Structure and

Properties of Matter
2PNG
A Second Grade Unit
supporting
Next Generation Science Standards and
the Michigan Science Standards

developed and written by

Battle Creek Area Mathematics and Science Center
for

Copyright © 2016 by Battle Creek Area Mathematics and Science Center. All rights reserved.
 TABLE OF CONTENTS
Structure and Properties of Matter
TABLE OF CONTENTS

Pre-activity Informational Pages

Unit Introduction 3
Teacher Background Information 4
Prior Knowledge 11
Identifying Desired Results 15
Next Generation Science Standards 17
Guiding Questions 19
Common Core State Standards 21
Unit At A Glance 26
Parent Letter 31
Activities To Do At Home 32

Activities Appendix

1 - What Are Objects Made Of? 33 Key Terms 99

2 - Exploring Properties 43
3 - Solving Problems With Properties 51
4 - Liquids 57
5 - Melting and Freezing 77
6 - Taking Our Property Observations
Outdoors 83
7 - Putting Pieces Together 93
A Model for Guided Reading 100
The Learning Cycle 102
Engineering Design Process 104
Science Talk 106
Field Trips and Classroom Visitors 108
Science Process Skills 109
Cooperative Learning 110
Inclusive Education 113
Encouraging Underreppresented Groups 116

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Structure and Properties of Matter
UNIT INTRODUCTION

GRADE LEVEL:
• Second Grade

THIS UNIT BUILDS KNOWLEDGE AND IS A PREREQUISITE FOR:

• Fifth Grade: Structure and Properties of Matter

ABOUT THIS UNIT:

Structures and Properties of Matter is an introductory unit into the properties of materials
and how those properties make those materials suitable for a variety of uses. Students
are engaged in investigations to collect data that classifies material based on properties.
Properties at this level include color, texture, hardness, flexibility, buoyancy (sink or float),
absorbency, waterproof, and magnetism. This unit provides the initial opportunity for
students to explore the relationship between temperature and the state of matter of a
material. Students investigate how heating or cooling a substance may cause a change in
state and find that sometimes the change is reversible and sometimes it is not. They also
use a variety of materials to demonstrate how some objects are a combination of smaller
objects that make the whole. This phenomenon serves as a foundation to lead students to
recognize that many things, including living things, are made up of smaller parts. In later
grades students will recognize atoms and molecules as the smaller parts that make up
larger objects. At this level students only look at the macroscopic level of objects.
Student-led investigations throughout this unit will help them to answer the basic questions
of “How are materials different from and similar to one another?”; “How do the properties
of materials relate to their use?”; “What materials make up different objects?”; and “How
can several smaller objects make one larger object?”
This unit provides the opportunity for second-grade students to carry out grade-appropriate
investigations, collect and analyze data, discuss results, and construct explanations.
Students will also obtain information from text, videos, and adult experts. Second-grade
students will engage in engineering practices as they design and build a device that
solves a problem. They will choose materials that are suitable for the device based on the
properties of the different materials.
Within the concept of properties of matter, it is equally important for students to continue
their application of the nature of science. Activities within this unit involve the Science and
Engineering Practices. By exploring concepts, students are better able to think about their
understanding so they can analyze and interpret observations and data, synthesize their
ideas, build models, and clarify their conceptual understanding. This unit is inquiry-focused,
providing students with the opportunity to generate questions, conduct investigations, and
develop solutions to problems through reasoning and observation. Students will be asked to
analyze and present findings that lead to future questions, investigations, and application of
knowledge to new and different situations.

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TEACHER BACKGROUND INFORMATION
BACKGROUND CONTENT INFORMATION
The following physical science background information is helpful in understanding the
concepts in this unit. This information is for the benefit of teachers and is not always
appropriate for students.
2. Structures and Properties of Matter
2. Structures and Properties of Matter is geared for second-grade students and focuses
on the ability of students to sort objects by properties of color, size, shape, texture,
weight, flexibility, and whether they sink or float. The unit includes sorting materials that
are attracted to magnets and the properties of water as a solid and a liquid. The unit
emphasizes the following enduring understandings of science content and skills:
1. Sort objects according to observable properties, such as color, shape, size, and sinking
or floating.
2. Identify materials that are attracted to a magnet.
3. Demonstrate properties of water as a solid and a liquid.
4. Communicate scientific findings to others.
5. Demonstrate good observation skills, generate questions, and plan and conduct simple
investigations.
6. Construct simple charts and graphs.
The following physical science background information is helpful in understanding the
concepts in this unit. This information is for the benefit of teachers and is not always
appropriate for students.
Sorting by Properties
In this unit students will explore classifying different materials by their observable
properties. Students will be able to see similarities and differences, draw conclusions, and
make predictions about future related activities and events. The organization of findings
onto charts and graphs leads to organization skills and drawing conclusions or making
generalizations from the information they have gathered.
The skill of classifying by properties evolves into the ability to search for patterns, make
reasonable estimates, use statistics to predict probable outcomes, and determine materials
that are best suited for different purposes. As classification abilities of the young learners
develop, the students will be able to extend their skills to organizing their observations,
providing a format for finding patterns and thinking logically.
The focus of this unit is to give students an opportunity to explore and investigate the
properties of color, hardness, flexibility, texture, sink or float, magnetism, and melting and
freezing, to apply what they have learned to determining the most suitable materials to
serve an intended purpose.

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Heating and Cooling

At this level students are not expected to recognize melting and freezing points as
properties of matter, but the concept of how heating and cooling affect materials is
introduced within the idea that changes occur when materials are cooled or heated. In
some materials, such as water, butter, chocolate, and wax, the changes due to cooling and
heating are reversible, other changes are irreversible, such as cooking an egg, baking a
cake, freezing a leaf, and freezing a potato. Students will be encouraged to consider how
heating and cooling affect a material to determine if the material is suitable for a specific
purpose.
Water on Earth can be found in three states in nature: liquid, solid (ice), and gas (water
vapor). Water is the only common substance on Earth that appears in all three of its physical
states within the normal range of climactic conditions, sometimes at the same time. Familiar
examples of water in its three natural states are: rain, snow or hail, and water vapor.
All solids share two important characteristics: definite shape and definite volume. The
particles that make up the solid are packed very closely together. The particles cannot
move far out of their places, nor can they flow over or around one another. They just vibrate
in place, so a solid keeps its shape and volume. Picture a large group of people standing
in an elevator, shoulder to shoulder, one row behind the other. Each person must stay
touching the same four people. They can wiggle and jiggle around, but they can’t change
the shape of the group or the amount of space they take up.
The particles of a liquid are close together, but they are not held as tightly together as are
the particles in a solid. They are free to move around, and they can flow over or around
one another as they vibrate. Thus, a liquid has no definite shape. It takes the shape of its
container. Although liquids do not have a definite shape, they do have a definite volume no
matter what shape container they are in. This is because the particles of a liquid are free
to move, but they can’t move too far from the next particle of liquid. Picture the group of
people discussed in the paragraph above, but this time instead of shoulder to shoulder they
are holding hands. They can move around as long as each holds on to another person’s
hands. They can wiggle and jiggle and walk around each other, so the shape of the group
can change. However, they can’t leave the group and spread out through the room or air
because they are holding on to the hands of other people.
Gas is another form of matter. It does not have a definite shape or a definite volume. A
gas fills all of the available space in a container, regardless of the size or shape of the
container. This is because the particles (atoms or molecules) of a gas are very active and
aren’t necessarily touching any of the other gas molecules. They are free to move and roam,
collide with each other and move away. They can be pushed closer together but will only
stay that way under pressure. The group of people discussed above can roam anywhere
they want in the room, including to the ceiling, if possible.
Students are familiar with the change of state between liquid water and ice, but the idea
of liquids having different properties than solids is nebulous at this stage in their learning.
Students at this age have difficulty with the generalization that many substances can exist
as either a liquid or a solid with change in temperature. They are comfortable with the
changes from solid to liquid with water, as it is observable and occurs in their here and
now.
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Second-grade students do not understand that water exists as a gas when it boils or evaporates;
they are more likely to think that it disappears or goes into the sky. Despite this limitation,
students can conduct simple investigations with heating and evaporation that develop inquiry
skills and familiarize them with the concept for future study.
This activity builds on children’s prior experiences by giving them time to explore liquid water
with selected materials to highlight water’s movement and its ability to take on the shape of its
container.
Second-grade students are introduced to the idea that an object is composed of smaller pieces,
and that when those pieces are combined in a specific configuration, specific objects and
properties result. When those pieces are combined in a different configuration, a different object
with different properties results. At this level students are not introduced to atoms and molecules
or physical and chemical change. This introduction serves as a building block toward a deeper
understanding of the structure of matter.
5 E Learning Cycle
This unit was developed using the 5 E Learning Cycle (Bybee, 1997) for the instructional
sequence. The use of the instructional sequence helps students to become engaged and
recognize their current understandings, explore a common base of experiences to develop new
ideas and thinking, verbalize and explain their findings, apply their new knowledge, and evaluate
based on understandings of others. The progression allows for the introduction of new ideas
and concepts, as the students have a need to understand the reason for the new material. The
learning cycle progression also allows for thoughtful use of integration of reading informational
text, writing about science, and application of science in the social world and their everyday
lives.
You will see the instructional sequence as it drives the whole unit, and also within the lessons.
Within the individual lesson, the instructional sequence ensures that each lesson is framed to
excite, draw on previous knowledge, and progress to a new understanding. Within the unit as a
whole, the 5 E Learning Cycle ensures that lessons are connected and build on preconceptions
to allow students the opportunity to experience conceptual shifts in their thinking. (See Learning
Cycle in the Appendix pp. 114-115.)
Science Talk
Within each lesson or series of connected lessons, students are given the opportunity to engage
in “Science Talk.” Science Talk involves time for students to engage in purposeful conversation
with their peers about what they observe and believe to be true, and ask “what if” questions.
It gives young learners the opportunity to say aloud what they have been thinking and hear the
thoughts of others. Science Talk in the classroom is essential to the meaning-making process and
central to learning. Teaching is not complete at the end of an activity; the learning is continuous,
and students need time to put their understanding in their own words within a social situation
where ideas are rehearsed between learners, mainly through conversations in which different
ideas are brought together and worked on. (See Science Talk in the Appendix.)
Reading in the Science Content
The Battle Creek Area Mathematics and Science Center’s primary focus is to help develop
scientifically literate students, yet it is just as crucial for all students to develop the reading and
writing skills that apply to learning that content. This unit is complete with reading integrations
that include reading within the content area. The reading primarily involves trade books carefully

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selected to enhance the science content learning as well as the students’ reading skills. The
trade book selections are integrated within activities and The Learning Cycle. Trade books
may be used to engage learners and pique their curiosity about a subject, to help explain and
define, to elaborate and make connections to the real world, or as an evaluation of what they
have learned. Refer to the end of the selected activity for a complete description of how the
books and teaching reading are integrated within this unit.
The reading integration within this unit is aligned with the Common Core State Standards for
English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.
The reading within this unit addresses the Reading Standards for Informational Text for
second grade.
Six copies of each trade book featured in 2. Structures and Properties of Matter are included
in your kit. Additional copies or classroom sets can be ordered through the Battle Creek Area
Mathematics and Science Center at (269) 213-3904.
Writing in the Science Content
Most recent studies in how children learn suggest that students benefit in all content areas by
writing within any content area. The benefits are recognized in both content knowledge and
writing ability. Writing in the content “enhances critical thinking; allowing students to take
greater responsibility for their own learning; promotes reflective thinking and questioning; and
helps students make connections between events, people, and ideas” (Teaching Writing Within
the Content, 2005).
The Battle Creek Area Mathematics and Science Center writing integration component of
the units asserts that the writing process is a method of learning and instruction. Writing
within the content allows students to revise and revisit their thinking and writing throughout
the lesson, helps students discover what they know, and generates purpose for their writing.
Audience and purpose are essential for all types of writing, and writing within science is no
exception. Writing requires students to solve problems, and it is appropriate to make the
time for purposeful writing assignments during the course of the content-area instruction.
The writing integration aspect of this unit is complete with pre-writing strategies, that
help students recognize and organize what they know, and scoring rubrics for assessing
the content. Refer to selected Teacher Guide activities and the Student Journal pages for a
complete description of how writing is integrated into this unit.
The writing integration within this unit is aligned with the Common Core State Standards for
English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.
The writing within this unit addresses the Writing Standards for kindergarten and the
Language Standards for second grade.
The literacy integration within this unit includes the opportunity for students to respond
to informational text, both orally and through writing. The Common Core State Standards
strongly emphasize the importance for students to respond to informational text and to
write about what they have learned. Recent research suggests that writing about texts and
engaging in the act of writing text increases reading comprehension in students.* This unit
provides multiple opportunities for students to write in response to reading about the scientific
concepts of motion at the second-grade level. At this level, students are primarily asked to
respond to the text as it relates to their own lives (“What does the text remind you of?”).
*(International Reading Association: Literacy Implementation Guidance for the ELA Common
Core State Standards, 2012)
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Engineering Design Process
The engineering design process provides students with a series of steps to guide them as
they solve problems and design and test products, models, and solutions. The process is
cyclical, yet not necessarily following a specific order. Students are encouraged to evaluate
as they progress through the process, revisit the mission often, and revise thinking and their
plan multiple times as the process unfolds.
Engineers do not always follow the engineering design process steps in order, one after
another. It is very common to design something, test it, find a problem, and then go back
to an earlier step to make a modification or change the design. Engineers must always
keep in mind the mission or problem they are trying to solve and the limitations (cost, time,
material, etc.) that are part of the solution to the problem. Two key elements in working as
an engineer are teamwork and design-test-and-redesign. (See Engineering Design Process
in the Appendix pp. 104-105.)
Key Terms
The key terms in this unit represent the instructionally useful terms for the activities.
Students build their own glossary in the Student Journal as the terms become useful and
necessary. A list of suggested key terms for this unit is also available for the teacher in
the Appendix. The list is not all-inclusive or all necessary, and your class discussion may
produce terms that are not on the list but have importance and are instructionally useful
for the students. Your class may also find some of the terms listed unnecessary for their
understanding of terms of which they already have an understanding.
Estimated Time
The Estimated Time described in each lesson is an approximate number of minutes for
completion. You may want to divide the estimated minutes over several days.
Curriculum Alignment Color Coding
In the margins of each unit you will find the color-coded alignment to the Next Generation
Science Standards (NGSS) and Common Core State Standards for English Language Arts
and Mathematics. The NGSS color coding is consistent with the NGSS document.
BLUE: SCIENCE AND ENGINEERING PRACTICES- The Science and Engineering Practices
emphasize the importance of engaging in scientific investigations of the natural world as
well as the practices of engineering to identify and solve problems. Acquiring the skills in
the Science and Engineering Practices at an early age supports a better understanding of
how scientists and engineers acquire and apply scientific knowledge and how engineering
solutions are developed to help solve problems. The eight Science and Engineering
Practices are:
1. Asking questions (for science) and defining problems (for engineering)
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 (for science) and designing solutions (for engineering)

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7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Not all eight practices are included in every unit. However, as one practice is brought to the
forefront, you may notice that other practices are also present.
ORANGE: DISCIPLINARY CORE IDEAS- The Disciplinary Core Ideas are the scientific
concepts that all students should understand in order to make sense of the world. Disciplinary
Core Ideas are developed across the disciplines- Physical Sciences, Life Sciences, Earth
Sciences, and Engineering, Technology, and Applications of Science. The core concepts
include:
Physical Science Core Concepts:
1. Matter and Its Interactions
2. Motion and Stability: Forces and Interactions
3. Energy
4. Waves and Their Applications in Technologies for Information Transfer
This unit focuses on the Core Idea PS3: Energy and Core Idea PS4: Waves and their
Applications in Technologies for Information Transfer.
GREEN: CROSSCUTTING CONCEPTS- The Crosscutting Concepts are the concepts that are
present and occurring through out the disciplinary boundaries. They play an important part in
the understanding of the connections between Physical Sciences, Earth Sciences, Life Sciences
and Engineering, Technology, and Applications of Science. They provide the framework for
connection knowledge across the disciplines.
Crosscutting Concepts
1. Patterns
2. Cause and effect
3. Scale, proportion and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and conservation
6. Structure and function
7. Stability and change
The Crosscutting Concepts stress the importance for students to recognize and become
accustomed to applying the concepts common to so many areas of science and engineering.
(A Framework for K-12 Science Education, Practices, Crosscutting Concepts, and Core Ideas; National Research
Council; National Academies Press, 2012)

PURPLE: PHENOMENA- Phenomena in the implementation of the NGSS engages

students in making observations to raise questions and brainstorm ideas for
investigation of questions relating to their observations. Phenomena is introduced in
the Engage the Learner phase of the series of activities and provides a connection to
learning and a purpose for trying to figure things out.

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COMMON CORE STATE STANDARDS- The Common Core State Standards for English
Language Arts (CCSS) and the Common Core State Standards for Mathematics (CCSS) are
identified in red throughout the unit. The alignment with the CCSS indicates an opportunity for
teachers to integrate their science, ELA, and math lessons and give students the opportunity to
develop and apply their reading, writing, and math skills within the science content.

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PRIOR KNOWLEDGE
Second grade is the introduction into properties of materials and how these properties
are useful when selecting material for a specific purpose. Students will gather information
regarding the properties of a variety of materials and then determine which materials to
use to solve a problem. At this level students are expected to explore a variety of materials,
investigate, and make basic discoveries regarding properties and how they make material
useful. Young learners have a variety of everyday experiences with materials, including the
use of everyday objects that are useful to accomplish different tasks. They also have had
experiences building with toys, blocks, and a variety of materials. In this unit they recognize
that when the different pieces of an object are rearranged, a new object results. This unit of
study builds on their prior experiences and provides further exploration into properties of
materials and how properties are used to determine the material best suited for a specific
purpose.
“Learners come to new situations with preconceived notions; they are not blank slates. As
children develop, and long before they enter formal education, they need to make sense of
the natural world about them. So they begin to construct sets of ideas, expectations, and
explanations about natural phenomena. Through their own activities, children construct
knowledge and make it their own. Since these ideas are frequently quite different from the
ones held by scientists, we sometimes refer to them as naive conceptions.”
What to do about students’ naive conceptions or misinformation? “You can figure out what
it really means to the child and what the child really means by it. Then, if you decide it is
appropriate and important, you will find a way to correct the information, not the child,
through the child’s own experience.”
An example of this follows:
Robert and Gladys were watching the fish in the aquarium tank.
“Look, the fish has three mouths,” said Gladys.
“Just that big fish, though,” added Robert.
The teacher, Ms. Martinez, came up to the tank. “Where?”
The children pointed to the large swordtail. “What do you mean about mouths?”
asked Ms. Martinez.
“Well, there’s that one in front that goes like this,” and Gladys opened her mouth up
and down. “And there’s one here and one here.” She held her hands near her ears,
clamping her palms on and off her head.
“You explain well. I know just what you mean,” said Ms. Martinez. “Let’s see how the
fish eats.”
Ms. Martinez got food from the cupboard. The children fed the fish, observing the
swordtail and other fish in the tank. After some discussion, the children decided the
one in front was the mouth since all the fish ate only there. Ms. Martinez said the
other two openings were gills: they were really more like noses since that is how
fish get oxygen, which we get from air. The aquarium had a bubbling filter, so the
children could see air passing through the water. Later, they decided it must be water
that went in and out the gills. Ms. Martinez encouraged them to clasp their hands

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together, dunk them in a sink full of water, and see if they could hold air when they
simulated gill action by pushing their palms together, swishing water out.
“We are not fish,” she explained. “We can’t get the oxygen out of the water. We get
our oxygen by breathing in air directly like this.” She took a deep breath in and out.
She thought she would add that, but did not expect the children to understand it
completely now.
Naive conceptions or misinformation may be set right by planned individual experiences
over time. Your observation of mistaken concepts may indicate to you a whole new set of
experiences for the students. Guide them through, one step at a time. Respect their ideas.
At no time are children told they are wrong. At no time are they immediately corrected;
their experience can be arranged to be self correcting.
Adapted from:
Transforming Ideas for Teaching and Learning Science, Office of Research, U.S.
Department of Education, Washington, D.C. (Sept. 1993), page 5 (from the research of
Anderson, Charlede, and Smith, Edward L (1984)
Science With Young Children, Bess-Gene Holt, NAEYC, Washington, D.C. (1989). pages
71-72.
Students’ instructional experiences and, ultimately, what they learn are greatly influenced
by the knowledge they bring to a learning situation. Learning with understanding in science
often requires that students change certain aspects of their prior knowledge. Instruction
that fails to acknowledge students’entry level conceptions and understandings can leave
students’ misconceptions unchanged. In order to bring about change in students with
respect to a concept, several circumstances must exist:
• The students are confused or dissatisfied with their existing views.
• The new concept appears understandable and makes sense.
• The new concept can be explained, and students can make predictions regarding this
concept.
The Conceptual Change Model encourages students to confront their misconceptions or
naive ideas and then work toward understanding and applying the newly learned concept.
The model consists of six stages:
Stage 1 - Students become aware of their own ideas about a concept by thinking about
that concept and making predictions before any activity begins.
Stage 2 - In small groups and then with the entire class, students express their beliefs.
Stage 3 - Students then confront their beliefs by testing them and discussing the results in
small groups.
Stage 4 - Students work toward resolving the conflict between their ideas and their
observations from the “test” in Stage 3.
Stage 5 - Students further understand the concept by trying to make connections between
the concept and other situations that they have experienced.
Stage 6 - After students have established some permanency regarding the concept, they
are encouraged to pursue additional questions and problems related to the concept.

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Sources of students’ confusion and misconceptions or naive ideas:
• Personal experiences at home and on the playground, rather than the abstract concepts
taught, are used as a basis for understanding. Personal experience and common sense
can lead to students’ misconceptions.
• In instruction, the emphasis is often on scientific vocabulary, rules, and formulas rather
than on dealing with students’ views.
• Textbook definitions may be confusing, incomplete, or inaccurate because it is felt that
younger learners are not capable of understanding the whole story.
• Traditionally, these topics are taught using a lecture and demonstration format.
Students are passive and never experience a conflict between their views and those
being taught.

Reprinted with permission from Idea Factory, Inc. Adapted from Targeting Students’ Science
Misconceptions, by Dr. Joe Stepans. Call 1-800-331-6204 for further information.

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IDENTIFYING DESIRED RESULTS

Identifying Desired Results

Learning Performance Outcomes

Students will be able to respond to these questions:

• What are observable properties of a material?

• What are the properties of a solid?
• What are the properties of a liquid?
• What does it mean when something melts?
• What does it mean when something freezes?
• What does it mean when materials are classified?
• How do different properties of materials make them better suited for certain purposes?
• How are some objects made up of a set of different smaller objects?
• How do heating and cooling different objects change the properties?
• How can some changes from heating and cooling be reversed and some cannot?

Students will need to be able to:

• Make observations of a variety of materials to classify based on their properties.

• Collect data based on observations of properties.
• Analyze data from investigations to classify materials.
• Collaboratively plan an investigation to determine the characteristic properties of water as
a solid and a liquid.
• Construct an argument with evidence that some changes from heating and cooling are
reversible and some are not.
• Analyze data to determine which materials have properties best suited for a specific
purpose.
• Use evidence to construct an explanation that some objects are made up of a set of small
pieces and can be disassembled and made into a different object.
• Plan and conduct an investigation to determine the properties of water as a solid and a
liquid.
• Plan and conduct an investigation into the reversible changes in water.
• Use evidence from their investigation into the melting and freezing of water and develop a
new investigation into a different material.
• Analyze and interpret data to compare characteristics of materials before and after heating
and cooling.
• Construct an argument from evidence supporting the claim that some changes in materials
when heated and cooled can be reversed and some cannot.

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NEXT GENERATION SCIENCE STANDARDS
Disciplinary Core Ideas/Performance Expectations Activities
PS1.A: Structure and Properties of Matter 1,2,3,4,5,6,7
• Different kinds of matter exist, and many of them can be either solid or liquid,
depending on temperature. Matter can be described and classified by its
observable properties.
• Different properties are suited to different purposes.
• A great variety of objects can be built up from a small set of pieces.
2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of 1,4,6
materials by their observable properties.
2-PS1-2: Analyze data obtained from testing different materials to determine which 1,2,3,6,7
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 3,7
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 4,5
or cooling can be reversed and some cannot.
PS1.B: Chemical Reactions 5
• 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: Construct an argument with evidence that some changes caused by heating 4,5
or cooling can be reversed and some cannot.
Science and Engineering Practices
Planning and Carrying Out Investigations 1,4,5
Planning and carrying out investigations to answer questions or test solutions to
problems in K-2 builds on prior experiences and progresses to simple investigations,
based on fair tests, which provide data to support explanations or design solutions.
• Plan and conduct investigations collaboratively to produce data to serve as the
basis for evidence to answer a question.
2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of 1,4,6
materials by their observable properties.
Analyzing and Interpreting Data 2,3,6
Analyzing data in k-2 builds on prior experiences and progresses to collecting,
recording, and sharing observations.
• Analyze data from tests of an object or tool to determine if it works as intended.
2-PS1-2: Analyze data obtained from testing different materials to determine which 1,2,3,6,7
materials have the properties that are best suited for an intended purpose.

