1 Structure and Properties of Matter- created Spring 2015 Unit: Structure and Properties of Matter Author: Jessica Rash & Kaitlyn Roethlein School: Campus Community School Grade/Course: 2 nd Grade Science Rationale: It is important to become productive citizens that are scientifically literate. To become scientifically literate students must be exposed to science in an authentic and genuine way. Students must be allowed and able to manipulate and form their own ideas through hands-on activities. Learning about the structure and properties of matter flows into higher science standards including but not limited to: chemical reactions, irreversible changes, scientific observations, chemistry, an objects intended purpose, and conducting research and experiments. This unit helps students engage in science at a level they can comprehend and build on. This unit has the building blocks for the rest of their science career. In addition to the disciplinary core ideas related to the structure and properties of matter, students will engage in science and engineering practices and explore bigger concepts like patterns, cause and effect, and energy and matter. CONTENT Unit Focus Questions: How do scientists plan and conduct investigations? How do scientists analyze and interpret data? How do scientists use evidence to answer a question? What is matter? How can matter be described and classified? What effect does heating or cooling have on a substance? Why do a material’s properties matter? How can different objects be made from the same parts? Content Summary: Different kinds of matter exist and many of them can be either solid or liquid, depending on the temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Different properties are suited for different purposes. (2-PS1-2; 2-PS1-3) A great variety of objects can be built up from a small set of pieces. (2-PS1-3) Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not. (2-PS1-4) Matter - any physical substance that occupies space Solid – the state of matter where a substance is firm and holds its own form Liquid - the state of matter where a substance is flowing and fluid, having a consistency
26
Embed
Unit: Structure and Properties of Matter...standards including but not limited to: chemical reactions, irreversible changes, scientific observations, chemistry, an objects intended
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
1 Structure and Properties of Matter- created Spring 2015
Unit: Structure and Properties of Matter
Author: Jessica Rash & Kaitlyn Roethlein
School: Campus Community School
Grade/Course: 2nd
Grade Science
Rationale:
It is important to become productive citizens that are scientifically literate. To become
scientifically literate students must be exposed to science in an authentic and genuine way.
Students must be allowed and able to manipulate and form their own ideas through hands-on
activities. Learning about the structure and properties of matter flows into higher science
standards including but not limited to: chemical reactions, irreversible changes, scientific
observations, chemistry, an objects intended purpose, and conducting research and experiments.
This unit helps students engage in science at a level they can comprehend and build on. This
unit has the building blocks for the rest of their science career.
In addition to the disciplinary core ideas related to the structure and properties of matter,
students will engage in science and engineering practices and explore bigger concepts like
patterns, cause and effect, and energy and matter.
CONTENT
Unit Focus Questions:
How do scientists plan and conduct investigations?
How do scientists analyze and interpret data?
How do scientists use evidence to answer a question?
What is matter?
How can matter be described and classified?
What effect does heating or cooling have on a substance?
Why do a material’s properties matter?
How can different objects be made from the same parts?
Content Summary:
Different kinds of matter exist and many of them can be either solid or liquid, depending
on the temperature. Matter can be described and classified by its observable properties.
(2-PS1-1)
Different properties are suited for different purposes. (2-PS1-2; 2-PS1-3)
A great variety of objects can be built up from a small set of pieces. (2-PS1-3)
Heating or cooling a substance may cause changes that can be observed. Sometimes
these changes are reversible, and sometimes they are not. (2-PS1-4)
Matter - any physical substance that occupies space
Solid – the state of matter where a substance is firm and holds its own form
Liquid - the state of matter where a substance is flowing and fluid, having a consistency
2 Structure and Properties of Matter- created Spring 2015
similar to water, and conforms to the shape of its container
Property - a characteristic used to describe something
Purpose – the role of something; its main “job”
Heating - to cause a rise in temperature ; may change the state of matter
Cooling - to causes a decrease in temperature; may change the state of matter
Reversible Change – can be undone; can go back to the original form
Irreversible Change – cannot be undone; cannot go back to the original form
Content Standards:
Next Generation Science Performance Expectations:
2.PS1.1- Plan and conduct an investigation to describe and classify different kinds of
materials by their observable properties.
2.PS1.2- Analyze data obtained from testing different materials to determine which
materials have the properties that are best suited for an intended purpose.
2.PS1.3- Make observations to construct an evidence-based account of how an object
made of a small set of pieces can be disassembled and made into a new object.
2.PS1.4- Construct an argument with evidence that some changes caused by heating or
cooling can be reversed and some cannot.
Common Core ELA:
W.2.7- Participate in shared research and writing projects (e.g., read a number of books
on a single topic to produce a report; record science observations).
W.2.8- Recall information from experiences or gather information from provided
sources to answer a question.
3 Structure and Properties of Matter- created Spring 2015
SEQUENCE of INSTRUCTION
Projected Length of Time: 9 class periods (each approximately one hour in length)
Lesson Lesson Focus
Questions
Key Concepts /
Vocabulary
Formative
Assessment
Summative
Assessment
Lesson 1:
Observable
Properties
Timeframe: 2 class
periods
What is matter?
What are
observable
properties and how
can they be used to
describe different
materials?
How do scientists
plan and conduct an
investigation?
Matter Observable Property
Color
Shape
Observation
Investigation
Science Journal –
individual
description of
observable
properties
See lesson 3
Lesson 2: Testing
the Hardness of
Materials
Timeframe: 1 class
period
How can a
material’s hardness
be tested and
described?
Hardness
Flexibility
Science Journal –
investigation plan
and results
See lesson 3
Lesson 3:
Investigating
Liquids
Timeframe: 1 class
period
Is all matter solid?
