structure & properties of matter - unit

StructureandPropertiesofMatter

2ndgradeTeacher’sGuide

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?

(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.

1

Matter

Remindsmeof… Iwonder… Ithink…

Solid:______________________________________________________________________________________________________________________________________________________

Liquid:_____________________________________________________________________________________________________________________________________________________

Gas:________________________________________________________________________________________________________________________________________________________

Iknow…

2

MatterScavengerHunt

Lookforeachofthefollowingstatesofmatter:

Solid Liquid Gas

Whichstateofmatterdidyouobservemostoften?____________________

Whichstateofmatterdidyouobserveleastoften?____________________

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.

Explain: Discussandmodelhowtousehandlenses.Distributematerialsto

tablesandallowstudentstoexplorepropertiesofmaterials.Observeandlistentostudentsastheyinteracttoencouragescientificlanguage.Studentsrecordobservationsinthetableonpage4.

Evaluate: Askopenendedquestionstofosterhigherorderthinking.Questions

include:Whatevidencedoyouhave…Howcouldyouprove…Whatpropertiesdothesematerialsshare?

3

DescribingProperties

Property:____________________________________________________________________

______________________________________________________________________________

Color Texture Shape

4

DescribingProperties

Color Flexible

Canyoubendit?

Shape Texture

Howdoesitfeel?

PipeCleaner

StickyBug

Marble

Porcupineball

Feather

Sandpaper

Twizzler

CottonBall

Rock(bumpy)

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.

5

ComparingandContrastingMaterials

cottonball marble

UsingtheinformationintheVenndiagram,writeanobservation.Remembertousescientificlanguage.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

6

ComparingandContrastingMaterials

_______________________ _______________________

UsingtheinformationintheVenndiagram,writeanobservation.Remembertousescientificlanguage.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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.

7

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HowabsorbentamI?

papertowelwaxpaper sponge

Absorbant:__________________________________________________________________

______________________________________________________________________________

mlofw

ater5

10

15

20

25

30

35

40

45

50

55

60

65

70

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.

9

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10

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

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Writethreepropertiesthatstrongmaterialsshare:

1._____________________________ 2._____________________________ 3._____________________________

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

11

Flexibility

Materials

(Pictureandwords)

Observations

(Pictureandwords)

Orderyourmaterialsfrommostflexibletoleastflexible:

______________________________________

______________________________________

_______________________________________

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.

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?


Make a home or shelter for your family that will keep you safe.

What materials will you use to create your shelter?



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!

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?


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?


12

PosterChecklist

Step1:Listthematerialsyou’llusetocreateyourstructure(s)oranimal:

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Step2:Drawyourstructure(s)/animalonyourposter_______

Step3:Labelthematerialsonyourposter________

Step4:Describethepropertiesthematerialshave:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Step5:Bepreparedtopresentyourpostertotheclassandsharewhyyouchosethematerialsyoudid.

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.

2ndgrade–StructureandPropertiesofMatterPerformanceBasedAssessment

Placeanobjectinthecirclethatis: Placeanobjectinthecirclethatis:Round LongHard ThinWhite SomewhatflexiblePlaceanobjectinthecirclethatis: Placeanobjectinthecirclethatis:Red RectangleThin RoughFlexible Flexible

13

TextExploration

Afterreadingthroughthebooksinyourclassroom,writedownthreeinterestingfactsthatyoudiscovered.Besuretousecompletesentenceswithscientificlanguage.

Didyouknow…

1.________________________________________________________________________________________

_________________________________________________________________________________________

2.________________________________________________________________________________________

_________________________________________________________________________________________

3.________________________________________________________________________________________

_________________________________________________________________________________________

Listpropertiesforeachanimalintheboxesbelow.Youcanusethewordsfromyourjournalandanchorchartinourclassroom.

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).

14

CompareandContrastCubeStructures

#1

OriginalStructure NewStructure

Drawanddescribethepropertiesofyourstructure:


Howarethesetwostructuresthesame?_____________________________________________________________________

__________________________________________________________________________________________________________________

Howarethesetwostructuresdifferent?______________________________________________________________________

___________________________________________________________________________________________________________________

15

#2





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#3





__________________________________________________________________________________________________________________


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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.

17

PropertiesofCubeStructures

Structure#1

Couldyoubuildit?_______________________

Explainwhyyoucouldorcouldn’tbuildstructure#1

__________________________________________________________________________________________

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Structure#2



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Structure#3



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Structure#4



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Structure#5



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Structure#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.

19

ChangingMatter

Reversiblechange:_________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Irreversiblechange:________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

ReversibleChange IrreversibleChange

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.

Explain: Whilestudentsarewritingintheirjournalspourliquidcrayonintomolds.Thisisagoodtimetorevisitthescientificprocessandaskstudentsiftheystillhavethesamehypothesis(willthechangebereversibleorirreversible).

