2nd grade · 2017-10-17 · 2nd grade structure and properties of matter . teacher guide sample...

Teacher Guide and Student Journal

Sample Planning and Activity Pages

2nd grade Structure and Properties

of Matter

Teacher Guide

Sample

Planning Sections &

Activities #2 and #3

2nd grade

Structures and Properties of Matter

1

Structure and Properties of Matter

2PNG

A Second Grade Unit supporting

Next Generation Science Standards and the Michigan Science Standards

developed and written by Battle Creek Area Mathematics and Science Center

for

Copyright © 2016 by Battle Creek Area Mathematics and Science Center. All rights reserved.

3

Pre-activity Informational Pages

Unit Introduction 3

Teacher Background Information 4

Prior Knowledge 11

Identifying Desired Results 15

Next Generation Science Standards 17

Guiding Questions 19

Common Core State Standards 21

Unit At A Glance 26

Parent Letter 31

Activities To Do At Home 32

Structure and Properties of MatterTABLE OF CONTENTS

Activities

1 - What Are Objects Made Of? 33

2 - Exploring Properties 43

3 - Solving Problems With Properties 51

4 - Liquids 57

5 - Melting and Freezing 77

6 - Taking Our Property ObservationsOutdoors 83

7 - Putting Pieces Together 93

Appendix

Key Terms 99

A Model for Guided Reading 100

The Learning Cycle 102

Engineering Design Process 104

Science Talk 106

Field Trips and Classroom Visitors 108

Science Process Skills 109

Cooperative Learning 110

Inclusive Education 113

Encouraging Underreppresented Groups 116

TABLE OF CONTENTS

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PLANNING


GRADE LEVEL: • Second Grade

THIS UNIT BUILDS KNOWLEDGE AND IS A PREREQUISITE FOR: • Fifth Grade: Structure and Properties of Matter

ABOUT THIS UNIT:

Structures and Properties of Matter is an introductory unit into the properties of materials and how those properties make those materials suitable for a variety of uses. Students are engaged in investigations to collect data that classifies material based on properties. Properties at this level include color, texture, hardness, flexibility, buoyancy (sink or float), absorbency, waterproof, and magnetism. This unit provides the initial opportunity for students to explore the relationship between temperature and the state of matter of a material. Students investigate how heating or cooling a substance may cause a change in state and find that sometimes the change is reversible and sometimes it is not. They also use a variety of materials to demonstrate how some objects are a combination of smaller objects that make the whole. This phenomenon serves as a foundation to lead students to recognize that many things, including living things, are made up of smaller parts. In later grades students will recognize atoms and molecules as the smaller parts that make up larger objects. At this level students only look at the macroscopic level of objects.

Student-led investigations throughout this unit will help them to answer the basic questions of “How are materials different from and similar to one another?”; “How do the properties of materials relate to their use?”; “What materials make up different objects?”; and “How can several smaller objects make one larger object?”

This unit provides the opportunity for second-grade students to carry out grade-appropriate investigations, collect and analyze data, discuss results, and construct explanations. Students will also obtain information from text, videos, and adult experts. Second-grade students will engage in engineering practices as they design and build a device that solves a problem. They will choose materials that are suitable for the device based on the properties of the different materials.

Within the concept of properties of matter, it is equally important for students to continue their application of the nature of science. Activities within this unit involve the Science and Engineering Practices. By exploring concepts, students are better able to think about their understanding so they can analyze and interpret observations and data, synthesize their ideas, build models, and clarify their conceptual understanding. This unit is inquiry-focused, providing students with the opportunity to generate questions, conduct investigations, and develop solutions to problems through reasoning and observation. Students will be asked to analyze and present findings that lead to future questions, investigations, and application of knowledge to new and different situations.

UNIT INTRODUCTION

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PLANNING

Disciplinary Core Ideas/Performance Expectations Activities PS1.A: Structure and Properties of Matter • Different kinds of matter exist, and many of them can be either solid or liquid,

depending on temperature. Matter can be described and classified by its observable properties.

• Different properties are suited to different purposes. • A great variety of objects can be built up from a small set of pieces.

1,2,3,4,5,6,7

2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

1,4,6

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

1,2,3,6,7

2-PS1-3: Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.

3,7

2-PS1-4: Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

4,5

PS1.B: Chemical Reactions • Heating or cooling a substance may cause changes that can be observed.

Sometimes these changes are reversible, and sometimes they are not.

5


4,5

Science and Engineering Practices Planning and Carrying Out InvestigationsPlanning and carrying out investigations to answer questions or test solutions to problems in K-2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • Plan and conduct investigations collaboratively to produce data to serve as the

basis for evidence to answer a question.

1,4,5


1,4,6

Analyzing and Interpreting Data Analyzing data in k-2 builds on prior experiences and progresses to collecting, recording, and sharing observations. • Analyze data from tests of an object or tool to determine if it works as intended.

2,3,6


1,2,3,6,7

NEXT GENERATION SCIENCE STANDARDS

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PLANNING

Crosscutting ConceptsCause and Effect • Events have causes that generate observable patterns.• Simple tests can be designed to gather evidence to support or refute student ideas

about causes.

