseehowdesignchoicescanimpacttheresults.AdaptedfromMassachusettsDepartmentofElementaryandSecondaryEducation’sModelCurriculumUnitTemplate.OriginallybasedonUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012


Page11of90

TieredVocabularyListTier1 Tier2 Tier3WaterAirWoodFlow

ScientistSenseHardSoftShapeSmoothRoughCoolHeatWeighScale

TemperatureSurfacePushPullSpeedFlat

MaterialInvestigateClassifyBalance

InformationaltextExplanatorytext

TextureEvidenceArgumentsDescribeDirectionAnalyzeDataDesignExamplesObserveComparecontrast

PropertyMatterSolidLiquidGasForceStateMagnetMass

StrengthHardnessAbsorbencyWeight

ConfigurationReverse

IrreversibleFrictionResistanceForceMotionincline


Page12of90

Lesson1:IntroductiontoConceptsofMaterialsandExplorationofProperties

BACKGROUND

OverviewoftheLessonThroughobservationandmanipulationofvariousmaterials,studentswillbegintodescribethepropertiesthatcanvaryacrossdifferentmaterials,andbegintoseetheirworldascomposedofawidevarietyofmaterialswithdifferentpropertiesthatmakethemsuitedtodifferentpurposes. FocusStandard2-PS1-1.Describeandclassifydifferentkindsofmaterialsbyobservablepropertiesofcolor,flexibility,hardness,texture,andabsorbency.LearningTargetsIcandifferentiatebetweenmaterialsandthepropertiesofmaterials.Icanidentifythematerialsthatcomposeacommonobjectandexplainwhatmakesthatmaterialsuitableforthatobject.[SP-6Constructingexplanations] AssessmentHavestudentsrespondtothefollowingquestionintheirsciencejournalsoronapieceofpaper:Whichwouldbebestformakingadoorandwhy?Wood,air,water,orstarchputty?


Page13of90

TargetedAcademicLanguageTier1:water,air,woodTier2:materialTier3:property,matter

RESOURCESANDMATERIALSQuantity Item Source4 Popsiclesticks Bin4 Bagsofstarchputty(recipeisbelow)

http://www.wikihow.com/Make-Silly-PuttyBin

4 Cups(tobefilledwithwater) Bin4 Balloons(balloonsneedtobeinflated) BinClassroomSet

ScienceJournals ClassroomTeacher

**Itemsinboldmustbereturnedtothebinattheendofthelesson**LESSONDETAILSLessonOpening/Activator

1. Writeorprojecttheunit’sessentialquestion“Whydomaterialsmatter?”,andreaditaloud.ExplainthatthisistheBIGQUESTIONwewillbetryingtoanswerinoursciencelessonsforthenextfewweeks.Butwhatdoesitmean?Therearetwospecialwordsinthisquestionthatweneedtounderstand–“materials”and“matter.”Howdostudentsdefine“material”?Acknowledgetheirresponsesandthenexplainthatinscienceclasswhenweusetheword“material,”wearetalkingaboutthestuffthatisusedtobuildormakeanobject.Givesomeexamplesfromaroundtheroom.e.g.“What


Page14of90

materialsisthispencilmadeof?”Chooseitemstodiscussthatwillhighlightthatsomeobjectsaremadeofasinglematerialandsomearemadeofmanymaterialscombinedtogether.

2. Oncetheconceptofmaterialsisexplained,introducetheideathematerialshave“properties.”Define“properties”ascharacteristicsofmaterials(thiscanbedemonstratedduringtheexplanation).Forexample,walkovertooneofthestudents’desksandaskwhat“material”thedeskismadeupof(woodormetal).Nowposethequestion,“whatkindsofpropertiesdoesthedeskhave?”Allowthestudentstoguessatfirst,thenaskthemspecificquestions.“Isthedeskhardorsoft?(Knockonthedeskforaddedunderstanding).Whatcoloristhedesk?”Explaintothestudentsthatthesearethe“properties”ofthedesk,andthatevery“material”hasitsownproperties.

3. Nowthatweunderstandwhattheword“material”meanswhenweuseitasascienceword,let’sdiscusstheword“matter”fromourBIGQUESTION.Cananyoneusetheword“matter”inasentence?Explorewaystheyknowandunderstandthatword.Iftheycannotproduceanexampleprovideoneandaskthemwhatyourexamplemeans,e.g.“SinceIhavemyumbrella,itdoesnotmatterwhetheritrainstodayornot.”“Itdoesmatterwhetherornotyoucometoschoolregularly.”“Everythingwehaveinourworldismadeupofmatter.”

4. Revisittheessentialquestionanddiscusswhatitmeans.5. Todaywearegoingtobeginourstudyofmaterialsandwhatmakesthemspecial.Overthenextfewweekswewill

learnaboutlotsofdifferentpropertiesofdifferentmaterials.ThiswillhelpusanswerourBIGQUESTIONaboutwhyitmattersthatwehaveallsortsofdifferentmaterialsintheworld.


Page15of90

DuringtheLesson1.ExploringStarchPutty

a. Handeachchildabaggieofstarchputty.“Iwantyoutoinvestigatewhat’sinyourbaggieandwriteinyoursciencejournal(oronapieceofpaper)everywordyoucanthinkoftodescribethematerialthatisinyourbag.”Givestudents2-3minutestoexplorethematerialandrecordtheirobservations[SP-3Planningandcarryingoutinvestigations].

b. Circulateandobservethechildrenandaskpromptingquestionsiftheyseemstuck.Whatdoesitlooklike?Whatdoesitfeellike?Isithard?Isitsoft?Whatshapeisit?Whatdoesitsmelllike?Canyoubreakitapart?Canyouputitbacktogether?

c. Askstudentstoputtheputtybackinthebaggies,andcollectit.

d. Askrandomstudentstosharetheirwords,categorizingthemasyouwritethemontheboardoronchartpaperi.e.groupingtogetherwordsthatdescribecolor,texture,hardness,etc.Donotexplainyourgroupingsasyouwrite.

e. Whencomplete,askstudentstolookatonegroupofwords,ask“Whatdoallthesewordshaveincommon?”andusethatdiscussiontomakethepointthattherearesomecommoncategoriesorpropertieswecanusetohelpusdescribedifferentmaterials,e.g.color,texture(orhowsomethingfeels),hardness,strength(easyorhardtobreakapart),etc.Itisnotnecessarytodiscussthesepropertiesatlengthnow;thepurposeisjusttogivethemanintroductiontotheidea.


Page16of90

2.ComparingMaterialsa. Nowthatweunderstandthedifferentcharacteristicswecanthinkaboutwhenwedescribeamaterial,we’regoing

tousewhatwejustlearnedtolookatabunchofdifferentmaterialsandcomparetheircharacteristics.Sometimestherewillbeobjectsforyoutolookatandyouwillhavetoidentifythematerialit’smadeof.Atotherstationstherewillbeacontainerwithamaterialinsideitandyouhavetofigureoutwhatthatmaterialisanddescribeitscharacteristics.

b. Setupatfourstationswiththefollowingobjects:Station1:popsiclesticksStation2:abagofstarchputtyStation3:1cupofwaterStation4:aninflatedballoon

NOTE:Insteadofhavingstudentsrotatetofourstations,youcanprovidethefourobjectstoeachgroupof4-5students.

c. Explain“Whenscientistsarestudyingtheworldaroundus,theyneedanorganizedwaytokeeptrackoftheinformationtheyaregathering.”Explainthedatatablehandoutasawaytokeepalltheinformationtheywillbecollectingorganizedastheymaketheirobservations.

d. Thenhandoutthedatatabletoeachstudenttorecordwhattheyareobserving.Youwillneedtoexplainhowtousethedatasheetandstudentsmayincludethisintheirsciencejournals.[Optional:Addawordbankatthetopofthedatatablecontainingexamplesofdescriptivewordslike:wet,dry,smooth,rough,clear,brown,heavy,light,soft,hard,etc.]

e. Theclassroomteacherwillassignstudentstoeachcenter.Theteacherwillhaveeachgroupofstudentsmovetothenextcenterevery3-5minutes.Themainpartofthisactivitywillnowbeginwiththestudentsgoingtoeachstation,


Page17of90

identifyingthematerialsandrecordingwhattheyobserveforthematerials.

f. Atthesametime,theScienceFellowsandclassroomteachercanwalkaroundandaskwhatthestudentsareseeinganddoing.Theadultscanassiststudentsinmakingtheirobservations,ifnecessary.

g. Thefinalpartofthelessonwillbetheclasscomingbacktogetherasagrouptodiscussthefindingsontheirdatatables.Guidingquestionsforthediscussion:• Inwhatwaysarethefourmaterialsthesame?• Inwhatwaysaretheydifferent?• Whatwordsdidyouusetodescribeeachobject?• Whatwerethefourmaterials?[Optional]

3.What’sitmadeof?WestartedourlessontodaybydiscussingourBIGQUESTION–Whydomaterialsmatter?Nowthatweunderstandwhatmaterialsare,andthatdifferentmaterialshavedifferentcharacteristics,Iwantyoutostartthinkingaboutwhywemightneedallthesedifferentmaterials.Ifyoulookaroundtheroom,Ibetyoucanseethattheobjectsintheroomaremadeoflotsofdifferentmaterials.InthisactivityI’mgoingtoaskeachofyou,withapartner,tofindanobjectintheroomandidentifythematerialormaterialsthatobjectismadeof,andthenfinallytodiscusswithyourpartnerwhyyouthinkthatobjectismadeofthosematerials(andnotothermaterials).Whydidthepeoplewhomadethisthingchoosetomakeitfromwhattheymadeitfromandnotfromstarchputty?


Page18of90

LessonClosing• Reviewwithclassthemainpointsofthelesson.Youmightaskfororalresponsesto“whatdidyoulearntoday?”

[SP-8Obtaining,evaluating,andcommunicatinginformation]• Checkwiththumbsup,thumbsdown,masteryofthestudentlearningobjectives.

AssessmentHavestudentsrespondtothefollowingquestionintheirsciencejournalsoronapieceofpaper:Whichwouldbebestformakingadoorandwhy?Wood,air,water,orstarchputty?