Evaluate: Asktheclassrelatedquestionsthatwillencouragefuture

investigationssuchas: Canyouthinkofanothermaterialwecanmeltinthecrockpot? Afterwemeltthat,canwereversethechangebyputtingitinthe

freezer?

20

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21

ChangingMatterExperiment#1

Properties

Beginning Middle End

Whattoolsarebeingusedtochangethecrayons?

______________________________________ ______________________________________

Whentheexperimentbegan,thecrayonswerea___________________.

Whenweappliedheat,thecrayonschangedintoa___________________.

Whenweappliedcoolair,thecrayonschangedintoa_________________.

Wasthisareversibleorirreversiblechange?___________________________

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)

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.

Explain: Inputthetoolsbeingusedonthelinesandinthearrows.(heatand

cool) Answers: Solid Liquid Solid ReversibleEvaluate: Encouragescientificconversationthroughoutthepage.Assess

whetherstudentsneedadditionalhelpwithconcepts.

22


Properties


Whattoolsarebeingusedtochangetheicecubes?

______________________________________ ______________________________________

Whentheexperimentbegan,theicecubeswerea___________________.

Whenweappliedheat,theicecubeschangedintoa___________________.

Whenweappliedcoolair,theicecubeschangedintoa_________________.


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).

Explain: Explaintostudentsthatyouhadalreadyputacookedegginthefreezertogetitreadyforthelesson.Pullitoutofthefreezerandpassitaround.Havestudentsfillinthelastcolumninthechangingmatterschart.

Didtheegggobacktoitsoriginalstateafterfreezing?Shakeit.Isitliquid‐likeontheinside?

Theconceptistounderstandthatonceheatisapplied,theeggcannotbechangedbacktoitsoriginalstate,evenifwhencoolingisapplied.Itisanirreversiblechange.

Evaluate: Completetherestofthepage. Answers: Heat Cool Liquid(inside) Solid Solid Irreversible

23


Properties


Whattoolsarebeingusedtochangetheeggs?

______________________________________ ______________________________________

Whentheexperimentbegan,theeggswerea___________________.

Whenweappliedheat,theeggschangedintoa___________________.

Whenweappliedcoolair,theeggschangedintoa_________________.


Lesson16Length: 1session:about30‐40minutesMaterials: Copiesofstudentletterformatpage(optional)Overview: Inthislessonstudentswillwritealettertoafamilymember,friend,

orpenpalaboutanexperimenttheyenjoyed. Engage: Remindstudentsofthepriorexperiments.Explore: Opentostudentjournalpage24.Readstudentsdirections.Encourage

themtousescientificlanguage.Theirtrustedstudentjournalwillbeagreatresource!

Evaluate: Reviewstudentlettersandallowforacoupleshares.

24

Sharingourknowledgewithothers!

Writealettertoafamilymemberusingthefollowingchecklist:

1.Lookthroughyourstudentjournal.Chooseoneexperimentto

writeabout:_________________________________________________

2.Inyourlettertellyourfamilymemberwhathappenedduringthe

experiment._____

3.Besuretoincludetheresultsandconclusionfromyour

experiment._____

4.Tellaboutyourfavoritepartoftheexperimentandwhyitwas

yourfavoritepart.______

5.MakesuretouseSCIENTIFICLANGUAGE!!_____

6.Checkyourletterforcapitals,endingpunctuation,andcorrect

spelling.______

Dear __________________________ ~

From,

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.

Lesson 18 Unit Test

Key Included

25

ChangesinMatterPosterInstructions

1.Takeyourpaperwithpicturesonitandputitinthemiddleofyourlargeposterpaper.Foldthetwosidesofyourpostersotheymeetinthemiddle.Openitbackuptotakeyourpicturesout.Yourposterpapershouldbeinthreeparts.

2.Cutoutthe6smallpicturecards.Foldyourtwooutsideflapsbackoverandgluethepicturesintothreerows.

3.Addthewordsthatgoaboveeachpicture.Makesuretoputthe+and=signs.

26

4.Cutoutyour3longpictures.Opentheposterupandgluethe3picturesinthemiddleoftheposter.

5.Writethecorrectwordaboveeachpicture.

6.Openyourposterbackupandcutslitsinbetweeneachofthepictures.

Cutfromtheinsidetowardtheoutsideedgeoftheposter

We’velearnedthat…

Asolid+heat=____________________________

Aliquid+heat=___________________________

Aliquid+freezingtemperatures=___________________________

2ndgrade–StructureandPropertiesofMatter EndofUnitTest

Name:__________________________________________________

Youhavetheseblockstobuildastructure.

1.Circlethestructure(s)youcanbuild.

a. b. c.

2.Isthereastructureyoucannotbuild?Ifso,whynot?Giveevidencetosupportyouranswer.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3.Canyoubuildthisstructure?Giveevidencetosupportyouranswer.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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

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

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.

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

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

structure & properties of matter - unit

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