structure & properties of matter - unit
TRANSCRIPT
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StructureandPropertiesofMatter
2ndgradeTeacher’sGuide
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Lesson1Length: 1session:about30‐40minutesMaterials: WhatistheWorldMadeOf?By:KathleenWeidnerZoehfeld
StickyNotesWhiteBoard
Overview: Launchunitwithasubjectintroduction,studentgenerated
hypothesis,andanexplorationwalk.
Engage: SingStatesofMatterlocatedintheteacherguide.
Explore: Introducematterasaconcept.Drawtheideachartfrompage1ofthe
studentjournalontheboard.Passoutstickynotestoeachchildandallowtimeforthemtowriteideas.
Explain: Havestudentsattachstickynotestotheboardandhaveaclassroom
discussionbasedontheirthinks,knows,wonders,andconnections.Encouragetheclasstorecordotherstudents’responsesintheirjournal.
Elaborate: ReadWhatistheWorldMadeOf?Onpage1ofthestudentjournaldefineinkidlanguagesolid,liquid,andgas.
Evaluate: Goonascavenger(indoorsoroutdoors)huntforsolids,liquids,and
gases(studentjournalpage2).Comebackforaquickwholegroupdiscussion.Whatdidyoufind?
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(To the tune of Farner in the Dell)
Solid, Liquid, GC1s Solid, Liquid, GC1s, Three st(1tes of mC1tter, Solid, Liquid, GC1s,
A solid keeps its shC1pe, Some (1re hC1rd, some c(1n bre(1k, Like C1 tC1ble or C1 role of tC1pe, A solid keeps its shC1pe.
A liquids shC1pe depends On the contC1iner thC1t's it's in. Like C1 cup, bottle, or metC11 tin,
A liquids shC1pe depends
A gC1s you c(1nnot see, It's in the (1irthC1t we breC1the, Helium, oxygen, or ste(1m, A gC1s you cC1nnot see.
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Matter
Remindsmeof… Iwonder… Ithink…
Solid:______________________________________________________________________________________________________________________________________________________
Liquid:_____________________________________________________________________________________________________________________________________________________
Gas:________________________________________________________________________________________________________________________________________________________
Iknow…
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MatterScavengerHunt
Lookforeachofthefollowingstatesofmatter:
Solid Liquid Gas
Whichstateofmatterdidyouobservemostoften?____________________
Whichstateofmatterdidyouobserveleastoften?____________________
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Lesson2Length: 1session:about30‐40minutesMaterials: Ateachgroup:
Pipecleaner Stickybug Marble Porcupineball Feather Sandpaper Twizzler Cottonball Rock Popsiclestick HandLenses(eachstudent)Overview: Studentsandteacherwillbecreatinganchorchartsandobserving
propertiesofvariousobjects.Wewillbecreatinglanguagewhichallowsstudentstodescribematerialsbytheirobservableproperties.
Engage: Letstudentsknowthatwewillbediscoveringthepropertiesofvariousobjects.Allowdiscussionforideasabouthowtoobserveandwhattheycanobserve.Thiswillleadintoanaturaltransitionforthenextactivity.Studentswillcreateanchorchartswithtexture,shape,andcolorwords(studentpage3).Discussaswholegroupandhangchartinroom.Explainflexibilityandhavestudentsgiveexamplesofitemsthatareflexible.Studentswillenteryes/nointhechartforflexibility.
Explore: Havestudentsopenjournalstopage4.Readthepoem:
FingersTell
WhatcanyourfingersSeeforyou?
WhetherasurfaceFeelsoldornew?Isitbumpy,lumpy,Slippery,slick?Prickly,scratchy?Hardasbrick?Spongy,rough?
Softerthandough?Touchit!
Seeifyourfingersknow.
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Explain: Discussandmodelhowtousehandlenses.Distributematerialsto
tablesandallowstudentstoexplorepropertiesofmaterials.Observeandlistentostudentsastheyinteracttoencouragescientificlanguage.Studentsrecordobservationsinthetableonpage4.
Evaluate: Askopenendedquestionstofosterhigherorderthinking.Questions
include:Whatevidencedoyouhave…Howcouldyouprove…Whatpropertiesdothesematerialsshare?
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DescribingProperties
Property:____________________________________________________________________
______________________________________________________________________________
Color Texture Shape
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DescribingProperties
Color Flexible
Canyoubendit?
Shape Texture
Howdoesitfeel?
PipeCleaner
StickyBug
Marble
Porcupineball
Feather
Sandpaper
Twizzler
CottonBall
Rock(bumpy)
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Lesson3Length: 1session:about30‐40minutesMaterials: CottonBall Marble PriorlessonmaterialsoptionalOverview: Compareandcontrastmaterialsandtheirproperties.
Engage: Raisequestionsfromthepriorlesson:Whatdidyounotice?Wheretherepropertieswhichtwomaterialsshared?
Explore: QuicklyreviewaVennDiagramwithyourstudents.Createthefirst
VennDiagramontheboardoroverhead.Guidestudentsinfillingoutdiagramtogether.Encouragescientificlanguage.Studentpage5.
