Participant Notebook Deep-dive and Strengthening Workshop Properties of Materials Grade 2
Participant Notebook Deep-dive and Strengthening Workshop Properties of Materials
Grade 2
1© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Welcome to the workshopThis Participant Notebook will serve as a resource during today’s workshop.
Properties of Materials Grade 2
2 Amplify Science © 2018 The Regents of the University of California
Introductions
Framing the day
• Reflecting on our teaching
• Scenario challenge
Experiencing the unit
• Framing with a coherence lens
• Properties of Materials instructional sequence and embedded reflection
The story of the unit
• Key concepts and design arguments
• Progression of ideas
• Progress Build and End-of-Unit Assessment
Targeted small group work time:
• Deepening content understanding and addressing preconceptions
• Coherent instruction
• Formative assessment and differentiation
• Preparing to teach
Closing
• Questions
• Survey
Demo account for your workshop:
URL: learning.amplify.com (Log in with Amplify)
Temporary account: [email protected]
Password: AmplifyNumber1
Unit-specific workshop agenda
3© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Table of Contents
Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Reflecting on Amplify Science implementation . . . . . . . . . . . . . . 6
Self-assessment: How comfortable are you teaching
Amplify Science? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Properties of Materials Unit Map . . . . . . . . . . . . . . . . . . . . . . . 8
Properties of Materials Coherence Flowchart . . . . . . . . . . . . . . . 10
Copymaster and Investigation Notebook pages . . . . . . . . . . . . . 14
Connecting key concepts to chapter explanations . . . . . . . . . . . . 27
Reflecting on the progression of ideas . . . . . . . . . . . . . . . . . . . 28
Properties of Materials Progress Build . . . . . . . . . . . . . . . . . . . 29
Progress Build and End-of-Unit Assessment . . . . . . . . . . . . . . . . 31
Self-inventory: Choosing an area of focus . . . . . . . . . . . . . . . . . 34
Targeted small group work time . . . . . . . . . . . . . . . . . . . . . . . 35
i. Deepening content understanding and addressing preconceptions . 36
ii. Coherent instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
iii. Formative assessment and differentiation . . . . . . . . . . . . . . . . 44
iv. Preparing to teach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Three dimensions of NYSSLS reference . . . . . . . . . . . . . . . . . . 49
Amplify Science support . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
4 Amplify Science © 2018 The Regents of the University of California
Notes
5© 2018 The Regents of the University of California
Notes
Grade 2 Properties of Materials Participant Notebook
6 Amplify Science © 2018 The Regents of the University of California
1. What was a positive moment from teaching your first unit(s)? What was particularly effective in your classroom?
2. What was a challenge you experienced in your first unit(s)? What was an “aha” moment you had while planning or teaching that helped you overcome that challenge?
3. Amplify Science uses a multimodal approach — students do, talk, read, write, and visualize as they construct explanations of phenomena. Describe a time when the multimodal approach helped a particular student or students in your classroom.
Reflecting on Amplify Science implementation
7© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Directions:
After each group shares the solution to their scenario, rank your comfort level with the scenario’s category using the statements along the top of the table.
Scenario I am starting to understand
this
I can do this (with a little
help)
I’ve got this! I feel confident
I can teach this to a peer
Scenario 1
Using program resources to deepen content knowledge and find information to answer content questions
Scenario 2
Using formative assessment to inform instruction
Scenario 3
Analyzing student work on the End-of-Unit Assessment
Scenario 4
Understanding the 3-D nature of standards in the unit
Scenario 5
Understanding how ideas build across a chapter and unit
Scenario 6
Preparing to teach a lesson
Self-assessment: How comfortable are you teaching Amplify Science?
8 Amplify Science © 2018 The Regents of the University of California
Unit Map
How can we design a glue mixture that is better than what the school uses now?
As glue engineers, students are challenged to create a glue for use at their school that meets a set of design goals.Students present an evidence-based argument stating why their glue mixture would solve their school’s need for abetter glue.
Chapter 1: How can you make a sticky glue?
Students figure out: Glue is a mixture of several ingredients such as flour, water, and cornstarch, and depending on theproperties of those ingredients and how they are combined, you can create different glues. Some glues might bestickier or stronger than others. By understanding materials and observing and testing different recipes, you canchoose the ingredients that provide the properties you are seeking.
How they figure it out: To set context, students gather evidence about materials and their properties by reading a bookabout everyday things and what they are made of. They investigate the properties of two mystery glues and makescientific arguments about whether they are the same or different glues. The class goes on to observe and test possibleglue ingredients for their sticky properties, graph test data, and search for information about ingredients in the unit’sreference book. Using all the gathered evidence, students plan, make, and test their own glue recipes.
Chapter 2: Can heating a substance (and returning it to its original temperature) make a better glue?
Students figure out: When water is heated and returned to room temperature, the properties go back to the way theywere, but the properties of some other materials change after heating and going back to room temperature. Forexample, when a mixture of cornstarch and water is heated and then returned to room temperature, it has differentproperties than it had before.
How they figure it out: Students investigate how heating a substance may help them make a better glue by conductingtests to determine the properties of possible glue ingredients before and after heating. This supports them indetermining cause-and-effect relationships.
Chapter 3: What ingredients can be used to make a glue that is sticky and strong?
Students figure out: Sometimes, the properties of glue are a combination of the properties of the substances thatmake up that glue, such as a flour-water combination. Ingredients can be combined to create different glues that havedifferent properties. For example, baking soda, which is smooth, and flour, which is sticky, can be combined to makesmooth and sticky glue.
How they figure it out: Students are inspired by reading a book that shows the design process in action. They decidethat the glue they create for the school should have an additional design criteria—the property of strength—a key anduseful feature for its intended purpose at the school. Students set about testing evidence-based plans that include thebest ingredients for a strong glue mixture. By the end of the chapter, student teams make and test a second glue recipe.
Unit MapProperties of Materials
Planning for the Unit
4
9© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Chapter 4: What is the glue recipe that best meets our design goals?
Students figure out: It will typically take multiple design cycles to find the exact glue recipe (mixture) that meets thedesign goals. By designing and testing mixtures that include ingredients with the desired properties, glue engineers canidentify the best result and successfully meet their design goals. Students will have evidence to support each designgoal, and that will inform their design arguments for the best recipe.
How they figure it out: After evaluating the second glue recipe, students plan, make, and iteratively test additional gluemixtures. By immediately analyzing their results and applying their understanding of the effects of specific glueingredients, students are able to modify their designs. Students are able to speak knowledgeably about their choicesand argue for how a particular glue mixture is best at meeting the design goals by the end of the unit.
