Structureand
PropertiesofMatter
2ndgrade
Teacher’sGuide
Length:
Materials:
Lesson1
1session:about30‐40minutes
WhatistheWorldMadeOf?By:KathleenWeidnerZoehfeld
StickyNotes
WhiteBoard
Overview:
Engage:
Launchunitwithasubjectintroduction,studentgenerated
hypothesis,andanexplorationwalk.
Explore:
Introducematterasaconcept.Drawtheideachartfrompage1ofthe
studentjournalontheboard.Passoutstickynotestoeachchildand
allowtimeforthemtowriteideas.
Explain:
Elaborate:
Evaluate:
SingStatesofMatterlocatedintheteacherguide.
Havestudentsattachstickynotestotheboardandhaveaclassroom
discussionbasedontheirthinks,knows,wonders,andconnections.
Encouragetheclasstorecordotherstudents’responsesintheir
journal.
ReadWhatistheWorldMadeOf?
Onpage1ofthestudentjournaldefineinkidlanguagesolid,liquid,
andgas.
Goonascavenger(indoorsoroutdoors)huntforsolids,liquids,and
gases(studentjournalpage2).Comebackforaquickwholegroup
discussion.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.
Matter
Iknow…
Iwonder…
Remindsmeof…
Ithink…
Solid:________________________________________________________________________
______________________________________________________________________________
Liquid:_______________________________________________________________________
______________________________________________________________________________
Gas:__________________________________________________________________________
______________________________________________________________________________
1
MatterScavengerHunt
Lookforeachofthefollowingstatesofmatter:
Solid
Liquid
Gas
Whichstateofmatterdidyouobservemostoften?____________________
Whichstateofmatterdidyouobserveleastoften?____________________
2
Length:
Materials:
Overview:
Lesson2
1session:about30‐40minutes
Ateachgroup:
Pipecleaner
Stickybug
Marble
Porcupineball
Feather
Sandpaper
Twizzler
Cottonball
Rock
Popsiclestick
HandLenses(eachstudent)
Studentsandteacherwillbecreatinganchorchartsandobserving
propertiesofvariousobjects.Wewillbecreatinglanguagewhich
allowsstudentstodescribematerialsbytheirobservableproperties.
Engage:
Explore:
Letstudentsknowthatwewillbediscoveringthepropertiesof
variousobjects.Allowdiscussionforideasabouthowtoobserveand
whattheycanobserve.Thiswillleadintoanaturaltransitionforthe
nextactivity.
Studentswillcreateanchorchartswithtexture,shape,andcolor
words(studentpage3).Discussaswholegroupandhangchartin
room.Explainflexibilityandhavestudentsgiveexamplesofitems
thatareflexible.Studentswillenteryes/nointhechartforflexibility.
Havestudentsopenjournalstopage4.Readthepoem:
FingersTell
Whatcanyourfingers
Seeforyou?
Whetherasurface
Feelsoldornew?
Isitbumpy,lumpy,
Slippery,slick?
Prickly,scratchy?
Hardasbrick?
Spongy,rough?
Softerthandough?
Touchit!
Seeifyourfingersknow.
Explain:
Evaluate: Discussandmodelhowtousehandlenses.Distributematerialsto
tablesandallowstudentstoexplorepropertiesofmaterials.
Observeandlistentostudentsastheyinteracttoencouragescientific
language.Studentsrecordobservationsinthetableonpage4.
Askopenendedquestionstofosterhigherorderthinking.Questions
include:
Whatevidencedoyouhave…
Howcouldyouprove…
Whatpropertiesdothesematerialsshare?
DescribingProperties
Property:____________________________________________________________________
______________________________________________________________________________
Color
Texture
Shape
3
DescribingProperties
Color
Flexible
Shape
Texture
Canyoubendit?
Howdoesitfeel?
PipeCleaner
StickyBug
Marble
Porcupineball
Feather
Sandpaper
Twizzler
CottonBall
Rock(bumpy)
4
Length:
Materials:
Overview:
Engage:
Lesson3
1session:about30‐40minutes
CottonBall
Marble
Priorlessonmaterialsoptional
Compareandcontrastmaterialsandtheirproperties.
Raisequestionsfromthepriorlesson:
Whatdidyounotice?
Wheretherepropertieswhichtwomaterialsshared?
Explore: QuicklyreviewaVennDiagramwithyourstudents.Createthefirst
VennDiagramontheboardoroverhead.Guidestudentsinfillingout
diagramtogether.Encouragescientificlanguage.Studentpage5.
Explain: Makeanobservationabouttheinformation.(Thecottonballandthe
marblehavetwopropertiesincommon.)
Elaborate: `
Evaluate: HavestudentscompletetheVennDiagramonstudentjournalpage6.
Encouragethemtopicktwomaterialsthathavesimilarpropertiesas
wellasdifferent.Thismaybeagoodtimetopullstudentswhoarein
needofextrasupport.