Explain: Makeanobservationabouttheinformation.(Thecottonballandthe
marblehavetwopropertiesincommon.)
Elaborate: HavestudentscompletetheVennDiagramonstudentjournalpage6.Encouragethemtopicktwomaterialsthathavesimilarpropertiesaswellasdifferent.Thismaybeagoodtimetopullstudentswhoareinneedofextrasupport.
` Askstudentstomakeanobservationaboutthematerials.Evaluate: Cometogetherforaquickwholegroupclosing.Askstudentstoshare
outwhatmaterialstheychoseandobservationstheymade.
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ComparingandContrastingMaterials
cottonball marble
UsingtheinformationintheVenndiagram,writeanobservation.Remembertousescientificlanguage.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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ComparingandContrastingMaterials
_______________________ _______________________
UsingtheinformationintheVenndiagram,writeanobservation.Remembertousescientificlanguage.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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Lesson4Length: 1session:about30‐40minutesMaterials: Sponge PaperTowel WaxPaper GraduatedCylinder MediumBowlwithWater FunnelOverview: Studentswillfindthematerialthatismostabsorbent.Wewillcreatea
graphandformaconclusion.Studentswillexplorematerialsthatcontainpropertiesweuseforanintendedpurpose:absorbency.
Engage: Priorlessonshavebeenbasedonpropertiesofmaterials.Drawon
thoselessonstomaketheconnectionthatamaterialbeingabsorbentisanotherpropertyofamaterial.
Explore: Letstudentsknowthatwewillbeconductinganexperimenttofind
anobjectthatisthemostabsorbent.Brainstormdifferenthouseholditemsthattheyknowtobeabsorbent.Introducethematerialswewillbetesting:sponge,papertowel,waxpaper.Completethescientificprocessonstudentpage7.Donotfillouttheconclusionuntilaftertheexperiment.Fillabowlwithwater.Dipthefirstabsorbentmaterialinthebowlandsqueezeitscontentsintoagraduatedcylinder.Graphresultsonstudentjournalpage8.Repeatfortherestofthematerials.
Explain: Completetheconclusiononstudentpage7.
Elaborate: Completethedefinitionforabsorbentinkidlanguageonstudentjournalpage8.
Evaluate: Quickwholegroupoverviewoftheexperiment.Whichmaterialwouldyouchoosetocleanupaspill?Whatpropertydoesthismaterialhavethatwouldpersuadeyoutopickthismaterialforacleanupjob?
Extension: Takethegrowingalligatorfromthepackage.Askstudentswhatpropertiesithas.Discusswhattheybelievewillhappenifweleavethealligatorindistilledwaterallnight.Dotheexperimentandthendiscusswhatpropertiesthealligatormusthaveforittobeabletogrowtosuchalargesize.
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I M M M M M M M M M M M M M M M M ICII=:I~I M M M M M M M M IC.I M M M M M M M M M IC.
NOMe oate
«JllnCe [XP{tiMent R«orDM ~
_,? . ~ PJ"ObleMtQUe~tiOI'l
Ob~erVOtiOO~ 0 \1TP0th~~ 'ii
Material~ ~ ~ .&> ~ procme - ..
--..;;;;;;;,
J~~~J&. ::r' ......
R~K ( w D
7/i'f;
~ COOCI~iOO ~f
~
= ~ I •• I I • I • ~~~~~ • I I • I I •••• I • I I ICII I • I • I •••• ICI
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HowabsorbentamI?
papertowelwaxpaper sponge
Absorbant:__________________________________________________________________
______________________________________________________________________________
mlofw
ater5
10
15
20
25
30
35
40
45
50
55
60
65
70
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Lesson5(2daysoptional)Length: 1session:about30‐40minutesMaterials: PipeCleaners 3x5Notecard PopsicleSticks Washers
Note:Arrangedeskssothattheyare4inchesapartinordertocreateabridgeacrossthetwotables
Overview: Studentswillbetestingmaterialsbasedonstrength.Continueto
connectstudentsbacktotheconceptofobservableproperties.Engage: Discusswhatpropertiesapipecleaner,3x5notecard,andpopsicle
stickshave.Introduceanotherobservableproperty:strength.Explore: Letstudentsknowwewillbetestingdifferentmaterialsforstrength.
Formahypothesisandfilloutthescientificprocess(specialattentiontotheproceduresothatstudentscanconducttheexperimentsuccessfully)onstudentpage9.Donotfillouttheconclusionportionuntiltheexperimentiscompleted.
Elaborate: Putstudentsinmixedability,smallgroups.Giveeachgroup6pipe
cleanerstapedtogether,one3x5notecard,6popsiclestickstapedtogether,and40washers.
Studentsshouldrelatebacktotheprocedureportionofthescientificprocess.
Thepopsiclestickswillholdall40washers.Theywillhavetostopthere.Encouragestudentstopredicthowmanywashersitcouldhold.
Filloutthechartonstudentpage10.Evaluate: Studentswillcompletetheconclusionsectiononthescientificprocess
onstudentpage9. Gobacktostudentpage10andfilloutthedefinitionforstrength.