Properties of MaterialsPlanning for the Unit
Unit Map
5
10 Amplify Science © 2018 The Regents of the University of California
Properties of Materials Coherence Flowchart
Wha
t can
be
notic
ed a
bout
diff
eren
t m
ater
ials
? (1
.2-1
.3)
•Pro
pert
ies
incl
ude
how
mat
eria
ls s
mel
l,lo
ok, t
aste
, fee
l, an
d so
und.
(1.2
)•D
iffer
ent m
ater
ials
hav
e di
ffer
ent
prop
ertie
s. (1
.3)
•You
can
tell
if m
ater
ials
and
sub
stan
ces
are
diff
eren
t by
obse
rvin
g th
eir
prop
ertie
s. (1
.3)
•Rea
d W
hat I
f Rai
n Bo
ots
Wer
e M
ade
ofPa
per?
(1.2
)•R
efle
ct o
n m
ater
ials
and
pro
pert
ies
(1.3
)•B
rain
stor
m u
ses
and
prop
ertie
s of
ago
od g
lue
(1.3
)•O
bser
ve m
yste
ry g
lues
(1.3
)
How
can
you
tell
if su
bsta
nces
are
di
ffer
ent?
(1.4
)
•You
can
tell
ifm
ater
ials
and
subs
tanc
es a
re d
iffer
ent
by o
bser
ving
thei
rpr
oper
ties
or b
y te
stin
gth
em. (
1.4)
•Obs
erve
pro
pert
ies
ofdr
y m
yste
ry g
lues
and
anal
yze
resu
lts o
fm
yste
ry g
lue
stic
ky te
sts
(1.4
)•W
rite
arg
umen
tsab
out w
heth
er m
yste
rygl
ues
are
the
sam
e or
diff
eren
t (1.
4)
•Wri
te d
esig
n ar
gum
ents
for
the
ingr
edie
nts
that
mak
e th
e be
st g
lues
(1.8
)•M
ake
Glu
e #1
(1.9
)•W
rite
a c
ompa
riso
n of
par
tner
s’ gl
ues
(1.9
)
Glu
e is
a m
ixtu
re o
f sev
eral
ingr
edie
nts
such
as
flour
, wat
er, a
nd c
orns
tarc
h, a
nd d
epen
ding
on
the
prop
ertie
s of
thos
e in
gred
ient
s an
d ho
w th
ey a
re c
ombi
ned,
you
can
cre
ate
diff
eren
t glu
es. S
ome
glue
s m
ight
be
stic
kier
or
stro
nger
than
ot
hers
. By
unde
rsta
ndin
g m
ater
ials
and
obs
ervi
ng a
nd te
stin
g di
ffer
ent r
ecip
es, y
ou c
an c
hoos
e th
e in
gred
ient
s th
at
prov
ide
the
prop
ertie
s yo
u ar
e se
ekin
g.
Prop
erti
es o
f Mat
eria
ls: D
esig
ning
Glu
e
Chap
ter
1 Q
uest
ion
Inve
stig
atio
n Q
uest
ions
Key
conc
epts
Evid
ence
sou
rces
an
d re
flect
ion
oppo
rtun
itie
s
Expl
anat
ion
that
stu
dent
s ca
n m
ake
to
answ
er th
e Ch
apte
r 1
Que
stio
n
Appl
icat
ion
of
key
conc
epts
to
prob
lem
How
can
you
mak
e a
stic
ky g
lue?
(int
rodu
ced
in 1
.3)
How
can
we
desi
gn a
glu
e m
ixtu
re th
at is
bet
ter
than
wha
t the
sch
ool u
ses
now
?
•Pro
pert
ies
of m
ixtu
res
can
chan
gew
hen
othe
r in
gred
ient
s ar
e ad
ded.
(1.5
)•P
rope
rtie
s of
sub
stan
ces
are
the
sam
e w
heth
er y
ou h
ave
a sm
all
amou
nt o
r a
larg
e am
ount
. (1.
7)•E
ngin
eers
test
thei
r de
sign
s to
find
out w
heth
er th
ey m
eet t
heir
des
ign
goal
s. (1
.7)
How
can
the
prop
ertie
s of
a m
ixtu
re
chan
ge?
(1.5
-1.7
)
•Obs
erve
dry
glu
e in
gred
ient
s (1
.5)
•Mak
e an
d ob
serv
e m
ixtu
res
(1.5
)•G
raph
and
ana
lyze
stic
ky te
sts
resu
lts (1
.6)
•Rea
d Je
lly B
ean
Engi
neer
(1.7
)
Whi
ch in
gred
ient
s sh
ould
we
use
(or
not u
se) i
n ou
r gl
ue?
(1.8
-1.9
)*
*Thi
s In
vest
igat
ion
Que
stio
n gu
ides
app
licat
ion
of k
ey c
once
pts
to th
e pr
oble
m.
Inve
stig
atio
n Q
uest
ion
Prob
lem
stu
dent
s w
ork
to s
olve
11© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Properties of Materials Coherence Flowchart cont.
Wha
t can
hap
pen
afte
r a
subs
tanc
e ha
s be
en h
eate
d or
coo
led
and
retu
rns
to it
s or
igin
al
tem
pera
ture
? (2
.1-2
.2)
•Whe
n a
subs
tanc
e is
hea
ted
or c
oole
d, it
s pr
oper
ties
can
chan
ge. (
2.1)
•Som
e su
bsta
nces
cha
nge
back
to th
e w
ay th
ey w
ere
befo
re th
ey w
ere
heat
ed o
r co
oled
. (2.
2)•I
f a s
ubst
ance
doe
sn’t
chan
ge b
ack
to th
e w
ay it
was
, it h
as b
ecom
e a
diff
eren
t sub
stan
ce. (
2.2)
•Rea
d Ca
n Yo
u Ch
ange
It B
ack?