4,5,6

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

2,3,6,7


4,5

Patterns • Patterns in the natural world can be observed, used to describe phenomena, and

used as evidence.

1,4,6


1,2,3,4,6

Energy and Matter • Objects may break into smaller pieces and be put together into larger pieces, or

change shapes.

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3,6,7

Connections to Engineering, Technology, and Applications of ScienceInfluence of Engineering, Technology, and Science, on Society and the Natural World• Every human-made product is designed by applying some knowledge of the

natural world and is build by using natural materials.

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

3,6,7

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence- based accounts of natural phenomena and designing solutions.• Make observations (firsthand or from media) to construct an evidence-based

account for natural phenomena.

1,2,3,4,5,6,7


3,6,7

Engaging in Argument from Evidence Engaging in argument from evidence in K-2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s). • Construct an argument with evidence to support a claim.

4,6,7


2,3,6,7

NEXT GENERATION SCIENCE STANDARDS

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UNIT AT A GLANCE

Activity Time to Complete Question Phenomena Students Will

1What Are Objects Made Of?

Preparation: 20 minutesActivity: 4 classes

Lesson 1A: 45-50 min. 2 class periods Lesson 1B: 45-50 min. 2 class periods

How can we find out what properties are useful?

What would happen if tools and different items were made without considering the properties that will make them useful?

• Read about “What Would Happen If” situations when properties of materials are not considered in their construction.

• Compare initial ideas about properties of objects.

• Be introduced to a design challenge to choose material to move water from one place to another.

2Exploring Properties

Preparation: 10 minutes Activity: 4 classes

Lesson 2A: 45-50 min.2 class periodsLesson 2B: 45-50 min.2 class periods

How can we determine what properties are important for the purpose of objects?

Children on slide with different clothing descend the slide at a different speed. A tree has a rigid trunk and flexible branches that can sway in the wind. Children walk to school on a rainy day. One child has on rubber boots and the other is wearing tennis shoes. One child has dry socks and the other child has wet socks.

• Make observations and classify objects by texture, flexibility, buoyancy, and repel and absorb.

• Complete a mini-design challenge at each property station.

3Solving Problems with Prop-erties

Preparation: 15 minutes Activity 3: 2 classes

Lesson 3A: 55-60 min. Lesson 3B: 55-60min.

How can we use materials to build a device that solves a problem?

Design challenge: Different materials are used based on the properties that are best suited for an intended purpose.

• Work together as a team of engineers to build a structure that can withstand wind and water, and keep things dry.

• Test their designs and make adjustments for improvement.

4Liquids


Lesson 4A: 45-50 min.2 class periodsLesson 4B: 55-60 min.2 class periods Lesson 4C: 45-50 min. 2 class periods Lesson 4D: 45-50 min. 2 class periods Lesson 4E: 45-50 min. 2 class periods

How do the properties of solids and liquids differ?How can we determine if change in temperature changes the properties of water?

Liquid water takes on the shape of its container.

Ice keeps its own shape.

• Compare and adapt their ideas about properties of solids to properties of liquids.

• Develop an investigation into how temperature change can change water from solid to liquid and liquid to solid and determine what properties change in the phase change.

PLANNING

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UNIT AT A GLANCE

Students Figure Out How To: Practices PE at Lesson Level and Assessment

• Construct explanations of the concept of how we identify properties of matter.

• Determine different properties that make things useful.

Constructing Explanations

Patterns

PE at Lesson LevelDevelop an initial understanding of how to identify properties and how they make things useful.

Formative Assessment Properties of Matter chart Activity Page Journal EntryClass Discussion

• Construct explanations of the usefulness of the properties when designing objects.

• Begin to apply what they have learned to solve a problem.

Constructing Explanations and Designing solutions

Carrying Out Investigations.

Obtaining, Evaluating, and Communicating Information

Patterns

PE at Lesson LevelUse observations and explorations to develop an understanding of how texture, rigid and flexible, sink and float, and repel and absorb are properties that make things useful.

Summative Assessment Activity Page Journal Entry

• Work as a team of engineers. • Choose material to fit the purpose. • Test and redesign based on results

and feedback.

Developing and Using Models


Obtaining, Evaluating, and Communicating Information

PE at Lesson LevelUse materials to design a model to suit a specific purpose. Analyze information to determine which materials have properties best suited for the intended purpose.

Formative Assessment Activity Pages

Science TalkSummative Assessment

Journal Entries Engineering Presentation

• Construct explanations of the concept of how we identify properties of matter.

• Recognize patterns that can be used to describe properties of solids and liquids.


Analyzing and Interpreting Data

PatternsCause and Effect

PE at Lesson LevelDevelop an understanding of the properties of solids compared to the properties of liquids.

Summative Assessment Activity Pages Respond to Text Journal EntriesClass Discussion

PLANNING

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UNIT AT A GLANCE

Activity Time to Complete Question Phenomena Students Will

5Heating and Cooling: Beyond Water


Lesson 5A: 50-60 min.Lesson 5B: 45-50 min.

How can we determine if change in temperature changes the properties of different substances? Are the changes caused by heating and cooling reversible?