Askstudentstomakeanobservationaboutthematerials.
Cometogetherforaquickwholegroupclosing.Askstudentstoshare
outwhatmaterialstheychoseandobservationstheymade. ComparingandContrastingMaterials
cottonball
marble
UsingtheinformationintheVenndiagram,writeanobservation.Remembertouse
scientificlanguage.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
5
ComparingandContrastingMaterials
_______________________ _______________________ UsingtheinformationintheVenndiagram,writeanobservation.Remembertouse
scientificlanguage.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
6
Length:
Materials:
Overview:
Lesson4
1session:about30‐40minutes
Sponge
PaperTowel
WaxPaper
GraduatedCylinder
MediumBowlwithWater
Funnel
Studentswillfindthematerialthatismostabsorbent.Wewillcreatea
graphandformaconclusion.Studentswillexplorematerialsthat
containpropertiesweuseforanintendedpurpose:absorbency.
Engage:
Priorlessonshavebeenbasedonpropertiesofmaterials.Drawon
thoselessonstomaketheconnectionthatamaterialbeingabsorbent
isanotherpropertyofamaterial.
Explore:
Explain:
Letstudentsknowthatwewillbeconductinganexperimenttofind
anobjectthatisthemostabsorbent.
Brainstormdifferenthouseholditemsthattheyknowtobeabsorbent.
Introducethematerialswewillbetesting:sponge,papertowel,wax
paper.
Completethescientificprocessonstudentpage7.Donotfilloutthe
conclusionuntilaftertheexperiment.
Fillabowlwithwater.
Dipthefirstabsorbentmaterialinthebowlandsqueezeitscontents
intoagraduatedcylinder.Graphresultsonstudentjournalpage8.
Repeatfortherestofthematerials.
Completetheconclusiononstudentpage7.
Elaborate:
Completethedefinitionforabsorbentinkidlanguageonstudent
journalpage8.
Evaluate:
Quickwholegroupoverviewoftheexperiment.Whichmaterialwould
youchoosetocleanupaspill?Whatpropertydoesthismaterialhave
thatwouldpersuadeyoutopickthismaterialforacleanupjob?
Extension:
Takethegrowingalligatorfromthepackage.Askstudentswhat
propertiesithas.Discusswhattheybelievewillhappenifweleavethe
alligatorindistilledwaterallnight.Dotheexperimentandthen
discusswhatpropertiesthealligatormusthaveforittobeableto
growtosuchalargesize.
IM
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
NOMe
IC.I
M M M M M M M M M
IC.
oate
«JllnCe [XP{tiMent R«orDM
~
_,?
.
PJ"ObleMtQUe~tiOI'l
~
0
Ob~erVOtiOO~
\1TP0th~~
~
Material~
~
~
'ii
.&>
procme
-
..
--..;;;;;;;,
J~~~J&.::r'......
(
R~K
wD
7/i'f;
~
COOCI~iOO
~
=
~ I •• I I •
I •
~f
~~~~~
• I I • I I • • • • I • I I ICII I • I • I • • • • ICI
7
HowabsorbentamI?
70
65
60
mlofwater
55
50
45
40
35
30
25
20
15
10
5
papertowelwaxpaper sponge
Absorbant:__________________________________________________________________
______________________________________________________________________________
8
Length:
Materials:
Overview:
Engage:
Explore:
Elaborate:
Evaluate:
Lesson5(2daysoptional)
1session:about30‐40minutes
PipeCleaners
3x5Notecard
PopsicleSticks
Washers
Note:Arrangedeskssothattheyare4inchesapartinordertocreate
abridgeacrossthetwotables
Studentswillbetestingmaterialsbasedonstrength.Continueto
connectstudentsbacktotheconceptofobservableproperties.
Discusswhatpropertiesapipecleaner,3x5notecard,andpopsicle
stickshave.Introduceanotherobservableproperty:strength.
Letstudentsknowwewillbetestingdifferentmaterialsforstrength.
Formahypothesisandfilloutthescientificprocess(specialattention
totheproceduresothatstudentscanconducttheexperiment
successfully)onstudentpage9.Donotfillouttheconclusionportion
untiltheexperimentiscompleted.
Putstudentsinmixedability,smallgroups.Giveeachgroup6pipe
cleanerstapedtogether,one3x5notecard,6popsiclestickstaped
together,and40washers.
Studentsshouldrelatebacktotheprocedureportionofthescientific
process.
Thepopsiclestickswillholdall40washers.Theywillhavetostop
there.Encouragestudentstopredicthowmanywashersitcouldhold.
Filloutthechartonstudentpage10.
Studentswillcompletetheconclusionsectiononthescientificprocess
onstudentpage9.
Gobacktostudentpage10andfilloutthedefinitionforstrength.
Allowthemtobrainstorm.Wearelookingfornotflexible,hard,and
solid.
IM
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
NOMe
IC.I
M M M M M M M M M
IC.
oate
«JllnCe [XP{tiMent R«orDM
~
_,?