(2.1
)•C
ompa
re h
eate
d an
d un
heat
ed m
ixtu
res
of c
orns
tarc
h an
d w
ater
(2.2
)•S
ort h
eate
d/co
oled
sub
stan
ces
in a
dig
ital t
ool (
2.2)
•Wri
te a
bout
the
prop
ertie
s of
a s
ubst
ance
bef
ore
and
afte
r it
was
hea
ted
or c
oole
d (2
.2)
•Gra
ph a
nd a
naly
ze s
ticky
test
res
ults
of h
eate
d an
d un
heat
ed c
orns
tarc
h an
d w
ater
mix
ture
s (2
.3)
•Dis
cuss
evi
denc
e fo
r w
heth
er h
eatin
g th
e co
rnst
arch
and
wat
er m
ixtu
re w
ill m
ake
the
glue
stic
kier
(2.4
)•W
rite
des
ign
argu
men
ts fo
r w
heth
er o
r no
t hea
ting
the
corn
star
ch a
nd w
ater
mix
ture
will
hel
p m
ake
a st
icki
er g
lue
(2.4
)
Whe
n w
ater
is h
eate
d an
d re
turn
ed to
roo
m te
mpe
ratu
re, t
he p
rope
rtie
s go
bac
k to
the
way
they
wer
e, b
ut th
e pr
oper
ties
of s
ome
othe
r m
ater
ials
cha
nge
afte
r he
atin
g an
d go
ing
back
to r
oom
tem
pera
ture
. For
exa
mpl
e, w
hen
a m
ixtu
re o
f cor
nsta
rch
and
wat
er is
hea
ted
and
then
ret
urne
d to
roo
m te
mpe
ratu
re, i
t has
diff
eren
t pro
pert
ies
than
it
had
befo
re.
Can
heat
ing
a su
bsta
nce
(and
ret
urni
ng it
to it
s or
igin
al te
mpe
ratu
re) m
ake
a be
tter
glu
e?
How
can
we
desi
gn a
glu
e m
ixtu
re th
at is
bet
ter
than
wha
t the
sch
ool u
ses
now
?
12 Amplify Science © 2018 The Regents of the University of California
Properties of Materials Coherence Flowchart cont.
How
can
mix
ture
s be
des
igne
d to
hav
e ce
rtai
n pr
oper
ties?
(3.2
-3.5
)
•Mix
ture
s m
ay h
ave
a co
mbi
natio
n of
the
prop
ertie
s of
thei
r in
gred
ient
s. (3
.2)
•Mix
ture
s m
ay h
ave
som
e of
the
prop
ertie
s of
thei
r in
gred
ient
s. (3
.4)
•Mix
ture
s ca
n be
des
igne
d fo
r ce
rtai
n pu
rpos
es b
y us
ing
ingr
edie
nts
with
cert
ain
prop
ertie
s. (3
.4)
•Rea
d Je
ss M
akes
Hai
r Gel
(3.1
)•G
raph
and
ana
lyze
res
ults
of g
lue
stre
ngth
test
s (3
.3)
•Rea
d ab
out s
tren
gth
(and
oth
er p
rope
rtie
s) o
f ing
redi
ents
in H
andb
ook
ofIn
tere
stin
g In
gred
ient
s (3
.3)
•Dis
cuss
evi
denc
e fr
om te
sts
and
text
for
diff
eren
t glu
e in
gred
ient
s (3
.3)
•Eva
luat
e an
d sy
nthe
size
evi
denc
e (3
.4)
•Wri
te d
esig
n ar
gum
ents
for
whi
ch in
gred
ient
s w
ill m
ake
a gl
ue th
at b
est m
eets
des
ign
goal
s (3
.4)
•Mak
e G
lue
#2 (3
.5)
•Ref
lect
on
desi
gnin
g m
ixtu
res
and
wri
te a
bout
sol
utio
ns fo
r de
sign
ing
toot
hpas
te (3
.5)
Som
etim
es, t
he p
rope
rtie
s of
glu
e ar
e a
com
bina
tion
of th
e pr
oper
ties
of th
e su
bsta
nces
that
mak
e up
that
glu
e,
such
as
a flo
ur-w
ater
com
bina
tion.
Ingr
edie
nts
can
be c
ombi
ned
to c
reat
e di
ffer
ent g
lues
that
hav
e di
ffer
ent
prop
ertie
s. F
or e
xam
ple,
bak
ing
soda
, whi
ch is
sm
ooth
, and
flou
r, w
hich
is s
ticky
, can
be
com
bine
d to
mak
e sm
ooth
an
d st
icky
glu
e.
Wha
t ing
redi
ents
can
be
used
to m
ake
a gl
ue th
at is
stic
ky a
nd s
tron
g?
How
can
we
desi
gn a
glu
e m
ixtu
re th
at is
bet
ter
than
wha
t the
sch
ool u
ses
now
?
13© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Properties of Materials Coherence Flowchart cont.
Cen
tral P
heno
men
onIn
vest
igat
ion
Que
stio
nsE
vide
nce
sour
ces
and
refle
ctio
nK
ey c
once
pts
Wha
t is
the
glue
rec
ipe
that
bes
t mee
ts o
ur d
esig
n go
als?
How
can
we
desi
gn a
glu
e m
ixtu
re th
at is
bet
ter
than
wha
t the
sch
ool u
ses
now
?
•Eva
luat
e G
lue
#2 te
st r
esul
ts in
term
s of
des
ign
goal
s (4
.1)
•Mod
ify g
lue
reci
pe a
nd m
ake
Glu
e #3
(4.1
)•E
valu
ate
Glu
e #3
test
res
ults
in te
rms
of s
ticki
ness
, str
engt
h, a
nd o
ther
des
ign
goal
s (4
.2)
•Dis
cuss
evi
denc
e in
sup
port
of i
ngre
dien
ts fo
r gl
ues
(4.2
)•M
odify
glu
e re
cipe
and
mak
e an
d us
e G
lue
#4 to
cre
ate
a pi
ctur
e fr
ame
(4.2
)•S
ort i
ngre
dien
t pro
pert
ies
in a
dig
ital t
ool (
4.3)
•Sor
t mys
tery
mix
ture
s in
a d
igita
l too
l (4.
3)•O
bser
ve e
ffec
tiven
ess
of g
lue
in h
oldi
ng to
geth
er p
ictu
re fr
ame
(4.4
)•W
rite
des
ign
argu
men
ts to
the
prin
cipa
l rec
omm
endi
ng a
glu
e re
cipe
(4.4
)•W
rite
a b
road
er r
efle
ctio
n on
how
to d
esig
n a
mix
ture
for
a ce
rtai
n pu
rpos
e (4
.4)
Stud
ents
can
con
duct
test
s of
thei
r gl
ue r
ecip
es a
nd e
valu
ate
the
resu
lts o
f the
ir te
sts
to d
eter
min
e ho
w w
ell t
heir
gl
ues
mee
ts th
e de
sign
goa
ls. T
hey
can
use
evid
ence
from
thei
r te
sts
to it
erat
e on
thei
r gl
ue r
ecip
es to
bet
ter
mee
t de
sign
goa
ls.