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NEXT GENERATION SCIENCE STANDARDS

Constructing Explanations and Designing Solutions 1,2,3,4,5,6,7

Constructing explanations and designing solutions in K–2 builds on prior experiences
and progresses to the use of evidence and ideas in constructing evidence- based
accounts of natural phenomena and designing solutions.
• Make observations (firsthand or from media) to construct an evidence-based
account for natural phenomena.
2-PS1-3: Make observations to construct an evidence-based account of how an object 3,6,7
made of a small set of pieces can be disassembled and made into a new object.
Engaging in Argument from Evidence 4,6,7
Engaging in argument from evidence in K-2 builds on prior experiences and
progresses to comparing ideas and representations about the natural and designed
world(s).
• Construct an argument with evidence to support a claim.
2-PS1-2: Analyze data obtained from testing different materials to determine which 2,3,6,7
materials have the properties that are best suited for an intended purpose.
Crosscutting Concepts
Cause and Effect 4,5,6
• Events have causes that generate observable patterns.
• Simple tests can be designed to gather evidence to support or refute student ideas
about causes.
2-PS1-2: Analyze data obtained for testing different materials to determine which 2,3,6,7
materials have the properties that are best suited for an intended purpose.
2-PS1-4: Construct an argument with evidence that some changes caused by heating 4,5
or cooling can be reversed and some cannot.
Patterns 1,4,6
• Patterns in the natural world can be observed, used to describe phenomena, and
used as evidence.
2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of 1,2,3,4,6
materials by their observable properties.
Energy and Matter 7
• Objects may break into smaller pieces and be put together into larger pieces, or
change shapes.
2-PS1-3: Make observations to construct an evidence-based account of how an object 3,6,7
made of a small set of pieces can be disassembled and made into a new object.
Connections to Engineering, Technology, and Applications of Science
Influence of Engineering, Technology, and Science, on Society and the Natural 6
World
• Every human-made product is designed by applying some knowledge of the
natural world and is build by using natural materials.
2-PS1-2: Analyze data obtained for testing different materials to determine which 3,6,7
materials have the properties that are best suited for an intended purpose.

18
 PLANNING
NEXT GENERATION SCIENCE STANDARDS - GUIDING QUESTIONS

Science and Engineering Practices

Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to problems in K-2
builds on prior experiences and progresses to simple investigations, based on fair tests, which
provide data to support explanations or design solutions.
• Plan and conduct investigations collaboratively to produce data to serve as the basis for
evidence to answer a question.
-- How do we observe and collect data?
-- How can we use data as evidence to explain a phenomenon?
-- How can we use data to evaluate and determine the best materials for design solutions?

Analyzing and Interpreting Data

Analyzing data in K-2 builds on prior experiences and progresses to collecting, recording, and
sharing observations.
• Analyze data from tests of an object or tool to determine if it works as intended.
-- How do we analyze data to determine if a different material suits a purpose?

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in K–2 builds on prior experiences and
progresses to the use of evidence and ideas in constructing evidence-based accounts of natural
phenomena and designing solutions.
• Make observations (firsthand or from media) to construct an evidence-based account for
natural phenomena.
-- How can we use evidence to construct an explanation or draw a conclusion?
-- What materials can we use to design and construct an object that suits a purpose?
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter
• Different kinds of matter exist, and many of them can be either solid or liquid, depending on
temperature. Matter can be described and classified by its observable properties.
• Different properties are suited to different purposes.
• A great variety of objects can be built up from a small set of pieces.
-- How can we find out what happens to water and other material when heated or cooled?
-- How can we describe different objects by properties?
-- How can we determine what material is suitable for specific purposes?
-- How are objects built from small sets of different material?
-- How can we find out what happens when small sets used to build one object are rearranged?

PS1.B: Chemical Reactions

• Heating or cooling a substance may cause changes that can be observed. Sometimes these
changes are reversible, and sometimes they are not.
-- How can we determine if changes caused by heating and cooling are reversible or not?

19
PLANNING
NEXT GENERATION SCIENCE STANDARDS - GUIDING QUESTIONS

Crosscutting Concepts
Cause and Effect
• Events have causes that generate observable patterns.
• Simple tests can be designed to gather evidence to support or refute student ideas about
causes.
-- How can we investigate and gather evidence to find out if patterns exist in different events?

Patterns
• Patterns in the natural world can be observed, used to describe phenomena, and used as
evidence.
-- How can we use patterns to determine the material most suitable for a specific purpose?
-- How can we use patterns to determine the effect of heating and cooling material?

Energy and Matter

• Objects may break into smaller pieces and be put together into larger pieces, or change
shapes.
-- How can we find out how smaller pieces be put together to make an object then rearranged
to make a different object?
-- How do the properties of an object change when the smaller pieces are rearranged to make
a different object?

Influence of Engineering, Technology, and Science, on Society and the Natural World
• Every human-made product is designed by applying some knowledge of the natural world
and is build by using natural materials.
-- What are some of the properties of natural materials that make them useful?

20
 PLANNING
COMMON CORE STATE STANDARDS - READING

Reading Standards for Informational Text - Second Grade Activities

Key Ideas and Details
RI.2.1 - Ask and answer such questions as who, what, where, when, 1,2,4,6
why, and how to demonstrate understanding of key details in a text.
RI.2.2 - Identify the main topic of a multi-paragraph text as well as 1,4
the focus of specific paragraphs within the text.
RI.2.3 - Describe the connection between a series of historical events, 1,4,6
scientific ideas or concepts, or steps in technical procedures in a
text.
Craft and Structure
RI.2.4 - Determine the meaning of words and phrases in a text 1,2,4,6
relevant to a grade 2 topic or subject area.
RI.2.5 - Know and use various text features (e.g., captions, bold print, 4,6
subheadings, glossaries, indexes, electronic menus, icons) to locate
key facts or information in a text efficiently.
RI.2.6 - Identify the main purpose of a text, including what the 1,4,6
author wants to answer, explain, or describe.
Integration of Knowledge and Ideas
RI.2.7 - Explain how specific images (e.g., a diagram showing a 1
machine works) contribute to and clarify a text.
RI.2.8 - Describe how reasons support specific points the author 1,4,6
makes in a text.
RI.2.9 - Compare and contrast the most important points presented 4
by two texts on the same topic.
Range of Reading and Level of Text Complexity
RI.2.10 - By the end of the year, read and comprehend informational 1,2,4,6
texts, including history/social studies, science, and technical texts,
in the grades 2-3 text complexity band proficiently, with scaffolding
as needed at the high end of the range.

21
PLANNING
COMMON CORE STATE STANDARDS - WRITING
Writing Standards - 2nd Grade Activity
Text Types and Purposes
W.2.1 - Write opinion pieces in which they introduce the topic or book they are writ- 1,3
ing about, state an opinion, supply reasons that support the opinion, using linking
words (e.g., because, and, also) to connect opinion and reasons, and provide a
concluding statement or section.
W.2.2 - Write informative/explanatory texts in which they introduce a topic, use facts 2,4,5,6,7
and definitions to develop points, and provide a concluding statement or section.
W.2.3 - Write narratives in which they recount a well-elaborated event or short 2,3
sequence of events, include details to describe actions, thoughts, and feelings, use
temporal words to signal event order, and provide a sense of closure.
Production and Distribution of Writing
W.2.4 - (Begins in grade 3)
W.2.5 - With guidance and support from adults and peers, focus on a topic and 2,4,5,7
strengthen writing as needed by revising and editing.
W.2.6 - With guidance and support from adults, use a variety of digital tools to pro-
duce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
W.2.7 - Participate in shared research and writing projects (e.g., read a number of 2,3,4,5,6,
books on a single topic to produce a report; record science observations). 7
W.2.8 - Recall information from experiences or gather information from provided 1,2,3,4,5,
sources to answer a question. 6,7

COMMON CORE STATE STANDARDS - LANGUAGE

Language Standards - 2nd Grade Activity
Conventions of Standard English
L.2.1 - Demonstrate command of the conventions of standard English grammar and 1,2,3,4,5,
usage when writing or speaking. 6,7
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children,
teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat,
hid, told).
e. Use adjectives and adverbs, and choose between them depending on what is to
be modified.
f. Produce, expand, and rearrange complete simple and compound sentences
(e.g., The boy watched the movie; The little boy watched the movie; The action
movie was watched by the little boy).

22
 PLANNING
COMMON CORE STATE STANDARDS - LANGUAGE
L.2.2 - Demonstrate command of the conventions of standard English capitalization, 1,2,3,4,5,
punctuation, and spelling when writing. 6,7
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge;
boy → boil).
e. Consult reference materials, including beginning dictionaries, as needed to
check and correct spellings.
Knowledge of Language
L.2.3 - Use knowledge of language and its conventions when writing, speaking 1,4
reading, or listening.
a. Compare formal and informal uses of English.
Vocabulary Acquisition and Use
L.2.4 - Determine or clarify the meaning of unknown and multiple-meaning words 1,2,3,4,5,
and phrases based on grade 2 reading and content, choosing flexibly from an array 6,7
of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added
to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the
same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of
compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook,
bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine
or clarify the meaning of words and phrases.
L.2.5 - Demonstrate understanding of word relationships and nuances in word 1,2,3,4,5,
meanings. 6,7
a. Identify real-life connections between words and their use
(e.g., describe foods that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw,
hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6 - Use words and phrases acquired through conversations, reading and being 1,2,4
read to, and responding to texts, including using adjectives and adverbs to describe
(e.g., When other kids are happy that makes me happy).

23
PLANNING
COMMON CORE STATE STANDARDS - MATHEMATICS
Mathematics- Second Grade Activities
Mathematical Practices
1. Make sense of problems and persevere in solving them. 1,2,3,4,5,6,7
2. Reason abstractly and quantitatively. 1,2,3,4,5,6,7
3. Construct viable arguments and critique the reasoning of others. 1,2,3,4,5,6,7
4. Model with mathematics. 1,2,3,4,5,6,7
5. Use appropriate tools strategically. 1,2,3,4,5,6,7
6. Attend to precision. 1,2,3,4,5,6,7
7. Look for and make use of structure. 1,2,3,4,5,6,7
8. Look for and express regularity in repeated reasoning. 1,2,3,4,5,6,7
2.OA Operations and Algebraic Thinking
A. Represent and solve problems involving addition and subtraction.
1. Use addition and subtraction within 100 to solve one- and two-step word
problems involving situations of adding to, taking from, putting together,
taking apart, and comparing, with unknowns in all positions, e.g., by using
drawings, and equations with a symbol for the unknown number to represent
the problem.
B. Add and subtract within 20.
2. Fluently add and subtract within 20 using mental strategies. By end of Grade
2, know from memory all sums of two one-digit numbers.
C. Work with equal groups of objects to gain foundations for multiplication.
3. Determine whether a group of objects (up to 20) has an odd or even number
of members, e.g., by pairing objects or counting them by twos; write an
equation to express an even number as a sum of two equal addends.
4. Use addition to find the total number of objects arranged in rectangular
arrays with up to 5 rows and up to 5 columns; write an equation to express
the total as a sum of equal addends.
2.MD Measurement and Data
A. Measure and estimate lengths in standard units.
1. Measure the length of an object by selecting and using appropriate tools such
as rulers, yardsticks, meter sticks, and measuring tapes.
2. Measure the length of an object twice, using length units of different lengths
for the two measurements; describe how the two measurements relate to the
size of the unit chosen.
3. Estimate lengths using units of inches, feet, centimeters, and meters.
4. Measure to determine how much longer one object is than another,
expressing the length difference in terms of a standard length unit.

24
 PLANNING
COMMON CORE STATE STANDARDS - MATHEMATICS
Mathematics- Second Grade Activities
2.MD Measurement and Data
B. Relate addition and subtraction to length.
5. Use addition and subtraction within 100 to solve word problems
involving lengths that are given in the same units, e.g., by using
drawings (such as drawings of rulers) and equations with a symbol
for the unknown number to represent the problem.
6. Represent whole numbers as lengths from 0 on a number line
diagram with equally spaced points corresponding to the numbers 0,
1, 2,... and represent whole-number sums and differences within 100
on a number line diagram.
C. Work with time and money.
7. Tell and write time from an analog and digital clocks to the nearest 5
minutes, using a.m. and p.m.
8. Solve word problems involving dollar bills, quarters, dimes, nickels,
and pennies, using $ and c symbols appropriately. Example: If you
have 2 dimes and 3 pennies, how many cents do you have?
D. Represent and interpret data
9. Generate measurement data by measuring lengths of several objects
to the nearest whole unit, or by making repeated measurements of
the same objects. Show the measurements by making a line plot,
where the horizontal scale is marked off in whole =-number units.
10. Draw a picture graph and a bar graph (with single-unit scale) to 2,3
represent a data set with up to four categories. Solve simple put-
together, take-apart, and compare problems using information
presented in a bar graph.

25
 PLANNING
UNIT AT A GLANCE

Activity Time to Complete Question Phenomena Students Will

1 Preparation: 20 minutes How can we What would happen if tools • Read about “What Would
What Are Activity: 4 classes find out what and different items were Happen If” situations when
Objects Lesson 1A: 45-50 min. properties are made without considering properties of materials are not
Made Of? 2 class periods useful? the properties that will considered in their construction.
Lesson 1B: 45-50 min. make them useful? • Compare initial ideas about
2 class periods properties of objects.
• Be introduced to a design
challenge to choose material to
move water from one place to
another.
2 Preparation: 10 minutes How can we Children on slide with • Make observations and classify
Exploring Activity: 4 classes determine what different clothing descend objects by texture, flexibility,
Properties Lesson 2A: 45-50 min. properties are the slide at a different buoyancy, and repel and absorb.
2 class periods important for speed. • Complete a mini-design
Lesson 2B: 45-50 min. the purpose of A tree has a rigid trunk and challenge at each property
2 class periods objects? flexible branches that can station.
sway in the wind.
Children walk to school on a
rainy day. One child has on
rubber boots and the other
is wearing tennis shoes.
One child has dry socks
and the other child has wet
socks.
3 Preparation: 15 minutes How can we Design challenge: • Work together as a team of
Solving Activity 3: 2 classes use materials to Different materials are used engineers to build a structure
Problems Lesson 3A: 55-60 min. build a device based on the properties that can withstand wind and
with Prop- Lesson 3B: 55-60min. that solves a that are best suited for an water, and keep things dry.
erties problem? intended purpose. • Test their designs and make
adjustments for improvement.

4 Preparation: 20 minutes How do the Liquid water takes on the • Compare and adapt their ideas
Liquids Activity 4: 10 classes properties shape of its container. about properties of solids to
Lesson 4A: 45-50 min. of solids and properties of liquids.
2 class periods liquids differ? Ice keeps its own shape. • Develop an investigation into
Lesson 4B: 55-60 min. How can we how temperature change can
2 class periods determine change water from solid to
Lesson 4C: 45-50 min. if change in liquid and liquid to solid and
2 class periods temperature determine what properties
Lesson 4D: 45-50 min. changes the change in the phase change.
2 class periods properties of
Lesson 4E: 45-50 min. water?
2 class periods

26
 PLANNING
UNIT AT A GLANCE
Students Figure Out How To: Practices PE at Lesson Level and Assessment
• Construct explanations of the concept Constructing PE at Lesson Level
of how we identify properties of Explanations Develop an initial understanding of how to
matter. identify properties and how they make things
• Determine different properties that Patterns useful.
make things useful. Formative Assessment
Properties of Matter chart
Activity Page
Journal Entry
Class Discussion

• Construct explanations of the Constructing PE at Lesson Level

usefulness of the properties when Explanations and Use observations and explorations to develop
designing objects. Designing solutions an understanding of how texture, rigid and
• Begin to apply what they have learned flexible, sink and float, and repel and absorb are
to solve a problem. Carrying Out properties that make things useful.
Investigations. Summative Assessment
Activity Page
Obtaining, Evaluating, Journal Entry
and Communicating
Information

Patterns

• Work as a team of engineers. Developing and Using PE at Lesson Level

• Choose material to fit the purpose. Models Use materials to design a model to suit a
• Test and redesign based on results specific purpose. Analyze information to
and feedback. Constructing determine which materials have properties best
Explanations suited for the intended purpose.
Formative Assessment
Obtaining, Evaluating, Activity Pages
and Communicating Science Talk
Information Summative Assessment
Journal Entries
Engineering Presentation
• Construct explanations of the concept Constructing PE at Lesson Level
of how we identify properties of Explanations Develop an understanding of the properties of
matter. solids compared to the properties of liquids.
• Recognize patterns that can be used Analyzing and Summative Assessment
to describe properties of solids and Interpreting Data Activity Pages
liquids. Respond to Text
Patterns Journal Entries
Cause and Effect Class Discussion

27
 PLANNING
UNIT AT A GLANCE

Activity Time to Complete Question Phenomena Students Will

5 Preparation: 20 minutes How can we Popsicles change from • Plan and carry out an
Heating and Activity 5: 2 classes determine a solid to a liquid when investigation into temperature
Cooling: Lesson 5A: 50-60 min. if change in there is a temperature change of a material of their
Beyond Lesson 5B: 45-50 min. temperature change. choosing.
Water changes the
properties When a lettuce leaf
of different is frozen it cannot be
substances? thawed to return to its
Are the changes original form.
caused by heating
and cooling
reversible?
6 Preparation: 5 minutes Velcro mimics burrs. • Make observations of
Taking Our Activity 6: 5 classes How can we properties in nature.
Property Lesson 6A: 50-60 min. mimic nature Design Challenge Part 1: • Determine the importance of
Obser- Lesson 6B: 45-50 min. when designing Design a device that properties of living organisms
vations Lesson 6C: 45-50 useful objects? mimics nature. for survival.
Outdoors 2 class periods

7 Preparation: 10 minutes How can we Design Challenge Part 2: • Disassemble and rearrange a
Rearranging Activity 7: 2 classes determine if an Rearrange blocks to structure.
the Pieces Lesson 7A: 50-60 min. object made of make new structures. • Determine if the properties
Lesson 7B: 50-60 min. a small set of Rearrange existing and function have changed.
pieces can be structure with a purpose
disassembled and to make a new structure
rearranged into a with a different purpose.
different and new
object?

28
 PLANNING
UNIT AT A GLANCE
Students Figure Out How To: Practices PE at Lesson Level and Assessment
• Construct explanations of the effect Constructing PE at Lesson Level
of heating and cooling on different Explanations and Construct an argument using evidence that
material. Designing solutions some changes caused by heating and cooling
• Determine if heating and cooling of are reversible and some are not.
different material is reversible or not Carrying out Formative Assessment
reversible. investigations. Activity Page
Class Discussion
Cause and Effect Journal Entry

• Design an object that mimics a Constructing

characteristic of an animal. Explanations and
Designing solutions

Analyzing and
Interpreting Data

Engaging in
Argument from
Evidence

Patterns

Cause and Effect

• Construct a new structure from and Constructing PE at Lesson Level
existing structure by rearranging a Explanations and Construct an argument using first hand
small set of pieces. Designing Solutions experience that a structure made of small pieces
• Test the structure to determine if the can be disassembled and rearranged to make a
properties have changed. Engaging in new structure.
Argument from Summative Assessment
Evidence Activity Page
Journal Entry
Energy and Matter

29
PLANNING

30
 PARENT LETTER
Dear Parent,
Your child is beginning a unit developed by the Battle Creek Area Mathematics and Science
Center. This unit was designed to promote science and engineering literacy and integrate
reading and writing skills into high-interest science content. During the next twelve weeks,
your child will be actively involved with the Structure and Properties of Matter unit. This unit
is geared for second-grade students and focuses on the “big ideas” of obtaining information to
determine how structures and properties of matter make things useful. Students will:
1. Sort objects according to observable properties, such as color, shape, size, and sinking or
floating.
2. Identify materials that are attracted to a magnet.
3. Demonstrate properties of water as a solid and a liquid.
4. Communicate scientific findings to others.
5. Demonstrate good observation skills, generate questions, and plan and conduct simple
investigations.
6. Construct simple charts and graphs.

Second-grade students are also encouraged to think and act like scientists and engineers and
begin to develop observation and communication skills in science.

1. Ask questions that can be investigated and use evidence to predict outcomes based on
patterns.
2. Make observations to produce data.
3. Plan and conduct simple investigations.
4. Use evidence to construct explanations.
5. Obtain and combine information from resources to explain phenomena.
6. Develop a model using an analogy, example, or abstract representation to describe a scientific
principle.
7. Use patterns in data and cause-and-effect relationships to explain change.
8. Use relevant scientific concepts and research findings to solve an engineering problem.

In this unit the activities are geared to build on students’ inherent knowledge and provide
experiences in which they use and apply their knowledge in a wider range of tasks. Students
will be given the opportunity to examine, measure, reflect upon, describe, and discuss how
properties of different materials make them useful. Students will read and explore how scientists
and engineers use properties of organisms to design and build useful tools. Suggestions for
activities to do at home are included with this letter. These activities will reinforce the concepts
taught during this unit instruction.

May you enjoy quality time with your child while discussing the concepts involved with the
Structure and Properties of Matter unit. Let us know if we may be of assistance.
The Outreach Staff
Battle Creek Area Mathematics and Science Center
(269) 213-3904 or (269) 213-3905
31
ACTIVITIES TO DO AT HOME
Activities To Do At Home
1. Your child will be learning about the physical states of water as it changes from one phase to
another: solid (ice), liquid (water), gas (water vapor). Be sure your child explains what he/she
learned about water.
2. Experiment with your child by using water in small containers. Doing these experiments in the
sink, in the tub, or outside will help to prevent spills. Have your child select items found around
the home. First, ask your child to predict what will happen to each item when placed in the
water. Will it sink or float? Will it dissolve or not? Is it waterproof or not? Then place each item
in the water to see what happens. Have your child keep track of his/her predictions and what
actually happens by drawing it or writing it down on paper.
3. Help your child choose several containers of different shapes and with different-sized openings.
Allow your child to put water into the containers, mark the beginning water levels, predict
what will happen to the water left in the containers, and then observe what actually does
happen each day over several days. Keeping a daily record of what happens is good practice in
data collection and in making comparisons.
4. Ask your child to help sort the laundry by color and size of clothing. Explain why it is better to
sort by color before washing.
5. Ask your child to sort a variety of canned goods. Have him/her sort and place them in an area
on the shelf for easy location and use.
6. Keep track of how often you and your child use water in your home during one day. Look for
ways you can help to conserve water.
7. Take a trip to the library with your child. Look for books about properties, water, and about
heating and cooling.
The Secret of Water, Masaru Emoto
What is a Liquid? Jennifer Boothroyd
Change It! Solids, Liquids, Gases, and You, Adrienne Mason
Matter Comes in All Shapes, Amy Hansen
8. Remove the magnets from the refrigerator and have your child find which side of the magnets
attracts other magnets and which repels. Allow your child to mess about with paper clips, a
variety of nails or screws, and other metal items to see which objects magnets attract.
9. Use tools and kitchen utensils with your child and discuss the properties of each item and how
that property makes the item useful (flexible, rigid, absorbent, repellent, sink, float, texture,
etc.).