Popsicles change from a solid to a liquid when there is a temperature change.

When a lettuce leaf is frozen it cannot be thawed to return to its original form.

• Plan and carry out an investigation into temperature change of a material of their choosing.

6Taking Our Property Obser-vations Outdoors

Preparation: 5 minutesActivity 6: 5 classes

Lesson 6A: 50-60 min.Lesson 6B: 45-50 min. Lesson 6C: 45-502 class periods

How can we mimic nature when designing useful objects?

Velcro mimics burrs.

Design Challenge Part 1: Design a device that mimics nature.

• Make observations of properties in nature.

• Determine the importance of properties of living organisms for survival.

7Rearranging the Pieces

Preparation: 10 minutesActivity 7: 2 classes Lesson 7A: 50-60 min.Lesson 7B: 50-60 min.

How can we determine if an object made of a small set of pieces can be disassembled and rearranged into a different and new object?

Design Challenge Part 2:Rearrange blocks to make new structures. Rearrange existing structure with a purpose to make a new structure with a different purpose.

• Disassemble and rearrange a structure.

• Determine if the properties and function have changed.

PLANNING

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PLANNINGUNIT AT A GLANCE

Students Figure Out How To: Practices PE at Lesson Level and Assessment

• Construct explanations of the effect of heating and cooling on different material.

• Determine if heating and cooling of different material is reversible or not reversible.


Carrying out investigations.

Cause and Effect

PE at Lesson LevelConstruct an argument using evidence that some changes caused by heating and cooling are reversible and some are not.

Formative Assessment Activity Page Class DiscussionJournal Entry

• Design an object that mimics a characteristic of an animal.


Analyzing and Interpreting Data

Engaging in Argument from Evidence

Patterns

Cause and Effect

• Construct a new structure from and existing structure by rearranging a small set of pieces.

• Test the structure to determine if the properties have changed.

Constructing Explanations and Designing Solutions

Engaging in Argument from Evidence

Energy and Matter

PE at Lesson LevelConstruct an argument using first hand experience that a structure made of small pieces can be disassembled and rearranged to make a new structure.

Summative Assessment Activity Page Journal Entry

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ACTIVITY 2Activity 2: Exploring Properties

Teacher Background Information Lessons 2A and 2B offer the opportunity to design the student learning around activity stations or centers. Each station or center focuses on a property that students may want to consider in completing the Design Challenge. Each station is presented with a mini-challenge. You can choose to have students rotate through the stations or select groups to explore one specific station and present their experiences to the rest of the class. If space permits, stations can also be left out or available for students to visit and explore further throughout the unit. After students have had the opportunity to visit the stations, be sure to make meaning from their explorations and share their findings. Plan on at least 2 days to complete the stations and making meaning.

If you choose not to use activity stations or centers, there is sufficient material for you to conduct each lesson from each station as a whole class. Plan on at least 4 days to complete the station.

In this lesson students will visit four different stations and sort objects with the focus on texture, flexible and rigid, sink and float, and repel and absorb. Students will organize their findings in charts and a bar graph and use the information to determine when it is an important property when designing objects and materials. Students complete a mini design challenge at each station and present to the rest of the class.

Explore the Concept This phase of their learning allows students to participate in activities that provide time and opportunities for them to explore properties that are less common or obvious than size, shape, and color. They are given the opportunity to investigate “what would happen if” the property was missing.

Lesson 2A: Exploring Property Stations

Advance Preparation Activity Station Set up: Plan on setting up 2 of each of the stations so groups of 3-4 students can rotate through the stations or groups of 3-4 students can solve one design challenge and present to the rest of the class.

Cut 4x4” squares of aluminum foil so each station has 3-4 squares for students to explore.

ESTIMATED TIMELesson 2A: 45-50 min., 2 classesLesson 2B: 45-50 min., 2 classes

OBJECTIVES• Make observations and

collect data to compare properties.

• Determine what properties are important in selecting material for a purpose.

KEY QUESTIONS• How can we find out what

properties to consider when selecting material for designing objects?

MATERIALS NEEDEDFor each student:

student pages For each team of 2:

What Would Happen If? A Story of the Mixed-up Day

For each station:1 pie pan with one of each item from sorting bag 4 squares aluminum foil 4 straws16 toothpicks 4 dominos 4 pipe cleaners

For the class:primary balancecentimeter cubes8 pipettes (repel/absorb)8 forceps (sink/float)

Teacher Provides: chart paper markers Post-it notesterry cloth towelstuffed animal water

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TEACHING TIPTo make the data collection and sharing more interactive, distribute Post-it notes to each group of students and have the students identify the objects and then write the object on the Post-it note and place the note on the property chart. When the class is finished with the investigation of objects in the room, they will have created a bar graph that compares the number of rough objects from each property.

Rough Smooth

Texture Station 1: Texture: Challenge - Using the material at the station, design a slide and test the objects to find out which object has the best material for going down the slide.

Collect miscellaneous objects from the classroom for students to observe and investigate texture. Include items where texture is key in the function of the object and items where texture is not an important property. You may want to bring in some items, such as stuffed animals, a sponge, or a terry cloth towel, that can be difficult to classify as rough or smooth because they feel soft or fuzzy.