.
PJ"ObleMtQUe~tiOI'l
~
0
Ob~erVOtiOO~
\1TP0th~~
~
Material~
~
~
'ii
.&>
procme
-
..
--..;;;;;;;,
J~~~J&.::r'......
(
R~K
wD
7/i'f;
~
COOCI~iOO
~
=
~ I •• I I •
I •
~f
~~~~~
• I I • I I • • • • I • I I ICII I • I • I • • • • ICI
9
HowstrongamI?
numberofwashers
40
38
36
34
32
30
28
26
24
22
20
18
16
14
12
10
8
6
4
2
notecard pipecleaners popsiclesticks
Writethreepropertiesthatstrongmaterialsshare:
1._____________________________
10
2._____________________________ 3._____________________________
Length:
Materials:
Overview:
Engage:
Explore:
Explain:
Elaborate:
Evaluate:
Extension:
Lesson6
1session:about30‐40minutes
Twizzler(oneforeachstudent)
Yarn (oneforeachstudent)
Marker(oneforeachstudent)
Studentswillbetestingmaterialsbasedonflexibility.Continueto
connectstudentsbacktotheconceptofobservableproperties.
DiscusswhatpropertiesaTwizzler,yarn,andamarkerhave.
Introduceanotherobservableproperty:flexibility.
Letstudentsknowwewillbetestingdifferentmaterialsforflexibility.
Verballydiscusswhichobjectwillbethemostflexible.
Inpriorlessonsstudentsidentifiedwhetheramaterialisflexibleor
not.Inthislessonstudentsshouldexpandtheirthinkingtoconclude
thatsomeitemscanbesomewhatflexible.
Giveeachstudentapieceofyarn,aTwizzler,andamarker.
Turntopage11inthestudentjournal.
Askthemtodrawtheobjecthowtheyseeitnowandexplainsome
observableproperties.
Tryandtieeachmaterialinaboworaknot.Drawtheresultinthe
observationsboxwithashortexplanation.(Twizzlerwaskindofeasy
totiebutwouldnotmakeatightknot.)
Askstudentstotalkaboutiftheirmaterialswereeitherflexibleornot
flexible.Afterdiscussionaskthemtoorderthematerialsfromleast
flexibletomostflexible.Offerquestions:
Cansomeobjectsbesomewhatflexible?
Timepermitting:VideoClip
Flexibility
Materials
Observations
(Pictureandwords)
(Pictureandwords)
Orderyourmaterialsfrommostflexibletoleastflexible:
______________________________________
______________________________________
_______________________________________
11
Length:
Materials:
Overview:
Engage:
Explore:
Explain:
Elaborate:
Evaluate:
Lesson7(2days)
2sessions:about30‐40minutes
6RealLifeProblemCards
ConstructionPaper
Crayons/Markers/ColoredPencils(tocolorconstructionpaper)
Studentswillbecreatingashelter,aplayground,orananimalforthe
purposeofdefense.Makeconnectionstopriorlessonsconcerning
observablematerialsandnowlinkingittoanintendedpurpose.
Putstudentsinsmallgroupsof3‐6.Passoutonereallifecardtoeach
group.
Allowthemtimetodiscussideas.
Openstudentjournaltopage12.Reviewchecklistwiththemand
allowtimeforquestions.Allowstudentstobecreativewhilebringing
thembacktoscientificterminology.
Passoutconstructionpaperandinstructthemtolabeltheirdrawings.
Circulatetheclassroomandencouragescientificthinking.Whatabout
thatmaterialisuseful?
Allowstudentstimetopresent.
YOU ARI UNDIR
ATTAfK!
YOU ARI UNDIR
ATTAfK!
Make a home or shelter for your family that
will keep you safe.
Make a home or shelter for your family that
will keep you safe.
What materials will you use to create your
shelter?
What materials will you use to create your
shelter?
What properties will these materials have
that make you want to use them?
What properties will these materials have
that make you want to use them?
'1------------------YOU ARI UNDIR
YOU ARI UI'IDIR
ATTAfK!
ATTAfK!
You are an animal under attack! Create your
own suit of armor using animal body parts.
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 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!
What does it feel like? What is it made of?
You may have more than form of defense!
KID! DUll TUI !~11001!
KID! DUll TUI !~UOOl!
You and your friends must create the
ultimate playground! Unfortunately we only
have enough money for three structures.
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 materials will you use to build your
playground?
What properties will these materials have
that make you want to use them?
What properties will these materials have
that make you want to use them?
PosterChecklist
Step1:Listthematerialsyou’llusetocreateyourstructure(s)oranimal:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Step2:Drawyourstructure(s)/animalonyourposter_______
Step3:Labelthematerialsonyourposter________
Step4:Describethepropertiesthematerialshave:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Step5:Bepreparedtopresentyourpostertotheclassandsharewhyyou
chosethematerialsyoudid.