14 Amplify Science © 2018 The Regents of the University of California
Properties of Materials—Lesson 1.1© 2016 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Name: _______________________________________ Date: ________________
1
Pre-Unit Writing: Observations and Ideas About Properties and Mixtures
My Notes on Materials
Directions:1. Carefully look at each material and feel it through the bag.2. For each material, write what you notice under It looks and It feels.3. If you think you know what a material is, write your idea under I think it is.
Material It looks It feels I think it is
A
B
C
D
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15© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Properties of Materials—Lesson 1.1© 2016 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Name: _______________________________________ Date: ________________
2
Mystery Mixture
Directions:1. Carefully look at and feel the Mystery Mixture through the bag.2. Write what it looks and feels like on the lines.3. Circle the materials you think were used to make the mixture.
It looks ____________________________________________________________
__________________________________________________________________.
It feels ____________________________________________________________
__________________________________________________________________.
What materials were used to make the mixture? Circle the letters of those materials.
A B C D
Pre-Unit Writing: Observations and Ideas About Properties and Mixtures (continued)
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16 Amplify Science © 2018 The Regents of the University of California
© 2018 The Regents of the University of California 1Properties of Materials: Designing Glue (Grade 2)
Pre-Unit Assessment Questions
The Lesson 1.1 Pre-Unit Assessment Questions are a formative assessment tool designed to be
administered as students observe materials, discuss their thoughts in groups, and complete the two
written activities on the Pre-Unit Writing: Observations and Ideas About Properties and Mixtures
student sheet—My Notes on Materials and Mystery Mixture. These questions allow you to do fairly
quick, talk-based checks on how students are thinking about materials, mixtures, and their properties
prior to instruction. (Since second graders are still learning to read and write, talk can often be the best
way to get a sense of their ideas.) The questions are grounded in the conceptual understanding laid out
in the Progress Build for this unit. The information you gather from students’ explanations will help you
draw connections to students’ experiences and watch for alternate conceptions that might get in the
way of students’ understanding as they move forward through the unit. Insights from this assessment
may also serve as a baseline from which to gauge students’ progress over the course of the unit. Refer
to the Assessment Guide: Interpreting Students’ Pre-Unit Explanations About Properties of Substances
and Mixtures for specific guidance on the student experiences that are most relevant to this unit and
the common preconceptions to look out for.
This oral assessment tool consists of three parts. Each aligns with a different student activity.
Part 1: Materials
Students observe four materials: cinnamon, salt, flour, and cornstarch, and they record observation
notes on the My Notes on Materials activity (on the Pre-Unit Writing: Observations and Ideas About
Properties and Mixtures student sheet). The teacher asks individuals to describe the properties of each
material.
Part 2: Mixtures
Students consider the following question and discuss it with their group: If you were to mix two of the
materials, what might the mixture look and feel like? As groups discuss, the teacher circulates and asks
individual students to describe the properties of their imagined mixture.
Part 3: Mystery Mixture
Students observe a mystery mixture (comprised of salt and cinnamon) and try to determine which
two materials were combined to create it. They complete the Mystery Mixture activity (on the Pre-
Unit Writing: Observations and Ideas About Properties and Mixtures student sheet). As they work, the
teacher circulates and asks individuals to identify what the mixture consists of and to explain why they
think that.
Each part of the assessment tool includes two or three questions followed by a space in which to record
notes on students’ ideas. Teachers should feel free to take the notes that make the most sense for their
own students and class context. Depending on class size, it may not be possible to check in with each
student on every part of this Pre-Unit Assessment tool, but we recommend that teachers try to check
in with each student at least once during the class.
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17© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
© 2018 The Regents of the University of California 2Properties of Materials: Designing Glue (Grade 2)
Part 1: Materials Circulate among groups of four as students observe bags containing cinnamon (bag
A), salt (bag B), flour (bag C), and cornstarch (bag D) and record notes on the My Notes on Materials
section of the Pre-Unit Writing: Observations and Ideas About Properties and Mixtures student sheet.
Ask individual students to describe the properties of each material. Use the following questions as a
guide:
Questions:
A. What do you notice about _________________? (Teacher indicates one of the materials.)
B. If I needed to know if another sample was the same thing as this (teacher indicates the same
material as in question A), what should I look for?
C. Do you think these materials are four different things? Or could they all be the same thing?
Student Notes
A.
B.
C.
A.
B.
C.
A.
B.
C.
A.
B.
C.
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18 Amplify Science © 2018 The Regents of the University of California
© 2018 The Regents of the University of California 3Properties of Materials: Designing Glue (Grade 2)
Part 2: Mixtures Ask groups of students to consider and discuss the following question: If you were
to mix two of the materials, what might the mixture look and feel like? As groups discuss the question,
circulate from group to group and ask individual students to describe the properties of their imagined
mixture. Use the following questions as a guide:
Questions:
A. Which materials would you mix?
B. What would the mixture look like and feel like?
C. Why do you think it would look and feel like that?
Student Notes
A.
B.
C.
A.
B.
C.
A.
B.
C.
A.
B.
C.
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19© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
© 2018 The Regents of the University of California 4Properties of Materials: Designing Glue (Grade 2)
Part 3: Mystery Mixture Distribute the mystery mixture (in bag M). Have students observe the mixture
and determine which two materials were combined to create it. As they observe the mixture and
complete the Mystery Mixture section of the Pre-Unit Writing: Observations and Ideas About Properties
and Mixtures student sheet, circulate and ask these questions:
Questions:
A. Which two materials do you think were mixed together to make up the mystery mixture?
B. Why do you think the mixture is made from those two materials?
Student Notes
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
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20 Amplify Science © 2018 The Regents of the University of California
Investigation Notebook
Properties of Materials: Designing Glue
21© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
2
Name: _______________________________________ Date: ________________
Properties of Materials—Lesson 1.2 (optional)
Getting Ready to Read: What If Rain Boots Were Made of Paper?
Directions: 1. Before reading the book What If Rain Boots Were Made of Paper?,
read each sentence below. 2. If you agree with the sentence, write an “A” on the line before the
sentence. 3. If you disagree with the sentence, write a “D” on the line before the
sentence.4. After you read the book, see if your ideas have changed. Be ready to
explain your thinking.