Allowthemtobrainstorm.Wearelookingfornotflexible,hard,andsolid.
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I M M M M M M M M M M M M M M M M ICII=:I~I M M M M M M M M IC.I M M M M M M M M M IC.
NOMe oate
«JllnCe [XP{tiMent R«orDM ~
_,? . ~ PJ"ObleMtQUe~tiOI'l
Ob~erVOtiOO~ 0 \1TP0th~~ 'ii
Material~ ~ ~ .&> ~ procme - ..
--..;;;;;;;,
J~~~J&. ::r' ......
R~K ( w D
7/i'f;
~ COOCI~iOO ~f
~
= ~ I •• I I • I • ~~~~~ • I I • I I •••• I • I I ICII I • I • I •••• ICI
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HowstrongamI?
notecard pipecleaners popsiclesticks
numberofw
ashers
20
22
24
26
28
30
32
34
36
38
40
2
4
6
8
10
12
14
16
18
Writethreepropertiesthatstrongmaterialsshare:
1._____________________________ 2._____________________________ 3._____________________________
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Lesson6Length: 1session:about30‐40minutesMaterials: Twizzler(oneforeachstudent) Yarn (oneforeachstudent)
Marker(oneforeachstudent)Overview: Studentswillbetestingmaterialsbasedonflexibility.Continueto
connectstudentsbacktotheconceptofobservableproperties.Engage: DiscusswhatpropertiesaTwizzler,yarn,andamarkerhave.
Introduceanotherobservableproperty:flexibility.Explore: Letstudentsknowwewillbetestingdifferentmaterialsforflexibility.
Verballydiscusswhichobjectwillbethemostflexible.Explain: Inpriorlessonsstudentsidentifiedwhetheramaterialisflexibleor
not.Inthislessonstudentsshouldexpandtheirthinkingtoconcludethatsomeitemscanbesomewhatflexible.
Elaborate: Giveeachstudentapieceofyarn,aTwizzler,andamarker. Turntopage11inthestudentjournal. Askthemtodrawtheobjecthowtheyseeitnowandexplainsome
observableproperties. Tryandtieeachmaterialinaboworaknot.Drawtheresultinthe
observationsboxwithashortexplanation.(Twizzlerwaskindofeasytotiebutwouldnotmakeatightknot.)
Evaluate: Askstudentstotalkaboutiftheirmaterialswereeitherflexibleornot
flexible.Afterdiscussionaskthemtoorderthematerialsfromleastflexibletomostflexible.Offerquestions:
Cansomeobjectsbesomewhatflexible? Extension: Timepermitting:VideoClip
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Flexibility
Materials
(Pictureandwords)
Observations
(Pictureandwords)
Orderyourmaterialsfrommostflexibletoleastflexible:
______________________________________
______________________________________
_______________________________________
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Lesson7(2days)Length: 2sessions:about30‐40minutesMaterials: 6RealLifeProblemCards ConstructionPaper
Crayons/Markers/ColoredPencils(tocolorconstructionpaper)Overview: Studentswillbecreatingashelter,aplayground,orananimalforthe
purposeofdefense.Makeconnectionstopriorlessonsconcerningobservablematerialsandnowlinkingittoanintendedpurpose.
Engage: Putstudentsinsmallgroupsof3‐6.Passoutonereallifecardtoeach
group.Explore: Allowthemtimetodiscussideas.Explain: Openstudentjournaltopage12.Reviewchecklistwiththemand
allowtimeforquestions.Allowstudentstobecreativewhilebringingthembacktoscientificterminology.
Elaborate: Passoutconstructionpaperandinstructthemtolabeltheirdrawings.
Circulatetheclassroomandencouragescientificthinking.Whataboutthatmaterialisuseful?
Evaluate: Allowstudentstimetopresent.
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YOU ARI UNDIR ATTAfK!
Make a home or shelter for your family that will keep you safe.
What materials will you use to create your shelter?
What properties will these materials have that make you want to use them?
YOU ARI UNDIR ATTAfK!
Make a home or shelter for your family that will keep you safe.
What materials will you use to create your shelter?
What properties will these materials have that make you want to use them?
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YOU ARI UNDIR ATTAfK!
You are an animal under attack! Create your own suit of armor using animal body parts.
What about this animal shield makes it good for defense?
What does it feel like? What is it made of? You may have more than form of defense!
'1-------------------
YOU ARI UI'IDIR ATTAfK!
You are an animal under attack! Create your own suit of armor using animal body parts.
What about this animal shield makes it good for defense?
What does it feel like? What is it made of? You may have more than form of defense!
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KID! DUll TUI !~11001!
You and your friends must create the ultimate playground! Unfortunately we only have enough money for three structures.
What materials will you use to build your playground?
What properties will these materials have that make you want to use them?
KID! DUll TUI !~UOOl!
You and your friends must create the ultimate playground! Unfortunately we only have enough money for three structures.
What materials will you use to build your playground?
What properties will these materials have that make you want to use them?