Page19of90

Lesson2:WhatisMatter?(TobetaughtbytheClassroomTeacher)

BACKGROUND

OverviewoftheLessonThefirstdayofthislesson,theteacherwillreadaloudtothewholeclassthebigbook,WhatIsMatter?Tohelpstudentsunderstandwhatmatteris,thethreestatesofmatter,andthepropertiesrequiredtobeasolid,aliquid,oragas.Onthesecondday,theteacherwillworkwithsmallgroupsofstudentsusingthesmallstudentbookstoreadaloudanddiscussthetext.Onthesameday,theteachermaychoosetopartnerthestudentstorereadthestudentbooksforfluencyandcomprehension.FocusStandard2-PS1-1.Describeandclassifydifferentkindsofmaterialsbyobservablepropertiesofcolor,flexibility,hardness,texture,andabsorbency.LiteracyStandards2-RFS-4Readwithsufficientaccuracyandfluencytosupportcomprehension.2-SL-2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.2-LS-2Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrade2readingandcontent,choosingflexiblyfromanarrayofstrategies.2-RI-5Knowandusevarioustextfeatures(e.g.,captions,boldprint,subheadings,glossaries,indexes,electronicmenus,icons)tolocatekeyfactsorinformationinatextefficiently.


Page20of90

LearningTargetsIcandefinematterasanythingthattakesupspace.Icanidentifyobjectsandmaterialsassolid,liquid,orgas.Icanrecountordescribekeyideasordetailsfromatextreadaloudwithsufficientaccuracyandfluencytosupportcomprehension.(Thiswillbeaddressedinthesmallreadinggroupsandduringpartnerreading.)Icanidentifythemainpurposeofthistext,includingwhattheauthorwantstoexplainordescribe.AssessmentAskstudentstorespondtothetwoquestionsbelowintheirsciencejournals.

• Whatismatter? • Giveoneexampleofamaterialforeachstateofmatter.

TargetedAcademicLanguage

Tier1:flow,scientistTier2:investigateTier3:matter,solid,liquid,gas,force,state

RESOURCESANDMATERIALS

Quantity Item Source

1 Bigbook,WhatIsMatter?byLisaTrumbauer Bin

1 Lyricsto“Mattersong”https://www.youtube.com/watch?v=kjjIS6ZaEvM Thumbdrive/Binder


Page21of90

Classset ScienceJournals ClassroomTeacher

6 FossScienceReaderSolidsandLiquids Bin

1 Chartpaper ClassroomTeacher

Set Markers ClassroomTeacher

**Itemsinboldmustbereturnedtothebinattheendofthelesson**

DAY1LESSONDETAILSLessonOpening/Activator

“Wearegoingtolearnaboutmatter!InourlastlessonwetalkedaboutourBIGQUESTION:Whydomaterialsmatter?Wediscussedthattheword“material”wasonemeaningincommonspeechandadifferentspecialmeaningasascienceword.Wealsodiscussedwhattheword“matter”means.Doesanyoneremember?“Reviewmeaningofmaterialsandmatterfromlasttime.“Todaywearegoingtolearnaboutaspecialsciencemeaningoftheword“matter”,sotobegin,Iwantyoutotellmewhatyouthinktheword“matter”wouldmeanwhenweuseittodescribesomethinginscience.Pretest-TypeI–

Whatismatter?Studentswriteoneortwosentencesstatingwhattheythinkmatterisintheirsciencejournals.Iftheydonotknow,theywrite“Idon’tknowwhatmatteris.”

DuringtheLesson

1. Thislessonwillintroducetheunit“MaterialsMatter”.2. Passoutthestudents’sciencejournals.3. Tellstudentstowrite“MyScienceJournal”by___________onthecover.4. Foreachentry,havestudentswritethedate.


Page22of90

5. GivetheTypeIpretestasmentionedabove.6. Readaloudthebigbook,WhatIsMatter?totheclass.7. Discussacademicvocabularyandwritethewordsonchartpaperasyoureadaloudthebook.8. Askverbalcomprehensionquestionsregardingthetextasyouread.[SP-7Engaginginargumentfromevidence]

**RefertotheTeacher’sGuideforthebook,WhatIsMatter?forquestionstoaskastheteacherreadsaloudthebook.LessonClosing

Aftercompletingthereadingofthebook,discusswhatwaslearned.Teacherrecordswhatwaslearnedontheclasschart.NOTE:Assessmentofcontentlearnedwilltakeplaceattheendofday2.DAY2LESSONDETAILSDuringtheLesson(SequenceofActivities):CLASSROOMTEACHERONLY1. Thislessonreinforcessciencevocabularyconceptsandoralreadingfluency.

2. Teacherdividesstudentsintosmallgroupsbasedonthestudents’needs.Teacherusesthedifferentiatedsmallstudent

bookswiththesmallgroups.

3. Teachertakesonegroupatatimeandguidesstudentsasneededwhiletheytaketurnsreadingthetextaloud.Theteacheraskscomprehensionquestionsastheygoalongsimilartothoseusedwhenreadingthebigbook.

4. Teacherreviewsthesciencevocabularytomakesurestudentsreallyunderstandthewords.

5. Duringthelesson,teacherwillleadstudentsinthe“MatterSong”tothetuneof“TheWheelsontheBus”.LyricsareincludedintheunitandavideoisavailableonYouTubeiftheteacherwishestowatchandlearnthesongbeforehand.


Page23of90

Theteachershoulddistributecopiestothestudentsasaguide,orputthelyricsonchartpaperforstudentstofollowalong.

6. Attheendofthelesson,teachercouldeitheraskforverbalanswerstothe“ThinkAboutIt”questionswhichareattheendofthebook;or,theteachercouldhavestudentswritetheanswerstothesequestionsintheirsciencejournals.

7. Teachercanpartnerstudentstorereadaloudforfluencyandforreviewofvocabularyandscienceconcepts.Ifnotdoneattheendofthesmallgrouplesson,theteachercouldhavethepartnersanswerquestionsintheirsciencejournals.

AssessmentAskstudentstorespondtothetwoquestionsbelowintheirsciencejournals.

• Whatismatter? • Giveoneexampleofamaterialforeachstateofmatter.


Page24of90

Lesson3:IntroductiontoProperties(TobetaughtbytheClassroomTeacher)

BACKGROUND

OverviewoftheLesson Thepurposeofthislessonistogivestudentsscientificinformationregardingclassificationbypropertiesofmatter,andtoexposestudentstoinformationaltextinaclasslesson.Thislessonwillbeginwithareviewofclassificationbycolor.Studentsshouldalreadyunderstandthatobjectsofsimilarcolorsaregrouped,andallremainingobjectsnotinagroupareplacedintoagroupoftheirown.Thelessonwillthencoverobservablephysicalpropertiesandtheirimportance.Refertothelearningobjectivesforspecificliteracygoals.The“Properties”bookwrittenbyDeltaScienceReadersisanintroductiontothevocabularyandclassificationactivitiesthatstudentswillencounterinthefollowingsciencelessons.FocusStandard(s)2-PS1-1.Describeandclassifydifferentkindsofmaterialsbyobservablepropertiesofcolor,flexibility,hardness,texture,andabsorbency.2-SL-2Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorallyorthroughothermedia.2-RI-5Knowandusevarioustextfeatures(e.g.,captions,boldprint,subheadings,glossaries,indexes,electronicmenus,icons)tolocatekeyfactsorinformationinatextefficiently.2-RI-6Identifythemainpurposeofatext,includingwhattheauthorwantstoanswer,explain,ordescribeLearningTargetsIcandescribeandclassifymaterialsbyobservingcolor.Icanrecountordescribekeyideasordetailsfromatextreadaloud.


Page25of90

Icanusevarioustextfeaturesincludingboldprint,subheadings,andglossariestolocatekeyfactsorinformationinatextefficiently.Icanidentifythemainpurposeofatext,includingwhattheauthorwantstoexplainordescribe.

AssessmentPosttest-TypeII

● Whatareproperties?● Writetwodifferentmaterials(thatyouhaven’ttalkedaboutduringthegroupdiscussion)andwrite

onepropertyforeachofthem.TargetedAcademicLanguage

Tier1:sensesTier2:classify,balanceTier3:gas,liquid,solid,magnet,mass,matter,properties

RESOURCESANDMATERIALSQuantity Item Source

● ScienceJournals ClassroomTeacherAsneeded ● Chartpaper ClassroomTeacher

Asneeded ● Markers ClassroomTeacher

1 ● Properties,DeltaScienceReaders Bin**Itemsinboldmustbereturnedtothebinattheendofthelesson**


Page26of90

LESSONDETAILSLessonOpening/Activator

1. ReviewdiscussionfromLesson1.Remindstudentsthatinlesson1theylearnedaboutmaterialsandproperties.Discusswhattheyrememberabouteachandseeiftheycanprovidesomeexamplesofeach.

2. Aftertheyfinishanswering,tellthestudentstheyaretogetintogroupsaccordingtothecoloroftheirshirt.Telltheclassthatyouwantagroupforpeoplewithwhiteshirts,greenshirts,redshirts,blueshirts,andagroupforanyonewithoutanyofthosecolors.

3. Askstudents“Whocantellusaboutwhatwelearnedwhenweclassifiedeveryonebythecoloroftheirshirt?”[SP-Analyzingandinterpretingdata]

4. Reinforcethatthecoloroftheshirttheyarewearingisapropertywhichdescribestheirshirt.“Themorepropertiesyoucandescribeamaterialwith,themorewecanunderstandaboutthatmaterial.Forexample,ifIaskedyoutofind[student’sname]andyoudidn’talreadyknowwhos/hewas,thenyouwouldn’tbeabletofindher/him.IfItoldyoutofind[student’sname]andalsotoldyous/hewaswearinga[whatevercolorshirtthestudentiswearing]shirt,thatwouldmakeitmucheasiertofindthestudent.IfIaskedyoutobringmeabanana,wouldyoulookforanobjectthatisyelloworblue?Yellow!Exactly!Thisshowsthatthepropertiesofamaterialhelpusknowwhatitis.”