Set up a texture center with one of each items from the sorting bag and items on the material list. Place the items in the pie pan. Make 4x4” squares of aluminum foil for each station. Display the mini-challenge cards with the material.

Make a Texture in the Classroom chart for students to use as a reference throughout the exploration phase. Save the chart for reference in following lessons.

Station 2: Flexible and Rigid: Challenge - Using the material at the station, design a structure that has a base like a tree trunk and a top that can sway in the wind like tree branches.

Collect miscellaneous objects from the classroom for students to observe and investigate flexibility. Include items where flexibility is key in the function of the object and items where flexibility is not an important property. If you used the stuffed animals, a sponge, or a terry cloth towel that can be classified as rough or smooth, you may also ask students to consider the flexibility of the same items and what would happen if they were rigid.

Set up a flexible/rigid center with one of each items from the sorting bag and remaining items on the material list. Place the items in the pie pan. Display the mini-challenge cards with the material.

Make a Flexible Items in the Classroom chart and save for students to use as a reference throughout the explore phase.

Station 3: Sink or Float: Challenge - Using the material at the station, design an object that will float and carry the marble.

Cover the station area with newspaper or paper towels as working with water may become messy.

LESSON 2A

Flexible Rigid

Flexible and Rigid

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ANALYZING AND INTERPRETING DATA • Analyze data from tests

of an object or tool to determine if it works as intended.

LESSON 2AMake a Sink or Float Chart for students to collect whole class data.

Set up a sink/float center with one of each of the items from the sorting bag and items on the material list. Place the items in the pie pan. Prepare a drying area to dry the different items from the sorting bag after the sink and float investigation. Be sure all items are dry before returning them to their bags. Caution: The nails will rust if returned to their baggies wet or stored with a wet or damp item.

Station 4: Repel and Absorb: Challenge - Using the material at the station, design a structure that will sink to the bottom and keep a cotton ball dry inside the structure.

Fill plastic containers 2/3 full of water for each group of 4 students.

Prepare one aluminum pie pan with one of each item from the variety of items in the sorting bag and material list. Cover the student work area with paper towels. Have paper towels available for possible water mishaps.

Display the mini-challenge cards with the material.

Make a Absorb and Repel Chart for students to collect whole class data.

Procedure Engage the learner. Review the Design Challenge with the class:

You are a member of a team of engineers. Your challenge is to design a structure that will remain standing during a rain and wind storm. Your structure must also keep a figure placed inside the structure dry.

Ask students for their initial ideas of what additional properties that they should consider when they complete the Design Challenge. Listen for initial responses that refer to how materials react to wind (rigid/flexible) and water (repel/absorb, sink/float).

Inform the students that there are four additional properties that they are to explore that may help them solve the design problem. Introduce the activity stations Texture, Flexible and Rigid, Sink or Float, and Repel and Absorb. Inform the class that they will be able to visit each station and explore the material for the different properties. Explain the mini-challenge at each station.

CONSTRUCTING EXPLANATIONS AND DESIGNING SOLUTIONS • Make observations

(firsthand or from media) to construct an evidence-based account for natural phenomena.

Prediction Actual

sink float sink float

Prediction Actual

repel absorb repel absorb

MATHEMATICAL PRACTICESRepresent and Interpret Data 10. Draw a picture graph

and a bar graph to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. 14

Return to the story, What Would Happen If, A Story of the Mixed-up Day and have the students recall the section where the author wrote about texture as a property of objects. Discuss the problem in the story of a slide made out of sandpaper. Ask students for their ideas of the best material to make a slide and the best material or clothing to wear when going down a slide. Accept all answers at this time.

Ask students what “mix-up” in the book was related to the properties of flexible and rigid. Discuss how this property might be useful in solving the design challenge. Ask students when it is useful to use something flexible and when it is useful to use something that is rigid.

Discuss whether the character in the book was faced with a sink/float or repel/absorb mix-up. Ask students to think of ideas of when it might be a problem when something that is supposed to repel water starts to absorb water instead. Repeat the brainstorming with sink and float. Ask students for ideas of how the author of the story might have added sink/float and repel/absorb properties to the story.

Explore the conceptDivide the class into activity station groups and allow sufficient time for each group to explore the materials and record their ideas at each station.

Facilitate the group activity by circulating among the groups and listening to their ideas. Listen for discussions that include the properties they are exploring and how properties can be useful when solving the design challenge.

Give the class sufficient time to sort the items by purpose and begin the mini design challenge at each station. Facilitate the group activity by circulating among the students and listening to their ideas and observing their models and design solutions. To check student progress and help students elaborate on their ideas and construct explanations, ask: • Can someone tell me what you have sorted so far? What do

you think you might use that item for? • What did you notice when________?• How do you think the _______ of this item is important? • Why did you chose that material to make your _________?

What properties did you need to consider? What data did you use to help you select the material for your design solution?

• Do you think another material might work? Why or why not? • How will you explain your design to other students? What is

important about your design? What makes you think that?