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PosterChecklist
Step1:Listthematerialsyou’llusetocreateyourstructure(s)oranimal:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Step2:Drawyourstructure(s)/animalonyourposter_______
Step3:Labelthematerialsonyourposter________
Step4:Describethepropertiesthematerialshave:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Step5:Bepreparedtopresentyourpostertotheclassandsharewhyyouchosethematerialsyoudid.
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Lesson8Length: 1session:about30‐40minutesMaterials: UnitTest 10materialsfromlesson2: Pipecleaner Stickybug Marble Porcupineball Feather Sandpaper Twizzler Cottonball Rock Popsiclestick
ComputerOverview: StudentswillwatchavideoclipbyBillNye.Aftertheclipisover
studentswillgoonaTestExplorationwhiletheteacheradministersaperformancebasedtest.
Engage: PlayBillNye’s:StatesofMatteronYouTube http://www.youtube.com/watch?v=3SUPA2CBjGs Watchupto8minsand16secs. Optional:Continuewatchingtheentiremoviewhileyouteststudents.Evaluate: SetuptestingmaterialswhilestudentswatchBillNye.Youmaypull
studentstotestduringthevideocliporwaituntilthevideoisfinished.Afterthevideostudentswillgoonaliteraturewalkwithpartnerstoreadthebooksincludedinthekit.Onstudentpage13studentswilllistthreethingstheylearnedorfoundinterestingfromwhattheyread.Pullstudentsoneononeorinsmallgroupstocompletetheperformancebasedtest.Recordscoresonthelastpageoftheunittest.Thetestingtemplateisincludedinthekit.Itcanbereused.
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2ndgrade–StructureandPropertiesofMatterPerformanceBasedAssessment
Placeanobjectinthecirclethatis: Placeanobjectinthecirclethatis:Round LongHard ThinWhite SomewhatflexiblePlaceanobjectinthecirclethatis: Placeanobjectinthecirclethatis:Red RectangleThin RoughFlexible Flexible
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TextExploration
Afterreadingthroughthebooksinyourclassroom,writedownthreeinterestingfactsthatyoudiscovered.Besuretousecompletesentenceswithscientificlanguage.
Didyouknow…
1.________________________________________________________________________________________
_________________________________________________________________________________________
2.________________________________________________________________________________________
_________________________________________________________________________________________
3.________________________________________________________________________________________
_________________________________________________________________________________________
Listpropertiesforeachanimalintheboxesbelow.Youcanusethewordsfromyourjournalandanchorchartinourclassroom.
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Lesson9Length: 1session:about30‐40minutesMaterials: 1bagwith2red,2yellow,2blue,2greenconnectingcubes(oneper
student) Overview: Studentswillconstructanddeconstructconnectingblocktowers.
Theywillcompareandcontrastpropertiesofteachermodelandpropertiesofstudentmodel(color,quantity,shapeofcubes,andshapeofthestructure).
Engage: Passoutbagsfullofcubestoeachstudent.Havestudentsopento
page14intheirstudentjournal.Studentpages14‐16Explore/Explain: Createastructurethatis6long:RRBBGG Havestudentscreatethisstructurewiththeteacheranddrawitin
theirjournal.Havethemdiscusstheproperties.Havethemdeconstructthestructureandusingthesamecubes,makeadifferenttower.
Compareandcontrastthe2structures.Thesimilaritiesshouldincludethecolorandnumberofcubeswillstaythesame.Theshapeofthecubeswillalsostaythesame.Howevertheshapeofthestructureandcolorplacementofcubesmaychange.
Createastructurethatis4,2,2.BB Repeatabove.(p.15) YY RRGG
Createastructurethatis4by2.RRBBRepeatabove.(p.16) YYGG
Evaluate: Allowwholegrouptimetodiscusswhatchangesweremadeineach
structureandwhatstayedthesameineachstructure.(Eachstructurehadthesamenumberofcubesandthecolors).
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CompareandContrastCubeStructures
#1
OriginalStructure NewStructure
Drawanddescribethepropertiesofyourstructure:
Drawanddescribethepropertiesofyourstructure:
Howarethesetwostructuresthesame?_____________________________________________________________________
__________________________________________________________________________________________________________________
Howarethesetwostructuresdifferent?______________________________________________________________________
___________________________________________________________________________________________________________________
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#2
OriginalStructure NewStructure
Drawanddescribethepropertiesofyourstructure:
Drawanddescribethepropertiesofyourstructure:
Howarethesetwostructuresthesame?_____________________________________________________________________
__________________________________________________________________________________________________________________
Howarethesetwostructuresdifferent?______________________________________________________________________
___________________________________________________________________________________________________________________
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#3
OriginalStructure NewStructure
Drawanddescribethepropertiesofyourstructure:
Drawanddescribethepropertiesofyourstructure:
Howarethesetwostructuresthesame?_____________________________________________________________________
__________________________________________________________________________________________________________________
Howarethesetwostructuresdifferent?______________________________________________________________________
___________________________________________________________________________________________________________________
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Lesson10Length: 1session:about30‐40minutesMaterials: 1bagwith2red,2yellow,2blue,2greenconnectingcubes(oneper
student) StudentStructureCards1‐6 Overview: Usingtheirbagofblocks,studentswillbeaskedtocreate6different
structures.Today’slessonfocusesonpropertiesneededfortwoalikestructurestobebuilt(correctnumber,color,andshapeofcubes).Structures1,2,5canbebuilt.Structures3,4,6cannotbebuilt.