________ Most rain boots are made of paper.
________ If pans were made of rubber, they would melt.
________ Cloth makes good bottles.
________ Gum used to be made of rubber.
________ One property of something is its smell.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
22 Amplify Science © 2018 The Regents of the University of California
3
Name: _______________________________________ Date: ________________
Properties of Materials—Lesson 1.2 (optional)
Reading Reflection: What If Rain Boots Were Made of Paper?
Match each item with the material from which it is made.
windows
rain boots
books
pans
candy
tables
pens
shirts
wood
paper
sugar
cloth
metal
glass
plastic
rubber
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
23© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
4
Name: _______________________________________ Date: ________________
Properties of Materials—Lesson 1.2 (optional)
Reading Reflection: What If Rain Boots Were Made of Paper? (continued)
If you were going to make the following things, what materials would you use? What materials would you not use?
Thing Materials I would use Materials I would not use
sockscottonclothyarn
milkmetalrubber
chair
telephone
hammer
cup
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
24 Amplify Science © 2018 The Regents of the University of California
5
Name: _______________________________________ Date: ________________
Properties of Materials—Lesson 1.2 (optional)
Multiple Meaning Words
Directions:Some words can mean more than one thing. For each word in the chart:
1. Read the sentence from the book What If Rain Boots Were Made of Paper? that uses the word.
2. Read the two meanings the word can have. 3. Decide which meaning the word has in the sentence from the book and
circle that meaning in the table.
Word Sentence from the book Meaning 1 Meaning 2
material Rubber is a great material for making rain boots.
fabric that clothes are made of
substances used to make things
design When you design something, it’s important to pick a material that will work.
to plan how to make something
something you draw
property Hardness is a property of most kinds of metal.
a piece of land something about a substance you see, hear, smell, taste, or feel
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
25© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
7
Name: _______________________________________ Date: ________________
Properties of Materials—Lesson 1.3
Observing the Wet Mystery Glues
Directions:1. Use your senses to observe each mystery glue.2. Write the properties of each mystery glue in the table below.
Properties of Mystery Glue A Properties of Mystery Glue B
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
26 Amplify Science © 2018 The Regents of the University of California
10
Name: _______________________________________ Date: ________________
Properties of Materials—Lesson 1.4
Providing Evidence: Mystery Glues A and B
Directions:1. Read the question below.2. Then, circle a claim.3. Record your evidence on the lines.
QuestionIs Glue A the same substance as Glue B?
Claim (Circle one.)
Yes, Glue A and Glue B are the same substance.
No, Glue A and Glue B are different substances.
How do you know? What is your evidence?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
27© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Ch Key concepts Design argument
1 Properties include how materials smell, look, taste, feel, and sound. (1.2)
Different materials have different properties. (1.3)
You can tell if materials and substances are different by observing their properties or by testing them. (1.4)
Properties of mixtures can change when other ingredients are added. (1.5)
Properties of substances are the same whether you have a small amount or a large amount. (1.7)
The design goal is to make a glue that is sticky. The ingredients that will best meet the design goal for my glue are flour, cornstarch, and water. I know this because the mixture of flour and water did best on the sticky test. The most beans stayed stuck to the paper. The mixture of cornstarch and water did second best on the sticky test. That is how I know that flour, cornstarch, and water are the ingredients that would best meet the design goal of making sticky glue.
2 When a substance is heated or cooled, its properties can change. (2.1)
Some substances change back to the way they were before they were heated or cooled. (2.2)
If a substance doesn’t change back to the way it was, it has become a different substance. (2.2)
The design goal is to make a glue that is sticky. We should heat the mixture. I know that we should heat the mixture because I observed that when it is heated, it becomes a new, stickier substance than before it was heated. I also observed that the heated cornstarch and water mixture did better on the sticky tests than the mixture that wasn’t heated. I read in the Handbook of Interesting Ingredients that cornstarch becomes thick when heated and gets sticky when it starts to dry out. This is why I think we should heat it.
3 Mixtures may have a combination of the properties of their ingredients. (3.2)
Mixtures may have some of the properties of their ingredients. (3.4)
Mixtures can be designed for certain purposes by using ingredients with certain properties. (3.4)
My design goals are to make a glue that is sticky, strong, and thick. Heated gelatin and water and heated cornstarch and water will make glue that is sticky, strong, and thick. I know this because the heated gelatin mixture and the heated cornstarch mixture did the best on the strength test. Each of those mixtures held 22+ washers. I also read that heated gelatin and water makes a mixture thick, and cornstarch can become sticky with hot water. This is why I think it would be good to use these ingredients in my glue.
Connecting key concepts to chapter explanations
Properties of Materials
Directions:
1. For each chapter, read the key concepts, then the explanation.
2. With a partner, discuss how the key concepts connect to the explanation.
3. Make annotations about the connections.
28 Amplify Science © 2018 The Regents of the University of California
Reflecting on the progression of ideas
Directions:
Part 1: Reflecting on the progression
1. Using the key concepts and explanations, reflect on how ideas build throughout the unit.
2. With your group, discuss the following questions:
• Which ideas are revisited over multiple chapters?
• What new ideas are added in each chapter?
3. Make notes about the progression of ideas in the space below.
Part 2: Creating a visual
1. With your group, use the provided materials to create a visual to represent your ideas. You can use words or pictures, or a mix of both. The following questions may help you plan your visual:
• How can you represent the new information that is added throughout the progression?
• How can you represent foundational ideas that are revisited throughout the unit?
29© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
A Progress Build describes the way in which students’ explanations of the central phenomenon should develop anddeepen over the course of a unit. It is an important tool in understanding the design of the unit and in supportingstudents’ learning. A Progress Build organizes the sequence of instruction, defines the focus of the assessments, andgrounds inferences about students’ understanding of the content, specifically at each of the Critical Junctureassessments found throughout the unit. A Critical Juncture is the differentiated instruction designed to addressspecific gaps in students’ understanding. This document will serve as an overview of the Properties of MaterialsProgress Build. Since the Progress Build is an increasingly complex yet integrated explanation, we represent it below byincluding the new ideas for each level in bold.
In the Properties of Materials unit, students will learn to design a mixture with desired properties for a specific purpose.
Prior knowledge (preconceptions): It is expected that students will have a basic familiarity with the idea that stuff ismade from other stuff (chocolate milk is made from milk and chocolate sauce; a desk is made of wood and metal; a toyis made of metal and plastic).
Progress Build Level 1: Different materials have different properties.
Materials are the stuff that makes up everything. Materials have properties. These properties are observable thingssuch as color, texture, smell, and taste. Different materials have different properties.