LESSON 2APS1.A: STRUCTURE AND PROPERTIES OF MATTER • Different kinds of matter

exist, and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties.

• Different properties are suited to different purposes.

DEVELOPING AND USING MODELS Modeling in K-2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions. • Distinguish between a

model and the actual object, process, and/or events the model represents.

• Compare models to identify common features and differences.

• Develop a simple model based on evidence to represent a proposed object or tool.

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If your students are rotating among the stations, allow sufficient time for them to make their Journal Entry for each station. If students are focusing on one station, allow time for them to complete the journal for their station and remind them that they are to share their experiences to inform the rest of the class.

Station 1: TextureComplete the Texture Chart from your observations. Make a check mark for the items that you think are smooth and rough

Draw and write how you designed a slide and tested the objects to find out which object had the best material to go down the slide.

Station 2: Flexible and Rigid Complete the Flexible and Rigid Chart from your observations. Make a check mark for the items that you think are flexible and rigid.

Draw and write how you designed a structure that has a base like a tree trunk and a top that can sway in the wind like tree branches.

Station 3: Sink or FloatMake a check mark for the items that you think will sink in the sink prediction column. Make a check mark for the items that you think will float in the float prediction column. Test the items and complete the actual column.

Draw and write how you designed an object that floated and carried the marble.

Station 4: Repel and AbsorbMake a check mark for the items that you think will repel in the repel prediction column. Make a check mark for the items that you think will absorb in the absorb prediction column. Test the items and complete the actual column.

Draw and write how you designed a structure that will sink to the bottom and keep a cotton ball dry inside the structure.

When groups complete their exploration at the different activity stations, have them transfer their data from the Student Journal from the different stations onto the classroom charts.

LESSON 2ACONSTRUCTING EXPLANATIONS AND DESIGNING SOLUTIONS Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.• Make observations


WRITINGW.2.2: Write informative/

explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

MATHEMATICAL PRACTICES4. Model with mathematics. 6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

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LESSON 2ASummary DiscussionDiscuss the student experiences at the different stations. Ask students to summarize their experiences in using the properties at each station when completing the design challenge. Relate their experiences to the phenomena at each station and how it relates to each property. Read the Journal Entry prompt as a class.

Pre-Writing Strategy: Science TalkAsk the students to discuss the prompt in groups of four and orally express their ideas of how they could add to the story before entering their ideas on paper. Encourage students to work in teams and collaborate while writing the response in the Student Journal.

Facilitate the Science Talk by circulating among the groups and listening to their ideas and observing their exchanges. To check student progress, ask: • Can someone explain what you have discussed so far? How

will that help you add to the story? • What property have you chosen to write about? How does

the property get “mixed-up”? • What would happen if you mixed-up sink and float with a

swimming tube? • What would happen if you mixed-up absorb and repel with

an umbrella?

Journal Entry In the story What Would Happen If, A Story of a Mixed-Up Day, Henry does not have a mix-up with the properties repel and absorb or sink and float. Choose one of the properties repel and absorb or sink and float and write a new part to the story of the mixed-up day.

Assessment: Formative Use the Journal Entry and Science Talk to assess the students’ understanding that different properties are suited to different purposes.

WRITINGW.2.3: Write narratives

in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.


EXTENSION/HOMEWORKExtend the investigation and have students do a texture, flexible and rigid, sink and float, or repel and absorb survey of a room in their house.

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LESSON 2BLesson 2B: Sharing Our Solutions

Advance PreparationPrepare the stations from Lesson 2A if students have not had the opportunity to complete the task(s).

Procedure Explain the concept and define the terms. Allow sufficient time for students to complete any exploration or planning at the stations and data entry on the class charts from the previous lesson.

Ask the groups to share their data from the charts in their student journals and add the information to the class chart. Discuss any discrepancies in the data and allow time for students to justify their entries. To help students collectively make sense of the charts and analyze data, ask: • What information can we learn from our data at the Texture

station? • What is the purpose of ____________? What properties does

it have that are useful? • What do you think about what _________ said? • Do the rest of you agree? Why or why not? • Does anyone see a connection between the sink and float

chart and the repel and absorb chart? What items sank? Why do you think those items sank? What items repelled water? Why do you think they repel water?

• Do you understand what _________ is saying? • Can you explain why your answer makes sense?

After the class has evaluated their observation data, ask students to present how they solved the mini design challenge at each station. Ask students to compare the different designs and discuss the properties considered to solve the challenges.

Encourage students to discuss the most difficult challenges they faced in designing their solutions and what they found the easiest. Ask students to make suggestions for improvement and discuss what they would change if they had the time and materials to make changes to improve their models.

After the students have had the opportunity to present their solutions, ask the class to look for patterns in the material chosen to solve the challenges. What materials were chosen most often and why?