Engage: Passoutbagswithblocks.Revisitpropertiesofcubes.Askstudents
whatcolorblockstheyhaveandhowmany.Askthemtothinkofstructurestheybuiltinthepriorlesson.
Explore: Opentostudentpage17.(Youwillusestudentpages17‐18forthis
lesson.)Passoutstudentstructurecard1(SSC1).Allowtimetobuildstructureanddiscussthepropertiesofthestructure
Whereyouabletobuildit?Why?(Remembertoencouragescientificlanguage)
PassoutSSC2.Repeatprocess. PassoutSSC3.Discusswhystudentsareunabletobuildthestructure. PassoutSSC4.Discusswhystudentsareunabletobuildthestructure. PassoutSSC5.Repeatprocess. Explain: PassoutSSC6.Discusswhystudentsareunabletobuildthestructure.
Drawattentiontothecurvededgesonthisstructure.Thisisanewpropertytobeintroduced.
Evaluate: Circulatetheroomandencouragescientificreasoningandlanguage
withinstudentanswers.
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PropertiesofCubeStructures
Structure#1
Couldyoubuildit?_______________________
Explainwhyyoucouldorcouldn’tbuildstructure#1
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Structure#2
Couldyoubuildit?_______________________
Explainwhyyoucouldorcouldn’tbuildstructure#2
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Structure#3
Couldyoubuildit?_______________________
Explainwhyyoucouldorcouldn’tbuildstructure#3
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Structure#4
Couldyoubuildit?_______________________
Explainwhyyoucouldorcouldn’tbuildstructure#4
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Structure#5
Couldyoubuildit?_______________________
Explainwhyyoucouldorcouldn’tbuildstructure#5
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Structure#6
Couldyoubuildit?_______________________
Explainwhyyoucouldorcouldn’tbuildstructure#6
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Lesson11Length: 1session:about30‐40minutesMaterials: 20ozpopbottle Popcan Playdough Waxpaper Scissors Pieceofpaper 6connectingcubes(anycolor) Overview: Thenextlessonsintroducereversibleandirreversiblechangein
statesofmatter.Inthislessonwewillbeintroducingthesetermsandgivingconcreteexample.Studentswillexploreotherexampleintheirnotebooks.
Engage: Holdupapieceofpaperandripitinhalf.Explaintostudentsthatthe
paperhasgonethroughanirreversiblechangebecausewecannotputthepaperbacktoitsoriginalformwithoutaddinganothermaterial.
Holdup6connectingcubesandbreakthecubetowerinhalf.Explaintostudentsthatthisisareversiblechangebecausewecanputthestructurebacktoitsoriginalstatewithouttheuseofothermaterials.Holdupapopcanandapopbottle.Askthestudentstomakeaprediction.Ifweopenbothobjects,whichisareversiblechangeandwhichwillbeanirreversiblechange.Openbothobjectsanddiscussresults.(Popcanisanirreversiblechangeandpopbottleisareversiblechange.)
Holdupwaxpaperandplaydough.Repeatprocessabove.(Play
doughisareversiblechangeandwaxpaperisanirreversiblechange.)Explore: Onstudentjournalpage19havestudentsbrainstorm
materials/eventswithanirreversibleandreversiblechange.Allowstudentstoexploreoutoftheboxideas.(Legostogetherandapart,zipper,fireworks,haircut)
Explain: Cometogetherasawholegroupanddiscussakidwordeddefinition
forreversiblechangeandirreversiblechange.Openendeddefinitions. ReadWaxtoCrayonby:InezSnyderEvaluate: Remindstudentstousescientificlanguage.
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ChangingMatter
Reversiblechange:_________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Irreversiblechange:________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
ReversibleChange IrreversibleChange
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Lesson12(2days)Closingonlesson13
Length: 2sessions:about30‐40minutesMaterials: CrockPot Crayons Ladle CrayonMolds Optionalbutrecommended:Accesstoafreezer Overview: Thenextlessonsintroducereversibleandirreversiblechangein
statesofmatter.Inthislessonwewillbeintroducingtheeffectsofheatingandcoolingondifferentmaterials.Wewillbemeltingandfreezingcrayonsinacrockpot.Eachstudentwillgettheirowncrayon!
Engage: Reflectonwhatwasreadinthelessonbeforeandrevisitreversible
andirreversiblechange.Letyourstudentknowtheywillbemeltingcrayons!
Explore: DAY1:
Opentopage20inthestudentjournal.Completethescientificprocess.Itisimportantthatthestudentshavealargepartinplanningtheexperiment.Completetheresultsandconclusionsectionlater.