DuringtheLesson

1. Theteacherreadsaloudthebigbook,Properties.2. Discussvocabularyasyoureadthebook.


Page27of90

LessonClosing1. Afterreadingthebook,askstudentswhattheylearnedandrecordontheclasschart.2. Answeranystudentquestionsaboutwhatsolids,liquids,andgasesare.3. Askstudentsasagroupthroughhandraisingtodescribevariouspropertiesaboutdifferentmaterialsfoundinobjects

aroundtoroom.Makesuretogiveexamplesofpropertiesifthestudentsarestruggling.[SP-Engaginginargumentfromevidence]


● Whatareproperties?● Writetwodifferentmaterials(thatyouhaven’ttalkedaboutduringthegroupdiscussion)andwrite

onepropertyforeachofthem.


Page28of90

Lesson4:ClassifyAccordingtoStrengthandHardnessBACKGROUND

OverviewoftheLesson Inthislesson,studentswilltestavarietyofmaterialstodeterminethelevelof“hardness,”associatedwitheachmaterial.Thestudentswillthentestthosesamematerialsfor“strength.”Theteacherwillgivesuggestionsastohowtotestthematerials,andstudentsmayfindotherwaystotestthematerials.Thestudentswillrecordtheirdataandgiveevidencetosupportwhytheycategorizedthematerialsthewaytheydid.FocusStandard2-PS1-1.Describeandclassifydifferentkindsofmaterialsbyobservablepropertiesofcolor,flexibility,hardness,texture,andabsorbency.LearningTargetsIcanexplaincitingevidencewhyamaterialishardorlesshard.Icanexplaincitingevidencewhyamaterialisstrongornotstrong.AssessmentPosttest-TypeII

● PartA-Nameonematerialthatishardandtellhowyouknowitishard.● PartB-Nameonematerialthatisstrongandexplain(withevidence)howyouknowyouknowitisstrong.● PartC-Nameamaterialthatiseitherstrongorhard,butnotboth,andexplainwhythatmaterialhasonlyone

characteristicandnottheother.


Page29of90

TargetedAcademicLanguage Tier1:Hard,Soft,ShapeTier2:MaterialTier3:Strength,Hardness


Classset ScienceJournals

ClassroomTeacher

1 “HardnessandStrength,”videohttps://www.youtube.com/watch?v=mUkJKIaz5WQ

Thumbdrive

16 3”x5”indexcardsforcategories

Bin

1perstudent HardnessRecordingSheet Binder(ClassroomTeachertocopy)

1perstudent StrengthRecordingSheet Binder(ClassroomTeachertocopy)

4 Pairsofscissors ClassroomTeacher1 Largechartpaper

ClassroomTeacher

Asneeded Markers ClassroomTeacher


Page30of90

4bags Variousreadilyavailablematerialsforclassifying:soft/hard,andstrong/notstrongsuchas:,andnotlimitedto:paper,felt,plasticwrap,coffeefilters,tissues,feathers,wood,cardboard,stones,metal,LincolnLogs,CuisenaireRods,marbles,ceramictiles,papertowels,overheadtransparencyplasticpapers,waxpaper,metalkeys,cloth,cottonballs

Bin/ClassroomTeacher



1. Pretest-TypeI-insciencejournals• Whatmakesanobject“hard?”Whatmakesanobject“strong?”Isthereadifference?• HaveStudentswatch“HardnessandStrength,”(videoontheYouTubechannel).

2. Re-explaintostudentsthathardnessisresistancetoindentationordeformation(amaterialsabilitytomaintainitsinitialshape),whilestrengthistheabilitytowithstandaloadorstresswithoutbreaking(shapecanchangeorbend,butcan’tfractureorsplit).

3. Askwhyismightbeimportanttoknowwhetheramaterialishardorsoft?Strongorweak?(YoucanreferenceexamplesfromtheSolidsandLiquidsreadinginthelastlesson.Ifyouweregoingtomakeasweaterwoulditbebettertomakeitfrom…

4. Asscientists,wearegoingtoinvestigatematerialstoseewhichonesaremore“hard”thanothers,andwhichmaterialsaremore“strong”thanothers.


Page31of90

DuringtheLesson1. Setupfourlearningcenterswithavarietyoftestablematerials.Twocenterswilltesthardness,andtheothertwowill

teststrength.(Ensurethatsomeofthematerialsatbothstationsarethesame,sothatstudentscanseethatthingswhicharestrongcanalsobesoft,andthatmaterialswhicharehard,canalsobeweak.[SP-2Developingandusingmodels]

2. Studentstakethepretest-TypeIasmentionedaboveintheirjournals.

3. Discusstheacademicvocabulary.

4. Explaintothestudentsthattheymaytesthardorsoft,strongornotstronginavarietyofways.Brainstormsomewaystotesthardnesssuchas:

a. Canyoubendthematerial?b. Ifyoupressonit,doesitchangeshape?

Andsomewaystoteststrength:

a. Canyoucutthematerial?b. Canyouripthematerial?c. Doesitfallapartorbreakifyouputtoomuchweightonit?

5. Wewillclassifyeachmaterialandgiveevidencetojustifytheirclassificationsinthetables.LessonClosingEachgroupwillpresenttheirfindings.Theteacherwillrecordonthelargeclasschart(Savechartfornextlesson).[SP-8Obtaining,evaluating,andcommunicatinginformation]


Page32of90


● PartA-Nameonematerialthatishardandtellhowyouknowitishard.● PartB-Nameonematerialthatisstrongandexplainhowyouknowyouknowitisstrong.● PartC-Nameamaterialthatiseitherstrongorhard,butnotboth,andexplainwhythatmaterialhasonlyone

characteristicandnottheother.


Page33of90

Lesson5:InformationalReportaboutthePropertiesofHardnessorStrength

(TobetaughtbytheClassroomTeacher)

BACKGROUND

OverviewoftheLesson ThiswillbeawritinglessonforEnglishLanguageArts,anditwillshowthestudents’understandingofthepropertiesofstrengthandhardness.Themainpointofthelessonistoconstructascientificargumentusingevidence.[SP-7Engaginginargumentfromevidence]FocusStandard(s)W.2.2.Writeinformative/explanatorytextsinwhichtheyintroduceatopic,usefactsanddefinitionstodeveloppoints,andprovideaconcludingstatementorsection.(2-PS1-4)LearningTargetsIcanwriteaninformational/explanatorytext.Icanintroduceatopic,usefactsanddefinitionstodeveloppoints.Icanprovideaconcludingstatementorsection.Assessment Theassignmentistheassessment.


Page34of90

WIDALanguageObjectivesLevel1-2:ConstructaninformativetextusingsentenceframesandawordbankLevel3-4:WriteaninformativetextusingsentencestartersTargetedAcademicLanguage

Tier2:informational,explanatory,text

RESOURCESANDMATERIALSQuantity Item SourceClassSet ScienceJournals ClassroomTeacher Theclasschartforhardness ClassroomTeacher Theclasschartforstrength ClassroomTeacher Alistofreportrequirementsonchartpaperorontheboard ClassroomTeacher**Itemsinboldmustbereturnedtothebinattheendofthelesson**

LESSONDETAILSLessonOpening/ActivatorThisassignmentistheassessment.Prompt:Yesterday,weexperimentedwithmaterialstodetermineiftheywerehardorsoftandstrongornotstrong.Todayyouwillwriteaninformationalreporttotellotherswhatyoulearnedfromourexperiments.

DuringtheLesson1. Theteacherstatesandwritesontheboardorchartpaperthelesson’sexpectations:


Page35of90

a. Youmaychooseonematerialstowriteaboutinyourreport.b. Youneedtomakeawebtoorganizeyourreport.c. Youmaylookattheclasschartsforideasaboutstrengthorhardnessforyourwebs.d. Afteryouhavecompletedyourweb,youwillwriteyourroughdraftforyourreport.e. Youneedatopicsentencethattellsthenameofthematerialyouarewritingaboutandwhetheritishardorsoft

andstrongornotstrong.f. Youneedtowritethreeormoresentencesprovingwhythematerialishard/softandstrong/notstrongg. Youneedaconcludingsentenceaboutthisreport.

2. Theteachermaydecidetotakeanotherdayforproofreadingandeditingwithindividualstudents.3. Ifdesired,theteachermayhavethestudents“publish”(writethefinaldraftofthereport)onthenextdaytobe

displayed.LessonClosing

Studentswillillustrateandlabelthematerialbynameandthepropertiesofstrengthandhardness.Thiscanbedoneinthesciencejournalifnot“publishing”thereportoritcanbedoneonwhiteconstructionpaperifitistobedisplayed.[SP-8Obtaining,evaluating,andcommunicatinginformation]

Assessment Theassignmentistheassessment.


Page36of90

Lesson6:ClassifybyTexture

BACKGROUND

OverviewoftheLessonStudentswillworkwithapartnermovingaroundtheroomtovariousmaterialsaslistedontheirrecordingdatapaperswhichwillbeclippedtotheirclipboards.Byobservationandtouchtheywillwritethetexturepropertiesforthematerials. FocusStandard2-PS1-1.Describeandclassifydifferentkindsofmaterialsbyobservablepropertiesofcolor,flexibility,hardness,texture,andabsorbency.LearningTargetIcanclassifyobjectsbytexture,usingobservationandtouch.[SP-4Analyzingandinterpretingdata]AssessmentPosttest-TypeII

● PartA-Whatistexture?● PartB-Writeonematerialanddescribeitstexture.


Tier1:smooth,roughandothertexturewordsasdesiredTier2:classifyTier3:texture


Page37of90


ScienceJournals ClassroomTeacher Pencils ClassroomTeacher1perstudent Clipboards ClassroomTeacher1pergroup Xeroxednumberedlistofmaterialsaroundtheclassroomtobeexamined ClassroomTeacher1 Alistoftexturewordsonalargechartattheboard ClassroomTeacher Blanklargechartpaper ClassroomTeacherAsneeded Markers ClassroomTeacher1 Paperbag Bin1perstudent ClassifybyTextureWorksheet Binder(ClassroomTeacher

tocopy)1set Smallmaterialsforstudentstofeel,describe,andshowthematerialtotheclasssuchas:

Bin:buttons,cardboard,plasticwrap,cottonballs,sandpaper,sponges,scissors,rubbertoys.

ClassroomTeacherandBin



Placeoneitemfromthematerialscollectioninthepaperbag.Inviteastudentuptofeelthematerialinsidethebaganddescribewhatitfeelslike.[Optional:theclassmayguesswhatthematerialis,basedonthedescription].Thenthestudentshowsthematerialtotheclass.Repeatseveraltimeswithdifferentstudentvolunteers.