12
Length:
Materials:
Overview:
Engage:
Evaluate:
Lesson8
1session:about30‐40minutes
UnitTest
10materialsfromlesson2:
Pipecleaner
Stickybug
Marble
Porcupineball
Feather
Sandpaper
Twizzler
Cottonball
Rock
Popsiclestick
Computer
StudentswillwatchavideoclipbyBillNye.Aftertheclipisover
studentswillgoonaTestExplorationwhiletheteacheradministersa
performancebasedtest.
PlayBillNye’s:StatesofMatteronYouTube
http://www.youtube.com/watch?v=3SUPA2CBjGs
Watchupto8minsand16secs.
Optional:Continuewatchingtheentiremoviewhileyouteststudents.
SetuptestingmaterialswhilestudentswatchBillNye.Youmaypull
studentstotestduringthevideocliporwaituntilthevideois
finished.
Afterthevideostudentswillgoonaliteraturewalkwithpartnersto
readthebooksincludedinthekit.
Onstudentpage13studentswilllistthreethingstheylearnedor
foundinterestingfromwhattheyread.
Pullstudentsoneononeorinsmallgroupstocompletethe
performancebasedtest.Recordscoresonthelastpageoftheunit
test.Thetestingtemplateisincludedinthekit.Itcanbereused.
2ndgrade–StructureandPropertiesofMatter
PerformanceBasedAssessment
Placeanobjectinthecirclethatis:
Round
Hard White Placeanobjectinthecirclethatis:
Placeanobjectinthecirclethatis:
Placeanobjectinthecirclethatis:
Long
Thin
Somewhatflexible
Red Thin Flexible
Rectangle
Rough
Flexible
TextExploration
Afterreadingthroughthebooksinyourclassroom,writedownthree
interestingfactsthatyoudiscovered.Besuretousecompletesentenceswith
scientificlanguage.
Didyouknow…
1.________________________________________________________________________________________
_________________________________________________________________________________________
2.________________________________________________________________________________________
_________________________________________________________________________________________
3.________________________________________________________________________________________
_________________________________________________________________________________________
Listpropertiesforeachanimalintheboxesbelow.Youcanusethewordsfrom
yourjournalandanchorchartinourclassroom.
13
Length:
Materials:
Overview:
Engage:
Lesson9
1session:about30‐40minutes
1bagwith2red,2yellow,2blue,2greenconnectingcubes(oneper
student)
Studentswillconstructanddeconstructconnectingblocktowers.
Theywillcompareandcontrastpropertiesofteachermodeland
propertiesofstudentmodel(color,quantity,shapeofcubes,and
shapeofthestructure).
Passoutbagsfullofcubestoeachstudent.Havestudentsopento
page14intheirstudentjournal.Studentpages14‐16
Explore/Explain: Createastructurethatis6long:RRBBGG
Havestudentscreatethisstructurewiththeteacheranddrawitin
theirjournal.Havethemdiscusstheproperties.Havethem
deconstructthestructureandusingthesamecubes,makea
differenttower.
Compareandcontrastthe2structures.Thesimilaritiesshouldinclude
thecolorandnumberofcubeswillstaythesame.Theshapeofthe
cubeswillalsostaythesame.Howevertheshapeofthestructureand
colorplacementofcubesmaychange.
Createastructurethatis4,2,2.BB
Repeatabove.(p.15)
YY
RRGG
Createastructurethatis4by2.RRBB
Repeatabove.(p.16)
YYGG
Evaluate:
Allowwholegrouptimetodiscusswhatchangesweremadeineach
structureandwhatstayedthesameineachstructure.(Eachstructure
hadthesamenumberofcubesandthecolors).
CompareandContrastCubeStructures
#1
OriginalStructure
NewStructure
Drawanddescribethepropertiesofyour
structure:
Drawanddescribethepropertiesofyour
structure:
Howarethesetwostructuresthesame?_____________________________________________________________________
__________________________________________________________________________________________________________________
Howarethesetwostructuresdifferent?______________________________________________________________________
___________________________________________________________________________________________________________________
14
#2
OriginalStructure
NewStructure
Drawanddescribethepropertiesofyour
structure:
Drawanddescribethepropertiesofyour
structure:
Howarethesetwostructuresthesame?_____________________________________________________________________
__________________________________________________________________________________________________________________
Howarethesetwostructuresdifferent?______________________________________________________________________
___________________________________________________________________________________________________________________
15
#3
OriginalStructure
NewStructure
Drawanddescribethepropertiesofyour
structure:
Drawanddescribethepropertiesofyour
structure:
Howarethesetwostructuresthesame?_____________________________________________________________________
__________________________________________________________________________________________________________________
Howarethesetwostructuresdifferent?______________________________________________________________________
___________________________________________________________________________________________________________________
16
Length:
Materials:
Overview:
Engage:
Explore:
Explain:
Evaluate:
Lesson10
1session:about30‐40minutes
1bagwith2red,2yellow,2blue,2greenconnectingcubes(oneper
student)
StudentStructureCards1‐6
Usingtheirbagofblocks,studentswillbeaskedtocreate6different
structures.Today’slessonfocusesonpropertiesneededfortwoalike
structurestobebuilt(correctnumber,color,andshapeofcubes).