32
 ACTIVITY 1
Activity #1: What Are Objects Made Of? ESTIMATED TIME
Lesson 1A: 45-50 minutes, 2 classes
Teacher Background Information
Lesson 1B: 45-50 minutes, 2 classes
Young children have natural curiosity that has led them to
explore materials in their world by observing, manipulating, OBJECTIVES
and experimenting. They naturally compare, describe, and • Read about “What Would
sort as they begin to make sense of their world. The following Happen If” situations when
activities provide opportunities to increase their understanding properties of materials
of the properties of objects that they encounter every day and are not considered in their
encourage children’s natural curiosity in a focused exploration construction.
using their senses and simple tools. Through observation, • Compare initial ideas about
manipulation, and classification of common objects, children properties of objects.
reflect on the similarities and differences of objects and begin
to recognize how properties are important in the selection of KEY QUESTIONS
materials for building and manufacturing tools we use every • How can we describe the
day. properties of objects?
The following activities will narrow their focus of sorting
objects by examining more defined properties, such as texture,
flexibility, and floating and sinking of some materials. Pre-Assessment
• Give the Pre-Assessment
Engage the Learner to assess the students’
This initial phase of learning activates prior knowledge prior knowledge of the
regarding properties of matter and how properties influence topics included in this
materials we use to make things. Students make connections unit.
between what they have observed and the learning task. Before • Additional time may be
exploring properties of matter, the class is going to brainstorm necessary beyond the
ideas about what they already know and have observed about estimated lesson time.
how different objects are used in their daily lives. • This same assessment
will be given at the
Lesson 1A: What Are Objects Made Of? end of the unit so the
students’ Pre- and Post-
Advance Preparation Assessment responses can
Duplicate copies of the Pre- and Post-Assessments for your be compared.
class. This and the rubric are in the Assessment Section
(Section 3) of the Teacher Guide. • Be consistent in
administering the Pre-
Duplicate copies of the unit Parent Letter and Activities To Do and Post- Assessment.
At Home to be sent home. • The assessments and
Make a Describing Objects chart to record students’ ideas rubric are located in the
about the properties of the objects in the reading. Assessment Section of the
unit.
Make a What We Think About Properties chart to record
students’ initial ideas, investigation ideas, and conclusions What We Think About
throughout their explorations in the properties of matter. Properties
Collect miscellaneous objects from the classroom for students What We How Can What Do We
to observe and investigate properties. Include items that Think About We Find Conclude?
Properties Out?
may have more than one property or properties that are not
obvious (e.g., water repellent, reflects light, texture, buoyancy,
flexibility).
33
LESSON 1A
MATERIALS NEEDED
For each student:
student pages
For each team of 2:
story: What Would
Happen If?
For the class:
miscellaneous items
story: The Three Little
Pigs
Teacher provides:
chart paper
markers
miscellaneous items
story: The Three Little
Pigs
TEACHING TIP
The term matter is
addressed at a basic
level for second-grade
vocabulary. Matter is
defined as what materials,
things, or objects are made
of at the macro level. The
focus of the lessons is to
explore the properties of
matter, or the properties of
different objects or things
and how the properties
of things are important in
their function.
READING
KEY IDEAS AND DETAILS
RI.1.1: Ask and answer
questions about key details
in a text.
RI.1.2: Identify the main
topic and retell key details
of a text.
FORMATIVE
ASSESSMENT
Use the What We Think
About Properties chart
to assess students’
initial understanding of
properties of matter.
Find a copy of the story of the Three Little Pigs in your school
library or online.
Procedure
Engage the learner.
Ask the class what they think they will be exploring in a unit
called The Structure and Properties of Matter. Tell students that
they will be focusing their attention on the properties of different
materials and objects in the lessons in this unit. Ask students
for their ideas about the meaning of the word properties. Ask:
What do we mean when we say “properties of different objects
and material”? Read the story, The Three Little Pigs. Discuss
the importance of the material each pig selected for building
a house. Ask the students what properties were important in
building a house that would keep the big bad wolf out. Have
students compare the straw, sticks, and bricks used by the pigs.
Discuss real-life examples of when structures need to be able to
hold up in wind, rain, and storms.
Introduce the What We Think About Properties chart. Encourage
the students to brainstorm and explain their initial ideas about
the properties of things and why scientists are interested in
knowing about properties. Record the students’ initial ideas
about the meaning of the term and how they might investigate
the properties of materials.
Explore the concept.
Introduce the book What Would Happen If? A Story of the Mixed-
up Day to the class. Explain that the class will be using the story
to help think about how properties of different materials help to
make them useful. Decide on a reading strategy appropriate for
your class.
Your students may benefit from reading the story in pairs and
discussing the illustrations as they turn the pages. As a class,
read and discuss the title of the story. Ask: Why do you think
the author chose the title, What Would Happen If? A Story of
the Mixed-up Day. Invite predictions about the title and the
illustration on the cover. Do a “walk” through the story. Invite
the students to make predictions about the main idea of the
story. Set a purpose for reading the story.
The story, What Would Happen If? A Story of the Mixed-up Day,
can be interactive and can evoke discussion as the properties
of each material are evaluated. If you choose to read the story
aloud to your class and have the students follow along as you
read, stop and discuss the mystery that is encountered.
34
 LESSON 1A
If you choose to have the students read the story in pairs, have TEACHING TIP
the students read sections, stop, discuss, and continue reading.
In taking the time to
Join reading pairs to listen and observe their reading skills and
identify and discuss the
how they interact when discussing the text and illustrations.
properties of different
(The text in the story includes a signal where it is useful for the
materials and developing
reader to stop and discuss events so far.)
their own properties chart,
Explain the concept and define the terms. students gain a deeper
Conduct a class reading conference about the story. Tell the understanding and have a
students that it may be helpful to make a chart and to keep a need to attach vocabulary
record of their ideas about properties as they read through the to their observations.
story.
PS1.A: STRUCTURE AND
Example Chart: Describing Objects PROPERTIES OF MATTER
• Different kinds of matter
exist, and many of them
Object hard squishy soft flexible rough smooth shiny
can be either solid or
pillow X X X X liquid, depending on
metal X X temperature. Matter
T-shirt X X X can be described
wood and classified by its
fork observable properties.
feathers • Different properties
hammer are suited to different
foam
purposes.
rubber
bat TEACHING TIP
cotton Throughout the activities
slide in the Teacher Guide, you
sandpaper will notice that specific
student instructions from
Dog’s ball the Student Journal pages
are italicized. Additional
Ask students to describe the different objects in the story information for the teacher
and the problems with the properties of the materials they follows the italicized
were made of. Write the terms the students use to describe instructions in plain print.
the material along the top row of the chart. For example, if
they mention “squishy” for foam rubber, write “squishy” as a MATHEMATICAL
property. Then ask students for their ideas of what properties PRACTICES
should be used to make the objects more useful and write their 1. Make sense of problems
terms on the chart. (Example: hammer-hard, rigid) Accept all and persevere in solving
reasonable responses and terms at this time. them.
2. Reason abstractly and
quantitatively.
3. Construct viable
arguments and critique
the reasoning of others.

35
LESSON 1A
CONSTRUCTING
EXPLANATIONS AND
DESIGNING SOLUTIONS
Constructing explanations
and designing solutions
in K–2 builds on prior
experiences and progresses
to the use of evidence
and ideas in constructing
evidence-based accounts
of natural phenomena and
designing solutions.
• Make observations
(firsthand or from
media) to construct an
evidence-based account
for natural phenomena.
WRITING
W.2.2: Write informative/
explanatory texts in which
they introduce a topic,
use facts and definitions
to develop points, and
provide a concluding
statement or section.
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).
PS1.A: STRUCTURE AND
PROPERTIES OF MATTER
• Different kinds of matter
exist, and many of them
can be either solid or
liquid, depending on
temperature. Matter
can be described
and classified by its
observable properties.
• Different properties
are suited to different
purposes.
Summary Discussion
After the students have completed their descriptions of the
different objects from the reading, discuss the purpose of each
item and how the properties of the material that makes up the
item are suitable for the purpose.
Ask:
• Can someone describe the best properties for a pillow? What
properties would a pillow have if it suddenly turned to metal?
• What are the important properties of a hammer? Would the
hammer be useful if it was made of foam rubber?
As a class, analyze the chart and add properties that may not
have been evident in the book. Have the class look around the
classroom and look for other properties that they observe in
different classroom objects. Discuss how the character in the story
looked for patterns in his data from the day’s mysteries.
Review the main idea of the story and the author’s purpose
for writing the story. Look for student ideas that relate to the
importance of choosing the material that has properties that are
best suited for the purpose of the object.
Read the Journal Entry/Respond to Text prompt to the class.
Pre-Writing Strategy: Science Talk
Divide the class into groups of four students. Give the groups
sufficient time to orally discuss how they will respond to the
prompt and listen to the ideas of others. Facilitate the Science
Talk by circulating among the groups and listening to their ideas.
To help the students elaborate on their ideas and construct
explanations, ask:
• Why do you think that?
• How do you know?
• What do you mean when you say . . . ?
• Tell me more about. . .
Journal Entry/Respond to Text
1. Henry wanted to make a new bed for his dog, Rex. He
wondered what would be the best material to use for a dog
bed. List the material you think would be best for the dog
bed.
2. Tell what properties Henry should think about before making
the best bed. Write why you think the material is important.
3. Draw a picture of a dog bed you would make.
Formative Assessment
Use the Journal Entry and class discussion to assess the students’
initial ideas about the properties of material (PS1.A, 2-PS1-2).
36
 LESSON 1B
Lesson 1B: What Are Objects Made Of? Materials Needed
For each student:
Advance Preparation 1 student page
Prepare one aluminum pie pan with one of each item from the For each groups of 4:
variety of items in the Sorting Bag for each group of 4 students. 1 aluminum pie pan with
Use a pair of classroom scissors and cut the sponge into 8 equal one of each item from
pieces (one for each group of 4 students) and add one to each sorting bag
pie pan. Word Sort Card Set
(property, color, size,
Prepare Word Sort Card Sets with one set of each term for shape, hard, soft, rough,
each team. (See Materials Needed). smooth, texture)
For the class:
Procedure Primary balance
Elaborate on the concept. centimeter/gram cubes
Introduce the design challenge to the class. To help students book: Change It! Solids,
think about the importance or properties of materials when Liquids, Gases, and You
designing structures and other objects, review the story of Teacher provides:
the Three Little Pigs as a class. Review the students’ initial chart paper
ideas of the properties of the materials the pigs used that marker
were useful and the properties that were not useful. Conduct scissors
a brainstorming session of other materials that the pigs might
have used and how the lessons learned by the pigs can be TEACHING TIP
used to help build structures in the real world. If you are teaching this
Explain that the huffing and puffing of the wolf is a fairy tale, unit early in the school
but there are conditions that might blow a little house down. year, students may need
Have students share experiences of when the wind blew very assistance with writing
hard. Share experiences with trees swaying and sometimes the question they are
limbs or trees falling in the heavy rain and wind. Discuss how investigating. Conduct a
engineers must build structures that will remain standing whole class conference
through wind, rain, and storms to be useful. regarding questions to
investigate and reach a
Read the challenge to the class: class consensus as to the
appropriate question for
You are a member of a team of engineers. Your challenge is their investigations.
to design a structure that will remain standing during a rain PATTERNS
and wind storm. Your structure must also keep a figure placed • Patterns in the
inside the structure dry. natural world can be
observed, used to
Divide the class into groups of four. Tell students that they will describe phenomena,
be working in groups with a variety of objects in the pie pan. and used as evidence.
In their groups they are to work together to make observations
MATERIAL
to find out the properties of each item in the pan, determine MANAGEMENT
the similarities and differences between the items and their
properties, and consider which properties will be the most If you have sufficient space
useful in completing the design challenge. Distribute one in your classroom, keep the
pie pans with the sorting
items together for use in
following lessons.
37
LESSON 1B
CONSTRUCTING aluminum pie pan with items to each group.
EXPLANATIONS AND Read the instructions in the Student Journal to the
DESIGNING SOLUTIONS class. Ask students if they have questions regarding
Constructing explanations their investigation. Remind students that when scientists
and designing solutions investigate they begin by asking a question they would
in K–2 builds on prior like to answer, make observations, collect and record their
experiences and progresses information, and discuss, compare, and summarize what
to the use of evidence they found.
and ideas in constructing
evidence-based accounts Investigating Properties:
of natural phenomena and How can we identify the properties of different items?
designing solutions. How can properties be used to sort a variety of items?
• Make observations How can properties be used to choose materials to use to
(firsthand or from build things?
media) to construct an
evidence-based account You and your team have been given a pan with a variety of
for natural phenomena. objects. Work together to plan and conduct an investigation
to describe and sort the different objects by their
TEACHING TIP observable properties.
Display the primary Have the students record their investigation and
balance and ask students observations in the student journal.
what property they would
be finding using the 1. Write the question you are investigating.
balance. Show the students 2. Write what you already know about properties.
how to measure the weight 3. Write what you think you will find.
of the objects using the 4. Use the materials in the pan.
balance and gram cubes 5. Draw and write how you will set up your investigation.
and how to compare the 6. Draw how you sorted your objects.
weight using two objects. 7. Write what you found.

PLANNING AND Facilitate the activity by circulating among the teams. To

CARRYING OUT check student progress and help them elaborate on their
INVESTIGATIONS explanations, ask:
• Plan and conduct • Can someone explain how you have described and
investigations sorted your objects so far?
collaboratively to • Why did you decide to sort your objects by _________?
produce evidence to • Can you think of another way to sort them that would
answer a question. work?
• What do all the items in the bag have in common? Do
they have any similar properties?
• What properties would be useful for building a structure
in our design challenge? What makes you think that?

To help students collectively make sense of sorting by

properties, ask:

38
 LESSON 1B
• What do you think about what ______ said? PS1.A: STRUCTURE AND
• Does anyone else in the group know of a different way to PROPERTIES OF MATTER
sort the objects? • Different kinds of matter
• Do you understand what _______ is saying? exist, and many of them
• Can you explain why your plan makes sense? can be either solid or
liquid, depending on
As you visit the teams and they have sorted the objects one temperature. Matter
way, encourage them to choose a different way to sort the can be described
objects based on other similarities. Check to see if they are and classified by its
using descriptions and sorting categories that include: color, observable properties.
shape, size, feel (texture), weight (heavy/light), and hard/soft. • Different properties
If some teams have completed their sorting, encourage them are suited to different
to visit other teams and compare their sorting ideas. Check for purposes.
early understanding that they are all solids and ask how they
know they are solids.
TEACHING TIP
After the students have completed their exploration of sorting
objects, ask groups to volunteer to explain to the class one way Students may become
they sorted the objects. Ask the rest of the class if they chose confused with flexibility
the same way or found a different way. and keeping its shape.
Use the rubber band as a
After the students have presented their findings, write demonstration of a solid
the word property on the board. As a class, make a list of that is also flexible.
properties that they have been using. Example: color, size,
shape, feel or texture. Develop a class definition of the term
MATHEMATICAL
property and have students write and/or draw their definitions
PRACTICES
in the Key Terms section of the Student Journal.
4. Model with mathematics.
Revisit the What We Think About Properties chart. Record 6. Attend to precision.
students’ new and revised ideas in the What We Think column 7. Look for and make use of
and additional ideas of how they can learn more about the structure.
usefulness of properties. Be sure to include the list of properties 8. Look for and express
they used for sorting: color, size, shape, texture, weight, hard/ regularity in repeated
soft, etc. Inform the class that they will revisit their early ideas reasoning.
about properties and make adjustments to their charts as they
gain new information.

Summary Discussion
Evaluate the students’ understanding of the concept.
Ask one or two groups to describe how they sorted the
objects. Allow sufficient time for other groups to compare their
procedures. Take this opportunity to introduce the term solid
to the class. Ask if someone can identify a property that all the
items in the bag have in common. If students do not recognize
that they are all solids, or if they mention that they are all
hard, write the term solid on the board or chart paper. Ask:
What does it mean for an object to be solid? Ask the groups to
choose several items from the sorting bag. Give the groups a
few minutes to think about and discuss what makes them think

39
LESSON 1B
EXTENSION/HOMEWORK
Have the students choose
one room in their home that
has tools or items with a
specific purpose (kitchen,
workroom, den) and select
several items from that
room and make a chart
that lists the items and the
properties of the items.
LANGUAGE STANDARDS
KNOWLEDGE OF
LANGUAGE
L.2.3: Use knowledge
of language and its
conventions when writing,
speaking reading, or
listening.
L.2.6: Use words and
phrases acquired through
conversations, reading
and being read to, and
responding to texts,
including using adjectives
and adverbs to describe
(e.g., When other kids
are happy that makes me
happy).
that they are all solids.
Facilitate the group discussion by circulating among the
students and listening to their descriptions of solids and
recording their initial ideas.
When students have had sufficient time to engage in discussion,
ask a group to retell their discussion and share any ideas
they might have decided upon to describe solids. To help the
students collectively make sense of the term solids, ask:
• What do you think about what _________ said?
• Do the rest of you agree? Why or why not?
• Does anyone have anything to add to the description?
• Does anyone have the same idea but a different way to
explain it?
• Can you explain how your ideas apply to the items in the
bag?
Introduce the book Change It! Solids, Liquids, Gases, and You.
Ask students to predict what the book is about and how it
might help them to learn more about properties of different
objects. Explain that you will be using the book to learn more
about properties and solids.
If your school has multiple copies of Change It! Solids, Liquids,
Gases, and You, divide the class into reading teams of two
students so they can follow along as you read the book to
them, or read as partners or in small reading groups.
Distribute a copy of Change It! Solids, Liquids, Gases, and You
to each team. As a class, read and discuss the title of the book.
Ask: Why do you think the author chose the title, Change It!
Solids, Liquids, Gases, and You?
Invite predictions about the title of the book. Do a “walk”
through the book. Invite the students to make predictions
about the main idea of the book. Explain that they will be
reading the first section of the book on solids (pages 4-9) and
will continue to use the book as they explore liquids later in
the unit. Set a purpose for reading the book.
Decide on the reading strategy appropriate for your class.
If you choose to read the book aloud to your class, have the
reading teams follow along as you read. If you choose to have
the students read the book in a group reading conference, join
reading pairs to listen and observe their reading skills.
Assist the students with problem solving using decoding
skills, context clues, and phonics. Provide reinforcement and
40
 LESSON 1B
encouragement when appropriate. Prompt as necessary. KEY IDEAS AND DETAILS
Conduct a whole-class reading conference. Reread different RI.2.1: Ask and answer
sections of the text and revisit different illustrations. such questions as who,
what, where, when, why,
Examples of text revisited or discussion points for a read-aloud: and how to demonstrate
• Pp. 4: The term matter is introduced for the first time in understanding of key
the unit. Ask a student to retell or explain the term and details in a text.
give examples from around the room. Ask students if the RI.2.2: Identify the main
items they described and sorted from the pie pan fit the topic of a multi-paragraph
description of matter. Ask them to justify their reasoning. text as well as the focus of
specific paragraphs within
• Write the term matter on the board next to the term solid. the text.
• Pp. 6-7: Ask a student to explain the term solid in their RI.2.3: Describe the
own words and make a list of the solids that they see in the connection between
illustrations. a series of historical
• Pp. 8-9: Ask students to relate the ability to change the events, scientific ideas
shape of the clay to any items in the sorting pan and what or concepts, or steps in
they have discovered about flexibility. technical procedures in a
text.
As a class, discuss the meaning of the terms matter and solid. CRAFT AND STRUCTURE
After the class is satisfied with their definitions, have them
RI.2.4: Determine the
write the definitions in the Key Terms of their Student Journal.
meaning of words and
phrases in a text relevant
As a class, develop a statement that can be applied to all solids.
to a grade 2 topic or
Write the following statement on the board:
subject area.
Solids keep their shape unless an outside force is applied.
RI.2.6: Identify the main
Solids take up space or have volume.
purpose of a text,
including what the author
Read the statements and have the students test to see that they
wants to answer, explain,
apply to all the items in the pie pan. Discuss how solids that
or describe.
are flexible can change shape when there is a force applied
to make the shape change and that the original shape can be
restored. SCIENCE TALK
Science talk is a critical
Tell the students that in the following lessons they will be component of science
exploring properties and learning about how different objects lessons. Science talk
are made of material that makes them useful. provides an avenue for the
exploration of ideas and
Pre-Writing Strategy: exchange of points of view,
Science Talk and is intellectually and
Read the Journal Entry prompt to the class. Ask the students to academically challenging.
discuss the prompt in groups of four and orally express what Science talk is not an
they are going to write before entering their ideas on paper. add-on to the lesson and
Encourage students to work in teams and collaborate while provides academically
writing the response in the Student Journal. productive talk that is
critical for learning in
Journal Entry science. (See Science Talk
Choose one item from the sorting bag. Write the name of the in the Appendix.)

41
LESSON 1B
PS1.A: STRUCTURE AND item.
PROPERTIES OF MATTER Item __________________
• Different kinds of matter Make a list of the properties.
exist, and many of them
can be either solid or Tell if the item might be useful in building a structure that can
liquid, depending on stay together in the wind and rain.
temperature. Matter
can be described Assessment: Formative
and classified by its Use the Journal Entry and class discussion to assess the
observable properties. students’ ability to classify objects by their properties.
• Different properties
are suited to different Use the Activity Page and class discussion to assess the
purposes. students’ understanding that properties are suitable for
different materials.

42
 ACTIVITY 2
Activity 2: Exploring Properties ESTIMATED TIME
Teacher Background Information Lesson 2A: 45-50 min., 2 classes
Lessons 2A and 2B offer the opportunity to design the student Lesson 2B: 45-50 min., 2 classes
learning around activity stations or centers. Each station OBJECTIVES
or center focuses on a property that students may want to • Make observations and
consider in completing the Design Challenge. Each station collect data to compare
is presented with a mini-challenge. You can choose to have properties.
students rotate through the stations or select groups to explore • Determine what
one specific station and present their experiences to the rest properties are important
of the class. If space permits, stations can also be left out or in selecting material for a
available for students to visit and explore further throughout purpose.
the unit. After students have had the opportunity to visit the
stations, be sure to make meaning from their explorations and KEY QUESTIONS
share their findings. Plan on at least 2 days to complete the • How can we find out what
stations and making meaning. properties to consider
when selecting material
If you choose not to use activity stations or centers, there is for designing objects?
sufficient material for you to conduct each lesson from each
station as a whole class. Plan on at least 4 days to complete MATERIALS NEEDED
the station. For each student:
student pages
In this lesson students will visit four different stations and
For each team of 2:
sort objects with the focus on texture, flexible and rigid, sink
What Would Happen If? A
and float, and repel and absorb. Students will organize their
Story of the Mixed-up Day
findings in charts and a bar graph and use the information to
For each station:
determine when it is an important property when designing
1 pie pan with one of each
objects and materials. Students complete a mini design
item from sorting bag
challenge at each station and present to the rest of the class.
4 squares aluminum foil
Explore the Concept 4 straws
This phase of their learning allows students to participate 16 toothpicks
in activities that provide time and opportunities for them to 4 dominos
explore properties that are less common or obvious than size, 4 pipe cleaners
shape, and color. They are given the opportunity to investigate For the class:
“what would happen if” the property was missing. primary balance
centimeter cubes
Lesson 2A: Exploring Property Stations 8 pipettes (repel/absorb)
8 forceps (sink/float)
Advance Preparation Teacher Provides:
Activity Station Set up: chart paper
Plan on setting up 2 of each of the stations so groups of 3-4 markers
students can rotate through the stations or groups of 3-4 Post-it notes
students can solve one design challenge and present to the terry cloth towel
rest of the class. stuffed animal
water
Cut 4x4” squares of aluminum foil so each station has 3-4
squares for students to explore.

43
LESSON 2A
Texture
Rough Smooth
Flexible and Rigid
Flexible Rigid
TEACHING TIP
To make the data
collection and sharing
more interactive, distribute
Post-it notes to each group
of students and have
the students identify the
objects and then write the
object on the Post-it note
and place the note on the
property chart. When the
class is finished with the
investigation of objects in
the room, they will have
created a bar graph that
compares the number of
rough objects from each
property.
Station 1: Texture: Challenge - Using the material at the
station, design a slide and test the objects to find out
which object has the best material for going down the
slide.
Collect miscellaneous objects from the classroom for students
to observe and investigate texture. Include items where
texture is key in the function of the object and items where
texture is not an important property. You may want to bring
in some items, such as stuffed animals, a sponge, or a terry
cloth towel, that can be difficult to classify as rough or smooth
because they feel soft or fuzzy.
Set up a texture center with one of each items from the sorting
bag and items on the material list. Place the items in the pie
pan. Make 4x4” squares of aluminum foil for each station.
Display the mini-challenge cards with the material.
Make a Texture in the Classroom chart for students to use as a
reference throughout the exploration phase. Save the chart for
reference in following lessons.
Station 2: Flexible and Rigid: Challenge - Using the
material at the station, design a structure that has a base
like a tree trunk and a top that can sway in the wind like
tree branches.
Collect miscellaneous objects from the classroom for students
to observe and investigate flexibility. Include items where
flexibility is key in the function of the object and items where
flexibility is not an important property. If you used the stuffed
animals, a sponge, or a terry cloth towel that can be classified
as rough or smooth, you may also ask students to consider the
flexibility of the same items and what would happen if they
were rigid.
Set up a flexible/rigid center with one of each items from the
sorting bag and remaining items on the material list. Place the
items in the pie pan. Display the mini-challenge cards with the
material.
Make a Flexible Items in the Classroom chart and save for
students to use as a reference throughout the explore phase.
Station 3: Sink or Float: Challenge - Using the material at
the station, design an object that will float and carry the
marble.
Cover the station area with newspaper or paper towels as
working with water may become messy.
44
 LESSON 2A
Make a Sink or Float Chart for students to collect whole class ANALYZING AND
data. INTERPRETING DATA
• Analyze data from tests
Set up a sink/float center with one of each of the items from of an object or tool to
the sorting bag and items on the material list. Place the items determine if it works as
in the pie pan. Prepare a drying area to dry the different items intended.
from the sorting bag after the sink and float investigation.
Be sure all items are dry before returning them to their bags. CONSTRUCTING
Caution: The nails will rust if returned to their baggies wet or EXPLANATIONS AND
stored with a wet or damp item. DESIGNING SOLUTIONS
Station 4: Repel and Absorb: Challenge - Using the material • Make observations
at the station, design a structure that will sink to the (firsthand or from
bottom and keep a cotton ball dry inside the structure. media) to construct an
evidence-based account
Fill plastic containers 2/3 full of water for each group of 4
for natural phenomena.
students.
Prepare one aluminum pie pan with one of each item from
the variety of items in the sorting bag and material list. Cover
Prediction Actual
the student work area with paper towels. Have paper towels
available for possible water mishaps.
Display the mini-challenge cards with the material.
Make a Absorb and Repel Chart for students to collect whole
class data.
Procedure
Engage the learner. sink float sink float
Review the Design Challenge with the class:
Prediction Actual
You are a member of a team of engineers. Your challenge is
to design a structure that will remain standing during a rain
and wind storm. Your structure must also keep a figure placed
inside the structure dry.