Allowstudentstograbthreelightcoloredcrayons(theendproductis
prettierwithlightcolors)fromthekit.Askthemtoun‐wrapthecrayonsandobservetheirpropertiesonstudentpage21inthebeginningcolumn.Havestudentsrefertotheiranchorchartsandstudentjournalsforscientificlanguage.(Notflexible,hard,solid,long,thin,color,etc.)Emphasizesolid.
Havestudentsbreakcrayonsintothirdsandplacethemincrockpot.
WaituntilDay2toturnthecrockpoton. DAY2: Onehourbeforeyouteachtherestofthelesson,turnthecrockpoton
high. Havestudentsturntostudentjournalpage20.Showthemthecrayons
inthecrockpot.Filloutthemiddlecolumnofthechart.Again,makenoteoftheobservableproperties(shape,color,texture,temperature).Emphasizeliquid.
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Explain: Whilestudentsarewritingintheirjournalspourliquidcrayonintomolds.Thisisagoodtimetorevisitthescientificprocessandaskstudentsiftheystillhavethesamehypothesis(willthechangebereversibleorirreversible).
Evaluate: Asktheclassrelatedquestionsthatwillencouragefuture
investigationssuchas: Canyouthinkofanothermaterialwecanmeltinthecrockpot? Afterwemeltthat,canwereversethechangebyputtingitinthe
freezer?
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20
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ChangingMatterExperiment#1
Properties
Beginning Middle End
Whattoolsarebeingusedtochangethecrayons?
______________________________________ ______________________________________
Whentheexperimentbegan,thecrayonswerea___________________.
Whenweappliedheat,thecrayonschangedintoa___________________.
Whenweappliedcoolair,thecrayonschangedintoa_________________.
Wasthisareversibleorirreversiblechange?___________________________
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Lesson13Length: 1session:about30‐40minutesMaterials: FinishedCrayonsinmolds Overview: Inthislessonwewillhavefurtherdiscussionoftheeffectsofheating
andcoolingondifferentmaterials.Wewillbeclosingthecrayonactivityandbeginningtheheatingandcoolingofwaterexperiment.
Engage: Revisitthepriorlessonsexperiment.Showtheclassthesolidcrayons
inthemolds.Popthemoutandallowstudentstotouchthem.Opentopage21fillintheendcolumn(shape,solid,color,texture,temperature,etc.)
Explore: Fillinstudentpage21asyoudiscusstheresultswiththeclass.The
arrowsshouldincludethetoolsbeingusedthechangethecrayons(heatandcoolwillbelistedonthelinesandinthearrows).
Answers: Solid Liquid Solid Reversible(Discussion) Explain: Turntostudentpage20andcompletethescientificprocess.
Encouragescientificlanguage. Emphasizethatthepropertiesarechangingwhenheatorcool
temperaturesareapplied.Elaborate: VideoCliponYoutube: ReversibleandIrreversibleChange http://www.youtube.com/watch?v=7SVAgDc46QM Iftimeremains:Readabookfromthekit(allowstudentstochoose)
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Lesson14Length: 1session:about30‐40minutesMaterials: CrockPot Water Freezer 2FrozenIceinTraysOverview: Inthislessonwewillhavefurtherdiscussionoftheeffectsofheating
andcoolingondifferentmaterials.Wewillbebeginningtheheatingandcoolingofwaterexperiment.
Have2frozenicetrayspreparedforthelesson.Engage: Connectbacktopriorlessonandreviewanirreversiblechangein
matterandareversiblechangeinmatter.Explore: Letstudentsknowwewillbeconductinganexperimentwithiceand
allowthemtomakepredictionswhethertheybelieveitcanbechanged.Whattoolcanchangeit?Canittheprocessbereversed?Ifso,whattoolcanreverseit?
Elaborate: Opentopage22inthestudentjournal.
Showstudentstheicecubetraythatcontainsfrozenice.Filloutthebeginningcolumnofthechangingmatterschartwithobservableproperties.(solid,cold,clear,cloudy,smooth,hard,notflexible)
Putice(onetrayonly)incrockpotandputonhigh.Makepredictions
andask: Whatdowealreadyknowfrompriorexperiments? Whatpredictionscanwemakebasedonthosepredictions? Howisthematterchangingwhilewewatchthecrockpot?
Whentheiceismelted,filloutthemiddlecolumnofchangingmatterschart.Pourtheicebackintotheicetrayandexplaintostudentswewillplaceitbackinthefreezer.Pulltheotherpre‐frozenicetrayfromthefreezerandexplaintostudentsthatthisiswhathappenstothewaterafterbeingleftinthefreezerforalongperiodoftime.(Thisshouldbeafamiliarconcept)Filloutthefinalcolumninthechangingmatterschart.
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Explain: Inputthetoolsbeingusedonthelinesandinthearrows.(heatand
cool) Answers: Solid Liquid Solid ReversibleEvaluate: Encouragescientificconversationthroughoutthepage.Assess
whetherstudentsneedadditionalhelpwithconcepts.
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ChangingMatterExperiment#2
Properties
Beginning Middle End
Whattoolsarebeingusedtochangetheicecubes?
______________________________________ ______________________________________
Whentheexperimentbegan,theicecubeswerea___________________.