Elaborate on the concept. Ask the students to look around the room and chose an item that is used regularly in the classroom. After they have chosen their item, ask for volunteers to describe the properties of the item and how the properties make the item useful.


student pages For each team of 2:

What Would Happen If? A Story of the Mixed-up Day

For each station:1 pie pan with one of each item from sorting bag 4 squares aluminum foil 4 straws16 toothpicks 4 dominos 4 pipe cleaners

For the classprimary balancecentimeter cubes1 pipette (repel/absorb)

Teacher provides: chart paper markers Post-it notesterry cloth towelstuffed animal water

ANALYZING AND INTERPRETING DATA • Analyze data from tests




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LESSON 2B

PS1.A: STRUCTURE AND PROPERTIES OF MATTER • Different kinds of matter



Summary Discussion Evaluate the students’ understanding of the concept.

Students may recognize that some properties are more important for the purpose of some objects than others and that some objects with similar purposes have very different properties, for example, the paper clip and rubber band both can be used to hold items together but have very different properties.

Read the Journal Entry prompt to the class.

Pre-Writing Strategy Science Talk: Word Sort Card Set Divide the class into their groups of four. Distribute the Word Sort Card Set and ask the students to discuss the terms and how they might be helpful in their response to the Journal Entry.

Journal Entry Choose one of the structures you designed at one of the stations. Draw and write how you would make improvements to your design. Tell how the changes would make the design better.

Assessment Use the class discussion and Journal Entry to assess the students’ understanding of how properties make items useful.



WRITINGW.2.2: Write informative/

explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.


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ACTIVITY 3Activity 3: Solving Problems With Properties: How Can We Build a Wind and Water Resistant Structure?

Teacher Background Information

At this stage in the unit, students have had considerable experience investigating the properties of solids with a focus on how the properties of materials make them useful. This activity serves as an opportunity for students to use their understanding in the form of an engineering project. Students are reminded of the problem faced by the three little pigs and their battle against the big bad wolf. Then students are introduced to a similar problem to solve with a variety of materials with different properties.

Explain the Concept and Define the Terms. In this stage of learning students are given the opportunity to explain and use what they have learned and apply their new knowledge to help solve an engineering problem. Students present and explain their solutions, consider feedback, and improve their solutions based on evaluation.

Engineering TaskThe goals of this lesson are to reinforce the concepts of properties of matter and allow students to develop a solution to an engineering design problem. The engineering design problem demonstrates an example of how different materials are used based on the properties that are best suited for an intended purpose. In the student engineering design challenge they are to design a structure that can withstand wind and keep a figure dry.

Lesson 3A: Solving Problems With Properties

Advance PreparationPrepare a materials table for students to select their items to build their structures. Divide the clay into 8 clumps for the class.

Make copies of the handout The Wind and Water Resistant House Product Descriptor. Set up a Structure Testing Area where the teams can test their structures using the fan for wind and the spray bottle for rain.

Collect a variety of items to add to the material table. You will need a fan to use as a model for the wind.

You may want to search for some videos that show very windy, rainy days that may help inspire students to think about the appropriate material to meet the engineering challenge.


student pages handout: Product Descriptor - House

For the class: items from sorting bag

toothpicks plastic straws paper straws dominos centimeter cubes pipe cleanersclayspray bottle8 plastic figures

Teacher provides: chart paper markers miscellaneous itemsPost-it notescharts from previous lessonswaterfan

ESTIMATED TIMELesson 3A:55-60 minutesLesson 3B: 55-60 minutes

OBJECTIVES• Design and construct

a device that solves a problem.

• Analyze the function of the device as it applies to the properties of the materials used.

KEY QUESTIONS• How can we use materials

to build a device that solves a problem?

• How do the properties of the material we used help to solve the problem?

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LESSON 3ABe sure to save the team-built structures to be used and revisited at the end of the unit.

Procedure Engage the learner.Revisit the story of the Three Little Pigs as a class. Review the students’ initial ideas of the properties of the materials the pigs used that were useful and the properties that were not useful. Conduct a brainstorming session of other materials that the pigs might have used and how the lessons learned by the pigs can be used to help build structures in the real world. Explain that the huffing and puffing of the wolf is a fairy tale, but there are conditions that might blow a little house down.

Have students share experiences of when the wind blew very hard. Share experiences with trees swaying and sometimes limbs or trees falling in the heavy rain and wind. Discuss how engineers must build structures that will remain standing through wind, rain, and storms to be useful.

Explore the concept. Read the challenge to the class:

You are a member of a team of engineers. You have been asked to design a structure that will remain standing during a rain and wind storm and keep a figure inside dry.

Review the Engineering Design Plan (See Appendix, pp. 104-105). Explain how engineers brainstorm and plan their ideas as a team, draw out their plan, build, evaluate, and redesign based on evaluation. Review the Engineering Design pages in the Student Journal and discuss the importance of recording their plan and writing/drawing their initial ideas as their ideas unfold.

Review the The Wind and Water Resistant House Product Descriptor as a class. Show the class the materials available for the building of the storm-resistant structures. Ask students to identify the properties of materials that might be useful in their designs. Reinforce that teams do not have to use all the materials, only the ones they think are most suitable for the structure. Show the students the Structure Testing Area with the fan and spray bottle.

TEACHING TIPTake considerable time explaining the engineering challenge to the students. Make sure the teams understand the requirements of the structure and limitations and constraints in the time allotted and materials available. Allow time for students to ask questions and get clarification as the engineering process unfolds.