Progress Build Level 2: Mixtures have different properties, depending on their ingredients.
Materials are the stuff that makes up everything. Materials have properties. These properties are observable thingssuch as color, texture, smell, and taste. Different materials have different properties. Sometimes a material is made ofa combination of other materials; we call this combination a mixture, and we call the materials that make it upsubstances. Some mixtures have different properties, depending on their ingredients.
Progress Build Level 3: Heating or cooling a substance can change it to a new substance.
Materials are the stuff that makes up everything. Materials have properties. These properties are observable thingssuch as color, texture, smell, and taste. Different materials have different properties. Sometimes a material is made of acombination of other materials; we call this combination a mixture, and we call the materials that make it upsubstances. Some mixtures have different properties, depending on their ingredients. Properties of substances canchange when they are heated or cooled. Some substances change into a different substance when they are heatedor cooled, so they have different properties when they return to their original temperature. Other substancesremain the same, so they have the same properties when they return to their original temperature.
Progress Build Level 4: A mixture may have a combination of the properties of its ingredients.
Materials are the stuff that makes up everything. Materials have properties. These properties are observable thingssuch as color, texture, smell, and taste. Different materials have different properties. Sometimes a material is made of acombination of other materials; we call this combination a mixture, and we call the materials that make it upsubstances. Some mixtures have different properties, depending on their ingredients. Properties of substances canchange when they are heated or cooled. Some substances change into a different substance when they are heated orcooled, so they have different properties when they return to their original temperature. Other substances remain the
Progress Build
Progress BuildProperties of Materials
Planning for the Unit
6
30 Amplify Science © 2018 The Regents of the University of California
same, so they have the same properties when they return to their original temperature. The properties of a mixturemay be a combination of the properties of the ingredients. Therefore, by combining certain substances, theresulting mixture will have certain properties.
Properties of MaterialsPlanning for the Unit
Progress Build
7
31© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Directions:
1. Review the sample student response to the End-of-Unit Writing below. This response reflects a Level 4 understanding of the Progress Build.
2. Analyze the response to find evidence of understanding of each level of the Progress Build.3. Record your ideas for each level in the table below.4. If you have extra time, consider what students at Levels 1, 2, and 3 might write on this assessment.
Progress Build and End-of-Unit Assessment
Properties of Materials
Properties of Materials—Lesson 4.4© 2016 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Name: _______________________________________ Date: ________________
1
End-of-Unit Writing: Arguing About a Final Glue Design
Directions: Complete the sentences in the letter to the principal and in the table below.
Dear Principal ____________________________________,
As you know, my class has been working to create a better glue for our school. First, we chose the properties we wanted our glue to have and decided on our design goals. These are my design goals:
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
Then, we observed and tested many ingredients. The table below shows the final glue ingredients I have chosen and their properties.
Ingredient Properties
Smith
sticky
strong
thick
spreadable
heated gelatin and water
heated cornstarch and water
flour and water
strong, jiggly, smells funny
smooth, feels like gel, thick, spreadable, see-though
lumpy, very sticky, not very strong
32 Amplify Science © 2018 The Regents of the University of California
Properties of Materials—Lesson 4.4© 2016 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Name: _______________________________________ Date: ________________
2
I chose these ingredients because _____________________________________
___________________________________________________________________
__________________________________________________________________.
The properties of my final glue are ____________________________________
___________________________________________________________________
__________________________________________________________________.
I know that my glue meets each design goal because ____________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________.
I hope you will use my glue recipe for our school’s new glue!
Sincerely,
____________________________________________
End-of-Unit Writing: Arguing About a Final Glue Design (continued)
Progress Build and End-of-Unit Assessment cont.
33© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Summary of Progress Build level*
Evidence of understanding of this Progress Build level
1: Different materials have different properties.
2: Mixtures have different properties, depending on their ingredients.
3: Heating or cooling a substance can change it to a new substance.
4: A mixture may have a combination of the properties of its ingredients.
*For a more detailed description of each Progress Build level, refer to the Properties of Materials Progress Build in your
Participant Notebook, or digitally in the Unit Guide.
Progress Build and End-of-Unit Assessment cont.
34 Amplify Science © 2018 The Regents of the University of California
Directions:
Use the statements to help guide your areas of strength and support.
Statements I don’t I try I do
i. Understanding of content
1) I can identify my own gaps in content knowledge before teaching a unit.
2) I can explain what students will learn and how they will learn throughout the unit.
3) I can explain how students will demonstrate understanding of science content along the Progress Build.
ii. Coherence
4) I can identify the variety of modalities students engage in to collect evidence from multiple sources.
5) I support students in my class, through my instruction and classroom setup, to understand how the activities they engage in help them answer questions and solve the unit problem.
6) I can pace activities to move students towards meeting the goal(s) of the lesson.
iii. Formative assessment and differentiation
7) I use Amplify Science assessments to monitor students’ progress along the Progress Build.
8) I utilize differentiation information in the Lesson Brief to plan for lesson modifications.
9) I adjust instruction in response to learners’ needs, styles, and interests.
iv. Preparing to teach a lesson
10) I use the Materials and Preparation tab in the Lesson Brief as I am planning and preparing for my lessons.
11) I know how to access student-facing resources to plan my lessons and how to display them for students during instruction (Investigation Notebook pages; additional copymasters, digital resources).
12) I can identify common student challenges and prepare to address those challenges.
Self-inventory: Choosing an area of focus
35© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Targeted small group work time
i. Deepening content understanding and
addressing preconceptions
ii. Coherent instruction
iii. Formative assessment and differentiation
iv. Preparing to teach
36 Amplify Science © 2018 The Regents of the University of California
Goal: Deepen understanding of unit content as it relates to student alternative conceptions. Plan to leverage your deep content understanding to address student preconceptions during the unit.
Step 1: Getting ready
Self-reflection: You’ve engaged with your unit’s content deeply during today’s workshop. Use the space below to record any new science concepts you learned today, and to list any questions you still have related to the concepts you’ve worked with today.
Anticipating student need: Thinking about the concepts students will learn in this unit, reflect on what you think will be particularly challenging or confusing for students. Consider what preconceptions or alternate conceptions you think students might have related to this content, and ideas you think are particularly abstract or complex. Use the space below to record your ideas.
Deepening content understanding and addressing preconceptions
37© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Step 2: Deepening understanding of unit content
Why develop content understanding?
Teachers who have a deep understanding of the content they’re teaching are more effective at addressing student preconceptions and alternate conceptions, and effectively support student learning with accurate explanations and precise language (Brown & Borko, 1992; Cohen, 1988; Roth, Anderson, & Smith, 1986).