Ask students for their initial ideas of what additional properties

that they should consider when they complete the Design
Challenge. Listen for initial responses that refer to how repel absorb repel absorb
materials react to wind (rigid/flexible) and water (repel/absorb,
sink/float). MATHEMATICAL PRACTICES
Represent and Interpret
Inform the students that there are four additional properties
that they are to explore that may help them solve the design Data
problem. Introduce the activity stations Texture, Flexible and 10. Draw a picture graph
Rigid, Sink or Float, and Repel and Absorb. Inform the class and a bar graph to
that they will be able to visit each station and explore the represent a data set with
material for the different properties. Explain the mini-challenge up to four categories.
at each station. Solve simple put-
together, take-apart, and
compare problems using
information presented in a
bar graph.
45
LESSON 2A
PS1.A: STRUCTURE AND
PROPERTIES OF MATTER
• Different kinds of matter
exist, and many of them
can be either solid or
liquid, depending on
temperature. Matter
can be described
and classified by its
observable properties.
• Different properties
are suited to different
purposes.
DEVELOPING AND USING
MODELS
Modeling in K-2 builds
on prior experiences and
progresses to include
using and developing
models (i.e., diagram,
drawing, physical replica,
diorama, dramatization, or
storyboard) that represent
concrete events or design
solutions.
• Distinguish between a
model and the actual
object, process, and/
or events the model
represents.
• Compare models
to identify common
features and differences.
• Develop a simple model
based on evidence to
represent a proposed
object or tool.
Return to the story, What Would Happen If, A Story of the
Mixed-up Day and have the students recall the section where
the author wrote about texture as a property of objects. Discuss
the problem in the story of a slide made out of sandpaper. Ask
students for their ideas of the best material to make a slide and
the best material or clothing to wear when going down a slide.
Accept all answers at this time.
Ask students what “mix-up” in the book was related to the
properties of flexible and rigid. Discuss how this property might
be useful in solving the design challenge. Ask students when it
is useful to use something flexible and when it is useful to use
something that is rigid.
Discuss whether the character in the book was faced with a
sink/float or repel/absorb mix-up. Ask students to think of
ideas of when it might be a problem when something that is
supposed to repel water starts to absorb water instead. Repeat
the brainstorming with sink and float. Ask students for ideas of
how the author of the story might have added sink/float and
repel/absorb properties to the story.
Explore the concept
Divide the class into activity station groups and allow sufficient
time for each group to explore the materials and record their
ideas at each station.
Facilitate the group activity by circulating among the groups
and listening to their ideas. Listen for discussions that include
the properties they are exploring and how properties can be
useful when solving the design challenge.
Give the class sufficient time to sort the items by purpose and
begin the mini design challenge at each station. Facilitate the
group activity by circulating among the students and listening
to their ideas and observing their models and design solutions.
To check student progress and help students elaborate on their
ideas and construct explanations, ask:
• Can someone tell me what you have sorted so far? What do
you think you might use that item for?
• What did you notice when________?
• How do you think the _______ of this item is important?
• Why did you chose that material to make your _________?
What properties did you need to consider? What data did
you use to help you select the material for your design
solution?
• Do you think another material might work? Why or why not?
• How will you explain your design to other students? What is
important about your design? What makes you think that?
46
 LESSON 2A
If your students are rotating among the stations, allow CONSTRUCTING
sufficient time for them to make their Journal Entry for each EXPLANATIONS AND
station. If students are focusing on one station, allow time for DESIGNING SOLUTIONS
them to complete the journal for their station and remind them Constructing explanations
that they are to share their experiences to inform the rest of the and designing solutions
class. in K–2 builds on prior
experiences and progresses
Station 1: Texture to the use of evidence
Complete the Texture Chart from your observations. Make a and ideas in constructing
check mark for the items that you think are smooth and rough evidence-based accounts
of natural phenomena and
Draw and write how you designed a slide and tested the objects designing solutions.
to find out which object had the best material to go down the • Make observations
slide. (firsthand or from
media) to construct an
Station 2: Flexible and Rigid evidence-based account
Complete the Flexible and Rigid Chart from your observations. for natural phenomena.
Make a check mark for the items that you think are flexible and
rigid.
WRITING
Draw and write how you designed a structure that has a base W.2.2: Write informative/
like a tree trunk and a top that can sway in the wind like tree explanatory texts in which
branches. they introduce a topic,
use facts and definitions
Station 3: Sink or Float to develop points, and
Make a check mark for the items that you think will sink in the provide a concluding
sink prediction column. Make a check mark for the items that statement or section.
you think will float in the float prediction column. Test the items W.2.7: Participate in shared
and complete the actual column. research and writing
projects (e.g., read a
Draw and write how you designed an object that floated and number of books on a
carried the marble. single topic to produce
a report; record science
Station 4: Repel and Absorb observations).
Make a check mark for the items that you think will repel in the
repel prediction column. Make a check mark for the items that MATHEMATICAL
you think will absorb in the absorb prediction column. Test the PRACTICES
items and complete the actual column. 4. Model with mathematics.
6. Attend to precision.
Draw and write how you designed a structure that will sink to 7. Look for and make use of
the bottom and keep a cotton ball dry inside the structure. structure.
8. Look for and express
When groups complete their exploration at the different activity regularity in repeated
stations, have them transfer their data from the Student Journal reasoning.
from the different stations onto the classroom charts.

47
LESSON 2A
WRITING
W.2.3: Write narratives
in which they recount a
well-elaborated event or
short sequence of events,
include details to describe
actions, thoughts, and
feelings, use temporal
words to signal event
order, and provide a sense
of closure.
W.2.5: With guidance and
support from adults and
peers, focus on a topic
and strengthen writing as
needed by revising and
editing.
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).
EXTENSION/HOMEWORK
Extend the investigation and
have students do a texture,
flexible and rigid, sink and
float, or repel and absorb
survey of a room in their
house.
Summary Discussion
Discuss the student experiences at the different stations. Ask
students to summarize their experiences in using the properties
at each station when completing the design challenge.
Relate their experiences to the phenomena at each station and
how it relates to each property.
Read the Journal Entry prompt as a class.
Pre-Writing Strategy: Science Talk
Ask the students to discuss the prompt in groups of four and
orally express their ideas of how they could add to the story
before entering their ideas on paper. Encourage students to
work in teams and collaborate while writing the response in the
Student Journal.
Facilitate the Science Talk by circulating among the groups and
listening to their ideas and observing their exchanges. To check
student progress, ask:
• Can someone explain what you have discussed so far? How
will that help you add to the story?
• What property have you chosen to write about? How does
the property get “mixed-up”?
• What would happen if you mixed-up sink and float with a
swimming tube?
• What would happen if you mixed-up absorb and repel with
an umbrella?
Journal Entry
In the story What Would Happen If, A Story of a Mixed-Up Day,
Henry does not have a mix-up with the properties repel and
absorb or sink and float. Choose one of the properties repel
and absorb or sink and float and write a new part to the story
of the mixed-up day.
Assessment: Formative
Use the Journal Entry and Science Talk to assess the students’
understanding that different properties are suited to different
purposes.
48
 LESSON 2B
Lesson 2B: Sharing Our Solutions MATERIALS NEEDED
Advance Preparation For each student:
Prepare the stations from Lesson 2A if students have not had student pages
the opportunity to complete the task(s). For each team of 2:
What Would Happen If? A
Procedure Story of the Mixed-up Day
Explain the concept and define the terms. For each station:
Allow sufficient time for students to complete any exploration 1 pie pan with one of each
or planning at the stations and data entry on the class charts item from sorting bag
from the previous lesson. 4 squares aluminum foil
4 straws
Ask the groups to share their data from the charts in their 16 toothpicks
student journals and add the information to the class chart. 4 dominos
Discuss any discrepancies in the data and allow time for
4 pipe cleaners
students to justify their entries. To help students collectively
make sense of the charts and analyze data, ask: For the class
• What information can we learn from our data at the Texture primary balance
station? centimeter cubes
• What is the purpose of ____________? What properties does 1 pipette (repel/absorb)
it have that are useful? Teacher provides:
• What do you think about what _________ said? chart paper
• Do the rest of you agree? Why or why not? markers
• Does anyone see a connection between the sink and float Post-it notes
chart and the repel and absorb chart? What items sank? terry cloth towel
Why do you think those items sank? What items repelled stuffed animal
water? Why do you think they repel water? water
• Do you understand what _________ is saying?
• Can you explain why your answer makes sense?
ANALYZING AND
After the class has evaluated their observation data, ask INTERPRETING DATA
students to present how they solved the mini design challenge • Analyze data from tests
at each station. Ask students to compare the different designs of an object or tool to
and discuss the properties considered to solve the challenges. determine if it works as
intended.
Encourage students to discuss the most difficult challenges
they faced in designing their solutions and what they found
the easiest. Ask students to make suggestions for improvement CONSTRUCTING
and discuss what they would change if they had the time and EXPLANATIONS AND
materials to make changes to improve their models. DESIGNING SOLUTIONS
• Make observations
After the students have had the opportunity to present their (firsthand or from
solutions, ask the class to look for patterns in the material media) to construct an
chosen to solve the challenges. What materials were chosen evidence-based account
most often and why? for natural phenomena.
Elaborate on the concept.
Ask the students to look around the room and chose an item
that is used regularly in the classroom. After they have chosen
their item, ask for volunteers to describe the properties of the
item and how the properties make the item useful.

49
LESSON 2B
CONSTRUCTING Summary Discussion
EXPLANATIONS AND Evaluate the students’ understanding of the concept.
DESIGNING SOLUTIONS
• Make observations Students may recognize that some properties are more
(firsthand or from important for the purpose of some objects than others and
media) to construct an that some objects with similar purposes have very different
properties, for example, the paper clip and rubber band both
evidence-based account
can be used to hold items together but have very different
for natural phenomena. properties.
PS1.A: STRUCTURE AND Read the Journal Entry prompt to the class.
PROPERTIES OF MATTER
• Different kinds of matter Pre-Writing Strategy
exist, and many of them Science Talk: Word Sort Card Set
can be either solid or Divide the class into their groups of four. Distribute the Word
liquid, depending on Sort Card Set and ask the students to discuss the terms and
temperature. Matter how they might be helpful in their response to the Journal
can be described Entry.
and classified by its
Journal Entry
observable properties.
Choose one of the structures you designed at one of the
• Different properties stations. Draw and write how you would make improvements
are suited to different to your design. Tell how the changes would make the design
purposes. better.

WRITING Assessment
W.2.2: Write informative/ Use the class discussion and Journal Entry to assess the
explanatory texts in which students’ understanding of how properties make items useful.
they introduce a topic,
use facts and definitions
to develop points, and
provide a concluding
statement or section.
W.2.5: With guidance and
support from adults and
peers, focus on a topic
and strengthen writing as
needed by revising and
editing.
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).

50
 ACTIVITY 3
Activity 3: Solving Problems With Properties: How Can We ESTIMATED TIME
Build a Wind and Water Resistant Structure? Lesson 3A:55-60 minutes
Teacher Background Information Lesson 3B: 55-60 minutes

At this stage in the unit, students have had considerable

OBJECTIVES
experience investigating the properties of solids with a focus
• Design and construct
on how the properties of materials make them useful. This
a device that solves a
activity serves as an opportunity for students to use their
problem.
understanding in the form of an engineering project. Students
• Analyze the function of
are reminded of the problem faced by the three little pigs
the device as it applies
and their battle against the big bad wolf. Then students are
to the properties of the
introduced to a similar problem to solve with a variety of
materials used.
materials with different properties.
Explain the Concept and Define the Terms. KEY QUESTIONS
In this stage of learning students are given the opportunity to • How can we use materials
explain and use what they have learned and apply their new to build a device that
knowledge to help solve an engineering problem. Students solves a problem?
present and explain their solutions, consider feedback, and • How do the properties of
improve their solutions based on evaluation. the material we used help
to solve the problem?
Engineering Task
The goals of this lesson are to reinforce the concepts of MATERIALS NEEDED
properties of matter and allow students to develop a solution For each student:
to an engineering design problem. The engineering design student pages
problem demonstrates an example of how different materials handout: Product
are used based on the properties that are best suited for an Descriptor - House
intended purpose. In the student engineering design challenge For the class:
they are to design a structure that can withstand wind and items from sorting bag
keep a figure dry. toothpicks
plastic straws
Lesson 3A: Solving Problems With Properties paper straws
Advance Preparation dominos
Prepare a materials table for students to select their items to centimeter cubes
build their structures. Divide the clay into 8 clumps for the pipe cleaners
class. clay
Make copies of the handout The Wind and Water Resistant spray bottle
House Product Descriptor. Set up a Structure Testing Area 8 plastic figures
where the teams can test their structures using the fan for Teacher provides:
wind and the spray bottle for rain. chart paper
markers
Collect a variety of items to add to the material table. You will miscellaneous items
need a fan to use as a model for the wind. Post-it notes
You may want to search for some videos that show very windy, charts from previous
rainy days that may help inspire students to think about the lessons
appropriate material to meet the engineering challenge. water
fan

51
LESSON 3A
TEACHING TIP Be sure to save the team-built structures to be used and
Take considerable revisited at the end of the unit.
time explaining the
engineering challenge to Procedure
the students. Make sure Engage the learner.
the teams understand Revisit the story of the Three Little Pigs as a class. Review the
the requirements of the students’ initial ideas of the properties of the materials the
structure and limitations pigs used that were useful and the properties that were not
and constraints in the time useful. Conduct a brainstorming session of other materials that
allotted and materials the pigs might have used and how the lessons learned by the
available. Allow time for pigs can be used to help build structures in the real world.
students to ask questions Explain that the huffing and puffing of the wolf is a fairy tale,
and get clarification as
but there are conditions that might blow a little house down.
the engineering process
unfolds.
Have students share experiences of when the wind blew very
PS1.A: STRUCTURE AND hard. Share experiences with trees swaying and sometimes
PROPERTIES OF MATTER limbs or trees falling in the heavy rain and wind.
• Different kinds of matter Discuss how engineers must build structures that will remain
exist, and many of them standing through wind, rain, and storms to be useful.
can be either solid or
liquid, depending on Explore the concept.
temperature. Matter Read the challenge to the class:
can be described
and classified by its You are a member of a team of engineers. You have been
observable properties. asked to design a structure that will remain standing during a
• Different properties rain and wind storm and keep a figure inside dry.
are suited to different
purposes. Review the Engineering Design Plan (See Appendix, pp. 104-
105). Explain how engineers brainstorm and plan their ideas
as a team, draw out their plan, build, evaluate, and redesign
MATHEMATICAL
based on evaluation. Review the Engineering Design pages in
PRACTICES
the Student Journal and discuss the importance of recording
1. Make sense of problems
their plan and writing/drawing their initial ideas as their ideas
and persevere in solving
unfold.
them.
2. Reason abstractly and
Review the The Wind and Water Resistant House Product
quantitatively.
Descriptor as a class. Show the class the materials available
3. Construct viable
for the building of the storm-resistant structures. Ask students
arguments and critique
to identify the properties of materials that might be useful in
the reasoning of others.
their designs. Reinforce that teams do not have to use all the
4. Model with mathematics.
materials, only the ones they think are most suitable for the
5. Use appropriate tools
structure. Show the students the Structure Testing Area with
strategically.
the fan and spray bottle.
6. Attend to precision.
7. Look for and make use of
structure.
8. Look for and express
regularity in repeated
reasoning.
52
 LESSON 3A
Allow sufficient time for students to brainstorm, plan, and SCIENCE TALK
explore their ideas. Facilitate the planning and building “Science Talk” is a make-
process by circulating among the teams and observing their meaning and pre-writing
initial ideas and listening to their ideas. To check student strategy used throughout
progress and help students plan and design their solutions, the unit. An effective
ask: Science Talk is all students
• Can you explain what you have done so far? engaged in listening and
• Why did you choose this plan? How are the properties of talking to one another.
the materials you chose useful? The teacher serves only in
• Would it be helpful to draw your plan first? the role of a facilitator and
• What challenges do you think you will encounter? record-keeper. Have your
• Have you thought of all the possibilities? Do all of you students face each other
agree? Why or why not? (in a circle) As they take
• Have you tested your design yet at the Structure Testing turns discussing their ideas,
Area? If so, what did you find out? What changes will you they should address one
make in your design to improve it? another and not discuss
ideas through the teacher.
Summary Discussion: Science Talk Good, effective Science Talk
Have the teams gather in one area and conduct a Science should develop as students
Talk so teams can share what they have accomplished and become more comfortable
discovered so far. Be sure to conduct your Science Talk where with collaboration.
everyone can hear and speak. The conversation is focused
on the engineering task, with the possibility for conflicting
views. The conversation should reflect a deep conceptual CONSTRUCTING
understanding and be productive in reaching the engineering EXPLANATIONS AND
goal. Begin the Science Talk with a general prompt that invites DESIGNING SOLUTIONS
all students to feel they have the responsibility to contribute: Constructing explanations
and designing solutions
I noticed that all teams used a variety of materials to design in K–2 builds on prior
and build their wind and rain resistant houses. At this time let’s experiences and progresses
share our ideas and findings with one another and see if new to the use of evidence
and different ideas might emerge for our final testing of the and ideas in constructing
structure designs. Is there someone who would like to share a evidence-based accounts
challenge or success? of natural phenomena and
designing solutions.
Be prepared with some follow-up questions to help students • Make observations
elaborate on their experiences and invite others to engage (firsthand or from
with others’ reasoning. media) to construct an
evidence-based account
• Why do you think that happened? What is your for natural phenomena.
explanation?
• How will you make adjustments to prevent that from
happening again? Why do you think you will be more TEACHING TIP
successful? Be sure to save the structures
• I am interested in what others think about this idea. to use in Activity 7.

53
LESSON 3A
WRITING
Research to Build and
Present Knowledge
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).
At the conclusion of the whole-group Science Talk, have
students reflect on the engineering task in their Student
Journals.
Read the Journal Entry prompt in the Student Journal. Give
sufficient time for the engineering teams to collaborate and
create a response as a team.
Journal Entry
Our engineering team is designing and building a structure
that will stay standing during a strong wind and keep a figure
inside dry.
Our biggest challenge is_________________________________.
Our biggest success is __________________________________.
Draw and write your plan to make changes to improve your
design.
Assessment
Use the Science Talk, Activity Page, and Journal Entry to assess
the students’ understanding of how different properties are
suited to different purposes.
54
 LESSON 3B
Lesson 3B: Solving Problems with Properties MATERIALS NEEDED
For each student:
Advance Preparation student pages
Prepare a materials table for students to select their items to For each team:
build their structures. Set up a Structure Testing Area where Word Sort Card Set
the teams can test their structures using a fan for wind and the (property, hard, rough,
spray bottle for rain. smooth, useful, flexible,
Plan for sufficient time for students to demonstrate and rigid, purpose, build
explain their structures and engineering design experiences. strong)
If possible, ask administrators, support staff, parents, and/ For the class:
or another classroom to listen to the student presentations to items from sorting bag
provide an audience beyond their classmates. toothpicks
plastic straws
Prepare Word Sort Card Sets with one set of each term for paper straws
each team. (See Materials Needed). dominos
centimeter cubes
Procedure pipe cleaners
Elaborate on the concept. clay
Review the engineering challenge and have students continue spray bottle
their designing, building, and testing from the previous lesson. 8 plastic figures
Check to make sure all groups have had at least one visit to the Teacher Provides:
testing station and evaluated the effectiveness of their design. water
fan
Facilitate the final adjustments and testing by circulating
among the teams and observing progress. To check progress MATERIAL MANAGEMENT
and help students elaborate on their ideas and construct This is the final lesson that
explanations, ask: uses the items from the
• What properties helped you to choose this material? Did it sorting bag. To store items,
do what you wanted it to do? Can you explain how or why? be sure they are dry and
• What adjustments did you make to improve your structure? then place items in the
How did that improve the design? baggies so like items are in
• What do you mean when you say. . . ? one bag.
• Tell me more about. . .
• How might you find out or confirm . . . ? CONSTRUCTING
• How will you explain your design to an audience? EXPLANATIONS AND
DESIGNING SOLUTIONS
Allow sufficient time for teams to complete their projects • Make observations
and prepare a short presentation of their structure. Review (firsthand or from
the Product Descriptor with the teams to reinforce their media) to construct an
understanding of the final project. evidence-based account
for natural phenomena.
Evaluate the students’ understanding of the process.
Set the time limits and expectations for team presentations for
their structures. Remind the class what a good listener looks
like and the presenters to speak loudly and clearly. Encourage
questions by the listeners.