Page38of90

DuringtheLessonPartnerstudentsingroupsof2-3.Giveeachstudentaclipboardwiththeclassifybytextureworksheet,andapencil.Setupstationsaroundtheclassroomwithdifferenttexturedobjectsalongwiththeobjectname.Tellthestudentstheywillbegoingaroundtheroomtofindeachobject.Theyshouldlookatandtoucheachobject.Nexttheywriteoneormoretexturepropertiesnexttotheobject’sname.Studentsmayrefertothelistoftexturewordsdisplayedattheboard.Assigneachgroupadifferentnumberonthelisttostartsotheyareallatdifferentobjects.Remindstudentstotaketurnsrecordingtheirdata.Whenallgroupshavefinished,haveeachgrouppresenttheirfindingstotheclass[SP-8Obtaining,evaluating,andcommunicatinginformation].Theteacherrecordsthedataonthelargeclasschart.

LessonClosingPosttest-TypeII

● PartA-Whatistexture?● PartB-Writeoneobjectanddescribeitstexture.


● PartA-Whatistexture?● PartB-Writeoneobjectanddescribeitstexture.


Page39of90

Lesson7:WhatMaterialsAbsorbLiquid?BACKGROUND

OverviewoftheLessonStudentswillworktogetheringroupsusinganeyedropperdippedintothinnedwatercolorpainttoputdropsofwaterondifferentmaterials,andtheywillrecordwhetherthematerialisabsorbentornot.Theywillalsopourwaterontoeachmaterialwithoutusingtheeyedroppertotestforabsorbency.Note:Thislessontakesawhiletoprepare.Makesuretocoordinatethesetupofthelessonwiththeclassroomteacher.Thislessonrequirestheuseofstations,whichwilltakesometimetocreate. FocusStandard2-PS1-1.Describeandclassifydifferentkindsofmaterialsbyobservablepropertiesofcolor,strength,flexibility,hardness,texture,andabsorbency.

LearningTargetIcandescribeandclassifyobjectsbytheirabsorbencythroughtesting. AssessmentPosttest-TypeII

● PartA-Whatdoesabsorbencymean?● PartB-Nameonematerialthatisveryabsorbent.Howdoyouknowthis?[SP-7Engaginginargumentfrom

evidence]


Page40of90

TargetedAcademicLanguage Tier3:absorbency,absorb,absorbent,nonabsorbent


ClassSet ScienceJournals ClassroomTeacher4 Containerstocatchtheliquids

Bin

1perstudent Tableworksheetsorblankpaperforstudentstomaketablesandrecordtheirobservations

ClassroomTeacher

1 Largechartpaperwithmarkers

ClassroomTeacher

4 Cups(tobefilledwithwater)

Bin

4 Cupsofpaintthinnedwithwater

Bin

4 Plasticeyedroppers

Bin

1perstudent WhatMaterialsAbsorbLiquidWorksheet Binder**Itemsinboldmustbereturnedtothebinattheendofthelesson**


Page41of90

LESSONDETAILSLessonOpening/ActivatorPretest-TypeI-Whatdoyouthinkabsorbencymeans?Studentswritetheiranswersintheirsciencejournals.Askforastudentvolunteertocometothefrontoftheclass.Askthestudenttoputhis/herhandovertheplasticcontainer.Theteacherpoursalittlewateroverthestudent’shand.Askthestudentwhathappened?Ask:Didyougetwet?Why?Didthewaterrunoffyourhand?Why?Didthewatergointoyourskin?Whyorwhynot?DuringtheLesson

1. Askstudentstotellaboutwhatweneedtodowhenweworkingroups.Studentsneedtoworkcooperatively,takingturns,discussingwhattheyaredoing,recordingtheirdata,andusinginsidevoices.Theyneedtobepreparedtopresenttheirdatatotheclassattheendofthelesson.[SP-8Obtaining,evaluating,andcommunicatinginformation].

2. Tellstudentsthatwearegoingtodoexperimentswithwaterandpainttofindoutwhichmaterialsareabsorbentand

whicharenot.Discussthevocabulary:absorbency,absorb,absorbent,andnonabsorbent.

3. Absorbencycenters:Setupfourcenterswithassortedmaterialstotestabsorbency(thiswilltakeabout5to10minutes).Makesurethecupshavewater,thepainthasbeenthinnedwithwater,andthematerialsareproperlydistributedamongstthestations.Studentsuseeyedroppers,water,andthinnedwatercolorpainttotestmaterials.Tellthestudentsthattheywilltaketurnsputtingtheeyedropperinthethinnedpaintandthensqueezetheeyedropperontothematerial.Theteachershoulddemonstratehowtousetheeyedropperwiththethinnedwatercolorpaint.Theyshoulddoalloftheexperimentsoveracontainertocatchtheliquid.Studentsshouldalsotrytopouralittleoftheplain


Page42of90

waterontoeachmaterial.GiveeachstudenttheDoMaterialsAbsorbLiquidworksheettorecordthematerialsandiftheyareabsorbent/nonabsorbent,andanyotherobservations,suchas“veryabsorbent”or“justalittleabsorbent”.

LessonClosing

Attheend,eachgrouppresentstheirfindingstotheclass,andtheteacherrecordsthedataonalargeclasschart.Assessment

Posttest-TypeII● PartA-Whatdoesabsorbencymean?● PartB-Nameonematerialthatisveryabsorbent.Howdoyouknowthis?


Page43of90

Lesson8:BreakingMaterialsApart(largetosmall)

BACKGROUND

OverviewoftheLesson Studentswillcutand/orripavarietyofmaterialstodeterminethatthepropertiesofthematerialsdonotchangewhentakenapart.Thereshouldbealotofdiscussionamongthestudentstoprovideevidence.Eachgroupwillrecordtheirdataandpresenttotheclass.Notetoteachers:Studentsmaystrugglewiththeconceptof“weight.”Studentsoftenbelievethatobjectsonlyhaveweightiftheycanfeeltheweight.Forexample,erasershavings,nomatterhowsmalltheymaybe,haveweight.Verylightobjects,likecottonballsorfeathers,haveweighteventhoughthestudentsmaynotbeabletofeeltheweight.Thisissomethingtobepreparedfor,andreadytohavestudentsconfrontthroughdiscussionorexperiment.FocusStandard(s)2-PS1-3.Analyzeavarietyofevidencetoconcludethatwhenachunkofmaterialiscutorbrokenintopieces,eachpieceisstillthesamematerialand,howeversmalleachpieceis,hasweight.Showthatthematerialpropertiesofasmallsetofpiecesdonotchangewhenthepiecesareusedtobuildlargerobjects.ClarificationStatement:Materialsshouldbepuresubstancesormicroscopicmixturesthatappearcontiguousatobservablescales.Examplesofpiecescouldincludeblocks,buildingbricks,andotherassortedsmallobjects.LearningTargetIcanshowandexplainthatwhenalargepieceofmaterialiscutintosmallerpieces,itisstillthesamematerial.AssessmentPosttest-TypeII


Page44of90

● PartA-Ifyoucutanymaterialintosmallerpieces,willitstillbethesamematerial?● PartB-Explainwhyorwhynot.[SP-7Engaginginargumentfromevidence]

WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage

Tier2:evidenceTier3:weight,properties


4 Piecesof9”x12”coloredconstructionpaper ClassroomTeacher1box Plasticstraws Bin4 ContainersofPlay-Doh Bin4 Maskingtape Bin1box Plasticknives BinAsneeded Pairsofscissors ClassroomTeacher Largechartpaperandmarkers ClassroomTeacher ScienceJournals ClassroomTeacher1perstudent BreakingMaterialsApartWorksheet Binder**Itemsinboldmustbereturnedtothebinattheendofthelesson**


Page45of90


1. Pretest-TypeI-Ifyoucutapieceofpaperintolittlepieces,willitstillbethesamematerial?Whyorwhynot?Studentswritetheiranswersintheirsciencejournals.

2. Todayyouwillbeabletoeatoneofoursciencematerialsattheendofthislesson.Ourlessonisaboutstartingwithsomethinglargeorwholeandcuttingitintosmallerpieces.

DuringtheLesson

1. Breakingcenters:Setupfourcenters,eachwiththematerialsmentionedabove.2. GiveeachstudentaBreakingMaterialsApartWorksheet3. Givepretestasmentionedabove.4. Theteacherwillassignorletstudentschoosewhichcentertogoto.5. Eachstudentcutsoneofthematerials.6. Thegroupdiscussesandrecordseachmaterialandwritesevidencethatthematerialisstillthesameornot.[SP-3

Planningandcarryingoutinvestigations]7. Guidingquestionscouldbe:Doesitlookdifferent?Whyorwhynot?Dothepropertiesstaythesame?

Discussionpointsinclude(butarenotlimitedto)smell,color,touch,weight[seeteachernoteabove],etc.

LessonClosingEachgrouppresentstheirfindings,andtheteacherrecordsthedataonlargechartpaper.[SP-8Obtaining,evaluating,andcommunicatinginformation].


Page46of90


● PartA-Ifyoucutanymaterialintosmallerpieces,willitstillbethesamematerial?● PartB-Explainwhyorwhynot.


Page47of90

Lesson9:JoiningBitsTogether(smalltolarge)

BACKGROUND

OverviewoftheLesson Studentswillcombineavarietyofmaterialstodeterminethatthepropertiesoftheindividualmaterialsdonotchangewhenputtogether.Thereshouldbealotofdiscussionamongthestudentstoprovideevidence.Eachgroupwillrecordtheirdataandpresenttotheclass.FocusStandard(s)2-PS1-3.Analyzeavarietyofevidencetoconcludethatwhenachunkofmaterialiscutorbrokenintopieces,eachpieceisstillthesamematerialand,howeversmalleachpieceis,hasweight.Showthatthematerialpropertiesofasmallsetofpiecesdonotchangewhenthepiecesareusedtobuildlargerobjects.ClarificationStatements:

• Materialsshouldbepuresubstancesormicroscopicmixturesthatappearcontiguousatobservablescales.• Examplesofpiecescouldincludeblocks,buildingbricks,andotherassortedsmallobjects.

LearningTargetIcanshowandexplainthatmaterials’propertiesdonotchangewhensmallpiecesareusedtobuildlargerpieces.