MATHEMATICAL PRACTICES1. Make sense of problems

and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics. 5. Use appropriate tools

strategically. 6. Attend to precision. 7. Look for and make use of

structure. 8. Look for and express

regularity in repeated reasoning.

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LESSON 3AAllow sufficient time for students to brainstorm, plan, and explore their ideas. Facilitate the planning and building process by circulating among the teams and observing their initial ideas and listening to their ideas. To check student progress and help students plan and design their solutions, ask: • Can you explain what you have done so far? • Why did you choose this plan? How are the properties of

the materials you chose useful? • Would it be helpful to draw your plan first? • What challenges do you think you will encounter? • Have you thought of all the possibilities? Do all of you

agree? Why or why not? • Have you tested your design yet at the Structure Testing

Area? If so, what did you find out? What changes will you make in your design to improve it?

Summary Discussion: Science Talk Have the teams gather in one area and conduct a Science Talk so teams can share what they have accomplished and discovered so far. Be sure to conduct your Science Talk where everyone can hear and speak. The conversation is focused on the engineering task, with the possibility for conflicting views. The conversation should reflect a deep conceptual understanding and be productive in reaching the engineering goal. Begin the Science Talk with a general prompt that invites all students to feel they have the responsibility to contribute:

I noticed that all teams used a variety of materials to design and build their wind and rain resistant houses. At this time let’s share our ideas and findings with one another and see if new and different ideas might emerge for our final testing of the structure designs. Is there someone who would like to share a challenge or success?

Be prepared with some follow-up questions to help students elaborate on their experiences and invite others to engage with others’ reasoning.

• Why do you think that happened? What is your explanation?

• How will you make adjustments to prevent that from happening again? Why do you think you will be more successful?

• I am interested in what others think about this idea.

SCIENCE TALK“Science Talk” is a make-meaning and pre-writing strategy used throughout the unit. An effective Science Talk is all students engaged in listening and talking to one another. The teacher serves only in the role of a facilitator and record-keeper. Have your students face each other (in a circle) As they take turns discussing their ideas, they should address one another and not discuss ideas through the teacher. Good, effective Science Talk should develop as students become more comfortable with collaboration.

CONSTRUCTING EXPLANATIONS AND DESIGNING SOLUTIONS Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.• Make observations


TEACHING TIPBe sure to save the structures to use in Activity 7.

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LESSON 3AAt the conclusion of the whole-group Science Talk, have students reflect on the engineering task in their Student Journals. Read the Journal Entry prompt in the Student Journal. Give sufficient time for the engineering teams to collaborate and create a response as a team.

Journal EntryOur engineering team is designing and building a structure that will stay standing during a strong wind and keep a figure inside dry.Our biggest challenge is_________________________________.Our biggest success is __________________________________.Draw and write your plan to make changes to improve your design.

Assessment Use the Science Talk, Activity Page, and Journal Entry to assess the students’ understanding of how different properties are suited to different purposes.

WRITINGResearch to Build and Present KnowledgeW.2.7: Participate in shared

research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

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LESSON 3BLesson 3B: Solving Problems with Properties

Advance PreparationPrepare a materials table for students to select their items to build their structures. Set up a Structure Testing Area where the teams can test their structures using a fan for wind and the spray bottle for rain.

Plan for sufficient time for students to demonstrate and explain their structures and engineering design experiences. If possible, ask administrators, support staff, parents, and/or another classroom to listen to the student presentations to provide an audience beyond their classmates.

Prepare Word Sort Card Sets with one set of each term for each team. (See Materials Needed).

Procedure Elaborate on the concept. Review the engineering challenge and have students continue their designing, building, and testing from the previous lesson. Check to make sure all groups have had at least one visit to the testing station and evaluated the effectiveness of their design.

Facilitate the final adjustments and testing by circulating among the teams and observing progress. To check progress and help students elaborate on their ideas and construct explanations, ask: • What properties helped you to choose this material? Did it

do what you wanted it to do? Can you explain how or why?• What adjustments did you make to improve your structure?

How did that improve the design? • What do you mean when you say. . . ? • Tell me more about. . .• How might you find out or confirm . . . ? • How will you explain your design to an audience?

Allow sufficient time for teams to complete their projects and prepare a short presentation of their structure. Review the Product Descriptor with the teams to reinforce their understanding of the final project.

Evaluate the students’ understanding of the process. Set the time limits and expectations for team presentations for their structures. Remind the class what a good listener looks like and the presenters to speak loudly and clearly. Encourage questions by the listeners.


student pages For each team:

Word Sort Card Set (property, hard, rough, smooth, useful, flexible, rigid, purpose, build strong)

For the class: items from sorting bag toothpicks plastic straws paper straws dominos centimeter cubes pipe cleanersclayspray bottle8 plastic figures

Teacher Provides: waterfan



MATERIAL MANAGEMENT

This is the final lesson that uses the items from the sorting bag. To store items, be sure they are dry and then place items in the baggies so like items are in one bag.

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Allow sufficient time for all teams to present their engineering designs to others. You may also want to set up the classroom so the teams can set up their projects and take turns circulating around the classroom to listen to presentations.