55
LESSON 3B
ANALYZING AND INTER-
PRETING DATA
• Analyze data from tests
of an object or tool to
determine if it works as
intended.
PS1.A: STRUCTURE AND
PROPERTIES OF MATTER
• Different kinds of matter
exist, and many of them
can be either solid or
liquid, depending on
temperature. Matter can
be described and clas-
sified by its observable
properties.
• Different properties
are suited to different
purposes.
ENGAGING IN
ARGUMENT FROM
EVIDENCE
• Construct an argument
with evidence to support
a claim.
WRITING
Text Type and Purposes
W.2.1: Write opinion pieces
in which they introduce
the topic or book they are
writing about, state an
opinion, supply reasons
that support the opinion,
using linking words (e.g.,
because, and, also) to
connect opinion and
reasons, and provide a
concluding statement or
section.
Allow sufficient time for all teams to present their engineering
designs to others. You may also want to set up the classroom so
the teams can set up their projects and take turns circulating
around the classroom to listen to presentations.
At the conclusion of the presentations, conduct a whole-class
discussion about the students’ feelings and experiences about
becoming engineers and designing and building a structure
based on what they knew about the properties of material.
Discuss the properties that were the most important in their
engineering design that met the challenge criteria. Check for
responses the include rigid, flexible, water repellent, and hard
or soft. Review the class charts from previous activities and
discuss the properties that were not as prevalent in the design
criteria.
Take this opportunity to introduce the idea that a variety of
objects or designs can be built from a smaller set of pieces.
Ask students to describe the list of different pieces of material
they used to build their structures. Discuss what would happen
if they took their structures apart and reconfigured them into
something new. Inform the students that they will be given the
opportunity to explore building different objects from smaller
pieces near the end of this unit.
Read the Journal Entry to the class.
Pre-Writing Strategy: Word Sort Card Set
Have the students return to their teams and distribute the Word
Sort Cards. Encourage the teams to discuss the terms, how they
are related, and how they will be used to help complete the
Journal Entry.
Write why it is important to know the properties of materials
when building something with a purpose. Give examples that
support your thinking.
Assessment
Use the structure presentations and Journal Entry to assess the
students’ understanding of how different properties are suited
for different purposes and their ability to construct explanations
and design solutions.
56
 ACTIVITY 4
Activity 4: Liquids ESTIMATED TIME
Lesson 4A: 45 min., 2 classes
Teacher Background Information Lesson 4B: 45 min., 2 classes
At this point in the unit, students should have the ability to Lesson 4C: 45 min., 2 classes
describe the properties of different materials and objects and Lesson 4D: 45 min., 2 classes
how the properties make the objects and materials useful. The Lesson 4E: 45 min., 1 class
focus has been on the properties of solids. In the following
lessons, students will explore the properties of liquids and
OBJECTIVES
what happens to the properties of solids and liquids when
• Make observations to
there is a temperature change.
determine the observable
Water on Earth can be found in three states in nature: liquid, properties of water.
solid (ice), and gas (water vapor). Water is the only common • Determine if a change in
substance on Earth that appears in all three of its physical temperature changes the
states within the normal range of climactic conditions, properties of water.
sometimes at the same time.
KEY QUESTIONS
All solids share two important characteristics: solids have a • How can we determine if
definite shape and a definite volume. The particles that make a change in temperature
up the solid are packed very closely together. The particles changes the properties of
cannot move far out of their places, nor can they flow over or water?
around one another. They just vibrate in place, so a solid keeps
its shape and volume. MATERIALS NEEDED
The particles of a liquid are close together, but they are not For each student:
held as tightly together as are the particles in a solid. They are student pages
free to move around, and they can flow over or around one For each group of 4:
another as they vibrate. Thus, a liquid has no definite shape. It 1 container of each shape:
takes the shape of its container. Although liquids do not have a square, triangle, circle
definite shape, they do have a definite volume no matter what (clear plastic cup)
shape container they are in. This is because the particles of a 1 measuring cup
liquid are free to move, but they can’t move too far from the 1 1/2-gallon aquarium
next particle of liquid. funnel
clear plastic tubing
Gas is another form of matter. It does not have a definite
Word Sort Card Set
shape or a definite volume. A gas fills all of the available space
(liquid, water, shape of
in a container, regardless of the size or shape of the container.
container, flows, pours,
This is because the particles (atoms or molecules) of a gas are
downhill, clear)
very active and aren’t necessarily touching any of the other gas
Teacher provides:
molecules. They are free to move and roam, collide with each
water
other and move away. They can be pushed closer together but
paper towel
only stay that way under pressure.
Students are familiar with the change of state between
liquid water and ice, but the idea of liquids having different
properties than solids is nebulous at this stage in their
learning.
This activity builds on children’s prior experiences by giving
them the time to explore liquid water with selected materials
to highlight water’s ability to take on the shape of its container
and water’s movement.
57
LESSON 4A
What We Think About Water
What We How Can What Do We
Think About We Find Conclude?
Properties of Out?
Water
PS1.A: STRUCTURE AND
PROPERTIES OF MATTER
• Different kinds of matter
exist, and many of them
can be either solid or
liquid, depending on
temperature. Matter
can be described
and classified by its
observable properties.
• Different properties
are suited to different
purposes.
TEACHING TIP
Students often use the term
wet to describe liquids. Wet
is an appropriate term to
use when describing how
water feels. Wet is used to
describe materials that have
been covered with water
or another liquid. Some
liquids, such as syrup, may
also be described as feeling
gooey or sticky. The most
important properties for the
students to relate to liquids
is that they have a definite
volume or amount, take the
shape of the container, and
can be poured.
Elaborate On The Concept
This phase of the learning gives the students the opportunity
to reinforce and adapt their ideas about properties and apply
their knowledge to properties of liquids. Students develop
an investigation into how temperature change can change
material from solids to liquids and liquids to solids with a focus
on how properties can change with a phase change.
Lesson 4A: Water as a Liquid
Advance Preparation
Prepare a material table for students to retrieve the material for
each group. Cover student work area with newspaper or paper
towels to help in clean-up.
Prepare Word Sort Card Sets with one set of each term for
each team. (See Materials Needed).
Make a What We Think About Water chart.
Procedure
Engage the learner.
Pour water from one cup to another. Ask: How is this different
from the material we have been observing so far? How do we
know that this is a liquid? Do you think liquids have properties?
Review the What We Think About Water chart. Take this
opportunity to record what they have discovered about water
in previous experiences and write ideas in the “What Do We
Think?” column.
After students have shared their ideas about water, ask them
for ideas about how they can find out more and confirm their
ideas using the materials in this activity. Record their ideas in
the “How Can We Find Out?”column.
Tell students that the class is going to explore water and find
out more about the properties of water. Show the class the
different materials they will be using. Invite them to tell how
the materials will interact with water.
Explore the concept.
Divide the class into groups of four students. Distribute the
water container, aquarium, funnel, different-shaped containers,
and plastic tubes to each group. Give the students sufficient
time to explore the materials with water.
Facilitate the student exploration by circulating and visiting
each group. Note what kind of exploration the students are
engaged in, if they are exploring the materials to see what
they do, using materials as dramatic play, using materials to
58
 LESSON 4A
build something. Record the type of exploration the students CONSTRUCTING
are engaged in to refer to at the end of the activity. Ask EXPLANATIONS AND
students to describe some of what they have been doing DESIGNING SOLUTIONS
with the materials. To check student thinking and help make Constructing explanations
connections among ideas and applications, ask: and designing solutions
• Can you explain what you have done so far? Can you show in K–2 builds on prior
me how you got water in the tube? experiences and progresses
• Why did you choose to do it that way? to the use of evidence
• Can you think of another way? and ideas in constructing
• What do you notice when you pour water into each evidence-based accounts
container? of natural phenomena and
• How do you think it would work if you changed . . . ? designing solutions.
• How does this relate to . . .? Or the same as . . .? • Make observations
• Can you give me an example of when you have observed this (firsthand or from
before? media) to construct an
• What is the effect of pouring the water from one container to evidence-based account
another? What causes that to happen? Does it happen every for natural phenomena.
time?
• What solids can you think of that have the same effect when CAUSE AND EFFECT
pouring from one container to another? How is that similar? • Events have causes
How is that different? that have observable
Summary Discussion patterns.
Explain the concept and define the terms. • Simple tests can be
As a class, discuss the student observations and discoveries. designed to gather
Show one or two of the pieces of equipment they used to the evidence to support or
class. Ask a student volunteer to describe how they used the refute students’ ideas
equipment in the aquarium and what they observed. Refer to about causes.
your facilitation notes to help students recall what they did and
said during the exploration.
LANGUAGE STANDARDS
Hold up the triangle-shaped container. Ask, “What shape KNOWLEDGE OF
is this container? What happened when you filled the LANGUAGE
container with water; what shape was the water?” Repeat the L.2.3: Use knowledge
questioning with the other shaped containers. Then ask, “What of language and its
do you think would happen if we poured water into a container conventions when writing,
shaped like a bear, or a stop sign, or a star?” What statement speaking reading, or
can we make about water based on the different containers? Is listening.
this true of all liquids? Can you give me an example? L.2.6: Use words and
Return to the What We Think About Water chart and add new phrases acquired through
ideas to the chart. Ask students if they would like to make conversations, reading
adjustments to their original thinking. Ask students to verbalize and being read to, and
their conclusions based on their observations and add them to responding to texts,
the What We Conclude column. including using adjectives
and adverbs to describe
(e.g., When other kids
are happy that makes me
happy).

59
LESSON 4A
EXTENSIONS
Have the students repeat
the activity using another
liquid to reinforce the idea
that a liquid takes the
shape of its container.
Have the students turn a
sealed container of water
in various positions (upside
down, slanted, horizontal,
and right side up). Ask the
students to observe and
describe the shape of the
top of the liquid in each
position.
INTEGRATIONS
Mathematics: Make
gelatin with the students.
Demonstrate how the liquid
gelatin takes the shape
of the bowl. Pour some
gelatin onto a cookie sheet
and refrigerate. When the
gelatin has solidified, allow
the students to use cookie
cutters to cut out their
favorite shapes or designs
(squares, rectangles,
triangles, etc.). Ask the
students how the gelatin is
different than it was before
it was refrigerated.
Tell the students that the water in the containers that they
have been exploring is a liquid. Compare the properties of the
liquid with the properties of the items in the sorting bags.
Read the Journal Entry prompt to the class.
Pre-Writing Strategy: Science Talk/Word Sort Card Set
Have students conduct a Science Talk in their groups. Allow
sufficient time for students to orally express their ideas and
listen to the ideas of others. Distribute the Word Sort Card Set
and have the students sort the words that they will use in their
writing. Encourage students to put the words in sequences that
will help them to write their sentences.
Facilitate the pre-writing strategy by visiting the groups and
checking for student participation and understanding. To check
student progress, ask:
• What have you discussed so far?
• What do you mean when you say . . . ?
• Tell me more about . . . ?
Journal Entry
1. Draw and write what happens when water is poured from
one container to another.
2. Write how a solid is different than a liquid.
Assessment
Use the Science Talk and Journal Entry to assess the students’
understanding of properties of solids and liquids.
60
 LESSON 4B
Lesson 4B: Liquids MATERIALS NEEDED
Advance Preparation For each student:
Display the Describing Objects chart from the beginning of student pages
the unit. For each group:
3 clear plastic cups
Prepare one cup of tap water, one cup of water with 1-2 For the class
drops of food coloring, and one cup of water with 1-2 tsp. food coloring
white vinegar for each group. vinegar
book: Change It, Solids,
Procedure Liquids, Gases, and You
Elaborate on the concept. Teacher provides:
Divide the class into groups of four. Distribute one cup of water
water, one cup with food coloring, and one cup with water and paper towel
vinegar to each group. Give students sufficient time to make other liquids (optional)
observations of the liquid in the cups, discuss which liquids they
think are pure water.
PS1.A: STRUCTURE AND
Facilitate the group activity by circulating among the students, PROPERTIES OF MATTER
listening to their discussion. To help students make connections • Different kinds of matter
among their previous ideas and applications, ask: exist, and many of them
• Can you explain what you have observed and discussed so far? can be either solid or
What strategies are you using to find out if the liquid is water? liquid, depending on
• What do you know about water that might help you? temperature. Matter
• What senses can we use to determine which cup holds the can be described
pure water? and classified by its
• How does observing the properties of the three liquids relate observable properties.
to observing the properties of the solids in the previous • Different properties
lessons? are suited to different
• Is the Describing Objects chart from the first lesson in the unit purposes.
a helpful tool in describing liquids? Why or why not? Can you
give me an example? TEACHING TIP
• Can you explain why your answer makes sense? CAUTION: During this
Review the senses the students used to observe the water and activity the students will be
determine which cups held the water (sight, touch, and smell). using their sense of smell.
Ask students what information they already had about water that Instruct them to always
helped them in their observations and determination as to which smell things by waving their
cup held the water. Write the terms colorless and odorless on hand gently over the top of
the board. As a class, explain the meaning of each term. After the container toward their
the students have defined the terms in their own words, have nose (wafting). Demonstrate
them write their meaning of each term in the Key Terms of the this procedure as you
Student Journal. circulate among the groups.

Discuss the experience of trying to identify the properties of Take this opportunity to
water. Discuss the difference between describing the properties explain to students that
of solids and the properties of liquids. we do not use our sense of
taste in science class.
Explain to the class that you will be using the book Change It!
Solids, Liquids, Gases and You, to learn more about properties of
liquids and water.

61
LESSON 4B
KEY IDEAS AND DETAILS
RI.2.1: Ask and answer
such questions as who,
what, where, when, why,
and how to demonstrate
understanding of key
details in a text.
RI.2.2: Identify the main
topic of a multi-paragraph
text as well as the focus of
specific paragraphs within
the text.
RI.2.3: Describe the
connection between
a series of historical
events, scientific ideas
or concepts, or steps in
technical procedures in a
text.
CRAFT AND STRUCTURE
RI.2.4: Determine the
meaning of words and
phrases in a text relevant
to a grade 2 topic or
subject area.
RI.2.5: 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.
RI.2.6: Identify the main
purpose of a text,
including what the author
wants to answer, explain,
or describe.
Distribute a copy of Change It! Solids, Liquids, Gases, and You
to each team. Review the reading from the book from Lesson
1B and their ideas regarding solids.
Decide on the reading strategy appropriate for your class.
If you choose to read the book aloud to your class, have the
reading teams follow along as you read. If you choose to have
the students read the book in a group reading conference, join
reading pairs to listen and observe their reading skills.
Assist the students with problem solving using decoding
skills, context clues, and phonics. Provide reinforcement and
encouragement when appropriate. Prompt as necessary.
Conduct a whole-class reading conference. Reread different
sections of the text and revisit different illustrations.
Examples of text revisited or discussion points for a read-aloud:
• Pp. 10: The term matter was introduced in the reading
about solids (p. 4). Ask students if they think liquids are
also matter. Check for any confusion that matter only refers
to solids. Ask: Does a liquid take up space? How does that
relate to our definition of matter? So is a liquid matter?
• Pp.10-11: Ask a student to explain the term liquid in their
own words and make a list of the liquids that they see in the
illustrations.
• Pp. 12-13: Ask students to relate the reading to their findings
in their explorations with water.
Write the word liquid on the board. Ask the students to explain
the meaning of the word liquid in their own words. After the
students are satisfied with their definition, have them add the
definition to the Key Terms in the Student Journal.
Write the following on the board:
Liquids take on the shape of the container.
Ask students to explain the statement in their own words. Add
the statement to the What We Think About Water chart and
what the students did to find out that water takes on the shape
of its container.
Show the class the funnel and tubing. Ask, “Who used the
funnel? What happened to the water? Did the water take on
the shape of the funnel? What happened to the water after you
poured it in the funnel?” Write the following statements on the
board for discussion:
62
 LESSON 4B
Liquids can be poured from one container to another. PATTERNS
Liquids flow down. • Patterns in the
natural world can be
Have students read the statements and explain the concepts in observed, used to
their own words. Ask students to give examples of observations describe phenomena,
that support the statements during their exploration with and used as evidence.
water. Refer to your facilitation notes to help students recall
their observations and relate them to the statements on the
board. PS1.A: STRUCTURE AND
PROPERTIES OF MATTER
Add the student information to the What We Think About • Different kinds of matter
Water chart. exist, and many of them
Evaluate the students’ understanding of the concept. can be either solid or
liquid, depending on
Read the journal page to the class.
temperature. Matter
Pre-Writing Strategy: Science Talk can be described
Have the students work in their groups of four to discuss their and classified by its
responses to the journal entry. Give students sufficient time to observable properties.
describe what they will draw and write and listen to the ideas • Different properties
of others. are suited to different
purposes.
Facilitate the pre-writing strategy by visiting the groups and
checking for student participation and understanding. To check
student progress, ask: WRITING
• What have you discussed so far? W.2.2: Write informative/
• What do you mean when you say . . ? explanatory texts in which
• Tell me more about . . ? they introduce a topic,
use facts and definitions
Remind students to use the class chart and statements on the to develop points, and
board to help them with their writing. provide a concluding
statement or section.
Respond to Text W.2.7: Participate in shared
Write the main idea that you learned from the reading research and writing
selection in the book Change It! Solids, Liquids, Gases, and You. projects.
Include details that helped you to support your main idea. W.2.8: Recall information
from experiences or
The main idea I learned from the reading in Change It! Solids, gathered information
Liquids, Gases, and You is __________________________. from provided sources to
The details that helped me to learn about solids and liquids are answer a question.
_________________________________________________________.

63
LESSON 4B
CONSTRUCTING
EXPLANATIONS AND
DESIGNING SOLUTIONS
• Make observations
(firsthand or from
media) to construct an
evidence-based account
for natural phenomena.
Assessment
Use the class discussion and Journal Entry to assess the
students’ ability to demonstrate that water as a liquid takes on
the shape of various containers.
Use the class discussion and Science Talk to assess the
students’ ability to share ideas about science through
purposeful conversation and to communicate and present
findings of observations.

EXTENSIONS
• Pour equal amounts of
water into three clear,
unnumbered cups. Put
a small amount of salt
in one cup and a small
amount of sugar in
another cup. Be sure to
show the students which
cups receive the salt and
sugar. One cup, called
the control of the experi-
ment, contains just water.
Rearrange the cups. Ask
the students to tell you
where the plain water,
sugar water, and salt
water are now located.
Ask the students how they
could find out for sure
which cup contains plain
water, sugar water, or salt
water. Choose three vol-
unteers to taste test their
predictions by tasting the
water in the cups.
• Bring in bottled water,
distilled water, or soda
water. Ask the students to
bring water from home.
Have a taste test to see if
the students can tell the
difference between the
different types of water.

64
 LESSON 4C
Lesson 4C: Temperature Change MATERIALS NEEDED
For each student:
Teacher Background Information
2 student pages
Liquid water turns to solid water at 0° Celsius. Solid water
For each team of 2:
is found in nature as snow, hail, sleet, frost, ice on bodies
1 ice cube
of water, icicles, and icebergs. Water will remain in its solid
1 thermometer
state as long as the temperature stays below 0° Celsius. Heat
1 paper towel
energy causes the water molecules to move faster and spread
1 aluminum pie pan
apart, which results in a change of state from solid to liquid
1 clear plastic cup
when there is a change in temperature.
shaped containers
In this activity, students are not expected to understand the Word Sort Card Set
molecular movement and configuration that make up a solid, (colorless, odorless,
but to recognize that solids do not take the shape of the tasteless, liquid, water,
container. Solids keep their shape unless a force is applied to shape of container,
change the shape. Heating and cooling can cause solids and flows, clear, pours,
liquids to change. downhill, keeps its own
Advance Preparation shape, solid)
You will need ice cubes for this activity. Some students may book: Change It! Solids,
also want to investigate how adding heat to the ice cube will Liquids, Gases, and You
affect the rate of melting. You may want to find a lamp, hair Teacher provides:
dryer, area close to the classroom heater, or area in the direct ice cubes
sunlight to accommodate their investigations. paper towels
heat source
Find a cubed-shaped item to use to compare to the ice cube. timing device
Prepare Word Sort Card Sets with one set of each term for
each team. (See Materials Needed.) TEACHING TIP
Be sure to dry and save
Procedure the cups for use in future
Elaborate on the concept (cont.). activities.
Review the properties of liquid water. Ask the students if they
can think of water that does not take the shape of its container CAUSE AND EFFECT
or that does not pour. Allow the class to guess what water is • Simple tests can be
that is hard or more like the objects in the sorting bag. designed to gather
Hold up the cup of water and ask, How can I cause this cup evidence to support or
refute student ideas
of liquid water to become a solid? Listen for ideas that relate
about causes.
to placing the water into the freezer or outside if it is during
winter to create a change from liquid to solid. Place a cup of
water into the freezer or outside to test their ideas.
Hold up an ice cube. Ask the students what the cube is made
of and what they know about how to make ice. Record their
ideas on the What We Think About Water chart.
Ask the students about how they can find out more about ice
and the properties of ice. Ask students if the ice cube has the
same properties as the liquid water they have been learning
about. Ask, does the ice cube take the shape of its container
like the cup of water? Does it flow? Can we pour it? Is is still
water?
65
LESSON 4C
TEACHING TIP
Some investigations into
melting ice may take extra
time. Plan for students
to be able to return to
their science investigation
periodically to check their
results. The Summary
Discussion may occur later
in the day to give the
students the opportunity
to record and report their
findings.
PS1.A: STRUCTURE AND
PROPERTIES OF MATTER
• Different kinds of matter
exist, and many of them
can be either solid or
liquid, depending on
temperature. Matter
can be described
and classified by its
observable properties.
• Different properties
are suited to different
purposes.
LANGUAGE STANDARDS
KNOWLEDGE OF
LANGUAGE
L.2.3: Use knowledge
of language and its
conventions when writing,
speaking reading, or
listening.
L.2.6: Use words and
phrases acquired through
conversations, reading
and being read to, and
responding to texts,
including using adjectives
and adverbs to describe
(e.g., When other kids
are happy that makes me
happy).
Place a centimeter cube or other cube-shaped item from the
classroom next to the ice cube. Ask, how are the cubes alike?
How are they different?
Divide the class into teams of two students. Distribute one
thermometer and one ice cube in a 9-oz. plastic cup, the
shaped containers, and paper towels to each group. Ask the
students to observe the ice and talk about the properties of the
ice cube. Read the activity page to the students.
1. Draw and label a picture of your ice cube.
2. Complete the properties chart to describe your ice cube.
Facilitate the group activity by circulating and visiting the
teams of students. Listen to their descriptions of the ice cube
and note references to the words solid, hard, frozen, etc.
Ask the students to explain what they are going to draw and
label. To check student progress and help them construct
explanations, ask:
• Can you describe what you have observed so far? How does
that compare to our observations of liquid water?
• Would it be helpful to make a list or a chart of properties of
ice?
• What happens when you set the ice cube in the different-
shaped containers?
• What do you think you could do to make the ice cube take on
the shape of the container?
• How do you know that? What have you seen that makes you
think that?
• Has anyone chosen to use the thermometer? What did
you find out? (Note: Review the proper way to read the
thermometer to each group. Review the Celsius and
Fahrenheit scales.)
• How is temperature related to water as a liquid and water
as a solid? How do you know that? Does that apply to other
materials such as the items in the sorting bag?
• What does the ice cube have in common with the items in
the sorting bag?
Summary Discussion
Evaluate the students’ understanding of the concept.
After the students have completed their exploration, conduct
a whole-class discussion and ask students to share their entries
on the activity page. Record the vocabulary you hear as they
are describing the ice. Write their ideas on the board or chart
paper.
66
 LESSON 4C
Add the student information to the What We Think About CONSTRUCTING
Water chart. The chart should become a source of review EXPLANATIONS AND
and information for students at this time. Review the “What DESIGNING SOLUTIONS
Can We Conclude?” column. Bring the chart up to date if Constructing explanations
necessary with information regarding pure water properties of and designing solutions
colorless, odorless, and tasteless. Liquid water takes the shape in K–2 builds on prior
of its container, and solid water (ice) keeps its own shape. experiences and progresses
Ask a student volunteer to describe the ice cube and the to the use of evidence
surrounding liquid water in the cup. Draw a picture on the and ideas in constructing
board of the student descriptions. Invite other students to aid evidence-based accounts
in the description. Ask students to explain what they think is of natural phenomena and
happening to the ice and why. Look for ideas that relate to designing solutions.
solid or liquid depending on the temperature. • Make observations
(firsthand or from
Reintroduce the book Change It! Solids, Liquids, Gases, and media) to construct an
You to learn more about the properties of water. Ask the evidence-based account
class if water is always a liquid. Have the students give for natural phenomena.
examples of water that is not a liquid.
Distribute a copy of Change It, Solids, Liquids, Gases, and You MATHEMATICAL
to each team. Review the pictures and text from the initial PRACTICES
reading of the book. 1. Make sense of problems
Examples of text revisited or discussion points for a read- and persevere in solving
aloud: them.
2. Reason abstractly and
• P. 18: What do you think the author means with the text,
quantitatively.
“Solids can change into liquids when they warm up” and
3. Construct viable
“Liquids can change into solids when they cool down”?
arguments and critique
• Have students explain their ideas of the melting and the reasoning of others.
freezing of water. Have them make a list of water in its 4. Model with mathematics.
solid state. 5. Use appropriate tools
• Pp. 22-23: Ask students to explain the title Wonderful strategically.
Water. As a class, summarize water as a solid and a 6. Attend to precision.
liquid. Ask students for their ideas of water as a gas. 7. Look for and make use of
structure.
• Read pages 14-15 as an introduction to water as a gas. 8. Look for and express
Tell students that when water turns from a liquid to a gas regularity in repeated
the particles that make up water as a gas are so small reasoning.
that we cannot see water vapor.
• Read pages 26 - 29 to conclude the book. Ask students
to summarize the main idea of the book.
Read the Journal Entry to the class.
Pre-Writing Strategy: Word Sort Card Set
Divide the class into groups of 4 students. Distribute the Word
Sort Card Set and have the students determine which words
in the set are most appropriate for the response in the Student
Journal.

67
LESSON 4C
KEY IDEAS AND DETAILS Journal Entry/Respond To Text
RI.2.1: Ask and answer Write the main idea that you learned from completing the
such questions as who, reading the book Change It! Solids, Liquids, Gases, and You.
what, where, when, why, Include details that helped you to support your main idea.
and how to demonstrate
understanding of key The main idea I learned from reading Change It! Solids,
details in a text Liquids, Gases, and You is __________________________.
RI.2.2: Identify the main The details that helped me to learn about properties of solids
topic of a multi-paragraph liquids, and gases are ___________________________________.
text as well as the focus of
specific paragraphs within Assessment
the text. Use the activity page and Journal Entry to assess the students’
RI.2.3: Describe the understanding of the properties of solid water.
connection between
a series of historical Use the Respond to Text to assess the students’ ability to
events, scientific ideas recognize the main ideas and supporting details.
or concepts, or steps in
technical procedures in a
text.
CRAFT AND STRUCTURE
RI.2.4: Determine the
meaning of words and
phrases in a text relevant
to a grade 2 topic or
subject area.
RI.2.5: 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.
RI.2.6: Identify the main
purpose of a text,
including what the author
wants to answer, explain,
or describe.

68
 LESSON 4D
Lesson 4D: Turn Up the Heat MATERIAL NEEDED
For each student:
Teacher Background Information
Student pages
In this lesson students are encouraged to design and plan a
For each team of 2:
simple investigation to answer student-generated questions
1 cup with ice
about melting ice cubes.
2 thermometers
Advance Preparation Word Sort Card Set
Set up one clear plastic cup with one ice cube for each team of (liquid, water, solid,
students. temperature,
Create a material table with the balance, thermometers, and thermometer)
aluminum foil. For the class:
balance
If your classroom permits, clear an area near the room heater Teacher provides:
and/or in the window with direct sunlight. water
Prepare Word Sort Card Sets with one set of each term for paper towels
each team (see Materials Needed). timing device
ice
Procedure
Elaborate on the concept (cont.). PS1.A: STRUCTURE AND
Ask students to work in their teams of two and observe what PROPERTIES OF MATTER
has happened to the ice in the plastic cup. As a team, have • Different kinds of matter
students plan an investigation that will help them to learn exist, and many of them
more about the melting ice cube. Ask students to brainstorm can be either solid or
ideas that can be investigated. Remind the class that they liquid, depending on
should start their investigation with a question they would temperature. Matter
like to answer. Give an example of a question: How long will it can be described
take for the ice cube to completely melt? Where will the liquid and classified by its
water flow when the cube is melting? observable properties.
Facilitate the team brainstorming by circulating and listening • Different properties
to and recording their ideas. To check student progress and are suited to different
encourage questioning, ask: purposes.
• What do you know about the ice cube? What more would
you like to learn? CAUSE AND EFFECT
• What would happen if . . . ? What if not? • Simple tests can be
• Can you predict what happens if you . . . ? designed to gather
• What do you already know is going to happen if you do evidence to support or
nothing to the ice cube in the cup? What could you do to refute student ideas
change that? about causes.
• What is the effect of heating? Cooling?
• What causes some material to melt?

At this age, students may find it difficult to form questions.