Page48of90

AssessmentPosttest-insciencejournals-TypeII

• Ifyoucreateabigobjectwithabunchofsmallobjects,dothematerialskeeptheirproperties?Whyorwhynot?Studentswritetheiranswersintheirsciencejournals.


Tier3:properties,configuration


Materialsthatcanbejoinedtogether(puzzlepieces,cutpiecesofpaper,magnets,tape,Legos)

ClassroomTeacher/Bin

1perstudent JoiningBitsTogetherWorksheet Binder ScienceJournals ClassroomTeacherAsneeded Pencils ClassroomTeacher Largechartpaperandmarker ClassroomTeacher**Itemsinboldmustbereturnedtothebinattheendofthelesson**


Page49of90

LESSONDETAILSLessonOpening/ActivatorPretest-TypeI

• Ifyoucreateabigobjectwithabunchofsmallobjects,doesthematerialkeepitsproperties?Whyorwhynot?Studentswritetheiranswersintheirsciencejournals.

• Todayyouwillgettobuildsomethingwithourmaterials.Youmaycreatewhateveryouwant!

DuringtheLesson1. Setupfourcenters,eachwiththematerialsmentionedabove.[SP-2Developingandusingmodels]Giveeachstudent

atJoiningBitsTogetherWorksheet.Givepretestasmentionedabove.Tellthestudentstheywillneedtothinkaboutallthewayswehaveclassifiedmaterialsbytheirpropertiestodothislesson.(Weclassifiedbystatesofmatter,color,strength,hardness,texture,andabsorbency.)

a. EachgroupwillhaveenoughLegosforthestudentstobuildsomething.LetthestudentstakefiveminutestobuildanythingtheywantwiththeLegos,andemphasizethattheyneedtouseallofthecubes.Note:Itisimportanttomakesurethestudentsunderstandhowtoworkingroups,andemphasizethatthisisacollaborativeeffortthatrequireseveryonetodotheirpart.

b. Attheend,tellthegroupsthestopandbringthemtogetherforadiscussion.c. Havethestudentswalkaroundandseewhattheothergroupshavecreated.d. Askthestudents“whatdidyounoticeaboutthecreationsaroundtheroom?"e. Introducetheideathateveryonecreatedsomethingdifferentwiththesamematerials,andbringthestudentsto

theconclusionthatsmallthingscanbecombinedtocreatebiggerthingsthatretainthesameproperties.


Page50of90

LessonClosingPosttest-insciencejournals-TypeII


AssessmentPosttest-insciencejournals-TypeII



Page51of90

Lesson10:ChangingStatesofMatterbyHeatingandCooling

BACKGROUND

OverviewoftheLessonThiswillbeafour-daywholeclasslesson.Studentswilldoanexperimenttoseewhathappenswhentwobottlesofwaterareputintothefreezer,thenputontheschoolvent/heaterwiththecoveronthebottlesthenextday,and,finally,onthelastday,putontheheaterwithoutcoversonthebottles.Studentswillfillthebottleswithwateronthefirstdayandtakemeasurementseverydaytodocumentwhatishappeningtothewater.Studentswillseethatwatercanbechangedtoiceandthenbereversedbacktowater.Theywillalsoseethatwatercanchangeintoagas.FocusStandard2-PS1-4.Constructanargumentwithevidencethatsomechangestomaterialscausedbyheatingorcoolingcanbereversedandsomecannot.ClarificationStatements:

• Examplesofreversiblechangescouldincludematerialssuchaswaterandbutteratdifferenttemperatures.• Examplesofirreversiblechangescouldincludecookinganegg,freezingaplantleaf,andburningpaper.


Page52of90

LearningTargetIcanconstructanargumentwithevidencethatsomechangesareREVERSIBLE,suchaswhenwaterisheatedorcooled.[SP-Engaginginargumentfromevidence]AssessmentPosttest-TypeII

● PartA-Whatcanwechangewaterinto?● PartB-Canwereversethatchange?Explainwhyorwhynot.


Tier1:cool(ing),heat(ing)Tier2:evidence,argumentTier3:reverse,reversible


ScienceJournals ClassroomTeacherAsneeded Pencils ClassroomTeacher2 Transparentplasticwaterbottles Bin1 Measuringcup Bin


Page53of90

1 BlackSharpie Bin1 RedSharpie Bin1 GreenSharpie Bin1 BlueSharpie Bin1roll Maskingtape Bin Schoolfreezer ClassroomTeacher Schoolheater/airvent ClassroomTeacher1perstudent WhatCanWeChangeWaterIntoWorksheet Binder**Itemsinboldmustbereturnedtothebinattheendofthelesson**

LESSONDETAILSLessonOpening/ActivatorPretest-TypeI-Whatcanwechangewaterinto?Studentswritetheiranswersintheirsciencejournals.Discusswhatstudentsthinkwatercanchangeinto.Tellstudentsthisexperimentwilltakefourdaystocomplete!DuringtheLessonThiswillbeawholeclasslessonforeachofthefourdays.GiveeachstudentacopyoftheWhatCanWeChangeWaterIntoWorksheettocompleteoverthecourseofthelesson.Day1-Havestudentvolunteerscometothefrontoftheroom.Chooseadifferentstudentforeachtask.

a. Haveonestudentget8ozofwaterfromthesinkinameasuringcup.b. Haveonestudentholdoneoftheplasticbottlesonatablewhileanotherstudentpoursthewaterintothebottle.c. Astudentputsthecoveronthebottle.d. AstudentmarksthebottlewithablackSharpieatthetopofthewaterlevel.


Page54of90

e. Astudentwritestheteacher'snameonthemaskingtapeandtapesittothebottle.f. Astudentmeasuresthewaterlevelfromthebottomofthebottletotheblacklineininchesandrecordsontheclassg. recordingsheetortheteachercouldrecordthemeasurements.h. Anotherstudentdoesthesame,butmeasuresincentimeters.i. Repeatsteps1-7usingtheotherwaterbottle.j. Thewholeclasstakesa“fieldtrip”tothecafeteriatoputthetwobottlesofwaterinthefreezeruntilthenextday.

Day2-NopretestbecausethisisacontinuationofDay1’slesson

a. Thewholeclasstakesa“fieldtrip”tothecafeteriatogetthetwowaterbottlesandbringthembacktotheclassroom.Choosedifferentstudentstoassisttoday.

b. Asktheclasswhattheyseeaboutthetwobottles,andtheteacherrecordsobservationsontheclasschart.c. HaveastudentusetheredSharpieandmakealineatthetopoftheicelevel.d. Haveastudentmeasureininchesfromthebottomofthebottletotheredlineandrecordthemeasurementonthe

recordingsheet.e. Haveastudentdothesame,butmeasureincentimeters.f. Repeatsteps1-6withtheotherbottle.g. Discusstheresultsandaskwhyquestionswhiletheteacherrecordsontheclasschart.h. Putbothbottlesontheclassheateruntiltomorrow.Keepthecoversonthebottles.

Posttest-TypeII

● PartA-Whathappenedtothewaterinthetwobottles?● PartB-Tellmeonefactwelearnedtoday.

Day3-Againchoosedifferentstudentstoassist.


Page55of90

a. Takethetwobottlesofftheheaterandbringthemtothefrontoftheroom.b. Discusswhattheysee,andtheteacherrecordsontheclasschart.c. RepeatthemeasurementandrecordingasdoneonDays1and2.UseagreenSharpie.d. Removethetwobottlecoversandplacethetwobottlesontheclassroomheater.

Day4-Differentstudentsassist.

a. Takethetwobottlesofftheheaterandbringthemtothefrontoftheroom.b. Discusswhattheysee,andtheteacherrecordsontheclasschart.c. Ask:Wheredidthewatergo?Gatherstudentideasandseewhatevidencetheymayhavetosupportthoseideas.

Candiscussevaporation.d. RepeatthemeasurementandrecordingasdoneonDays1,2,and3.UseablueSharpie.

Discusswhatwasdoneandwhatwaslearnedduringthefour-dayexperiment,andrecordontheclasschart.Pleasenote:

a. Thenextdaywillbeawritinglessontowriteaninformationalreport[SP-Obtaining,evaluating,andcommunicatinginfo]aboutwhatwedidforthisfour-daylessonandwhatwelearnedfromit.

b. Studentswillmakeawebabouteachdayoftheexperiment,referringtotheclasscharts.c. Nextstudentswillwritetheirroughdraftofthisinformationalreport,usingtransitionwordstoclearlyexpressthe

orderofhowwedidtheexperiments.d. Studentsneedatopicsentence,enoughsentencestostateinsequencethestepsinourexperiments,anda

concludingsentenceorparagraphaboutwhatwelearnedbydoingthisfour-daylesson.e. Onthefollowingday,studentswilleditandproofreadtheirroughdraftswithteachersupport.f. Then,eitheronthesamedayorthefollowingday,studentswill“publish”theirreports.

Assessment


Page56of90

Posttest-TypeII● PartA-Whatcanwechangewaterinto?● PartB-Canwereversethatchange?Explainwhyorwhynot.


Page57of90

Lesson11:CanWe“Unchew”Gum?BACKGROUND

OverviewoftheLesson Studentswilllearnfromthislessonthatsomechangesareirreversible.Theywillweighbubblegumwhichcontainssugarbeforetheychewit.Thethoughtprovokingquestion“Canyou‘unchew’gum?”willbeelaborateduponbyaskingthestudentsiftheythinkthegumwillweighthesame,weighmore,orweighlessafteritischewed.Thenthestudentswillchewthegum,andwewillweighthechewedgumtofindthatthegumwillweighlessbecausethesugarcomesoutofthegumwhenchewed.Therefore,thischangeisirreversibleFocusStandard2-PS1-4.Constructanargumentwithevidencethatsomechangestomaterialscausedbyheatingorcoolingcanbereversedandsomecannot.ClarificationStatements:

• Examplesofreversiblechangescouldincludematerialssuchaswaterandbutteratdifferenttemperatures.• Examplesofirreversiblechangescouldincludecookinganegg,freezingaplantleaf,andburningpaper.

LearningTargetIcanconstructanargumentwithevidencethatsomechangesareIRREVERSIBLE.


Page58of90


● Canwe“un-chew”gum?Whyorwhynot?● Areallchangesreversible?Whyorwhynot?