Whenweappliedheat,theicecubeschangedintoa___________________.
Whenweappliedcoolair,theicecubeschangedintoa_________________.
Wasthisareversibleorirreversiblechange?___________________________
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Lesson15Length: 1session:about30‐40minutesMaterials: 2HardBoiledEggs 2uncookedeggs CrockPot Water ButterKnife(optional) MediumBowlSet‐up: Have2hard‐boiledeggspreparedforthelesson.
1hard‐boiledegginfreezer 1hard‐boiledeggreadytobeswitchedwhenkidsarenotlooking 1raweggwithbowltocrackover 1raweggtobeputincrockpotOverview: Inthislessonwewillhavefurtherdiscussionoftheeffectsofheating
andcoolingondifferentmaterials.Wewillbeexperimentingwitheggs.
Engage: Connectbacktopriorlessonandreviewanirreversiblechangein
matterandareversiblechangeinmatter. Crackaneggoverabowlandaskstudentstoobserveitsproperties.Explore: Opentostudentjournalpage23.Fillinthebeginningcolumnofthe
changingmatterchart.Explaintostudentsthatweonlybroketheeggsothatwecanknowwhatitlookslikeontheinside.
Puttheotheruncookedegginthecrockpotonhigh. Theeggwillnotcookintimeforthisexperiment.Whenstudentsare
notlookingreplacethecookingraweggwiththealreadyhard‐boiledegg.Havingastudentreadabookfromthekitorwatchavideoclipisagoodwaytopasstimewhiletheegg‘cooks’.
YouTubeVideoClip: ReversibleandIrreversibleChangesbyLuca http://www.youtube.com/watch?v=wn2lGLZQcGo Pullthehard‐boiledeggfromthecrockpotandbreakitopen.Have
studentscompletethemiddlecolumnofthechangingmatterchart.(Observingproperties).
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Explain: Explaintostudentsthatyouhadalreadyputacookedegginthefreezertogetitreadyforthelesson.Pullitoutofthefreezerandpassitaround.Havestudentsfillinthelastcolumninthechangingmatterschart.
Didtheegggobacktoitsoriginalstateafterfreezing?Shakeit.Isitliquid‐likeontheinside?
Theconceptistounderstandthatonceheatisapplied,theeggcannotbechangedbacktoitsoriginalstate,evenifwhencoolingisapplied.Itisanirreversiblechange.
Evaluate: Completetherestofthepage. Answers: Heat Cool Liquid(inside) Solid Solid Irreversible
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ChangingMatterExperiment#3
Properties
Beginning Middle End
Whattoolsarebeingusedtochangetheeggs?
______________________________________ ______________________________________
Whentheexperimentbegan,theeggswerea___________________.
Whenweappliedheat,theeggschangedintoa___________________.
Whenweappliedcoolair,theeggschangedintoa_________________.
Wasthisareversibleorirreversiblechange?___________________________
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Lesson16Length: 1session:about30‐40minutesMaterials: Copiesofstudentletterformatpage(optional)Overview: Inthislessonstudentswillwritealettertoafamilymember,friend,
orpenpalaboutanexperimenttheyenjoyed. Engage: Remindstudentsofthepriorexperiments.Explore: Opentostudentjournalpage24.Readstudentsdirections.Encourage
themtousescientificlanguage.Theirtrustedstudentjournalwillbeagreatresource!
Evaluate: Reviewstudentlettersandallowforacoupleshares.
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Sharingourknowledgewithothers!
Writealettertoafamilymemberusingthefollowingchecklist:
1.Lookthroughyourstudentjournal.Chooseoneexperimentto
writeabout:_________________________________________________
2.Inyourlettertellyourfamilymemberwhathappenedduringthe
experiment._____
3.Besuretoincludetheresultsandconclusionfromyour
experiment._____
4.Tellaboutyourfavoritepartoftheexperimentandwhyitwas
yourfavoritepart.______
5.MakesuretouseSCIENTIFICLANGUAGE!!_____
6.Checkyourletterforcapitals,endingpunctuation,andcorrect
spelling.______
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Dear __________________________ ~
From,
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Lesson17Length: 1session:about30‐40minutesMaterials: ConstructionPaper 2pagesofclipart(onesetperstudent) Scissors Markers/Pencil/ColoredPencils/Crayons(optional) Overview: Thisistheculminatingprojectoftheunit.Studentswillcreate
ChangesinMatterPoster.Acolorexampleisincludedwithinthiskitanddetailedinstructionsaregiveninstudentjournalpage25‐26.
Engage: Showstudentstheteacherexample.Pulltheflapstoshowthemthata
solidplusheatequalsaliquid(andsoon).Explore: Letstudentscreatetheirown!Payspecialattentiontofoldingand
placement. Evaluate: Circulatetheroomandencouragescientificlanguage.
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Lesson 18 Unit Test
Key Included
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ChangesinMatterPosterInstructions
1.Takeyourpaperwithpicturesonitandputitinthemiddleofyourlargeposterpaper.Foldthetwosidesofyourpostersotheymeetinthemiddle.Openitbackuptotakeyourpicturesout.Yourposterpapershouldbeinthreeparts.