Structures1,2,5canbebuilt.Structures3,4,6cannotbebuilt.
Passoutbagswithblocks.Revisitpropertiesofcubes.Askstudents
whatcolorblockstheyhaveandhowmany.Askthemtothinkof
structurestheybuiltinthepriorlesson.
Opentostudentpage17.(Youwillusestudentpages17‐18forthis
lesson.)Passoutstudentstructurecard1(SSC1).Allowtimetobuild
structureanddiscussthepropertiesofthestructure
Whereyouabletobuildit?Why?(Remembertoencouragescientific
language)
PassoutSSC2.Repeatprocess.
PassoutSSC3.Discusswhystudentsareunabletobuildthestructure.
PassoutSSC4.Discusswhystudentsareunabletobuildthestructure.
PassoutSSC5.Repeatprocess.
PassoutSSC6.Discusswhystudentsareunabletobuildthestructure.
Drawattentiontothecurvededgesonthisstructure.Thisisanew
propertytobeintroduced.
Circulatetheroomandencouragescientificreasoningandlanguage
withinstudentanswers.
PropertiesofCubeStructures
Structure#1
Couldyoubuildit?_______________________
Explainwhyyoucouldorcouldn’tbuildstructure#1
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Structure#2
Couldyoubuildit?_______________________
Explainwhyyoucouldorcouldn’tbuildstructure#2
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Structure#3
Couldyoubuildit?_______________________
Explainwhyyoucouldorcouldn’tbuildstructure#3
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
17
Structure#4
Couldyoubuildit?_______________________
Explainwhyyoucouldorcouldn’tbuildstructure#4
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Structure#5
Couldyoubuildit?_______________________
Explainwhyyoucouldorcouldn’tbuildstructure#5
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Structure#6
Couldyoubuildit?_______________________
Explainwhyyoucouldorcouldn’tbuildstructure#6
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
18
Length:
Materials:
Overview:
Engage:
Explore:
Explain:
Evaluate:
Lesson11
1session:about30‐40minutes
20ozpopbottle
Popcan
Playdough
Waxpaper
Scissors
Pieceofpaper
6connectingcubes(anycolor)
Thenextlessonsintroducereversibleandirreversiblechangein
statesofmatter.Inthislessonwewillbeintroducingthesetermsand
givingconcreteexample.Studentswillexploreotherexampleintheir
notebooks.
Holdupapieceofpaperandripitinhalf.Explaintostudentsthatthe
paperhasgonethroughanirreversiblechangebecausewecannotput
thepaperbacktoitsoriginalformwithoutaddinganothermaterial.
Holdup6connectingcubesandbreakthecubetowerinhalf.Explain
tostudentsthatthisisareversiblechangebecausewecanputthe
structurebacktoitsoriginalstatewithouttheuseofothermaterials.
Holdupapopcanandapopbottle.Askthestudentstomakea
prediction.Ifweopenbothobjects,whichisareversiblechangeand
whichwillbeanirreversiblechange.Openbothobjectsanddiscuss
results.(Popcanisanirreversiblechangeandpopbottleisa
reversiblechange.)
Holdupwaxpaperandplaydough.Repeatprocessabove.(Play
doughisareversiblechangeandwaxpaperisanirreversiblechange.)
Onstudentjournalpage19havestudentsbrainstorm
materials/eventswithanirreversibleandreversiblechange.Allow
studentstoexploreoutoftheboxideas.(Legostogetherandapart,
zipper,fireworks,haircut)
Cometogetherasawholegroupanddiscussakidwordeddefinition
forreversiblechangeandirreversiblechange.Openendeddefinitions.
ReadWaxtoCrayonby:InezSnyder
Remindstudentstousescientificlanguage.
ChangingMatter
Reversiblechange:_________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Irreversiblechange:________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
ReversibleChange
IrreversibleChange
19
Lesson12(2days)
Closingonlesson13
Length:
Materials:
Overview:
Engage:
Explore:
2sessions:about30‐40minutes
CrockPot
Crayons
Ladle
CrayonMolds
Optionalbutrecommended:Accesstoafreezer
Thenextlessonsintroducereversibleandirreversiblechangein
statesofmatter.Inthislessonwewillbeintroducingtheeffectsof
heatingandcoolingondifferentmaterials.Wewillbemeltingand
freezingcrayonsinacrockpot.Eachstudentwillgettheirown
crayon!
Reflectonwhatwasreadinthelessonbeforeandrevisitreversible
andirreversiblechange.Letyourstudentknowtheywillbemelting
crayons!