Give them question starters that they can apply to their
observations, such as “What would happen if . . . ?” Or have
the students start with “I wonder” and build an idea from
their own curiosity. Have the students look around the room

69
LESSON 4D
PS1.A: STRUCTURE AND
PROPERTIES OF MATTER
• Different kinds of matter
exist, and many of them
can be either solid or
liquid, depending on
temperature. Matter
can be described
and classified by its
observable properties.
• Different properties
are suited to different
purposes.
PLANNING AND
CARRYING OUT
INVESTIGATIONS
• Plan and conduct
investigations
collaboratively to
produce evidence to
answer a question.
WRITING
W.2.2: Write informative/
explanatory texts in which
they introduce a topic,
use facts and definitions
to develop points, and
provide a concluding
statement or section.
W.2.5: With guidance and
support from adults and
peers, focus on a topic
and strengthen writing as
needed by revising and
editing.
W.2.7: Participate in shared
research and writing
projects.
W.2.8: Recall information
from experiences or
gathered information
from provided sources to
answer a question.
for different materials that might be used in an investigation
about melting objects.
As a class, review the student-generated questions that they
discussed as a team. Look for a few questions that the students
can investigate in the classroom with the materials available.
Write the students’ questions on the board. Example questions:
• How long will it take for the ice cube to melt?
• Will the ice cube melt faster near the heater or in the sun?
or, How much faster will the ice cube melt if placed in the
sun or by the heater?
• What temperature is the ice cube? What temperature is the
melted ice?
• Where does the water go after it melts?
• How much water will be in the cup after the ice cube melts?
• Will two ice cubes in a cup melt faster or slower than one ice
cube in a cup?
Review the questions and, in their teams, allow the students to
plan and carry out their investigations into melting ice cubes.
If teams have similar questions, encourage them to work
together. Assist teams that have a difficult time choosing and
planning an investigation.
1. Write the question you are investigating.
2. Write what you already know about the properties of water
as a liquid and a solid (ice).
3. Write what you think you will find.
4. List the materials you will use.
5. Draw and write how you will set up your investigation.
6. Make a chart to record your data.
7. Write what you found.
Facilitate the investigations by circulating among the groups
and listening to their plans. Assist teams in setting up their
investigations. Most of the investigations will involve time.
Plan for students to be able to periodically check the progress
of their investigation and record their results in the Student
Journal. To check student progress in planning and conducting
their investigation, ask:
• Can someone explain what you have done so far?
• What question are you investigating?
• How will this procedure answer your question? Can
someone think of a different way to investigate your
question?
• What did you notice when . . . ?
• How will you keep track of your observations and results?
70
 LESSON 4D
Summary Discussion EXTENSIONS
After students have observed their results from their • Have the students
investigations, ask them to present their findings to the rest of leave the water in the
the class. Look for and discuss similarities in student thinking. cup and measure it for
Record their conclusions on the What We Think About Water evaporation.
chart. Review the properties of water at this time.
• Try to find out if a loose
Pre-Writing Strategy: cupful of snow weighs
Science Talk/Word Sort Card Set the same as a tightly
In their teams or groups, have students orally describe what packed cupful of snow.
they are going to draw and write. Encourage students to listen Also, will the loosely
to the ideas of others. Distribute the Word Sort Card Set to packed snow melt at the
each team. Encourage the students to select the terms that same rate as the tightly
they might use in their writing. Have them put the words in packed snow? (Note: If
sequence before writing their response. you don’t have any snow,
Facilitate the pre-writing strategy by circulating among the try crushed ice.)
groups and listening to their ideas and checking for their • Fill a jar with ice. The
ability to listen to the ideas of their classmates. To help teams students will observe it
that are stuck, ask: for changes. Then each
• How would you describe what you did in your own words? student can predict how
• What did you find out? much water will be in the
• What did you do to set up your investigation? How would you jar when the ice melts.
draw that? Have students trace a jar
Journal Entry on a piece of paper. Then
Write a scientific explanation or conclusion for your draw a line to show their
investigation. prediction of how much
Claim: (The claim answers your question.) water will be in the jar
Evidence: (The evidence is the data you collected that supports when the ice melts.
your claim.) • Fill the hand portion of a
Reasoning: (Reasoning is why your answer makes sense.) rubber glove with water
Assessment and fasten it shut with a
Use the class discussion and activity page to assess the rubber band. Place it in
students’ ability to demonstrate that water as a solid keeps its the freezer until the next
own shape (ice). day. Peel the glove off
and look at the shape.
Use the student investigations and journal entry to assess the
students’ ability to generate questions based on observations
and plan and conduct simple investigations.

71
PLANNING

72
 LESSON 4E
Lesson 4E: Turn Up the Heat MATERIAL NEEDED
For each student
Advance Preparation Student pages
Display the different properties charts the class has created For the class
throughout the unit. book: Change It! Solids,
Liquids, Gases, and You
Procedure
book: On Herman’s Pond
Evaluate the students’ understanding of the concept.
Take time to do a gallery walk and review the What We Think
Charts that the class has generated from previous lessons. KEY IDEAS AND DETAILS
Update their charts with current understandings. Take this RI.2.1: Ask and answer
opportunity to discuss how their ideas may have changed and such questions as who,
expanded from the beginning of the unit until now. what, where, when, why,
and how to demonstrate
Explain to the class that you will be using the books Change It! understanding of key
Solids, Liquids, Gases, and You and On Herman’s Pond to learn details in a text
more about properties and uses of water. RI.2.2: Identify the main
Review the main idea and supporting details from Change It! topic of a multi-paragraph
Solids, Liquids, Gases, and You. Encourage students to refer text as well as the focus of
to their Student Journal entries regarding the reading as a specific paragraphs within
reference for review. the text.
RI.2.3: Describe the
Explain to the class that you will be reading another book, On connection between
Herman’s Pond, to learn more about the properties of water. a series of historical
If your school has multiple copies of On Herman’s Pond divide events, scientific ideas
the class into reading teams of two students so they can follow or concepts, or steps in
along as you read the book to them, or read as partners or technical procedures in a
in small reading groups. Distribute a copy of the book, On text.
Herman’s Pond, to each team. CRAFT AND STRUCTURE
RI.2.4: Determine the
As a class, read and discuss the title of the book. Ask, Why do
meaning of words and
you think the author chose the title On Herman’s Pond? Invite
phrases in a text relevant
predictions about the title of the book.
to a grade 2 topic or
Do a “walk” through the book. Invite the students to make subject area.
predictions about the main idea of the book. Set a purpose for RI.2.6: Identify the main
reading the book. purpose of a text,
Decide on the reading strategy appropriate for your class. including what the author
If you choose to read the book aloud to your class, have the wants to answer, explain,
reading teams follow along as you read. If you choose to have or describe.
the students read the book in a group reading conference, Integration of Knowledge
join reading pairs to listen and observe their reading skills. and Ideas
Assist the students with problem solving using decoding RI.2.9: Compare and
skills, context clues, and phonics. Provide reinforcement and contrast the most
encouragement when appropriate. Prompt as necessary. important points
presented by two texts on
the same topic.

73
LESSON 4E
Change It! On Herman’s
Solids, Liquids, Pond
Gases, and You
Main Idea: Main Idea:
Supporting Supporting
Details: Details:
PS1.A: STRUCTURE AND
PROPERTIES OF MATTER
• Different kinds of matter
exist, and many of them
can be either solid or
liquid, depending on
temperature. Matter
can be described
and classified by its
observable properties.
• Different properties
are suited to different
purposes.
Conduct a whole-class reading conference. Reread different
sections of the text and revisit different illustrations.
Examples of text revisited:
• Reread page 6.
• Ask: Why did grandfather turtle tell Luke and Herman that
the water was not pure? What properties does pure water
have?
• Ask: How could the snail and lizard find out if the water was
pure?
• Reread pages 8-12. Ask the students if they can recall their
investigation using their senses to find out if the liquid was
water.
• Ask: Did Herman and Luke conclude if the pond water was
pure water? What evidence do you have?
• Have the students examine the pictures on pages 14-19 and
ask what the animals are investigating in the picture. What
are the animals trying to find out?
• Reread the text on pages 14-19.
• Reread the first two stanzas on page 20. Ask the students
what they think the turtle is going to teach the snail and
lizard next.
• Ask: What does the turtle mean when he says, “Water freezes
and becomes something you can hold”? Can you hold liquid
water in your hands? Can you hold solid water in your hands?
• Give students the opportunity to reexamine and discuss the
pictures about water as a solid and gas. Have students select
text they would like to hear again.
• Ask a student volunteer to retell what happens to water as
it goes from a liquid to a gas. Discuss how the water in the
pond is replenished.
Summary Discussion
As a class, discuss the main idea of the books Change It! Solids,
Liquids, Gases and You and On Herman’s Pond. Make a t-chart
and list the supporting details used by each author. Discuss the
different style the authors used to present science information
to the reader. Ask students to select the book style that they
liked the best and explain why.
74
 LESSON 4E
Read the Respond to Text prompt to the class. Encourage the READING
students to use the class t-chart to help them answer Question 3. INTEGRATION OF
KNOWLEDGE AND IDEAS
Pre-Writing Strategy:
RI.2.9: Compare and
Science Talk - Ask the students to turn to a partner and
contrast the most
together generate a list of the properties of pure water (odorless,
important points
colorless, and tasteless). Have the partners share their list with
presented by two texts on
another pair. As a class, review the properties of liquid water and
the same topic.
solid water. Give the students sufficient time to orally express the
reading experience and what they learned about the pond water
WRITING
and relate it to the activities in the unit. Allow sufficient time for
W.2.5: With guidance and
students to complete the drawing and writing.
support from adults and
Take this writing opportunity for peer editing. Ask the students peers, focus on a topic
to share their drawing and writing with peers and respond to and strengthen writing as
questions and suggestions. Encourage students to revise their needed by revising and
writing based on suggestions from peers. editing.
Respond to Text
1. Draw a picture of the pond in the book On Herman’s Pond.
2. Write a list of the properties of pure water.
3. Your class read two books about matter Change It! Solids,
Liquids, Gases, and You! and On Herman’s Pond.
How are the two books alike?
How are the two books different?
Assessment
Use the Respond to Text to assess the students’ ability to identify
the most important ideas in the two books and compare how the
authors presented the content.

75
PLANNING

76
 ACTIVITY 5
Activity 5: Melting and Freezing - Beyond Water ESTIMATED TIME
Lesson 5A: 50-60 minutes
Teacher Background Information Lesson 5B: 45-50 minutes
This activity provides students with the opportunity to explore
melting and freezing beyond water. Students recognize that OBJECTIVES
at room temperature there are more common objects that • Make observations to
exist as solids and require a temperature change to become a determine that heating
liquid and that some changes are reversible and some are not. and cooling substances
Students may also choose to explore common liquids other may cause changes.
than water and investigate the temperature change required • Determine if a change
to change the liquid to a solid. caused by a change in
Lesson 5A: Melting and Freezing - Beyond Water temperature can be
reversed.
Advance Preparation
Locate freezer space in the school cafeteria and/or teacher KEY QUESTIONS
lounge for students to be able to place their liquids. • How can we determine if
Locate different areas in the classroom or building that may change in temperature
provide a heat source: sunny window ledge, classroom heater, changes the properties of
or bring in a toaster oven. different substances?
• Are changes caused
Set up a materials table with different solids and liquids by heating and cooling
for students to investigate what happens when there is a reversible?
temperature change. Be sure to include different plant parts
(leaves, stems, flowers, roots) for students to investigate. MATERIALS NEEDED
For each student:
If possible, invite a parent or other adult helper to help 5 student pages
facilitate the heating of the material for the students. For each group:
Procedure 3 clear plastic cups
Engage the learner. 2 thermometers
Read the Journal Entry for Lesson 5B as a class. For the class:
chocolate chips
Mark’s family is going on a summer vacation in the car. The
birthday candles
family will be driving for several hours and stopping along the
sorting bags
way to sight-see. Mark wants to take along some snacks and
hot plate
activities to do in the car. Mark has decided on the following
pot
lists of activities and snacks.
oven mitt
Look at Mark’s list. Write the effect on the items on the list aluminum foil
if there is a temperature change in the car. Tell if Mark has Teacher provides:
considered the properties of the items he has chosen. crayons
Ask the students what properties they should consider when paper towel
packing activities and snacks to take in the car. Have students lettuce or other plant leaf
share their experiences with temperature change in a parked plant parts (blossom, leaf,
car on hot days and cold days. Ask: stem, roots)
• Have you ever left a box of crayons in the car in the summer- toaster oven (optional)
time? What happened to the crayons? What do you think juice, milk, or other liquid
caused that to happen?

77
LESSON 5A
PS1.A: STRUCTURE AND
PROPERTIES OF MATTER
• Different kinds of matter
exist, and many of them
can be either solid or
liquid, depending on
temperature. Matter
can be described
and classified by its
observable properties.
PS1.B: CHEMICAL
REACTIONS
• Heating or cooling a
substance may cause
changes that can be
observed. Sometimes
these changes are
reversible, and
sometimes they are not.
CAUSE AND EFFECT
• Simple tests can be
designed to gather
evidence to support or
refute student ideas
about causes.
PLANNING AND
CARRYING OUT
INVESTIGATIONS
• Plan and conduct
investigations
collaboratively to
produce evidence to
answer a question.
TEACHING TIP
Aluminum foil has been
provided for students to
make envelopes or pockets
for their investigations into
the heating of material.
For example, if they are
investigating what happens
when the crayon is heated,
they can wrap the crayon in
an aluminum foil envelope
or box and place it in the
pot on the hot plate or in a
toaster oven.
• What about a piece of chocolate? What happened to the
chocolate?
• Why do you think that happened to the crayons and
chocolate?
• What other things might have the same effect if left in a hot
car?
Write their initial ideas on the board or chart paper. Explain
that in the following lessons, students will be exploring the
effect of heating and cooling on different material. Their
investigations will help them to better analyze the list of snacks
and activities for the trip.
Review the student learning from their investigations into
phase change of water due to heating and cooling. Ask:
• What happens to the ice cube when it is left out at room
temperature?
• What happens to the liquid water when it is placed in the
freezer?
• Is it still water?
• Can you refreeze and get the ice cube back?
• Can you melt and get the water back?
Ask the class if they think the same thing might happen with
other material.
Hold up a crayon and ask: What would happen to the crayon if
there was a temperature change? What makes you think that?
Hold up a glass of juice or milk and ask: What would happen to
the beverage if there was a temperature change? What makes
you think that?
Hold up a lettuce or plant leaf and ask: What would happen to
the leaf if there was a temperature change? What makes you
think that?
Ask students for their ideas of how they can find out what
happens to different materials when there is a temperature
change. Record their ideas on the board or chart paper. Show
the students the materials table and options for exploring what
happens to different materials when there is a temperature
change. Explain that if the investigation is exploring colder
temperatures, the class will be using the freezer (or outdoors
if winter) and if they are exploring warmer temperatures the
team can use the sunlit window-sill or classroom heater. Inform
the class that the toaster oven and hot plate are used under
teacher supervision only.
78
 LESSON 5A
Explore the concept. TEACHING TIP
Form investigation teams based on student interest. Group Student-led investigations
together students who are interested in the crayons, chocolate can become difficult to
chips, beverages, etc. Make sure you have investigation teams manage if there are several
that are interested in finding out what happens to leaves when different questions under
there is a temperature change. investigation. If you need to
After students have formed their teams, read the Student simplify the investigations
Journal prompt and discuss how each team is going to be in your classroom by
entering different questions, set ups, data, and results based limiting the investigations
on the material and question the team is investigating. in the freezer and at the
Give the groups sufficient time to develop and write their heat source, have the class
investigation plan prior to retrieving material. decide on three materials
that they would like to
1. Write the question your team is investigating. investigate. Divide the class
2. Write what you already know about what happens to ____ into teams depending on
when there is a temperature change. the question. You may have
3. Write what you think you will find. several teams investigating
4. List the materials you will use. the same question and
5. Draw and write how you will set up your investigation. then compare results and
6. Make a chart to record your data. procedures at the end
7. Write what you found. of the activity. Be sure
some teams investigate
Facilitate the team planning by circulating among the groups the plant parts with
and listening to their ideas and recording ideas for discussion temperature change to
at a later time. To check team progress in planning their provide an example of
investigation, ask: when a change is not
• Can you explain the question you are investigating? What reversible.
you have discussed so far?
WRITING
• Why did you decide to use that procedure or steps? W.2.2: Write informative/
• How will you collect data or organize your observations? explanatory texts in which
• What material will you need? What will be your heating or they introduce a topic, use
cooling source? facts and definitions to de-
velop points, and provide
• Does everyone agree with the steps you have chosen? Does a concluding statement or
anyone have a different way to investigate? section.
After the students are satisfied with their plan, invite them to W.2.5: With guidance and
retrieve their material and set up their investigations. Facilitate support from adults and
their investigations by visiting the different teams. Have the peers, focus on a topic
teams that require a heating device let you know when they and strengthen writing as
are ready and heat all the team materials at one time. Teams needed by revising and
that are cooling their material will leave their specimens in the editing.
freezer overnight and check results the following day. W.2.7: Participate in shared
research and writing proj-
ects.
W.2.8: Recall information
from experiences or
gathered information
from provided sources to
79 answer a question.
LESSON 5A
CAUSE AND EFFECT Summary Discussion: Science Talk
• Simple tests can be Give teams the opportunity to share their investigations of the
designed to gather effect of heating and cooling on different items. Encourage
evidence to support or them to explain what they think will happen and why. Discuss
refute student ideas the cause-and-effect relationship between temperature
about causes. change and solids and liquids. Guide students to relate
their investigations to everyday phenomena that they have
CONSTRUCTING EXPLA- experienced. Examples:
NATIONS AND DESIGN-
ING SOLUTIONS • snowman and snow-banks melting in spring
• Make observations • ice cream melting on a hot summer day
(first-hand or from • icicles forming or melting on the eaves
media) to construct an • chocolate chips melting and cooling on the cookie tray
evidence-based account • making ice cubes in the freezer
for natural phenomena. • making Popsicles from fruit juice
• melting wax from a burning candle
• melting wax becoming a solid as it drips down the candle.
MATHEMATICAL
Read and discuss the Journal Entry as a class. Use one or two of
PRACTICES
the student investigations as an example. Explain that the claim
1. Make sense of problems
is the answer to their questions from their investigations.
and persevere in solving
them.
Journal Entry: Formative
2. Reason abstractly and
Write how your investigation will give evidence to help solve the
quantitatively.
problem of what items Mark should take on his car trip.
3. Construct viable
arguments and critique
Assessment
the reasoning of others.
Use the student-led investigations to assess the students’
4. Model with mathematics.
ability to plan and conduct an investigation to produce
5. Use appropriate tools
evidence to find out what happens to some material during a
strategically.
temperature change.
6. Attend to precision.
7. Look for and make use of
structure.
8. Look for and express
regularity in repeated
reasoning.

80
 LESSON 5B
Lesson 5B : Melting and Freezing-Beyond Water MATERIALS NEEDED
For each student:
Advance Preparation
student pages
Make a Heating and Cooling chart for students to compile their
For each group:
findings.
investigation material
Students may need additional time to investigate if the heating from lesson 5A
or cooling of their material is reversible. Teacher provides:
Procedure chart paper
Summary Discussion: Science Talk markers
Explain the concept and define the terms.
Heating and Cooling
As a class, discuss the investigation process and the different
Reversible Not
considerations that were needed to develop and carry out their
Reversible
investigations. Ask different investigation teams to share their
observations and compare data with other findings. Discuss the water leaf
changes that were observed and the change in the properties milk
from liquid to solid or solid to liquid that may have occurred chocolate
and if the changes were reversible. Discuss how heating and chip
cooling can result in a change of state of the material and wax
some material can go back and forth from a solid to a liquid
with heating and vice versa with cooling. crayons

Post the Heating and Cooling chart for the investigation teams PS1.A: STRUCTURE AND
to enter their findings on whether the heating or cooling PROPERTIES OF MATTER
changes were reversible or not reversible. • Different kinds of matter
Ask teams to share their conclusions (Write what you found) exist, and many of them
from their investigations. As a class, assist the investigations can be either solid or
teams in writing a clear claim, citing evidence and reasoning to liquid, depending on
support the claim. temperature. Matter
can be described
Example: and classified by its
Claim: When chocolate chips are heated they change from a observable properties.
solid to a liquid. • Different properties
Evidence: When the chocolate chips reached __________ are suited to different
degrees they melted and became liquid chocolate. When the purposes.
chocolate cooled they became a solid again. PS1.B: CHEMICAL
Reasoning: Some material can be a solid or a liquid depending REACTIONS
on the temperature. • Heating or cooling a
substance may cause
Allow sufficient time for students to use the class example to changes that can be
state their claim, cite evidence and reasoning for their own observed. Sometimes
investigations. these changes are
reversible, and
sometimes they are not.
CAUSE AND EFFECT
• Simple tests can be
designed to gather
evidence to support or
refute student ideas
81
about causes.
LESSON 5B
CONSTRUCTING
EXPLANATIONS AND
DESIGNING SOLUTIONS
• Make observations (first
hand and from media) to
construct an evidence-
based account of natural
phenomena.
WRITING
W.2.2: Write informative/
explanatory texts in which
they introduce a topic,
use facts and definitions
to develop points, and
provide a concluding
statement or section.
W.2.5: With guidance and
support from adults and
peers, focus on a topic
and strengthen writing as
needed by revising and
editing.
W.2.7: Participate in shared
research and writing
projects.
W.2.8: Recall information
from experiences or
gathered information
from provided sources to
answer a question.
Focus the discussion on the investigation that used cooling on
a plant leaf or other plant part. Ask: Will we get the leaf back
if we bring the leaf back to room temperature or it is heated?
Create a classroom t-chart that lists the material where the
heating and cooling were reversible and those that were not.
Give the example of heating wood or paper through burning.
Ask if the heating of the wood or paper is reversible: will we
get the wood or paper back if it is cooled?
Evaluate the students’ understanding of the concept.
Read the Journal Entry as a class and discuss the properties of
the items that should be considered before packing them in
the car.
Journal Entry
Mark’s family is going on a summer vacation in the car. The
family will be driving for several hours and stopping along the
way to sightsee. Mark wants to take along some snacks and
activities to do in the car. Mark has decided on the following
lists of activities and snacks.
Look at Mark’s list: Tell if Mark has considered the effect of
temperature change on the items he has chosen.
Assessment
Use the student investigations to assess their ability to plan
and carry out investigations.
Use the Summary Discussion and Journal Entry to assess the
students’ understanding that heating and cooling can cause
changes and that sometimes the changes are reversible and
sometimes they are not.
82
 ACTIVITY 6
Activity 6: Taking Our Property Observations Outdoors ESTIMATED TIME
Lesson 6A: 50-60 minutes
Teacher Background Information Lesson 6B: 45-50 minutes
Plants, animals, and nonliving things in nature have properties, Lesson 6C: 45-50 minutes
and some of the properties are important to the survival of 2 class periods
living things. In the following lessons, students apply what they
have learned about properties in the classroom to properties of OBJECTIVES
items found in nature (schoolyard). Lessons 6A and 6B can be • Make observations to
combined to make one lesson. Be sure to allow for extra time if determine if living and
you choose to combine the lessons. nonliving things found in
nature have properties.
Elaborate On The Concept • Make observations to
This phase of the learning gives the students the opportunity construct an evidence-
to reinforce and adapt their ideas about properties and apply based account of the
their knowledge to properties of liquids. Students develop importance of properties
an investigation into how temperature change can change in living things.
material from solids to liquids and liquids to solids, with a focus KEY QUESTIONS
on how properties can change with a phase change. • How can we determine if
living and nonliving things
Lesson 6A: Taking Our Property Observations Outdoors
in nature have properties
Advance Preparation that are important for
Make a survey of your schoolyard and find the best area for survival?
students to collect a variety of natural materials. Check for
areas that may have pinecones, acorns, other seeds, plant MATERIALS NEEDED
parts, and stones. For each student:
student pages
Collect two or three different items from nature that have For each group of 4:
different properties (leaf, rock, pinecone). collecting bag, plastic
collecting cup, 9 oz., lids
Make a class chart similar to the chart in Lesson 2A to record hand lens
data regarding the texture of the items students collect in the Word Sort Card Set
schoolyard. (property, rough,
smooth, texture, flexible,
Prepare Word Sort Card Sets with one set of each term for
rigid, absorb, repel, sink,
each team (see Materials Needed).
float)
Procedure For the class
Elaborate on the concept. miscellaneous items
Hold up two or three of the items you collected from nature. from schoolyard
Pass the items around the class for students to observe. Ask: Do Teacher Provides
the things we find in nature have properties? What are some of water
the properties you observed from the items from nature? chart paper
markers
Make a list of students’ observations and save for the conclusion miscellaneous items
of the lesson. Post-it Notes
Tell the class that they are going to take their investigation into
the properties of objects outdoors into the schoolyard. As a
class, make a prediction for what they might find.