Tier1:weigh,scaleTier3:irreversible


Quantity Item Source1 Gramscale Bin30 PieceofunwrappedBazookabubblegum(notsugarfree)foreverystudent Bin ScienceJournals ClassroomTeacherAsneeded Pencils ClassroomTeacher1 Coffeefilter Bin

Largechartpaper ClassroomTeacherAsneeded Markers ClassroomTeacher1 Timer Bin**Itemsinboldmustbereturnedtothebinattheendofthelesson**


Page59of90

LESSONDETAILSLessonOpening/ActivatorPretest-TypeI–

• Canwe“un-chew”gum?Don’ttellmeoutloud.Writewhatyouthinkinyourjournal.• Doyouthinkthegumwillweighmore,less,orthesameafterwechewit?Wearegoingtodoanexperimenttofindthe

answerstothesequestions!DuringtheLessonThisisawholeclasslesson.(Gumchewingweightexperiment)

1. Choosestudentstoassistatthefrontoftheroom.2. Putonecoffeefilteronthegramscale.3. Putthetotalnumberofpiecesofunwrappedguminthecoffeefilter.4. Usingagramscale,weighthegumandrecordontheclasschart.5. Giveeachstudentapieceofgum.6. Setthetimerforfiveminutes.7. Studentschewthegumuntilthetimergoesoff.8. Discusswhattheythinkmightbetheresultswhiletheyarechewingthegum.9. Afterfiveminutes,haveeachstudentcometothescaleandcarefullyspitthegumintothecoffeefilter.10. Weighthegumusingwhichevermethodyouoriginallyused.11. Recordtheresultsonthechart.12. Discusswhathappenedandwhyithappened(thegumshouldweighlessbecausethesugarinthegumcomesoutwhen

chewed.)13. Recordconclusionsontheclasschart.


Page60of90

LessonClosingPosttest-TypeII–

• Canwe“un-chew”gum?Whyorwhynot?• Areallchangesreversible?Whyorwhynot?


• Canwe“un-chew”gum?Whyorwhynot?• Areallchangesreversible?Whyorwhynot?


Page61of90

Lesson12:Friction&Temperature

BACKGROUND

OverviewoftheLesson Throughobservationandexperimentationofvarioussurfacesandmaterials,studentswillbeabletousepreviousknowledgegainedonmaterialpropertiestoexaminetherelationshipbetweenfrictionandtemperature,throughtherubbingofanobjectonmultiplesurfaces.Studentswillalsobeabletoseehowdifferentsurfacesandmaterialscanbeusedifthetemperatureorfrictionneedstobecontrolled.FocusStandard2-PS3-1(MA).Designandconductanexperimenttoshowtheeffectsoffrictionontherelativetemperatureandspeedofobjectsthatrubagainsteachother.ClarificationStatements:

• Examplescouldincludeanobjectslidingonroughvs.smoothsurfaces.• Observationsoftemperatureandspeedshouldbequalitative.

LearningTarget Icandesignandconductanexperimenttoshowtheeffectsoffrictionontherelativetemperatureandspeedofobjectsthatrubagainsteachother.


Page62of90

AssessmentPosttest-TypeIIThefirstquestionwillbeasimplechoiceofupordown.Whenfrictionincreasesdoesthetemperaturegoupordown?Writeonewayyoucanincreasefrictionwhenyourubanobjectagainstasurface. WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage

Tier1:temperature,surfaceTier3:friction,resistance,force


Quantity Item Source ScienceJournals ClassroomTeacher Pencils ClassroomTeacher4 Datatables ClassroomTeacher4 Feltsquares Bin4 Piecesofsandpaper Bin4 Carpetsamples Bin4 Blocks ClassroomTeacher**Itemsinboldmustbereturnedtothebinattheendofthelesson**


Page63of90


ScienceFellowsorClassroomTeacherasksstudentstoholduptheirhandsandtellsthemtheyaregoingtorubthepalmsoftheirhandstogether.ScienceFellowsorClassroomTeacherdemonstratesbyputtinguptheirhandsandrubbingthepalmstogether.“Whatishappening?”“Nowpushthepalmsofyourhandstogetherandrubharder?”Whathaschanged?”“Youwillfindoutduringthesciencelessontodayaboutfriction.”

DuringtheLessonFrictiondemonstration:

1. Teacherwritesfrictionontheboardandexplainsthatfrictionisaforcethatholdsbackthemovementofaslidingobject.Whenthepalmsofyourhandsarerubbedtogethertheycreateheat.Thisiscausedbytheresistanceofyourhandswhenmoving.Ifmorepressureisapplied,thenthetemperaturewillincrease.Thestudents’observationsshouldbethatofwarmthandmorepressurewillcreatemoreheat.

2. Askthestudentstoreflectontheactivatorandwhattheythinkwillhappenthemoretheyrubtheirhandstogether.

Theexpectedresponseshouldbethehardertheypresstheirhandstogetherorthefastertherubtheirhandstogether,thetemperaturewillchangeaccordingly.

Frictioninvestigation:

1. Theywillthenbebrokenupintogroupstoinvestigatetheirfindingsmore.[SP-3Planningandcarryingoutinvestigations]Oncebrokenupintogroupsassignedbytheteacher,thestudentswillthenexplorethetemperaturechangeasaresultoffrictionbyusingablockandvariousmaterialstorubitagainst.Eachgroupwillgetastationwith


Page64of90

thefeltsquares,sandpaperpieces,carpettiles,andblocks.Therewillalsobeenoughdatatablesateachstationforallthestudents.

2. Eachofthesegroupswillthentake10-20minutesandexperimentwiththesurfacesandtheblock.Theyshouldbe

takingtimetorubtheblockagainsteachsurfacemultipletimesslow,fast,softly,harder.Thestudentswillalsorecordtheirfindinginthedatatable.Thegoalisforthestudentstoworktogether,helpeachotherandmaybeeventhinkofwaystousetheirsurfaceslateron.

Frictionpresentation:

Afterthe15-20minutesisuphavethegroupscomebacktogetherasawholeclass.Haveastudentfromeachgrouppresenttheirfindingstotheclass.Askthestudentswhichmaterialtheythoughtcausedthemostfrictionandwhichsetupcausedthemostheat(ifnotalreadystatedinpresentationstotheclass).

AssessmentPosttest-TypeIIThefirstquestionwillbeasimplechoiceofupordown.Whenfrictionincreasesdoesthetemperaturegoupordown?Writeonewayyoucanincreasefrictionwhenyourubanobjectagainstasurface.


Page65of90

Lesson13:TheWayThingsMove

BACKGROUND

OverviewoftheLesson Thislessonwillserveasareviewofdirectionalmotionandforce.Thestudentswillengageindifferentactivitiesthatrepresentthedifferentdirectionsmotioncantake.Throughthislesson,studentswillbetterunderstandhowandwhythingsmovethewaytheydo.Theywillthenapplythisinformationtofuturelessonsandexperiments.ThislessonhasbeenadaptedfromtheMinnesotaScienceTeachersEducationProject.FocusStandard(OldStandard)PS-4Demonstratethatthewaytochangethemotionofanobjectistoapplyaforce(giveitapushorapull).Thegreatertheforce,thegreaterthechangeinthemotionoftheobjectLearningTargetsIcandescribethemotionofobjects.Icancollectevidencetodescribemotion.Icandemonstratethatmotionisaffectedbyapushorapull,anddifferentamountscancausedifferentchanges. AssessmentPosttest-TypeII-

Studentswilllistintheirjournaltwoforcesthatmovethetruckandwriteatleastonesentencetellingaboutwhattheylearnedfromtheactivity.[SP-Constructingexplanations]


Page66of90

WIDALanguageObjectives(DependentontheneedsofyourELLstudents)


Tier1:push,pullTier2:describe,directionTier3:motion,force


Quantity Item Source ScienceJournals ClassroomTeacher

1 “AndEveryoneShouted,“Pull!”:AfirstLookatForcesandMotion”byClaireLlewellyn

Bin

4 ToyTruck Bin4 Rubberband Bin4 Rulers ClassroomTeacher4 Blocks ClassroomTeacher4 Cardboardtube Bin4 Afewthickbooks ClassroomTeacher4 Smallball Bin**Itemsinboldmustbereturnedtothebinattheendofthelesson**


Page67of90


Introducelessonbyreading"AndEveryoneShouted,'Pull!'":AFirstLookatForcesandMotionbyClaireLlewellyn,PictureWindowBooks,2005.Askwhythecartisnotfloatingintheair.Usethestudents'answerstohelpexplainthataforceispullingthecartdown.Askwhatforceswereusedinthebookwhenthecartmoved(pushandpull).Remindstudentsthataforcewasneededinorderforthecarttomove.Discussthatitalsotookaforcetochangethecart'sdirection.

DuringtheLessonThislessonshouldbeginwithademonstrationoftheexperimentsothestudentshaveanideaofwhattodowhenitistheirturn

1. Begintheactivitybydemonstratingtheconceptofa“pull”(pullactivity)a. Havethestudentsbreakupintofourstationsandmakesureeachstationhasatoytruck,arubberband,aruler,toy

blocks,acardboardtube,afewthickbooks,andasmallballb. Havethestudentsattacharubberbandtothefrontbumperofthetoytruck.Placearuleronthefloorbesideandin

frontofthetruck.c. Pulltherubberbanduntilthetruckstartstomove.Notehowfartherubberbandhasstretched.d. Repeattheactivitythistimeaddingblocks(weight)tothetruck.Comparethelengththerubberbandstretchesand

helpthestudentsconcludethatheavierobjectsneedmoreforcetostartthemmoving.2. Continuetheactivitybyexploringtheconceptofa“push”(pushactivity)

a. Placeoneendofacardboardtube(insideofapapertowelroll,preferably)onastackofthickbooks,creatingaramp[SP-2DevelopingandusingModels].Placethebackofthetoytruckatthelowerendofthetube.

b. Putaruleronthefloorbesideandinfrontofthetruck.Rollasmallballdownthetubesoithitsthetruck.Notehowfarthetruckmoves.


Page68of90

c. Repeattheactivity,thistimeaddingblocks(weight)tothetruck.Comparethedistancesandhelpthestudentsconcludethatifthepushingforceisthesame,theweightofthetruckchangesthedistanceitwilltravel.