DAY1:
Opentopage20inthestudentjournal.Completethescientific
process.Itisimportantthatthestudentshavealargepartinplanning
theexperiment.Completetheresultsandconclusionsectionlater.
Allowstudentstograbthreelightcoloredcrayons(theendproductis
prettierwithlightcolors)fromthekit.Askthemtoun‐wrapthe
crayonsandobservetheirpropertiesonstudentpage21inthe
beginningcolumn.Havestudentsrefertotheiranchorchartsand
studentjournalsforscientificlanguage.(Notflexible,hard,solid,long,
thin,color,etc.)Emphasizesolid.
Havestudentsbreakcrayonsintothirdsandplacethemincrockpot.
WaituntilDay2toturnthecrockpoton.
DAY2:
Onehourbeforeyouteachtherestofthelesson,turnthecrockpoton
high.
Havestudentsturntostudentjournalpage20.Showthemthecrayons
inthecrockpot.Filloutthemiddlecolumnofthechart.Again,make
noteoftheobservableproperties(shape,color,texture,temperature).
Emphasizeliquid.
Explain:
Evaluate:
Whilestudentsarewritingintheirjournalspourliquidcrayoninto
molds.Thisisagoodtimetorevisitthescientificprocessandask
studentsiftheystillhavethesamehypothesis(willthechangebe
reversibleorirreversible).
Asktheclassrelatedquestionsthatwillencouragefuture
investigationssuchas:
Canyouthinkofanothermaterialwecanmeltinthecrockpot?
Afterwemeltthat,canwereversethechangebyputtingitinthe
freezer?
I• • • • • • • • • • • • • • • •
II::JI:IJI~I
NOMe
• • • • • • • • 1[111• • • • • • • • • IC:II
oate
~e
m>eriMent R«orlll9
~
.,?~
• I)
PI"ObleMtQUe~tiOO
Ob~erVOtiOO~
0
\1TPOth~~
ill
Material~
~
~
i
II--
proceou-e
~~
-~
~
( ~ I)
R~K
~
~
COOCI~IOO
~
~
~
I •• I •• I •
~r
~~~~~
• • I • • I • • • • • • • I ICIII I • • • • • • • • ICII
20
ChangingMatterExperiment#1
Properties
Beginning
Middle
End
Whattoolsarebeingusedtochangethecrayons?
______________________________________
______________________________________
Whentheexperimentbegan,thecrayonswerea___________________.
Whenweappliedheat,thecrayonschangedintoa___________________.
Whenweappliedcoolair,thecrayonschangedintoa_________________.
Wasthisareversibleorirreversiblechange?___________________________
21
Length:
Materials:
Overview:
Engage:
Explore:
Explain:
Elaborate:
Lesson13
1session:about30‐40minutes
FinishedCrayonsinmolds
Inthislessonwewillhavefurtherdiscussionoftheeffectsofheating
andcoolingondifferentmaterials.Wewillbeclosingthecrayon
activityandbeginningtheheatingandcoolingofwaterexperiment.
Revisitthepriorlessonsexperiment.Showtheclassthesolidcrayons
inthemolds.Popthemoutandallowstudentstotouchthem.Opento
page21fillintheendcolumn(shape,solid,color,texture,
temperature,etc.)
Fillinstudentpage21asyoudiscusstheresultswiththeclass.The
arrowsshouldincludethetoolsbeingusedthechangethecrayons
(heatandcoolwillbelistedonthelinesandinthearrows).
Answers:
Solid
Liquid
Solid Reversible(Discussion)
Turntostudentpage20andcompletethescientificprocess.
Encouragescientificlanguage.
Emphasizethatthepropertiesarechangingwhenheatorcool
temperaturesareapplied.
VideoCliponYoutube:
ReversibleandIrreversibleChange
http://www.youtube.com/watch?v=7SVAgDc46QM
Iftimeremains:Readabookfromthekit(allowstudentstochoose)
Length:
Materials:
Overview:
Engage:
Explore:
Elaborate:
Lesson14
1session:about30‐40minutes
CrockPot
Water
Freezer
2FrozenIceinTrays
Inthislessonwewillhavefurtherdiscussionoftheeffectsofheating
andcoolingondifferentmaterials.Wewillbebeginningtheheating
andcoolingofwaterexperiment.
Have2frozenicetrayspreparedforthelesson.
Connectbacktopriorlessonandreviewanirreversiblechangein
matterandareversiblechangeinmatter.
Letstudentsknowwewillbeconductinganexperimentwithiceand
allowthemtomakepredictionswhethertheybelieveitcanbe
changed.Whattoolcanchangeit?Canittheprocessbereversed?If
so,whattoolcanreverseit?
Opentopage22inthestudentjournal.
Showstudentstheicecubetraythatcontainsfrozenice.
Filloutthebeginningcolumnofthechangingmatterschartwith
observableproperties.(solid,cold,clear,cloudy,smooth,hard,not
flexible)
Putice(onetrayonly)incrockpotandputonhigh.Makepredictions
andask:
Whatdowealreadyknowfrompriorexperiments?