How are liquids and
solids similar and
different?
How can we
describe a liquid?
Solid
Liquid
Science Journal –
descriptions of
methods and
observable
properties for the 4
liquids
Matter and
Observable
Properties Venn
Diagram
Lesson 4: Choosing
the Best Material
Timeframe: 2 class
periods
How do we decide
what the best
material is for an
intended purpose?
How and why do
scientists test their
ideas?
How do scientists
use data and
evidence to answer
questions?
Properties
Purpose
Hypothesis
Data
Evidence
Absorbency
Journal and
discussion from
Day 1
Graphic organizers
from Day 2
experiments
Lesson 5: Changing
Matter - New
Objects
Timeframe: 1 class
period
How are different
objects created
from the same set
of pieces?
How are objects
from the same set
of pieces alike and
different?
Assemble
Disassemble
Reassemble
Data
Evidence
Journal entries
Summarizing
Strategy -
discussion about
“evidence”
See lesson 6
Lesson 6: Changing
Matter - Cooling
and Heating
Timeframe: 2 class
periods
How can cooling
and heating change
materials?
Solid
Liquid
Heating
Cooling
Reversible
Irreversible
Data
Evidence
Observations from
day 1 recorded in
science journal;
Group discussion
on day 2 about
reversible and
irreversible changes
Structure and
Properties of Matter
Assessment ~
Arguments and
Evidence
4 Structure and Properties of Matter- created Spring 2015
Lesson 1: Observable Properties
Lesson Focus Questions:
What is matter? What are observable properties and how can they be used to describe different
materials? How do scientists plan and conduct an investigation?
Standards:
Science:
2.PS1.1- Plan and conduct an investigation to describe and classify different kinds of
materials by their observable properties.
ELA:
W.2.7- Participate in shared research and writing projects (e.g., read a number of books
on a single topic to produce a report; record science observations).
W.2.8- Recall information from experiences or gather information from provided sources
to answer a question.
Learning Targets:
I can define and give examples of matter.
I can describe and classify different kinds of materials by their observable properties.
Key Concepts/Vocabulary: Matter
Observable Property
Color
Shape
Observation
Investigation
Activating Strategy:
1. Explain to students that in this unit, they will be scientists investigating matter. Remind
them that scientists do a lot of investigating and observing to figure out why things work
the way they do. Tell them that they will be recording their observations and ideas in a
science journal. Go over the expectations for the science journal and how it will be used.
2. Introduce the focus questions for the lesson. Share the definition of matter. Point to many
different objects in the classroom and say, “This is matter.” Make sure students
understand that matter is everywhere and that all objects and substances are considered
matter. Say, “Today we will be figuring out how we can describe matter.”
Learner Activities:
Day 1
Students will need the following materials for this lesson: 1 tray of solid objects, some with
similar shapes and/or colors (markers, cups, marbles, cubes, etc.) and science journal.
5 Structure and Properties of Matter- created Spring 2015
1. Let students know that in this lesson, they will examine, sort and describe a set of objects.
Remind students that all of these objects are considered to be matter. Discuss the idea
that color and shape are two observable properties of matter; in other words, they can be
seen and can be used to describe the objects.
2. Give each table the materials. With their table partners, students will first sort these solids
into groups on the basis of color.
3. After students have sorted the objects by color, ask different groups to share the different
color groups they created. Ask, “Were any of the objects difficult to sort by color?”
4. Next have students return the objects to the trays and sort the solids by shape. After
students have sorted the objects by shape, ask different groups to share the different
shape groups they created. Ask, “Were any of the objects difficult to sort by shape?”
5. Review vocabulary learned today (matter, observable properties). Have students record
the definitions in their science journal. Under the definition of matter, students should list
a few examples from the classroom or from the investigation. Under the definition of
observable properties, students should start a list of properties by adding color and
shape.
Day 2
Students will need the same materials they used Day 1.
1. Review the definitions of matter and observable properties. Review that color and shape
are two observable properties.
2. Tell students that today they will be determining other types of observable properties.
3. Give each table the materials. With their table partners, students should determine two
other ways to sort the objects (size, texture, weight, etc.).
4. After students have sorted their objects, ask them to share the different property groups
they created. Create a list of observable properties on the board as students share.
5. In their journal, ask students to add the class’s list to their personal list of observable
properties.
6. Tell students that they will pick an object to examine more closely. Model for students
how to journal their observations (all of the object’s observable properties) for one of the
objects. Next pick an object that the class will collaboratively write a description for.
Both the teacher and the students will record this in their journals. Finally, have students
individually choose one other object from the investigation, name it and describe all of its
properties in their journal.
7. Ask students to share if there were additional properties they noticed that were unique to
the object they described. If so, add these to the class list and in the journals.
Summarizing Strategy:
At the end of each class period, return to the focus questions for the lesson. Ask students to tell a
partner the answers to as many as they can. Call on a few students to share aloud.
Formative Assessment:
Science Journal – individual description of
observable properties (Day 2; Step 6)
Summative Assessment:
See lesson 3
6 Structure and Properties of Matter- created Spring 2015
Teaching Strategies/Tips:
Have materials prepared prior to class.
Science journals can be customized to the lessons, printed and pre-assembled. This might
be good for second graders who are just starting to use science journals. Another option is
for students to use a composition book. If using a composition book, be sure to point out
how to label different pages and sections each day.
The teacher may want to keep his/her own science journal as a model.
Differentiation (content/process/product):
Predetermined table groups and discussion partners, additional time (if necessary), designated