3. Concludetheactivitywiththeassessmentthatfollows.LessonClosingPosttest-TypeII-

Studentswilllistintheirjournaltwoforcesthatmovethetruckandwriteatleastonesentencetellingaboutwhattheylearnedfromtheactivity.


Studentswilllistintheirjournaltwoforcesthatmovethetruckandwriteatleastonesentencetellingaboutwhattheylearnedfromtheactivity.


Page69of90

Lesson14:FrictionandSpeed

BACKGROUND

OverviewoftheLesson Throughobservationandexperimentation,anddrawingontheirpreviouslearning,studentswillunderstandhowdifferentsurfacesandanglesofmaterialscancontrolspeedorfriction.Toexplorethisrelationshipbetweenfrictionandspeed,thestudentswillrollatoycaronarangeofflatandinclinedsurfaces.FocusStandard(s)2-PS3-1(MA).Designandconductanexperimenttoshowtheeffectsoffrictionontherelativetemperatureandspeedofobjectsthatrubagainsteachother.ClarificationStatements:

• Examplescouldincludeanobjectslidingonroughvs.smoothsurfaces.• Observationsoftemperatureandspeedshouldbequalitative.

2.K-2-ETS1-3.Analyzedatafromtestsoftwoobjectsdesignedtosolvethesamedesignproblemtocomparethestrengthsandweaknessesofhoweachobjectperforms.*ClarificationStatements:

• Datacanincludeobservationsandbeeitherqualitativeorquantitative.• Examplescanincludehowdifferentobjectsinsulatecoldwaterorhowdifferenttypesofgrocerybagsperform.

(OldStandard)PS-4.Demonstratethatthewaytochangethemotionofanobjectistoapplyaforce(giveitapushorapull).Thegreatertheforce,thegreaterthechangeinthemotionoftheobject


Page70of90

LearningTargetsIcanobservehowspeedandfrictionarerelatedthroughrubbingofobjects.IcanstatetherelationshipbetweenfrictionandspeedIcandesignademonstrationtoshowtherelationshipbetweenfrictionandspeedIcandemonstratethatspeedisdifferentwhenatoycarisrolleddownasmoothrampvs.aroughramp.AssessmentPosttest-TypeII

• Writewhichmaterialmadethetoycargofaster.• Explainwhythatmaterialmadethetoycargofaster.

WIDALanguageObjectives

(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage

Tier1:speed,flatTier2:analyze,data,Tier3:friction,resistance,incline


Page71of90


ScienceJournals ClassroomTeacher4 Templatesfordata ClassroomTeacher4 Sheetsofconstructionpaper ClassroomTeacher4 12”longpiecesoffelt Bin4 12”longpiecesofsandpaper Bin4 Measuringtape Bin4 3”threeringbinders Bin4 Toycars Bin**Itemsinboldmustbereturnedtothebinattheendofthelesson**


Theactivatorwillstartoffthislessonwithadiscussionquestiononwhathappenswhenaballisrolled.Thenask:whatifitisrolleddownahill?Asthesequestionsarebeingasked,theScienceFellowsorClassroomTeacherwilldemonstrateaballrolledonthedeskandafterdiscussionitwillthenberolleddownaninclinedsurface(tosimulateahill).Thenthediscussionincludesobservationssuchaschangeofspeed.“TodayBoysandGirlswewillbelookingatfrictionandspeedusingracecars!”


Page72of90

DuringtheLessonPartA

Aftertheinitialdiscussion,whichislikeabrainstormingsession,thestudentswillthenparticipateandobservewhathappenswhenatoycarispushedonvariousmaterials[SP-2Developingandusingmodels].Theteacherwillthenbreakthestudentsintogroupsforthemtoexperimentwiththeconceptsshownintheactivator.Eachgroupwillhaveconstructionpaper,felt,sandpaper,atoycar,alargethreeringbinder,andameasuringinchscale.Studentswillalsobegivenadatatemplatetouse.

PartB

FlatMovementinvestigation:Thegroupswillthenexperimentwiththematerialstodeterminethebetteroneforthetoycartorollon.Theyshouldstartbyplacingthematerialsontheflatsurfaceofthetabletop.Thestudentsshouldgentlypushthecaronthesurfaces.Thestudentswillalsobeabletomeasurehowfarthetoycarrollsoneachsurfaceinaflatsettingandrecordtheirdata.Theyshouldnoticethefelthasthemostresistanceandisthehardestforthetoycartomoveon.Ontheotherhandtheconstructionpapershouldbethesmoothestandeasiestforthetoycartomoveon.

PartC

Inclinedmovementinvestigation:Nextthegroupswilltrytorelatetheballrollingdownahilltothetoycar.Theywillusethebinderasaninclinetoplacethesandpaper,felt,andconstructionpaperon.Thestudentsshouldnowrepeatthetestsontheflatsurfaceonthisnewinclinedsurface.Thetoycarwillbeplacedonthetopoftheincline,observingwhetherthecarisstuckormovedwithoutapush.Ifitdoesn’tmovethestudentscangiveitagentlepush.Therewillbeadatatableforthissetoftestsaswellandthestudentsshouldrecordtheirdataforthethreematerialsontheinclinebeforeendingthisexperiment.Measuringthedistancewillonlycomeintoplayifthetoycardoesnotgoallthewaydowntheincline.


Page73of90

PartD:Theclassnowcomesbacktogetherasawholeandisaskedwhattheyobserved,providingevidenceforwhichmaterialcausedthemostfriction..[SP-7Engaginginargumentfromevidence]

LessonClosingPosttest-TypeII-

PartA-Writewhichmaterialmadethetoycargofaster.PartB-Explainwhythatmaterialmadethetoycargofaster.

Theexitticketisthatthestudentsshouldbeabletoseethelessfrictionthereisthehigherthespeed.Soiffrictiongoesdown,speedgoesup.AssessmentPosttest-TypeII-

PartA-Writewhichmaterialmadethetoycargofaster.PartB-Explainwhythatmaterialmadethetoycargofaster.


Page74of90

Lesson15:TheGreatFrictionStrikeOut

BACKGROUND

OverviewoftheLesson Thislessonisbuiltonthestudents’previousknowledgeoffriction,materials,andphysicalproperties.Throughdesigningandexperimentingwithvarioussurfacesonspheres,studentswillbeabletodesignabowlingalleylaneusingtherelationshipbetweenfrictionandspeedandfrictionandtemperature.Studentswillalsobeabletoseehowdesignchoicescanimpacttheresults.FocusStandard(s)2-PS3-1(MA).Designandconductanexperimenttoshowtheeffectsoffrictionontherelativetemperatureandspeedofobjectsthatrubagainsteachother.

ClarificationStatements:• Examplescouldincludeanobjectslidingonroughvs.smoothsurfaces.• Observationsoftemperatureandspeedshouldbequalitative.

2.K-2-ETS1-3.Analyzedatafromtestsoftwoobjectsdesignedtosolvethesamedesignproblemtocomparethestrengthsandweaknessesofhoweachobjectperforms.*

ClarificationStatements:• Datacanincludeobservationsandbeeitherqualitativeorquantitative.• Examplescanincludehowdifferentobjectsinsulatecoldwaterorhowdifferenttypesofgrocerybagsperform.

(Oldstandard)PS-4.Demonstratethatthewaytochangethemotionofanobjectistoapplyaforce(giveitapushorapull).Thegreatertheforce,thegreaterthechangeinthemotionoftheobject


Page75of90

LearningTargetsIcandesignandconductanexperimenttoshowtheeffectsoffrictionontherelativetemperatureandspeedofobjectsthatrubagainsteachother.Icananalyzedatafromtestsoftwoobjectsdesignedtosolvethesamedesignproblemtocomparethestrengthsandweaknessesofhoweachobjectperforms.AssessmentHaveeachstudentcompletetheGreatFrictionStrikeOutConclusionsWorksheet. WIDALanguageObjectives

(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage

Tier2:design,examine,observe,compare,andcontrast


Page76of90


ScienceJournals

ClassroomTeacher

Asneeded Pencils ClassroomTeacher Blocks ClassroomTeacher1perstudent BowlingScoreSheet Binder(Classroom

Teachertocopy)1perstudent BowlingChallengeRecordingSheetforLaneandBallMaterials(3sheets) Binder(Classroom

Teachertocopy)1perstudent GreatFrictionStrikeOutConclusionsWorksheet Binder(Classroom

Teachertocopy)1 Marble Bin4 12”longfeltpieces Bin4 12”longsandpaper Bin4 12”longcardboard Bin4 Carpettiles Bin1 1“bowlinglane”(instructionsbelow).Thiswillbealongcardboardboxwiththe

topandoneshortsidecutofftosimulateabowlinglanewithbumpersClassroomTeachertomakepriortothelesson



Page77of90


Posethedesignchallengetostudentsthattheywillgettheusetheirknowledgeoffrictionandmaterialpropertiestodesignagameofbowling.

DuringtheLessonBeforethelessonbegins,haveaquickreviewofthepreviouslessonsonfrictionwithbothtemperatureandspeed.Seewhatthestudentsmayreflectoneitherone.Thegoalisthattheythelessfrictionthegreaterthespeed,andthatgreaterfrictionresultsinhighertemperature.Giventhesealreadyknownconceptsthestudentsshouldbeabletocontrolthetaskathand.Thetaskistochoosethebestmaterialforthelaneandthebestballtosuitthechallengeofagameofbowling.

PartAChoosingmaterials

Startbybreakingthestudentsintofourgroups.Eachgroupwillworktogethertochoosethematerialandballthattheywanttousefortheirbowlinggame.Eachgroupwillthenbegivenasetofmaterials,consistingoftheflatandroundmaterials,toexamine.Giveeachstudentabowlingscoresheettorecordtheirdata.Thismayincludelookingattexture,thickness,hardness,and/orstrength,aswellasanyotherpropertiesfrompreviouslessons.Thegoalisforthegroupstopickthematerials,surfaceandballthathavetheleastamountoffrictionbetweeneachothersuchthattheballmakesittotheendofourmockbowlingalleylane.[SP-2Developingandusingmodels]

PartBUsingmaterials

Afterthestudentshavehadtimetoexaminethematerials,theclasswillcomebacktogetherasagroupandturntheirattentiontoacentertable.Atthecentertabletheretheteacherwillhavesetupthemockbowlinglanemadeofcardboardforthegroupstotestthematerialstheychose.Theteacherwillplaceasetofsmallblocksatendofmocklanetosimulate


Page78of90

pins.Theneachgroup,oneatatime,willthengoupandtesttheirselectedlanesurfacematerialandballbybowling.Eachgroupcantelltheclasswhytheychosethatmaterialcombinationastheydotheirtest.Studentsthenwillrecordtheirdatafollowedbythenextgroupgoinguntilallgroupshavegone.