Whatpredictionscanwemakebasedonthosepredictions?
Howisthematterchangingwhilewewatchthecrockpot?
Whentheiceismelted,filloutthemiddlecolumnofchangingmatters
chart.
Pourtheicebackintotheicetrayandexplaintostudentswewill
placeitbackinthefreezer.Pulltheotherpre‐frozenicetrayfromthe
freezerandexplaintostudentsthatthisiswhathappenstothewater
afterbeingleftinthefreezerforalongperiodoftime.(Thisshouldbe
afamiliarconcept)
Filloutthefinalcolumninthechangingmatterschart.
Explain:
Evaluate:
Inputthetoolsbeingusedonthelinesandinthearrows.(heatand
cool)
Answers:
Solid
Liquid
Solid
Reversible
Encouragescientificconversationthroughoutthepage.Assess
whetherstudentsneedadditionalhelpwithconcepts.
ChangingMatterExperiment#2
Properties
Beginning
Middle
End
Whattoolsarebeingusedtochangetheicecubes?
______________________________________
______________________________________
Whentheexperimentbegan,theicecubeswerea___________________.
Whenweappliedheat,theicecubeschangedintoa___________________.
Whenweappliedcoolair,theicecubeschangedintoa_________________.
Wasthisareversibleorirreversiblechange?___________________________
22
Length:
Materials:
Set‐up:
Overview:
Engage:
Explore:
Lesson15
1session:about30‐40minutes
2HardBoiledEggs
2uncookedeggs
CrockPot
Water
ButterKnife(optional)
MediumBowl
Have2hard‐boiledeggspreparedforthelesson.
1hard‐boiledegginfreezer
1hard‐boiledeggreadytobeswitchedwhenkidsarenotlooking
1raweggwithbowltocrackover
1raweggtobeputincrockpot
Inthislessonwewillhavefurtherdiscussionoftheeffectsofheating
andcoolingondifferentmaterials.Wewillbeexperimentingwith
eggs.
Connectbacktopriorlessonandreviewanirreversiblechangein
matterandareversiblechangeinmatter.
Crackaneggoverabowlandaskstudentstoobserveitsproperties.
Opentostudentjournalpage23.Fillinthebeginningcolumnofthe
changingmatterchart.Explaintostudentsthatweonlybroketheegg
sothatwecanknowwhatitlookslikeontheinside.
Puttheotheruncookedegginthecrockpotonhigh.
Theeggwillnotcookintimeforthisexperiment.Whenstudentsare
notlookingreplacethecookingraweggwiththealreadyhard‐boiled
egg.Havingastudentreadabookfromthekitorwatchavideoclipis
agoodwaytopasstimewhiletheegg‘cooks’.
YouTubeVideoClip:
ReversibleandIrreversibleChangesbyLuca
http://www.youtube.com/watch?v=wn2lGLZQcGo
Pullthehard‐boiledeggfromthecrockpotandbreakitopen.Have
studentscompletethemiddlecolumnofthechangingmatterchart.
(Observingproperties).
Explain:
Evaluate:
Explaintostudentsthatyouhadalreadyputacookedegginthe
freezertogetitreadyforthelesson.Pullitoutofthefreezerandpass
itaround.Havestudentsfillinthelastcolumninthechangingmatters
chart.
Didtheegggobacktoitsoriginalstateafterfreezing?Shakeit.Isit
liquid‐likeontheinside?
Theconceptistounderstandthatonceheatisapplied,theeggcannot
bechangedbacktoitsoriginalstate,evenifwhencoolingisapplied.It
isanirreversiblechange.
Completetherestofthepage.
Answers:
Heat
Cool
Liquid(inside)
Solid
Solid
Irreversible
ChangingMatterExperiment#3
Properties
Beginning
Middle
End
Whattoolsarebeingusedtochangetheeggs?
______________________________________
______________________________________
Whentheexperimentbegan,theeggswerea___________________.
Whenweappliedheat,theeggschangedintoa___________________.
Whenweappliedcoolair,theeggschangedintoa_________________.
Wasthisareversibleorirreversiblechange?___________________________
23
Length:
Materials:
Overview:
Engage:
Explore:
Evaluate:
Lesson16
1session:about30‐40minutes
Copiesofstudentletterformatpage(optional)
Inthislessonstudentswillwritealettertoafamilymember,friend,
orpenpalaboutanexperimenttheyenjoyed.
Remindstudentsofthepriorexperiments.
Opentostudentjournalpage24.Readstudentsdirections.Encourage
themtousescientificlanguage.Theirtrustedstudentjournalwillbea
greatresource!
Reviewstudentlettersandallowforacoupleshares.
Sharingourknowledgewithothers!