Directions:
1. Locate the Science Background document in your unit’s Unit Guide.
2. Read the document. If you’d like, you can assign different sections to different members of the group, and have group members summarize their section to the group.
3. Use the space below to make notes.
Deepening content understanding and addressing preconceptions cont.
38 Amplify Science © 2018 The Regents of the University of California
Deepening content understanding and addressing preconceptions cont.
Step 3: Reflecting on student alternate conceptions
How do I find information about preconceptions and alternate conceptions?*
The Assessment Guide that accompanies the Pre-Unit Assessment lists common student preconceptions related to your unit’s content. This information was gathered through review of academic literature, cognitive labs with students, and field tests of the units. Note in the Amplify Science program, “preconceptions” and “alternate conceptions” are used interchangeably.
*In some units, there is also information about preconceptions in the Science Background document.
Directions:
1. Navigate to your unit’s Pre-Unit Assessment lesson (Lesson 1.1).2. Download the Assessment Guide from Digital Resources. Read this document.3. Focus on the “Common preconceptions, contrasted with accepted science understandings” section at the end
of the document. Reflect on which preconceptions seem most relevant to you and your students.4. List 2-3 of these preconceptions in Table 1 below. Then, go back to the Science Background document. Use the
space in the table to record ideas from the science background that address the preconceptions you chose.
Table 1: Reflecting on student alternate conceptions
Preconception (from Assessment Guide) Information from science background that addresses the preconception
39© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Deepening content understanding and addressing preconceptions cont.
Step 4: Planning to teach
Now what do I do?
Having a strong content understanding is an important first step to tackling preconceptions and alternate conceptions in your students. Planning for moments in the unit where students might get confused is a helpful next step.
Directions:
1. Select one of the preconceptions you listed on Table 1 to focus more deeply on.2. Use your unit’s Coherence Flowchart to find an activity in the unit where student learning seems to relate to
the preconception. Tip: Investigation Questions and key concepts may help you locate an activity.
3. In the Teacher’s Guide, navigate to this activity’s lesson. Read the lesson.4. Use the space below to make notes about what you’ll listen for during the lesson, and how you might support
students holding that preconception to gather evidence that refines their understanding.5. If you have extra time, find another lesson related to the preconception you chose, and complete the next row
of Table 2.
Table 2: Planning to teach
Preconception:
Lesson What you’ll listen for How you might support students
40 Amplify Science © 2018 The Regents of the University of California
Goal: Gain confidence in using a Coherence Flowchart as a tool to see how ideas build across a chapter.
1. As a group, use the Coherence Flowchart for Chapter __ to:
a. Discuss the Chapter __ Question. How does it connect to the unit problem and to what students figure out in Chapter __?
b. Discuss the first Investigation Question. How does this question help students answer the Chapter Question?
2. Individually, use the Coherence Flowchart and Teacher’s Guide to:
a. Consider evidence sources and reflection opportunities:
• Each group member, choose an activity from the first evidence source/reflection opportunity box in the Coherence Flowchart. It is okay if some group members choose the same activity, but make sure that there are a variety of activities chosen. Place a star next to the activity you chose on your Coherence Flowchart.
• In the Teacher’s Guide, navigate to the lesson listed next to your chosen activity and read the Lesson Overview. What is the purpose of the activity you chose to consider?
• Navigate to the activity and then read the steps. What do students do in the activity? How does this activity help students figure out or reflect upon the Investigation Question?
• Check the Teacher Support notes (if applicable). Do any of the notes help you further understand the purpose of the activity? Are there suggestions for deepening students’ experience with the activity or providing more support?
Coherent instruction
41© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Coherent instruction cont.
3. As a group, refer to responses in step 2 and to the Coherence Flowchart for Chapter __ to:
a. Discuss evidence sources and reflection opportunities.
• Each group member, share a brief description of the activity you considered and its purpose.
• How do the activities you discussed build on each other and fit together?
• How do the activities support the students in answering the Investigation Question?
b. Discuss the transition to the next question:
• Based on what students figured out, what will they be motivated to wonder next?
• How does this connect to the next question (Investigation Question or Chapter Question) they work with?
42 Amplify Science © 2018 The Regents of the University of California
Goal: Gain confidence in using a Coherence Flowchart as a tool to see how ideas build across a chapter.
1. As a group, use the Coherence Flowchart for Chapter __ to:
a. Discuss the Chapter __ Question. How does it connect to the unit problem and to what students figure out in Chapter __?
b. Discuss the first Investigation Question. How does this question help students answer the Chapter Question?
2. Individually, use the Coherence Flowchart and Teacher’s Guide to:
a. Consider evidence sources and reflection opportunities:
• Each group member, choose an activity from the first evidence source/reflection opportunity box in the Coherence Flowchart. It is okay if some group members choose the same activity, but make sure that there are a variety of activities chosen. Place a star next to the activity you chose on your Coherence Flowchart.
• In the Teacher’s Guide, navigate to the lesson listed next to your chosen activity and read the Lesson Overview. What is the purpose of the activity you chose to consider?
• Navigate to the activity and then read the steps. What do students do in the activity? How does this activity help students figure out or reflect upon the Investigation Question?
• Check the Teacher Support notes (if applicable). Do any of the notes help you further understand the purpose of the activity? Are there suggestions for deepening students’ experience with the activity or providing more support?
Coherent instruction cont.
43© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Coherent instruction cont.
3. As a group, refer to responses in step 2 and to the Coherence Flowchart for Chapter __ to:
a. Discuss evidence sources and reflection opportunities.
• Each group member, share a brief description of the activity you considered and its purpose.
• How do the activities you discussed build on each other and fit together?
• How do the activities support the students in answering the Investigation Question?
b. Discuss the transition to the next question:
• Based on what students figured out, what will they be motivated to wonder next?
• How does this connect to the next question (Investigation Question or Chapter Question) they work with?
44 Amplify Science © 2018 The Regents of the University of California
Goal: Examine embedded formative assessment opportunities in order to plan for differentiated instruction.
Step 1: How do we assess learning?
In Amplify Science, students can demonstrate what they’ve learned through embedded formative assessments (e.g., On-the-Fly Assessments, Critical Juncture Assessments, Student Self-Assessments). These assessments represent the most opportune moments for a glimpse into students’ developing conceptual understanding and their facility with the practices.