LessonClosingTypeII–

Writeonewayyoucouldhaveimprovedthechoicesyoumadeforthesurfaceandballmaterials.AssessmentHaveeachstudentcompletetheGreatFrictionStrikeOutConclusionsWorksheet.


Page79of90

CurriculumEmbeddedPerformanceAssessment(CEPA)

TheUmbrellaDesignChallengeYouworkatanumbrellafactoryandhavebeenaskedtoselectanewmaterialtousetomakeyourumbrellas.Fromthedifferentchoicesyoucanselectthreematerialstotestouttodecidewhichisbest.Youmustdesignademonstrationandprepareanexplanationtoconvinceyouremployerthatyourfinalrecommendationisthebestmaterialwithwhichtomanufactureyourumbrellas.TaskDescription:Basedonwhatstudentshavelearnedthroughtheirinvestigationsofthepropertiesofvariousmaterials,studentswillexperimentwithapieceofoverheadtransparency,asquareoffelt,apieceofplexiglassandacoffeefiltertodeterminewhichwouldmakethebestmaterialsforanumbrella.Materials

• Feltsquare• Pieceofoverheadtransparency• Plexiglasssquares• Coffeefilter• Cocktailumbrella• EyeDropper(canbeshared)• Cups(forwater)• RecordingSheet• Catchbasinforwater• Papertowels


Page80of90

InstructionsTheinvestigationcanbedonebyindividualstudentsorinpairs.Read“TheUmbrellaDesignChallenge”tothestudents.

Distributethecocktailumbrellasforstudentstoexamineandhavethestudentsorstudentpairsconsiderthepropertiesofthematerialneededtocovertheumbrella–Shoulditbehardorflexible,shoulditberoughorsmooth,shoulditbeabsorbentornot?HavethemcompletePart1ontheirresponsesheets.

Thenaskstudentstodecidewhichthreeofthefouravailablematerialstheywillselecttoinvestigatefortheirsuitabilityasanumbrellacovering,andcomeandtakepiecesofeachofthematerialstheywouldliketoconsider,aswellasany“tools”(e.g.theeyedroppersorcupsorcatchbasisorpapertowels)theyfeeltheywillneedtoconducttheirinvestigations.

Providesupportasneededforstudentstoutilizethereportingsheetsorcompletetheirreports.Foradvancedstudents,youcouldprovideinstructionsonwhattheirreportshouldincluderatherthanthescaffoldedreportingtemplate(e.g.“Yourreportshouldhaveanopeningsentence,threedetailsentencesandaclosingsentence”).


Page81of90

ListofUnitResourcesLesson1

Quantity Item Source4 Popsiclesticks Bin4 Bagsofstarchputty(recipeisbelow)

http://www.wikihow.com/Make-Silly-PuttyBin

4 Cups(tobefilledwithwater) Bin4 Balloons(balloonsneedtobeinflated) BinClassroomSet

Sciencejournals ClassroomTeacher

Lesson2


1 Bigbook,WhatIsMatter?byLisaTrumbauer Bin

1 Lyricsto“Mattersong”https://www.youtube.com/watch?v=kjjIS6ZaEvM Thumbdrive/Binder

Classset ScienceJournals ClassroomTeacher

6 FossScienceReaderSolidsandLiquids Bin

1 Chartpaper ClassroomTeacher

Set Markers ClassroomTeacher


Page82of90

Lesson3

Quantity Item Source ● ScienceJournals ClassroomTeacherAsneeded ● Chartpaper ClassroomTeacher

Asneeded ● Markers ClassroomTeacher

1 ● Properties,DeltaScienceReaders Bin

Lesson4

Quantity Item SourceClassset ScienceJournals

ClassroomTeacher

1 “HardnessandStrength,”videohttps://www.youtube.com/watch?v=mUkJKIaz5WQ

Thumbdrive

16 3”x5”indexcardsforcategories

Bin

1perstudent HardnessRecordingSheet Binder(ClassroomTeachertocopy)

1perstudent StrengthRecordingSheet Binder(ClassroomTeachertocopy)


Page83of90

4 Pairsofscissors ClassroomTeacher1 Largechartpaper

ClassroomTeacher

Asneeded Markers ClassroomTeacher4bags Variousreadilyavailablematerialsforclassifying:soft/hard,andstrong/not

strongsuchas:,andnotlimitedto:paper,felt,plasticwrap,coffeefilters,tissues,feathers,wood,cardboard,stones,metal,LincolnLogs,CuisenaireRods,marbles,ceramictiles,papertowels,overheadtransparencyplasticpapers,waxpaper,metalkeys,cloth,cottonballs

Bin/ClassroomTeacher

Lesson5

Quantity Item SourceClassSet ScienceJournals ClassroomTeacher Theclasschartforhardness ClassroomTeacher Theclasschartforstrength ClassroomTeacher Alistofreportrequirementsonchartpaperorontheboard ClassroomTeacher

Lesson6



Page84of90

ScienceJournals ClassroomTeacher Pencils ClassroomTeacher1perstudent Clipboards ClassroomTeacher1pergroup Xeroxednumberedlistofmaterialsaroundtheclassroomtobeexamined ClassroomTeacher1 Alistoftexturewordsonalargechartattheboard ClassroomTeacher Blanklargechartpaper ClassroomTeacherAsneeded Markers ClassroomTeacher1 Paperbag Bin1perstudent ClassifybyTextureWorksheet Binder(ClassroomTeacher

tocopy)1set Smallmaterialsforstudentstofeel,describe,andshowthematerialtotheclasssuchas:

Bin:buttons,cardboard,plasticwrap,cottonballs,sandpaper,sponges,scissors,rubbertoys.

ClassroomTeacherandBin

Lesson7

Quantity Item SourceClassSet ScienceJournals ClassroomTeacher4 Containerstocatchtheliquids

Bin

1perstudent Tableworksheetsorblankpaperforstudentstomaketablesandrecordtheirobservations

ClassroomTeacher

1 Largechartpaperwithmarkers ClassroomTeacher


Page85of90

4 Cups(tobefilledwithwater)

Bin

4 Cupsofpaintthinnedwithwater

Bin

4 Plasticeyedroppers Bin

1perstudent WhatMaterialsAbsorbLiquidWorksheet Binder

Lesson8

Quantity Item Source4 Piecesof9”x12”coloredconstructionpaper ClassroomTeacher1box Plasticstraws Bin4 ContainersofPlay-Doh Bin4 Maskingtape Bin1box Plasticknives BinAsneeded Pairsofscissors ClassroomTeacher Largechartpaperandmarkers ClassroomTeacher ScienceJournals ClassroomTeacher1perstudent BreakingMaterialsApartWorksheet Binder


Page86of90

Lesson9

Quantity Item Source Materialsthatcanbejoinedtogether(puzzlepieces,cutpiecesofpaper,

magnets,tape,Legos)ClassroomTeacher/Bin

1perstudent JoiningBitsTogetherWorksheet Binder ScienceJournals ClassroomTeacherAsneeded Pencils ClassroomTeacher Largechartpaperandmarker ClassroomTeacher

Lesson10

Quantity Item Source ScienceJournals ClassroomTeacherAsneeded Pencils ClassroomTeacher2 Transparentplasticwaterbottles Bin1 Measuringcup Bin1 BlackSharpie Bin1 RedSharpie Bin1 GreenSharpie Bin1 BlueSharpie Bin1roll Maskingtape Bin Schoolfreezer ClassroomTeacher


Page87of90

Schoolheater/airvent ClassroomTeacher1perstudent WhatCanWeChangeWaterIntoWorksheet Binder

Lesson11

Quantity Item Source1 Gramscale Bin30 PieceofunwrappedBazookabubblegum(notsugarfree)foreverystudent Bin ScienceJournals ClassroomTeacherAsneeded Pencils ClassroomTeacher1 Coffeefilter Bin

Largechartpaper ClassroomTeacherAsneeded Markers ClassroomTeacher1 Timer Bin

Lesson12

ScienceJournals ClassroomTeacher Pencils ClassroomTeacher4 Datatables ClassroomTeacher4 Feltsquares Bin4 Piecesofsandpaper Bin4 Carpetsamples Bin


Page88of90

4 Blocks ClassroomTeacher

Lesson13


1 “AndEveryoneShouted,“Pull!”:AfirstLookatForcesandMotion”byClaireLlewellyn

Bin

4 ToyTruck Bin4 Rubberband Bin4 Rulers ClassroomTeacher4 Blocks ClassroomTeacher4 Cardboardtube Bin4 Afewthickbooks ClassroomTeacher4 Smallball Bin

Lesson14



Page89of90

4 Templatesfordata ClassroomTeacher4 Sheetsofconstructionpaper ClassroomTeacher4 12”longpiecesoffelt Bin4 12”longpiecesofsandpaper Bin4 Measuringtape Bin4 3”threeringbinders Bin4 Toycars Bin

Lesson15

Quantity Item Source ScienceJournals

ClassroomTeacher

Asneeded Pencils ClassroomTeacher Blocks ClassroomTeacher1perstudent BowlingScoreSheet Binder(Classroom

Teachertocopy)1perstudent BowlingChallengeRecordingSheetforLaneandBallMaterials(3sheets) Binder(Classroom

Teachertocopy)1perstudent GreatFrictionStrikeOutConclusionsWorksheet Binder(Classroom

Teachertocopy)1 Marble Bin4 12”longfeltpieces Bin


Page90of90

4 12”longsandpaper Bin4 12”longcardboard Bin4 Carpettiles Bin1 1“bowlinglane”(instructionsbelow).Thiswillbealongcardboardboxwiththe

topandoneshortsidecutofftosimulateabowlinglanewithbumpersClassroomTeachertomakepriortothelesson

grade 2 materials matter s14 v3.3 - learning-in-action ... · read with sufficient accuracy and...

Documents