2.Cutoutthe6smallpicturecards.Foldyourtwooutsideflapsbackoverandgluethepicturesintothreerows.
3.Addthewordsthatgoaboveeachpicture.Makesuretoputthe+and=signs.
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4.Cutoutyour3longpictures.Opentheposterupandgluethe3picturesinthemiddleoftheposter.
5.Writethecorrectwordaboveeachpicture.
6.Openyourposterbackupandcutslitsinbetweeneachofthepictures.
Cutfromtheinsidetowardtheoutsideedgeoftheposter
We’velearnedthat…
Asolid+heat=____________________________
Aliquid+heat=___________________________
Aliquid+freezingtemperatures=___________________________
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2ndgrade–StructureandPropertiesofMatter EndofUnitTest
Name:__________________________________________________
Youhavetheseblockstobuildastructure.
1.Circlethestructure(s)youcanbuild.
a. b. c.
2.Isthereastructureyoucannotbuild?Ifso,whynot?Giveevidencetosupportyouranswer.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3.Canyoubuildthisstructure?Giveevidencetosupportyouranswer.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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4.Thethreestatesofmatteraresolid,liquid,andgas.Fillintheblanks.
Whenwaterisfrozenitisa__________________________.
Whenweboilwateritturnsintoa__________________________.
Whenanicecubesitsinthesunitturnsintoa________________________________.
5.Whichofthefollowingchangescannotbereversed?
a) Anicecubemeltinginaglass b) Buttermeltinginadish c) Aneggboilinginhotwater
6.Johnnyhadthreeicecubesinhiscup.Theymeltedinthehotsun.HowcanJohnnyreversethischange?
a) Addmoreheattothecup b) Puthiscupofmeltedwaterinthefreezer c) Addmoreicecubestothecup
7.Whichpropertiesdothesetwoobjectsshare?
a) Hardandbumpy b) Roundandrectangular c) Hardandsmooth
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8.Wedidanexperimenttofindthematerialthatwouldholdthemostpennies.Usethetablebelowtellwhichmaterialwasthestrongest.
____________________________________
Paper PopsicleSticks
NumberofPennies 23 72
9.Circlethe3propertiesthatdescribethatmaterial.
Bumpy Slippery Sticky NotFlexible
Round Hard Red Solid
PerformanceBasedAssessment
1. _____/1
2. _____/1
3. _____/1
4. _____/1
Score: ___________/18
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2ndgrade–StructureandPropertiesofMatter KEY
Name:__________________________________________________
Youhavetheseblockstobuildastructure.
1.Circlethestructure(s)youcanbuild.2pts.
a. b. c.
2.Isthereastructureyoucannotbuild?Ifso,whynot?Giveevidencetosupportyouranswer.
0pt.–answersstructureaorc 1pt.–answersstructurebwithnosupportorincorrectresponse. 2pts.–answersstructurebwithexplanationbutdoesnotreferencetheroundorcurvededges.Mayjustexplainthattheyhavethe“wrong”piecesor“Idon’thavetherightones” 3pts.–answersstructurebandexplainsthatitcan’tbebuiltbecausetheywerenotgivenblockswithroundorcurvededges
3.Canyoubuildthisstructure?Giveevidencetosupportyouranswer.
0pt.–answersyes
1pt.–answersnowithnoexplanation
2pts.–answersnoandexplainsthattherewerenotenough blockstobuildthisstructure.
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4.Thethreestatesofmatteraresolid,liquid,andgas.Fillintheblanks.3pts.
Whenwaterisfrozenitisa____________solid______________.
Whenweboilwateritturnsintoa________gas__________________.
Whenanicecubesitsinthesunitturnsintoa_____________liquid___________________.
5.Whichofthefollowingchangescannotbereversed?1pt.
a) Anicecubemeltinginaglass b) Buttermeltinginadish c) Aneggboilinginhotwater
6.Johnnyhadthreeicecubesinhiscup.Theymeltedinthehotsun.HowcanJohnnyreversethischange?1pt.
a) Addmoreheattothecup b) Puthiscupofmeltedwaterinthefreezer c) Addmoreicecubestothecup
7.Whichofthe followingpropertiesdotheseobjectsshare?1pt.
a) Hardandbumpy b) Roundandrectangular c) Hardandsmooth
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8.Wedidanexperimenttofindthematerialthatwouldholdthemostpennies.Usingthetablebelowtellmewhichmaterialwasthestrongest.1pt.
__________________popsiclesticks__________________
Paper PopsicleSticks
NumberofPennies 23 72
9.Circlethe3propertiesthatdescribethatmaterial.3pts.
Bumpy Slippery Sticky NotFlexible
Round Hard Red Solid
PerformanceBasedAssessment
1. _____/1
2. _____/1
3. _____/1
4. _____/1
Score: ___________/21
CommonCoreReferences:
2‐PS1‐1:PerformanceBasedassessment,#4,#7 2‐PS1‐2:#8,#9 2‐PS1‐3:#1,#2,#3 2‐PS1‐4:#5,#6