83
LESSON 6A
PS1.A: STRUCTURE AND
PROPERTIES OF MATTER
• Different kinds of matter
exist and many of them
can be either solid or
liquid, depending on
temperature. Matter
can be described
and classified by its
observable properties.
• Different properties
are suited to different
purposes.
TEACHING TIP
Save the items the students
collect in their bags and/or
cups to be analyzed for the
properties of flexible and
rigid in Lesson 3C.
MATERIAL MANAGEMENT
The cups should be rinsed
and saved for future
activities.
CONSTRUCTING
EXPLANATIONS AND
DESIGNING SOLUTIONS
• Make observations
(firsthand or from
media) to construct an
evidence-based account
for natural phenomena.
Set boundaries and a time frame for the schoolyard
investigation. Divide the class into investigation groups and
distribute the collecting bag and hand lens to each group.
Ask students how the hand lens might be a useful tool in
determining the texture of different materials.
Explore the concept.
Facilitate the outdoor exploration by circulating among
the groups, observing their findings and listening to their
discussions. To help students elaborate on their explanations
and make connections to previous lessons, ask:
• Can someone tell me what you have collected so far? What
do you observe in that item that makes it rough or smooth?
• How do you think the texture of this item is important?
• Have you collected any parts of plants? Why do you think
that plant part is rough? Smooth?
• Do you think texture is important to plants? What about
animals?
• What do you observe in that item that makes it flexible or
rigid?
• How do you think the flexibility helps this plant/animal to
survive?
• Have you collected any parts of plants? Why do you think
that plant part is flexible? Rigid?
• Do you think flexibility is important to plants? What about
animals? What parts of humans are flexible? Rigid?
• Did you collect any items that repel or absorb water? How
can we find out? What about the property of sink and float?
• Do you think repel and absorb or sink and float might be
useful properties of the items you collected? What makes
you think that?
After students have had the opportunity to collect a variety of
items from the schoolyard, allow sufficient time for them to
examine, sort, and discuss their findings.
Summary Discussion
Conduct a whole-class discussion about the students’
observations and items they collected in the schoolyard. Record
their ideas on the board or chart paper to use in the following
lesson.
Be sure students place their collected specimens in a locations
where they can be used in the following lesson.
84
 LESSON 6B
Lesson 6B : Observing Properties in Nature MATERIALS NEEDED
For each student:
Advance Preparation
student pages
Fill one 9 oz. cup 2/3 full of water for each group.
For each group of 4:
Procedure collecting bag
Explain the concept and define the terms. collection cup
Have the students retrieve items they collected from the hand lens
schoolyard for the previous lesson. Distribute the pipettes Word Sort Card Set
and cups of water to each group. Ask the students to make (property, texture, rough,
observations and drawings of the items to determine the
smooth, purpose, orca,
different properties of the items. Remind the students of how
they investigated repel and absorb and sink and float at the skin, ocean, body, long,
different stations early in the unit. rounded)
1 pipette
Circulate among the groups and check for items that can be 1 cup water
used for classroom discussion (acorns, leaves, pinecones, burrs, For the class:
bark, pill bugs, sow bugs, worms, slugs, etc.). Allow sufficient miscellaneous items
time for students to test their items for repel and absorb and from schoolyard
sink or float. Teacher provides:
water
Repeat the procedure from Lesson 2A for collecting data to chart paper
find out if the class found more items with properties of rough
markers
and smooth, flexible or rigid, repel or absorb, and sink or
float in the schoolyard. After the groups have completed their miscellaneous items
observations, have them tally the properties and share their Post-it notes
findings with the rest of the class. If they have collected both
plant and animal specimens, listen for ideas that relate the PS1.A: STRUCTURE AND
properties to the survival of the organisms. PROPERTIES OF MATTER
• Different kinds of matter
Look for discrepancies in their findings. Ask students how they
determined if something was rough or smooth and if there were exist, and many of them
any items where they had difficulty identifying the texture. can be either solid or
Discuss how they determined which category they settled on. liquid, depending on
temperature. Matter
Post the class results on the board and ask: Are there more can be described
smooth or rough items in our schoolyard observations? Flexible and classified by its
or rigid? Repel or absorb? Sink or float? Remind the class of observable properties.
their previous discussion as to how the properties of most items • Different properties
they observed in the classroom served a purpose. Ask if they are suited to different
think the properties of items in nature also serve a purpose. purposes.
To help the class make connections, ask:
• Do you think it is helpful for the pinecone to be rough?
What makes you think that?
• Do you think the smooth surface of the leaf has a purpose?
What makes you think that? Do you think a rough leaf would
be helpful or hurtful to the plant?
• Why do you think the ________is rigid? How might that help
it in nature?

85
LESSON 6B
PATTERNS
• Patterns in the
natural world can be
observed, used to
describe phenomena,
and used as evidence.
ANALYZING AND
INTERPRETING DATA
• Analyze data from tests
of an object or tool to
determine if it works as
intended.
WRITING
W.2.2: Write informative/
explanatory texts in which
they introduce a topic,
use facts and definitions
to develop points, and
provide a concluding
statement or section.
W.2.7: Participate in shared
research and writing
projects.
W.2.8: Recall information
from experiences or
gathered information
from provided sources to
answer a question.
• Do you think it is helpful for the _____ to be flexible? What
makes you think that?
• Do you think the flexible property of the leaf has a purpose?
What makes you think that? Do you think a rigid leaf would
be helpful or hurtful to the plant? Why do you think that?
Have the students turn to the article “Texture in Nature” in the
Student Journal.
Decide on a reading strategy for the informational text in the
Student Journal.
As a class, discuss the informational text in the Student Journal.
Have students give examples from the classroom activities
and personal experience that relate to the information in the
reading. Have they ever had a burr stick to their clothing? Ask
students for their experiences using Velcro. Ask students to
explain how Velcro and the rough property of burrs are similar.
Explain that Velcro was invented to mimic the action of burrs.
Discuss the properties of burrs and compare to the properties
of Velcro.
Ask:
• Has anyone ever seen a dewdrop or raindrop bead on a
leaf? Ask students to brainstorm ideas of manufactured
items that have properties similar to a leaf.
• Has anyone ever felt the rough skin of a snake? Discuss how
the rough skin of the snake helps it to survive. Ask students
to brainstorm ideas of manufactured items that are similar
to the skin of a snake or the scales of a fish.
Check for understanding that the property of texture can help
in the survival of many plants and animals and that scientists
and engineers use properties in nature to manufacture different
items. Read the Journal Entry prompt as a class.
Pre-Writing Strategy: Science Talk/Word Sort Card Set
Read the Journal Entry prompt as a class. Divide the class into
groups of four students and distribute the Word Sort Card Sets
(property, texture, rough, smooth, purpose, orca, skin, ocean,
body, long, rounded) to each group. Ask the students to discuss
the terms on the cards and determine how they might be
useful in answering the question in the Journal Entry. Give the
students sufficient time to sort and discuss the terms.
Facilitate the pre-writing strategy by circulating among
the groups, listening to their discussions and observing
their sorting of the terms on the cards. To help them make
86
 LESSON 6B
connections among ideas and applications, ask: CONSTRUCTING
• How does this term relate to? EXPLANATIONS AND
• What would happen if the skin of the orca was rough? DESIGNING SOLUTIONS
• Can you give me an example of another animal that has • Make observations
smooth skin? Do you think it is useful? Tell me how. (firsthand or from
Give the students sufficient time to complete the writing. media) to construct an
evidence-based account
Journal Entry for natural phenomena.
The orca whale swims in all the oceans. They are most often
found in the Arctic Ocean and Antarctic Ocean. Orcas eat fish, KEY IDEAS AND DETAILS
squid, birds, and other marine mammals. RI.2.1: Ask and answer
such questions as who,
The orca is among the fastest marine mammals and can swim what, where, when, why,
faster than 35 miles per hour. They have long, smooth, rounded and how to demonstrate
bodies with a large fin in the middle of their backs. understanding of key
details in a text.
Write how the texture of the skin and shape of the body of the RI.2.3: Describe the
orca helps it to survive in the oceans’ waters. connection between
a series of historical
Assessment events, scientific ideas
Use the class discussion and Journal Entry to assess the or concepts, or steps in
students’ ability to relate information and construct technical procedures in a
explanations. text.

87
PLANNING

88
 LESSON 6C
Lesson 6C: Engineering From Nature MATERIALS NEEDED
For each student:
Engineering Task student pages
The goals of this lesson are to reinforce the concepts of Product Descriptor:
properties of matter and how human-made products are Engineering from
designed by mimicking or applying knowledge from nature. Nature
The engineering design problem demonstrates an example of For each group of 4:
how different products are based on what we see in nature. In paper
the student engineering design challenge they are to design an pencils
invention that mimics some animal characteristic. erasers
crayons or colored
Advance Preparation pencils
Make a materials table of the variety of items from the Animal Engineering
schoolyard from Lesson 6A and 6B. Card Set (giraffe, snail,
Prepare a chart or area of the board to make a list of the octopus, rattle snake,
elements that each group needs to include in their engineering turtle, whale, duck,
design of a product that mimics nature. eagle, beaver, bird,
• Name the new item. crayfish, fish, armadillo,
• Label its parts. kangaroo)
• Identify the animal(s) it mimics. For the class:
• Identify the part(s) of the animal that the item mimics. miscellaneous items
• Tell how it is useful and the properties that make the item from schoolyard
useful. Teacher provides:
paper
Procedure pencils
Elaborate further on the concept. erasers
Ask the class if they know what it means to mimic something. rulers
Listen for ideas that relate to copying or imitating. Review crayons or colored
the “Texture in Nature” reading in the Student Journal. Ask pencils
students if the “sticky” nature of burrs could be copied or
item with Velcro
mimicked to make something useful. Pass the item with Velcro
around the room and have the students explain how the Velcro hammer
copies or mimics the action of the burr. Ask: Could the tough, PS1.A: STRUCTURE AND
rough skin of the alligator be copied to make something useful? PROPERTIES OF MATTER
What does the texture of a basketball remind you of? How does • Different properties
the texture of the basketball make it useful?
are suited to different
As a class, brainstorm ideas of other examples of when purposes.
scientists and engineers mimic nature to make useful tools. To
get the class discussion started: CONSTRUCTING
• Hold up the hammer and ask: Do the claws of the hammer EXPLANATIONS AND
remind anyone of a particular animal’s teeth? What about DESIGNING SOLUTIONS
the beaver’s teeth? How does the claw of a hammer mimic • Make observations
the teeth of beaver? What properties of the beaver’s teeth (firsthand or from
make them useful? media) to construct an
• How many of you have a bike helmet? What does the bike evidence-based account
helmet remind you of in nature? What properties make the for natural phenomena.
helmet useful? What about the turtle shell? Or the horns on
a ram?

89
LESSON 6C
ENGAGING IN
ARGUMENT FROM
EVIDENCE
• Construct an argument
with evidence to support
a claim.
TEACHING TIP
If students have difficulty
deciding on an invention or
determining the animal fea-
ture they would like to mim-
ic, guide them with sug-
gestions or assist them in
making a list of features on
the animal cards and how
one feature might make a
useful tool, fun toy, or useful
item of sports equipment.
Do not be too concerned if
students decide to design
an item that already exists.
CONNECTIONS
TO ENGINEERING,
TECHNOLOGY, AND
APPLICATIONS OF
SCIENCE
Influence of Engineering,
Technology, and Science
on Society and the
Natural World
• Every human-made
product is designed
by applying some
knowledge of the
natural world and is
built by using natural
materials.
TEACHING TIP
If time permits, invite the
groups to present their en-
gineering plans as a adver-
tisement to sell the product
or idea to a manufacturer.
• What animal do you think engineers mimicked when
designing airplanes and jets? What makes you think that?
• What other things can you think of that are copied from
nature?
Review the properties they have investigated in the unit and
how the properties of items make them useful. Tell the class
that they are going to become engineers and design a useful
tool, toy, or item of sports equipment mimicking different
properties that animals possess. Review the idea of the bicycle
helmet as sports equipment that mimics the protection of the
turtle shell and ram horns.
Review the Engineering Design Process with the class. (See pp.
102-3 in the Appendix.)
Divide the class into groups of four. Remind the students that
during a brainstorming session:
• All ideas are welcome and recorded.
• Wild ideas can lead to great inventions.
• Stay on the topic of inventing from what we see in animals.
• Respect each other’s ideas.
• Respect each other’s time to speak.
• Build on each other’s ideas.
• Draw and write all ideas to keep a record.
Distribute one Animal Engineering Card Set to each group.
Explain that the card set may be useful in inspiring ideas.
Distribute paper, rulers, markers, and colored pencils to
the groups. Inform the class that there is a time limit for
brainstorming, designing, and drawing their new product that
mimics animals.
Facilitate the group activity by circulating among the
students, listening to their ideas and observing their recording
and drawing of their plans. To help groups brainstorm
collaboratively, ask:
• Can someone explain what you have discussed so far?
• What do you think about what ______said? Can anyone
build on that idea?
• Does anyone have another idea? Do the rest of you agree?
Why or why not?
• Why did you decide to mimic this animal? What features
or properties does it have that you find useful? What effect
does that feature have on helping the animal to survive?
• Tell me more about
• What do you mean when you say__________?
• How will you go about drawing a model of your invention?
What labels and details can you add?
90
 LESSON 6C
Give the students a time limit to design and draw their new PATTERNS
product. Have them be as detailed as possible and remind them • Patterns in the
to label the parts and materials in their design. Review the natural world can be
requirements on the Product Descriptor and have each group observed, used to
check to make sure their plan includes the elements. Have the describe phenomena,
groups make a list of the special features of their design and and used as evidence.
which animal(s) they chose to mimic.

Have the students affix their drawings to chart paper or CAUSE AND EFFECT
construction paper for display on the bulletin board or walls. • Events have causes
that generate
Summary Discussion: Science Talk observable patterns.
Allow sufficient time for each group to present their • Simple tests can be
Engineering Design for an invention that mimics an animal. designed to gather
Allow time for students to ask questions of one another and evidence to support or
make suggestions to improve their designs.
refute students ideas
As a class, discuss the experience of looking at the properties of about causes.
features of different animals and using the properties to design
a useful device. MATHEMATICAL
PRACTICES
Have the students direct one another in their conversations and 1. Make sense of problems
cite experiences and evidence when explaining their decisions and persevere in solving
for design. them.
2. Reason abstractly and
Allow sufficient time for the groups to collaborate and complete quantitatively.
the Journal Entry. 3. Construct viable
arguments and critique
Journal Entry
1. Write the name of the animal your group chose to mimic. the reasoning of others.
2. Write the part of the animal that your group chose to mimic. 4. Model with mathematics.
3. List the properties of the animal part that make it useful. 5. Use appropriate tools
4. How does the part help the animal to survive? strategically.
5. Draw and label your invention. 6. Attend to precision.
6. Describe how your invention is useful. 7. Look for and make use of
7. Draw and write the changes you would make to improve structure.
your invention. 8. Look for and express
regularity in repeated
Assessment reasoning.
Use student inventions, Science Talk, and the Journal Entry to
assess students’ understanding that different properties are
suited for different purposes.

Use student inventions, science talk, and the Journal Entry

to assess students’ understanding that every human-made
product is designed by applying some knowledge of the natural
world.

91
PLANNING

92
 ACTIVITY 7
Activity 7: Putting Pieces Together ESTIMATED TIME
Lesson 7A: 50-60 minutes
Teacher Background Information Lesson 7B: 50-60 minutes
As an introduction to the concept that all matter is made
up of small particles, second graders are introduced to the OBJECTIVES
idea that an object made up of a small set of pieces can • Make observations
be disassembled and made into a new object. At this point to determine that a
in their learning second graders will have had experience small set of pieces can
with different building blocks that they have disassembled be disassembled and
and rearranged to make a variety of different things. In this rearranged into a new
activity students will disassemble their shelters from Activity object.
3 and rearrange the pieces to make a different structure. The • Determine if the new
discussion at the end of the activity is to find out if any of object has new and
the properties of the structure may have changed due to the different properties.
rearranging of the pieces.
KEY QUESTIONS
As students progress through the grades they will begin a • How can we determine
more in-depth exploration of the particles that make up matter if an object made up
and what happens to the particles in a physical and chemical of a small set of pieces
change. can be disassembled
and rearranged into a
Elaborate On The Concept different and new object?
This phase of the learning continues and gives the students • How will the properties
the opportunity to determine if the properties of a structure change from an original
change if smaller parts of the structure are disassembled and object that has been
rearranged to make a new structure. disassembled and
Lesson 7A: Putting Pieces Together rearranged into a new
Advance Preparation object?
You will need a small set of building blocks, such as LEGOs, MATERIALS NEEDED
or wooden blocks, for the Engage the Learner phase of this For each student:
lesson. Assemble a simple structure out of the blocks before student pages
class time. For each group:
structure from activity
Have the team structures available for students to use during
Teacher provides:
this activity.
set of building blocks
Procedure PS1.A: STRUCTURE AND
Engage the learner. PROPERTIES OF MATTER
Display the structure made from the set of blocks so the class • A great variety of ob-
can observe. Ask the students to share their experiences with jects can be built up
different kinds of building blocks. Listen for explanations of from a small set of
how the blocks are smaller pieces of the whole. Ask students pieces.
if the structure could be taken apart and rearranged to make
something else. TEACHING TIP
Keep your demonstration
structure a simple struc-
ture, with few pieces, to
limit the time it takes to
disassemble and rearrange.
93
LESSON 7A
PATTERNS Ask a student volunteer to take apart the structure and make
• Patterns in the natural a new structure. Have the students observe the new structure
world can be observed, and determine the properties of the new structure are different
used to describe from or the same as the original structure. Ask a second or
phenomena, and used third student to rearrange the blocks and observe for changes
as evidence. in properties.

CONSTRUCTING Students should recognize that some properties(e.g., size and

EXPLANATIONS AND shape) may change and other properties(e.g., hard, rigid,
DESIGNING SOLUTIONS color) stay the same. Discuss how some, but not all properties
Constructing explanations of water change when there is a temperature change and that
and designing solutions when water is solid or liquid, it is still water.
in K–2 builds on prior
experiences and progresses Explore the concept.
to the use of evidence Review the purpose of building the structures in Activity 3.
and ideas in constructing Remind the students that they were to consider the properties
evidence-based accounts of the material to build the structure to meet the criteria.
of natural phenomena and Divide the class into their engineering teams and read the
designing solutions. challenge in the Student Journal.
• Make observations
(firsthand or from Your engineering team has been asked to take apart your
media) to construct an structure and rearrange the pieces to make a new and
evidence-based account different structure. You may not add new pieces, and you must
for natural phenomena. use all the original pieces.

CAUSE AND EFFECT Review the Engineering Design Process and encourage the
• Simple tests can be teams to brainstorm and collaborate before they begin to
designed to gather disassemble and reassemble.
evidence to support or
refute student ideas Facilitate the team exploration by circulating among
about causes. the students, listening to their ideas and observing their
collaborating process. To check student progress, ask:
• Can someone explain what you have thought about so far?
• Why do you think that will work?
• Would it be helpful to draw your plan?
• Is there another way that will also work?
• Does anyone have a different way to change the structure?
• Have you recognized any properties that changed? What
properties stayed the same?

Allow sufficient time for the groups to disassemble and rebuild

their structures and record their responses in the Student
Journal.

94
 LESSON 7A
1. Draw a diagram of your first structure. ENGAGING IN
2. Draw a diagram of the new structure. ARGUMENT FROM
3. Our biggest challenge was: EVIDENCE
4. Our biggest success was: Engaging in argument
5. List the properties that stayed the same. from evidence in K-2 builds
6. List the properties that changed. on prior experiences and
progresses to comparing
Summary Discussion ideas and representations
Explain the concept and define the terms. about the natural and
Ask engineering teams to share their new structures with the designed world(s).
rest of the class. Discuss the use of the materials and if the • Construct an argument
rearranging changed any of the properties. Students may with evidence to support
discover that size and shape may change significantly, but the a claim.
structure is still made of the same material, just in a different
pattern or configuration. TEACHING TIP
Students may have
Ask the class: difficulty identifying
• Were any of the teams able to make a change in texture? evidence in their building
How did it change? experience. Encourage
• Were any of the teams able to make a change in flexibility? students to recall the
• Did any of the new structures change how it interacts with physical appearance and
water? properties of the initial
• What can we learn from rearranging the smaller parts that design and compare to the
make up a structure? appearance and properties
of the new design.

MATHEMATICAL
PRACTICES
1. Make sense of problems
and persevere in solving
them.
2. Reason abstractly and
quantitatively.
3. Construct viable
arguments and critique
the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools
strategically.
6. Attend to precision.
7. Look for and make use of
structure.
8. Look for and express
regularity in repeated
reasoning.

95
PLANNING

96
 LESSON 7B
Lesson 7B: Putting Pieces Together MATERIALS NEEDED
Procedure For each student:
Elaborate on the concept. student pages
Compare the experience of rearranging the blocks to rearranging For each group:
the materials that made up the team structures. Discuss how the structure from Activity 3
uniformity of the blocks may limit the ability to rearrange. Ask Teacher provides:
students who used clay to keep their material together if the chart paper
properties of the clay helped to rearrange the other material. markers
water
Look for teams that used the pipe cleaners in a different manner
than in the original design. Ask:
WRITING
• Could you rearrange the materials a third time?
W.2.2: Write informative/
• Would the new structure still be made of the same material? explanatory texts in which
How do you know? they introduce a topic,
• Would the properties of the third structure be the same as the use facts and definitions
first and second structure? How do you know? to develop points, and
provide a concluding
If time permits, give the students sufficient time to rearrange statement or section.
their structures a third time. Remind the class that they are to use W.2.5: With guidance and
all of the original pieces and cannot use new pieces to make the support from adults and
structure. peers, focus on a topic
Evaluate the students’ understanding of the concept. and strengthen writing as
needed by revising and
Read the Journal Entry to the class. editing.
Pre-Reading Strategy: Science Talk W.2.7: Participate in shared
Discuss the term evidence in the Journal Entry prompt. Ask research and writing
students what evidence they have that supports the statement. projects.
Make a list of their ideas on the board or chart paper for them to W.2.8: Recall information
use as a reference when they complete the writing. from experiences or
gathered information
You and your engineering team have taken apart a structure and from provided sources to
built a new structure. Write what changed. Give evidence that a answer a question.
structure made of small parts can be taken apart and made into a
different structure. PS1.A: STRUCTURE AND
PROPERTIES OF MATTER
Allow sufficient time for teams to collaborate and decide • A great variety of
on a response to the Journal Entry. Check for whole group objects can be built
participation in their talk. up from a small set of
Assessment pieces.
Use the Journal Entry and Activity Page to assess the students’
understanding that a variety of objects can be built from smaller
pieces.
Use the Journal Entry and class discussion to assess the students’
ability to construct an argument based on evidence.

97
PLANNING

98
 APPENDIX
KEY TERMS
absorb - Absorb is to take in or soak up.

buoyancy - Buoyancy is the ability to rise or float in air or a liquid.

clear - Clear is the ability to to be seen through.

colorless - Colorless is without color.

flexible - Flexible is the ability to bend.

float- Float is the ability to stay on top of a liquid or in the air. An object floats when all or part of
the object stays on top of a liquid or the ground.

freezing - Freezing is the temperature at which a liquid turns to a solid.

liquid - A liquid takes the shape of its container and can flow or pour from one container to
another.

matter - Matter is any substance that takes up space. Matter can be a solid, liquid, or gas.

melting - Melting is the temperature at which a solid becomes a liquid.

odorless - Odorless is without odor or smell.

property - A property is a characteristic of an object or substance that can be observed or

measured. Size, shape, color, texture, and flexibility are all properties.

purpose - Purpose is the use or goal for an object or material.

repel - Repel is to push something away.

rigid - Rigid is unbending or stiff.

rough - Rough is uneven, coarse, or bumpy surfaces.

sink - An object sinks when it moves toward the bottom of a liquid or air.

smooth - Smooth objects are even and without coarse, bumpy surfaces.

solid - A solid has its own shape; it does not take the shape of its container and does not flow or
pour.

temperature - Temperature is the measure of the amount of heat in an object.

texture - Texture is a property that tells the way something feels when touched. Rough and smooth
are some ways to describe the texture of an object.

99
 APPENDIX
A MODEL FOR GUIDED READING AND THE SCIENCE CONTENT

Component Criteria and Strategies Curriculum Connection

Select Set your literacy and science goals: Common Core State Standards
Children’s • What reading strategies do you want Reading Standards for Informational
Science to accomplish? Text:
Literature • What writing strategies should • Key Ideas and Details
accompany the unit?
• Craft and Structure
• What oral and presentation strategies
do you want to accompany the unit? • Integration of Knowledge and
Ideas
• What science content do you need to
cover? • Range of Reading and Level of
Text Complexity
• What science process skills can you
incorporate? Science Content:
• Are there any other curricular areas • Physical Science
that can also be accomplished in the • Life Science
unit?
• Earth Science
Select books with the following:
• Scientific accuracy. Science Processes:
• Readability for the strategies chosen. • Science and Engineering
Practices
• Illustrations that connect to the text.
• Disciplinary Core Ideas
• High interest that makes a connection
to the Real World in the here and now. • Crosscutting Concepts
• Content that will lead to questions,
observations, and/or investigations.

Classroom • Evaluate groupings of students.