At the conclusion of the presentations, conduct a whole-class discussion about the students’ feelings and experiences about becoming engineers and designing and building a structure based on what they knew about the properties of material. Discuss the properties that were the most important in their engineering design that met the challenge criteria. Check for responses the include rigid, flexible, water repellent, and hard or soft. Review the class charts from previous activities and discuss the properties that were not as prevalent in the design criteria.

Take this opportunity to introduce the idea that a variety of objects or designs can be built from a smaller set of pieces. Ask students to describe the list of different pieces of material they used to build their structures. Discuss what would happen if they took their structures apart and reconfigured them into something new. Inform the students that they will be given the opportunity to explore building different objects from smaller pieces near the end of this unit.

Read the Journal Entry to the class.

Pre-Writing Strategy: Word Sort Card Set Have the students return to their teams and distribute the Word Sort Cards. Encourage the teams to discuss the terms, how they are related, and how they will be used to help complete the Journal Entry.

Write why it is important to know the properties of materials when building something with a purpose. Give examples that support your thinking.

Assessment Use the structure presentations and Journal Entry to assess the students’ understanding of how different properties are suited for different purposes and their ability to construct explanations and design solutions.

LESSON 3BANALYZING AND INTER-PRETING DATA• Analyze data from tests



exist, and many of them can be either solid or liquid, depending on temperature. Matter can be described and clas-sified by its observable properties.


WRITINGText Type and PurposesW.2.1: Write opinion pieces

in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, using linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

ENGAGING IN ARGUMENT FROM EVIDENCE• Construct an argument

with evidence to support a claim.

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Student Journal

Sample

Activities #2 and #3

2nd grade

Structure & Properties of Matter

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A Second Grade Unit supporting the

Next Generation Science Standardsand the Michigan Science Standards

Student Journal2.PS.NGSS

Name: ___________________29

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Name

Date

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

2AA C T I V I T Y

Exploring Properties

Station #1: TextureComplete the Texture chart from your observations. Make check mark for the items that you think are smooth and rough.

Item Smooth Roughballoonbuttonbottle capcorkfeathermarblenailpaper cliprockrubber bandspongebouncy ballwooden ballzip tiesDominocotton ball

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Name

Date


A C T I V I T Y

Exploring Properties 2A

Draw and write how you designed a slide and tested the objects to find out which object had the best material to go down the slide.

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Name

Date


Station #2: Flexible and RigidComplete the Flexible and Rigid chart from your observations. Make check mark for the items that you think are flexible and rigid.

Item Flexible Rigidballoonbuttonbottle capcorkfeathermarblenailpaper cliprockrubber bandspongebouncy ballwooden ballzip tiesDominocotton ball

2A A C T I V I T Y


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Name

Date


Draw and write how you designed a structure that has a base like a tree trunk and a top that can sway in the wind like tree branches.

A C T I V I T Y

Exploring Properties 2A

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Name

Date


A C T I V I T Y

Exploring Properties2A

Station #3: Sink and FloatMake check mark for the items that you think will sink in the sink prediction column. Make a check mark for the items that you think will float in the float prediction column. Test the items and complete the actual column.

Item Prediction ActualSink Float Sink Float

balloonbuttonbottle capcorkfeathermarblenailpaper cliprockrubber bandspongebouncy ballwooden ballzip tiesDominocotton ball

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Name

Date


2AJ O U R N A L


Draw and write how you designed an object that floated and carried the marble.

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Name

Date


Station #4: Repel and AbsorbMake check mark for the items that you think will repel in the repel prediction column. Make a check mark for the items that you think will absorb in the absorb prediction column. Test the items and complete the actual column.

Item Prediction ActualRepel Absorb Repel Absorb

balloonbuttonbottle capcorkfeathermarblenailpaper cliprockrubber bandspongebouncy ballwooden ballzip tiesDominocotton ball

A C T I V I T Y


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Name

Date


Draw and write how you designed a structure that will sink to the bottom and keep a cotton ball dry inside the structure.

2AJ O U R N A L


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Name

Date


A C T I V I T Y


In the story What Would Happen If..., A Story of a Mixed Up Day, Henry does not have a mix-up with the properties repel and absorb or sink and float. Choose one of these properties repel and absorb or sink and float and write a new part to the story of the mixed up day.

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Name

Date


Sharing Our SolutionsA C T I V I T Y 2B

Choose one of the structures you made at one of the stations. Draw and write how you would make improvements to your design. Tell how the changes would make it better.

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Name

Date


J O U R N A L

Solving Problems With Properties

3A

Our engineering team is designing and building a structure that will stay standing during a strong wind and keep a figure inside dry. Our biggest challenge is:

Our biggest success is:

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name

Date


J O U R N A L

Solving Problems With Properties

3A

Draw and write how you would make changes to improve your structure.

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Name

Date


J O U R N A L3B Solving Problems With Properties

Write why it is important to know the properties of materials when building something with a purpose. Give examples that support your thinking.

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2nd grade · 2017-10-17 · 2nd grade structure and properties of matter . teacher guide sample...

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