Writealettertoafamilymemberusingthefollowingchecklist:
1.Lookthroughyourstudentjournal.Chooseoneexperimentto
writeabout:_________________________________________________
2.Inyourlettertellyourfamilymemberwhathappenedduringthe
experiment._____
3.Besuretoincludetheresultsandconclusionfromyour
experiment._____
4.Tellaboutyourfavoritepartoftheexperimentandwhyitwas
yourfavoritepart.______
5.MakesuretouseSCIENTIFICLANGUAGE!!_____
6.Checkyourletterforcapitals,endingpunctuation,andcorrect
spelling.______
24
Dear __________________________~
From,
Length:
Materials:
Overview:
Engage:
Explore:
Evaluate:
Lesson17
1session:about30‐40minutes
ConstructionPaper
2pagesofclipart(onesetperstudent)
Scissors
Markers/Pencil/ColoredPencils/Crayons(optional)
Thisistheculminatingprojectoftheunit.Studentswillcreate
ChangesinMatterPoster.Acolorexampleisincludedwithinthiskit
anddetailedinstructionsaregiveninstudentjournalpage25‐26.
Showstudentstheteacherexample.Pulltheflapstoshowthemthata
solidplusheatequalsaliquid(andsoon).
Letstudentscreatetheirown!Payspecialattentiontofoldingand
placement.
Circulatetheroomandencouragescientificlanguage.
Lesson 18
Unit Test
Key Included
ChangesinMatterPosterInstructions
1.Takeyourpaperwithpicturesonitandputitinthemiddleof
yourlargeposterpaper.Foldthetwosidesofyourpostersothey
meetinthemiddle.Openitbackuptotakeyourpicturesout.Your
posterpapershouldbeinthreeparts.
2.Cutoutthe6smallpicturecards.Foldyourtwooutsideflapsback
overandgluethepicturesintothreerows.
3.Addthewordsthatgoaboveeachpicture.Makesuretoputthe+
and=signs.
25
4.Cutoutyour3longpictures.Opentheposterupandgluethe3
picturesinthemiddleoftheposter.
5.Writethecorrectwordaboveeachpicture.
6.Openyourposterbackupandcutslitsinbetweeneachofthe
pictures. Cutfromtheinsidetowardtheoutsideedgeoftheposter
We’velearnedthat…
Asolid+heat=____________________________
Aliquid+heat=___________________________
Aliquid+freezingtemperatures=___________________________
26
2ndgrade–StructureandPropertiesofMatter EndofUnitTest Name:__________________________________________________ Youhavetheseblockstobuildastructure. 1.Circlethestructure(s)youcanbuild. a. b.
c. 2.Isthereastructureyoucannotbuild?Ifso,whynot?Giveevidencetosupport
youranswer. _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________ 3.Canyoubuildthisstructure?Giveevidencetosupportyouranswer. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 4.Thethreestatesofmatteraresolid,liquid,andgas.Fillintheblanks. Whenwaterisfrozenitisa__________________________. Whenweboilwateritturnsintoa__________________________. Whenanicecubesitsinthesunitturnsintoa________________________________. 5.Whichofthefollowingchangescannotbereversed? a) Anicecubemeltinginaglass b) Buttermeltinginadish c) Aneggboilinginhotwater 6.Johnnyhadthreeicecubesinhiscup.Theymeltedinthehotsun.HowcanJohnny
reversethischange? a) Addmoreheattothecup b) Puthiscupofmeltedwaterinthefreezer c) Addmoreicecubestothecup 7.Whichpropertiesdothesetwoobjectsshare? a) Hardandbumpy b) Roundandrectangular c) Hardandsmooth 8.Wedidanexperimenttofindthematerialthatwouldholdthemostpennies.Use
thetablebelowtellwhichmaterialwasthestrongest. ____________________________________ 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?Giveevidencetosupportyour
answer. 0pt.–answersstructureaorc 1pt.–answersstructurebwithnosupportorincorrectresponse. 2pts.–answersstructurebwithexplanationbutdoesnotreferencetheroundorcurved
edges.Mayjustexplainthattheyhavethe“wrong”piecesor“Idon’thavetherightones” 3pts.–answersstructurebandexplainsthatitcan’tbebuiltbecausetheywerenotgiven
blockswithroundorcurvededges 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.HowcanJohnny
reversethischange?1pt. a) Addmoreheattothecup b) Puthiscupofmeltedwaterinthefreezer c) Addmoreicecubestothecup 7.Whichofthe
1pt. a) Hardandbumpy b) Roundandrectangular c) Hardandsmooth followingpropertiesdotheseobjectsshare?
8.Wedidanexperimenttofindthematerialthatwouldholdthemostpennies.Using
thetablebelowtellmewhichmaterialwasthestrongest.1pt. __________________popsiclesticks__________________ Paper PopsicleSticks NumberofPennies 23 72 9.Circlethe3propertiesthatdescribethatmaterial.3pts. Bumpy
Slippery
Sticky NotFlexible Hard Red
Solid Round
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