First, let’s analyze an embedded assessment opportunity we experienced earlier in the day. During our Properties of Materials deep dive sequence, you gathered evidence by reading What If Rain Boots Were Made of Paper? You used the strategy of making predictions to make meaning of the text..
• Navigate to Properties of Materials → Chapter 1 → Lesson 1.2 → Activity 3• Select Embedded Formative Assessment• Select On-the-Fly Assessment 1: Making Predictions While Reading• Read the Look for and Now what? sections and then complete the table below.
Properties of MaterialsLesson 1.2, Activity 3
Which disciplinary core ideas, science and engineering practices, and/or crosscutting concepts are being assessed?
What data can be collected from this assessment opportunity?
How could you collect data?
What will this formative assessment opportunity tell you about student understanding?
Formative assessment and differentiation
Properties of Materials
45© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Formative assessment and differentiation cont.
Step 2: Reflecting on differentiated instruction
Based on student responses to embedded formative assessments, you may need to differentiate instruction in the next activity or lesson. Differentiated instruction is a powerful classroom practice that recognizes that students bring a wide variety of skills, talents, and needs to their daily learning. When you differentiate instruction, it enables you to address varying degrees of proficiency and skill while also meeting identifiable differences in learning styles and interests. There are various ways to differentiate instruction—what you teach, how you teach, and/or how students demonstrate their learning.
How do you currently respond to students’ needs, styles, or interests in your classroom?
46 Amplify Science © 2018 The Regents of the University of California
Step 3a: Determine strategies to differentiate instruction
First, let’s read about the variety of differentiation strategies which are embedded in the Amplify Science curriculum. Follow the steps below to access the Program Guide:• Navigate to the Science Program Guide using the Global Navigation Bar. • Select Access and Equity.• Choose Differentiation Strategies. • Explore the description and associated strategies for the student groups listed. • Use the space below to record strategies you could use to differentiate instruction for each group of students.
Student population Strategies for support
English learners
Students with disabilities
Standard English learners
Girls and young women
Advanced learners and gifted learners
Students living in poverty, foster children and youth, and migrant students
Step 3b: Review Lesson Brief
Navigate to the 1.2 Lesson Brief and select the drop-down arrow to expand the Differentiation section. Read the Embedded Supports for Diverse Learners. Are there any additional strategies noted in this brief that you would like to capture in the table above?
Formative assessment and differentiation cont.
47© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Step 4: Preparing to differentiate
Now it’s time to draft a plan to implement differentiated instruction.
What is one strategy you just reviewed and/or recorded which you feel most comfortable implementing after the next embedded formative assessment opportunity?
How will you prepare your students for the implementation of this new strategy? (Ex: Expected student behavior for group work, step-by-step directions)
How will you prepare your classroom for the implementation of this new strategy? (Ex: Classroom arrangement, organizing materials)
Formative assessment and differentiation cont.
48 Amplify Science © 2018 The Regents of the University of California
Preparing to teach
Directions:1. Navigate to the Chapter 1 landing page in the Teacher’s Guide and read the Chapter Overview.
2. Navigate to Lesson 1.1 and use the table below to guide your planning.
Consider Read
Lesson Purpose
• What is the purpose of the lesson?
• How do the activities in this lesson fit together to support students in achieving this purpose?
Lesson Brief:
• Overview
• Standards
Preparing
• What materials do you need to prepare?
• Is there anything you will need to project?
• Will students need digital devices?
• Are there partner or grouping structures you need to plan for?
• Are there activities you need to practice before showing students?
• Are there space considerations to think about (e.g., outside observation, projections, whole-group floor space)?
• Are there documents in Digital Resources that you need to review (e.g., Assessment Guide)?
Lesson Brief:
• Materials and Preparation
• Unplugged
• Digital Resources
Timing
• How will teaching this lesson fit into your class schedule?
• Will you need to break the lesson into activities over several days?
Teaching the Lesson
• Are there specific steps you have questions about?
• What challenges might you encounter in teaching this lesson, and how might you address these challenges?
Lesson Brief:
• Lesson at a Glance
Instructional Guide:
• Step-by-Step tab
• Teacher Support tab
Supports and Challenges
• What might be challenging for your students?
• What additional supports can you plan for individual students?
Lesson Brief:
• Differentiation
Instructional Guide:
• Teacher Support tab
*If you have additional time, continue planning with Lesson 1.2.
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Three dimensions of NYSSLS reference
3-D learning engages students in using scientific and engineering practices and applying
crosscutting concepts as tools to develop understanding of and solve challenging
problems related to disciplinary core ideas.
Earth and Space Sciences:ESS1: Earth’s Place in the
UniverseESS2: Earth’s SystemsESS3: Earth and Human Activity
Life Sciences:LS1: From Molecules to
OrganismsLS2: EcosystemsLS3: HeredityLS4: Biological Evolution
Physical Sciences:PS1: Matter and its InteractionsPS2: Motion and StabilityPS3: Energy PS4: Waves and their
Applications
Engineering, Technology and the Applications of Science:ETS1: Engineering DesignETS2: Links among Engineering
Technology, Science and Society
1. Patterns
2. Cause and Effect
3. Scale, Proportion, and Quantity
4. Systems and System Models
5. Energy and Matter
6. Structure and Function
7. Stability and Change
1. Asking Questions and Defining Problems
2. Developing and Using Models
3. Planning and Carrying Out Investigations
4. Analyzing and Interpreting Data
5. Using Mathematics and Computational Thinking
6. Constructing Explanations and Designing Solutions
7. Engaging in Argument from Evidence
8. Obtaining, Evaluating, and Communicating Information
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
50 Amplify Science © 2018 The Regents of the University of California
Amplify Support
Program GuideGlean additional insight into the program’s structure, intent, philosophies, supports, and flexibility.my.amplify.com/programguide
Amplify HelpFind lots of advice and answers from the Amplify team. my.amplify.com/help
Customer careSeek information specific to enrollment and rosters, technical support, materials and kits, and teaching support, weekdays 7AM-7PM EST.
800-823-1969
Amplify Chat
When contacting customer care, be sure to:
• Identify yourself as an Amplify Science user.
• Note the unit you are teaching.
• Note the type of device you are using (Chromebook, iPad, Windows laptop, etc.).
• Note the web browser you are using (Chrome or Safari).
• Include a screenshot of the problem, if possible.
• Cc: your district or site IT contact.
51© 2018 The Regents of the University of California
Notes
Grade 2 Properties of Materials Participant Notebook
52 Amplify Science © 2018 The Regents of the University of California
Notes