2ND UNIT 2 LESSON PLAN

Title Properties of Matter

Teacher(s) Tamille Wilson
E-mail twilson@marietta-city.k12.ga.us
School Park Street Elementary
Lesson Title Animals and how they survive in different habitats
Grade Level 2ND Concepts(s) Targeted Changes in Matter
Performance Expectation – CER’s and Engineering Design (Week 4)
Science & Engineering Disciplinary Core Ideas Crosscutting Concept
Practice (Content)
Asking questions and defining problems Changes

Planning and carrying out investigations Cause and Effect

Analyzing and interpreting data

Using mathematics and computational Engineering, Technology and the

thinking Application of Science ETS1:
Engineering Design
Constructing explanations and designing
solutions (for engineering)

Obtaining, evaluating and communicating

information
Georgia Performance Standards
S2P1. Obtain, evaluate, and communicate information about the properties of matter and
changes that occur in objects.

a. Ask questions to describe and classify different objects according to their physical properties.

(Clarification statement: Examples of physical properties could include color, mass, length,
texture, hardness, strength, absorbency, and flexibility.)

b. Construct an explanation for how structures made from small pieces (linking cubes, building
blocks) can be disassembled and then rearranged to make new and different structures.

c. Provide evidence from observations to construct an explanation that some changes in matter
caused by heating or cooling can be reversed and some changes are irreversible. (Clarification
statement: Changes in matter could include heating or freezing of water, baking a cake, boiling an
egg.)

Reading - RI5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries,
indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
Language: L4e. Use glossaries and beginnings dictionaries, both print and digital, to determine or clarify
the meaning of words and phrases.
Writing – Informational: W2: Write informative/explanatory texts in which they introduce a topic, use
facts and opinions to develop points, and provide a concluding statement or section.

Safety Considerations – appropriate research practices

The Learning Plan

ENGAGE: Phenomona –Week 1 - 10 min Habitats in GA Regions

https://www.youtube.com/watch?v=5GGYJCgcGL0
http://www.sciencechannel.com/games-and-interactives/charles-darwin-game/
Inform students that they have now been introduced to the regions of Georgia, their main
features, and some of the plants and animals that live in each region. Now they are going to dig
deeper to understand WHY those plants and animals fit into each region.
Integrated reading – 20 min http://gardenclub.uga.edu/m2s/index.html
Have students work in small groups to perform a short skit from the Georgia Mountains.

Week 2 -5 min – Show picture of shark -

What habitat are these marine animals in? How do they survive?
Week 3 - 5 min Read introduction about the owl’s and it’s habitat-
https://app.discoveryeducation.com/learn/player/13efd420-3758-4408-9b9c-8eb6a179f568
What about an owl’s habitat helps it survive in the forest?
EXPLAIN: Week 1 - Journals: How to Research- Students take notes, OR use a total
participation technique.
http://www2.gcs.k12.in.us/khester/Total+Participation+Techniques+slides.pdf ) Share the
information about the plants of the Mountain and Piedmont Region. Students will post what
they learn on chart paper on the wall and in STEM/SCIENCE journals.
Mountains: 25 min
http://naturalhistory.uga.edu/content/education/habitats/slideshows/Mountains/mountains_
final.html
Introduce CER strategy using superheroes 5 minutes: Students make a claim about animals
surviving in the mountains and CER activity in journals in groups. They must use their research
to support their claim.
Week 2 - Journals: Piedmont: 20 min
http://naturalhistory.uga.edu/content/education/habitats/slideshows/Piedmont/Piedmont_fin
al.html
It would be helpful to keep a running list of plants as you speak so that students have a reference
later. CER on what animals survive in the Piedmont region with supportive evidence. Students
may work in groups.
EXTEND: Week 3 - Design Challenge: Students will create a habitat for an animal. They will use
the materials given with appropriate constraints.
EVALUATE: Week 1 and 2 – CER in journals Week 3 Design Challenge rubric
Documents- http://interactivesites.weebly.com/habitats.htm
Resources – Interactive games for Habitats
Vocabulary: Region Mountain Piedmont diversity