Management/
Advance • Familiarize yourself with the text and
Preparation related science activities.
• Mark passages that may be
problematic.
• Create board or chart paper space for
mapping ideas.
• Prepare introductory questions.
Before • Introduce the book. Common Core State Standards
Reading • Read and discuss the title and cover. Reading Standards for Informational
Text:
• Do a “walk” through the book.
• Key Ideas and Details
• Activate background knowledge.
• Craft and Structure
• Record student initial thinking on
chart or concept map. • Integration of Knowledge and
Ideas
• Conduct activities/discussions that
create interest. • Range of Reading and Level of
Text Complexity
• Invite students to make predictions.
• Stimulate questions; record initial
questions.

100
 APPENDIX
Component Criteria and Strategies Curriculum Connection
During • Have the students read independently or in Common Core State Standards
Reading shared reading groups at their own pace. Reading Standards for Informational
Text
• Assist students with problem solving.
• Key Ideas and Details
• Provide reinforcement and encouragement when
appropriate. • Craft and Structure
• Prompt as necessary. • Integration of Knowledge and Ideas
• Range of Reading and Level of Text
Complexity

After Reading • Conduct group reading conferences. Common Core State Standards
Reading Standards for Informational
• Draw relationships between background Text
knowledge and content from text in the book.
• Key Ideas and Details
• Ask for evidence from the reading for “new”
knowledge. • Craft and Structure
• Encourage rereadings. • Integration of Knowledge and Ideas
• Pose open-ended questions. • Range of Reading and Level of Text
Complexity
• Assess individual progress.
• Record science questions generated from the
readings.
• Relate “new” knowledge to previous science
activities.

Science • Provide activities for responding to text.

Activities
• Design classroom investigations based on
student-generated questions.
• Set up stations for exploration relating to text and
student questions.
• Relate “new” knowledge from activities to “new”
knowledge from reading.

Writing in • Use the Activity Pages and Journal Entries in the Common Core State Standards
Science Student Journal that accompany the activities to
accomplish the following purposes for writing: Writing Standards:
- descriptive writing
• Text Types and Purposes
- stories • Production and Distribution of
- letters Writing
• Research to Build and Present
- explanations of processes Knowledge
- persuasive essays • Range of Writing
- lab reports Language Standards:
- introductions
• Conventions of Standard English
- conclusions • Vocabulary Acquisition and Use
• Use the Activity Pages, Journal Entries, and
investigations to help students begin to plan,
draft texts, revise, and edit in response to the
feelings and ideas expressed by others.

101
APPENDIX
THE LEARNING CYCLE APPROACH
The 5-Step Learning Cycle (Constructivist Learning)

EVALUATE ENGAGE

TITLE:

EXPLORE
ELABORATE

EXPLAIN

102
 APPENDIX
THE LEARNING CYCLE APPROACH

Learning Cycle Approach

Step 1: Engage the learner.

Activities are introduced that engage students with a problem or phenomenon. Such activities
capture students’ interest and enable them to make connections with what they know and can do.

Step 2: Explore the concept.

Next, students participate in hands-on experiences through which they explore the concept
further. They receive little explanation or terminology at this point because they are to define the
problem or phenomenon in their own words. At this stage in the learning process, students are
meant to acquire a common set of experiences so that they can help one another make sense of
the concept. Students spend considerable time talking about their experiences, both to articulate
their own understanding and to understand one another’s points of view.

Step 3: Explain the concept and define the terms.

Only after students have explored the concept independently are scientific explanations and terms
for what they are studying introduced. Students then use the terms to describe what they have
experienced and begin to examine how the explanation fits with what they already know.

Step 4: Elaborate on the concept.

Students are given opportunities to apply the concept in new situations, or they are introduced
to related ideas that they explore and explain using the information and experiences they have
accumulated so far. Interaction between students is essential during the elaboration stage. By
discussing their ideas with each other, students gain a deeper understanding of the concept.

Step 5: Evaluate students’ understanding of the concept.

In this stage, students continue to elaborate on their understanding and evaluate what they now
know and what they have yet to figure out. Although the key word at this stage is evaluate, this
does not indicate finality. Indeed, students will continue to construct their understanding of each
broad concept throughout their lives.

From: Science for Life and Living and Inquiry and Learning

103
 APPENDIX
ENGINEERING DESIGN PROCESS
The engineering design process provides students with a series of steps to guide them as they
solve problems and design and test products, models, and solutions. The process is cyclical, yet
not necessarily in an order. Students are encouraged to evaluate as they progress through the
process, revisit the mission often, and revise thinking and their plan multiple times as the process
unfolds.
Engineers do not always follow the engineering design process steps in order, one after another.
It is very common to design something, test it, find a problem, and then go back to an earlier
step to make a modification or change the design. Engineers must always keep in mind the
mission or problem they are trying to solve and the limitations (cost, time, material, etc.) that are
part of the solution to the problem. Two key elements in working as an engineer are teamwork
and design-test-and redesign.
Mission:
• Defines the problem and what the engineers are trying to design or build.
• Describes the limitations within which the engineers must solve the problem.
Brainstorm Ideas:
• Imagine, discuss, and sketch possible solutions.
• Conduct research into what has already been done.
• Discover what materials are available, time frame, and other limitations.
Plan and Design:
• Draw and write a plan
• Design your solution through drawing and manipulating materials.
• Develop a plan or steps and a schedule.
Build:
• Construct your engineering device or project.
• Follow your plan.
• Adjust and test along the way.
Test and Adjust:
• Test your device to see if it solves the problem within the mission and limitations.
• Make your project better based on tests. Test -> Revise -> Test
• Improve based on feedback of others.
Present Your Solution:
• Demonstrate how your solution solves the problem.
• Define problems and limitations.
• Describe the challenges and limitations in solving the problem.
• Describe additional revisions that could improve the device or project.

104
 ENGINEERING DESIGN PROCESS
APPENDIX

Engineering Design Process

BRAINSTORM IDEAS
• Imagine, discuss, and
sketch possible ideas
• Research what has been
done
• Discover what
materials are available
PRESENT YOUR PLAN and DESIGN:
SOLUTION • Draw a plan
• Define problems and • Design your solution
limitations
• Describe the challenges
THE MISSION through drawing and
manipulating materials
and limitations in solving What is the • Develop steps and a
the problem
problem you are schedule

105
trying to solve?
TEST AND ADJUST
• Test your device to see BUILD:
if it solves the problem • Construct your
within the mission engineering device
• Make your project • Follow your plan
better based on tests • Adjust along the way
• Improve based on
feedback of others
by Battle Creek Area Mathematics and Science Center and Cereal City Science
Adopted from the Carnegie Mellon Robotics Academy
APPENDIX
SCIENCE TALK
Science Talk is a carefully crafted discussion between students that is an essential part of
making meaning and processing discoveries and information. Students who are actively
engaged in Science Talk put forth their ideas in a clear, concise form in a non-threatening
environment. Conflicting and complementary ideas are presented, discussed, and debated
using evidence. Students are also active, respectful listeners and value the ideas of their
classmates. Students consider and evaluate their won and others’ competing ideas. They are
intellectually engaged in making sense of their observations, data, and forming ideas.

Science Talk is not an add-on to science investigations. It addresses important science content
and is a critical part of the lesson and learning. Science talk can be whole group, small group
and teams of two students. Through discussion with one another, students explore their ideas,
make comparisons to the ideas of others, use evidence, and develop the skills to critique and
prepare academic arguments.

Setting up your class for Science Talk:

• Provide an environment where everyone can see each other. It is important that students be
able to make eye contact and see/use gestures when listening and explaining. Students may
also draw simple diagrams to make their ideas more clear.
• The discussion is focused on the topic and not allowed to stray.
• Students are motivated to participate, and the conversation is not just for the talkers in the
class; everyone has a right and responsibility to contribute.
• The teacher has the role of facilitator and record keeper of the students’ ideas. When
students participate in Science Talk they address each other; it is not a back-and-forth
discussion between student → teacher → student → teacher.
• Lay the foundation for Science Talk by establishing a clear set of norms and boundaries for
the discussion. These norms should include listening to one another and responding to one
another respectfully.
• Provide an atmosphere where there is a feeling of trust and that disagreements are handled
respectfully so that ideas and not students are challenged.
• Prior to any Science Talk, make sure that students understand the key concepts that are
open for discussion and that how they relate to a greater understanding of their explorations
and investigations.
• Be prepared with a well-thought-out question to start the discussion and have a few follow-
up questions to keep the conversation going.
• Be prepared with facilitation questions that develop scientific thinking.

Orchestrating Science Talk for meaning making will take time to develop student attitudes and
effective participation in speaking and listening. Over time, with a strong set of guidelines and a
classroom climate of trust and respect, your students will become more comfortable and better
speakers and listeners with the purpose of deep conceptual understanding.

106
 APPENDIX
EFFECTIVE QUESTIONS TO FACILITATE SCIENCE TALK
• To help students build confidence and rely on their own understanding, ask:
-- Why is that true?
-- How did you reach that conclusion?
-- Does that make sense?
-- Can you draw a model to show that?

• To help students learn to reason scientifically, ask:

-- Is that true for all cases? Explain.
-- Can you think of a counter-example?
-- How would you prove that?
-- What assumptions are you making?

• To help students elaborate on their explanations, ask:

-- Why do you think that?
-- How do you know?
-- What do you mean when you say . . . ?
-- Tell us more about . . .
-- How might you find out or confirm?

• To help students collectively make sense of science, ask:

-- What do you think about the idea that _______ shared?
-- Do the rest of you agree with that idea? Why or why not?
-- Does anyone have the same idea but a different way to explain it?
-- Does everyone understand what ________ said?
-- Can you explain why your idea/discovery makes sense?

• To help when students get stuck, ask:

-- How would you describe the problem we are trying to solve in your own words?
-- What data has the class collected?
-- Would it help to create a diagram or make a data table for the whole group?
-- How does your work compare to the work of other groups?
-- What background information do we have that might help us?

• To make connections among ideas and applications, ask:

-- How does your idea relate to . . . ?
-- What previous concept understanding connects to this question?
-- Can you give me an example of . . . ?

• To encourage reflection, ask:

-- How does your evidence demonstrate an understanding of the concept?
-- Does the data seem reasonable? Why or why not?
-- What are the key concepts that you can use from this investigation?

107
APPENDIX
FIELD TRIPS AND CLASSROOM VISITORS

Field Trips

Visit a grocery store, market, or hardware store and have the guide discuss how the items are
sorted by their properties and function.

Visit a construction company and ask the guide to explain the different materials used in
constructing different buildings. Have them discuss how they use properties of materials to
determine strength, visibility, safety, and durability through different weather conditions. Have
the presenter discuss how many different pieces are assembled to make a larger structure.

Classroom Visitors

Ask an engineer and/or architect to visit the classroom and demonstrate how they determine
the properties of different materials when designing different objects and choosing the
appropriate materials. Ask the presenter to discuss the materials used from nature to
manufacture different items.

Ask an artist to visit the classroom and demonstrate how they use texture in paintings and
drawings.

Ask a historian to demonstrate how Native Americans and early pioneers used the properties
of materials found in nature to make tools, shelter, and other items that helped them to
survive.

108

Process skills are derived from looking at what a scientist does. In order to teach students these
process skills, it is necessary that they actually observe, describe, measure, and communicate- in
other words, that they act like scientists. This gives students a deeper understanding of the nature
of science and enables them to “do” science, which in turn will help them learn the facts and
understand concepts of science. The basic process skills provide a foundation for the more complex
integrated process skills that follow.
Basic Process Skills
Classifying - ordering or grouping objects or events
according to an established scheme based on
observations
Collecting Data - gathering information about
observations and measurements
Communicating - giving or exchanging information
orally, verbally, and/or in writing
Comparing/Contrasting - analyzing events, objects, or
ideas for similarities or differences
Describing - using specific words or symbols to tell or
write about an object, event, idea, or person
Estimating - approximately calculating a quantity or
value based on previous experience
Inferring - developing ideas that are based on
observations
Interpreting - using observations or information to
explain scientific phenomena
Making Models - developing a physical or mental
representation to explain an idea, object, or event
Measuring - using a variety of tools, comparing
objects to arbitrary units that may or may not be
standardized
Observing - using one or more of the five senses to
gather information
Predicting - forming an idea of an expected result that
is based on inferences, observations, and previous
experiences
Questioning - generating reasonable inquiries about the
world, based on observation and experience
Recognizing Relationships - having the ability to make
connections between science concepts and ideas
Record Keeping - gathering and recording information
about observations and measurements in an
organized, easy-to-read format
Sequence/Ordering - arranging objects, ideas, or events
in a specific order
109
APPENDIX
SCIENCE PROCESS SKILLS
Integrated Process Skills
Acquiring and Processing Data -collecting
data and producing data tables and
graphs
Analyzing Data - interpreting data and
communicating the implications of the
data
Concluding - answering the question posed
in the experiment and supported by the
data collected
Constructing Tables of Data - organizing
data in a manner that is efficient and
easy to read
Constructing Graphs - presenting or
communicating data in the form of a
picture
Controlling Variables - keeping all variables
constant except the one that is being
tested
Designing Investigations - developing a
systematic method to test a hypothesis
Experimenting - designing an activity to
intentionally solve a scientific problem
Formulating a Hypothesis - constructing a
generalization that can be tested and is
formulated from observations, questions,
and current knowledge and provides
guidance as to what data to collect
Identifying Variables - identifying factors
that can be changed within an
investigation
Information Gathering - retrieving and using
both written and verbal communication
to solve scientific problems
APPENDIX
COOPERATIVE LEARNING
Cooperative Learning: Group Work In Action
Scientists do not work alone. Collaboration is important in science and in the science
classroom. A scientific collaborative group is one in which each member contributes his or
her talents to the activity of the group. Research has shown that students learn better and are
more successful when they work in pairs or small groups. Working together promotes positive
attitudes and self-confidence.
All students need science classes that encourage student interaction and discussion and have a
community structure of shared leadership, mutual respect, and trust rather than a hierarchical
or authoritarian structure. Dealing with differences and controversy in a science class is difficult
for students, especially for underrepresented groups who may already feel vulnerable in this
environment. There must be an atmosphere of trust between teachers and students, as well
as among students. In this type of environment, students feel comfortable enough to take
risks and make mistakes. They can more easily take themselves and their egos out of any
controversy that arises, so they can deal logically with the ideas. Sharing in a small group is
much easier than in front of an entire class. Being able to say “Our group decided that . . . ”
takes the pressure off the individual student.
In this unit, students interact with more than one person at a time as they work in groups
of three or four. The activities in this unit are designed to help students develop these
cooperative learning skills:
• Explaining their own ideas
• Listening to and accepting the ideas of others
• Learning by observing and using the ideas of other students
• Realizing that it is all right for people to have different ideas and different ways of doing
things
• Sharing
• Reaching consensus within the group
Once collaborative groups are in place, the teacher will spend more time being a teacher
and less time being an administrator or manager. When students are working in groups, the
teacher is free to roam around the room (compared to being the focal point for the whole
class), to observe and listen to students as they work (rather than being the questioner of
students), and to interact with individuals and small groups as needed (instead of responding
to the whole class).
If students have had no prior experience working in groups, they will not know how. It may
be necessary for you to supply the initial guidance until they are ready to assume responsible
roles within their groups themselves. To give students practice in group work, keep the initial
work simple and the directions very clear.
Discuss rules for working without controversy and chaos, within different groups.
These rules might include:
• Remaining in the group
• Sharing materials

110
 APPENDIX
COOPERATIVE LEARNING
• Talking in a soft voice
• Not bothering other groups
• Allowing group members to complete own task
• Allowing everyone to talk
• Encouraging everyone to contribute
When grouping students, teachers must be cognizant of the make up of their classes. Gender,
minority populations, academic ability, and social behavior are factors that need to be taken
into consideration. A grouping method should not inadvertently favor or disfavor one segment
over another. Ideally, students should not be aware of the rationale of the grouping, only of
the process. This may not be completely possible, as even young children are aware of the
personalities of their classmates. Giving roles special names makes them more significant to
the students. Here are some suggested names or titles:
• Reader: does any required reading, directions, etc.
• Recorder: records data and observations
• Getter: responsible for materials
• Starter: first to work with the materials
• Reporter: gives report of group results
• Consultant: tells teacher if the group needs help or materials, or has questions
• Design Engineer: designs and directs how the objects should be used
• Construction Specialist: puts the pieces together
All roles should be assigned randomly and the role assignments changed at the beginning of
each activity. Students should be encouraged to seek help from their team members if they
are having difficulty. Remind students that this is a team effort.
Brief and clearly stated instructions are very important. Older children can read them for
themselves. When giving younger students instructions, ask several individuals to repeat the
instructions back as they heard them. This will help you know if your directions were clear.
All materials should be obtained prior to the activity. They should be placed in a location easily
accessible to the students responsible for obtaining them. A supply of containers should be
kept for children to use to carry their materials.
Teams should begin their activities as soon as they have their materials. Move around the
room, visiting each team and listening. Comment only when your assistance is needed or
wanted. This is the students’ time to investigate on their own. Be prepared to meet the needs
of groups and individuals as you move from team to team.
When you feel the students are ready to discuss what they have been doing, be ready to end
the activity. A prearranged signal, such as ringing a bell, can tell the class that it is time to
stop. It is hard to know whether to end an activity if most teams have finished but not all have.

111
APPENDIX
COOPERATIVE LEARNING
Sometimes it seems better to cut the activity somewhat short while interest is still high, rather
than when it begins to wane; perhaps let unfinished teams examine results of the other teams.
On other occasions it might seem important to let all teams finish, especially if a crucial
discussion will take place following the activity. Your experience is the best guide!
Due to the diversity of classrooms, there is no single best model for collaborative learning.
Teachers may choose and/or modify the suggested strategies to best fit their individual needs.
Teachers familiar with cooperative learning techniques should feel free to use them in the
lessons.
Taken with permission from Michigan Department of Education/Constructing Toys and
Concepts Teaching Unit.

112
 APPENDIX
INCLUSIVE EDUCATION
Suggestions for Inclusive Education
Science is an excellent vehicle for easing exceptional students into the classroom. Students with
disabilities include a wide variety of learner types, probably as divergent as the population of
non-disabled students. There are several areas of functioning that inhibit school success for a
large number of students with disabilities, regardless of “category” of disability. These areas of
functioning interact most specifically with classroom environments and include the following:
1. Language and Literacy. Language deficits are particularly common in students with mental
retardation, learning disabilities, and hearing impairments. They are also seen in many visually
impaired or physically handicapped students who have had more limited experiences in which to
develop language, or in severely emotionally handicapped students whose emotional difficulties
may have inhibited appropriate language development. Language cards, verbal elaboration, and
other vocabulary-enhancing techniques can be helpful with almost all groups of students.
2. Intellectual and Cognitive Development. Deficits in these areas are characteristics of all
students with mental retardation. Milder intellectual or cognitive deficits are also observed
in many students with learning disabilities, emotional handicaps, and physical or sensory
impairments. A reading disability is the greatest threat. Tape recording the reading materials and
allowing the student to dictate his/her answers to questions would be very helpful. Simplifying
concepts and requirements could also be beneficial.
3. Attention and Memory. Problems with sustaining attention to task or in remembering
procedures, deadlines, or verbal information are characteristic of most disability areas,
particularly with students characterized as learning disabled, mentally retarded, or emotionally
handicapped. Strategies for increasing attention include: direct appeal by coming to an
understanding about the nature of the problem and why it needs to improve; standing near
the inattentive student, allowing movement needed by that student; using humor and variety
in the teaching, teaching enthusiastically; using visual aids; enlisting peers to help; reinforcing
attending by offering some type of positive feedback; and teaching self-monitoring strategies to
the student. Strategies for increasing memory include: increasing attention; promoting the use
of external memory (writing notes and providing physical prompts); enhancing meaningfulness;
using pictures or imagery; minimizing interfering information; promoting active manipulation and
active learning; increasing practice; and using mnemonic techniques.
4. Social Behavior. This is a particular problem for students with emotional handicaps; however,
most students with disabilities have had at least some problems adjusting to society, and many
have had a frustrating history of school failure. Strategies to help students include: establishing,
posting, and reinforcing rules for class; speaking directly to the student with inappropriate
behavior; using positive reinforcement; rewarding attendance; using a group reward system;
providing exciting demonstrations and activities; and finding help for troubled students.
5. Physical or Sensory Functioning. Physical clumsiness and lack of manual dexterity are often
displayed or exhibited by students from many disability areas. Strategies to help students
include: making yourself visible; acting and speaking naturally; allowing the student to explore
the physical environment; using appropriate guiding techniques and promoting their use with
classroom peers when necessary; providing easy access in the classroom; using tape recorders;
making appropriate adaptations; and being able to implement appropriate medical (and
nonmedical) considerations. However, students with learning disabilities, mental retardation, or
emotional handicaps often also exhibit delays in gross motor or fine motor functioning.

113
APPENDIX
INCLUSIVE EDUCATION
The following are some general, overall recommendations that apply to any student
mainstreamed into any regular classroom.
1. Remember that, first and foremost, each student, disabled or non-disabled, is an individual.
The student thinks of himself/herself as an individual and not as a disabled kid. He/She has
long been used to having a particular characteristic that others see as a handicap. To the
disabled student, the handicap is often only one of a variety of his/her personal characteristics.
2. With appropriate support, most students can succeed in at least some mainstreamed
settings. For others, the mainstream classroom may not prove to be the optimal instructional
environment. However, before any specific decisions have been made, make sure you give the
student a good chance to succeed in this new environment.
3. Consult the special education teacher whenever possible. The special education teacher
probably has a wealth of information regarding the student’s history, personal characteristics,
and effective teaching strategies. Collaboration with the special education teacher will make
the task of mainstreaming much easier.
4. Consider IEP objectives. All students included in special education have an IEP or
Individualized Education Program.
5. Keep your expectations high. Most special education students want to participate fully in all
class activities; however, they may be shy or unsure of themselves and consequently allow
others (including yourself) to do their work for them.
6. Do not single the student out more than necessary. It is important to take a matter-of-fact
approach to the student’s disability.
7. Prepare your class for the students with disabilities. Discuss the disability with students.
8. Use effective instructional techniques:
• Provide “wait time” of 5-8 seconds after asking a question.
• Provide cues, like the first letter of the answer, when students are stuck.
• Call on slower students first.
• Develop a signal between you and an anxious student that warns him/her that you’ll call on
him/her.
• Use daily and weekly review to be sure that students have retained previously presented
information.
• State your objective clearly.
• Deliver information clearly and succinctly.
• Provide guided practice.
• Provide independent practice.
• Use formative evaluation.
• Emphasize the critical features of the concept.
• Link the new concepts to ideas the students already know.

114
 APPENDIX
INCLUSIVE EDUCATION
• Provide both instances and non-instances of the concept.
• Develop strategies to assist students who have difficulty writing.
9. Prioritize objectives.
10. Remember that diversity in the classroom is a positive experience for everyone. Plan your
lessons so all students can be successful in your classroom. Anticipate and take care of possible
problems before they occur.
11. Be flexible!

Parts taken with permission from A Practical Guide for Teaching Science to Students with Special
Needs in Inclusive Settings, by Margo A. Mastropieri and Thomas E. Scruggs, published by Pro-
Ed, Austin, Texas.

115
APPENDIX
ENCOURAGING UNDERREPRESENTED GROUPS
The following strategies will help to encourage females and minorities to choose science
careers.
• Use an inquiry-based approach to science instruction, as opposed to mere information deliv-
ery or use of worksheets.

• Emphasize hands-on activities that provide students with a wide variety of experiences and
opportunities to explore problems whenever possible.

• Insist that the female and/or minority students manipulate the laboratory equipment instead
of being the “data recorder” during hands-on science activities. Watching rather than doing
science prevents the full development of skills and interests.

• Introduce activities related to everyday life experiences.

• Use cooperative, rather than competitive, small-group work. Encourage peer tutoring. Having
students share their ideas or predictions, test and verify those predictions, and then summa-
rize what has been said or done is a very beneficial process.

• Use text, curricular materials, and classroom language that illustrate women, girls, and other
minorities, as well as men and boys, carrying out science work and experiments.

• Provide positive experiences in visualizing and manipulating spatial configurations to

improve spatial tasks.

• Identify discrimination in curriculum materials.

• Relate what students are learning to their everyday lives.

• Give students accurate information about the contributions of both women and culturally
diverse scientists.

• Provide illustrations, models, actual science equipment, and other visual aids to improve the
effectiveness of verbal instruction.

116
 Student Journal
2.PS.NGSS

Structure and Properties

of Matter

A Second Grade Unit

supporting the
Next Generation Science Standards
and the Michigan Science Standards

Name: ___________________
Copyright © 2016 by Battle Creek Area Mathematics and Science Center - Cereal City Science.
All rights reserved.
Name
1A
R E S P O N D T O
T E X T

What Are Objects Made Of?

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1. Henry wanted to make a new bed

for his dog, Rex. He wondered
what would be the best material
to use for a dog bed. List the
material you think would be best
for the dog bed.

Dog bed material:

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

1
1A Name
R E S P O N D T O
T E X T

What Are Objects Made Of?

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. Tell what properties Henry should think about before

making the best bed. Write why you think the
material is important.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

2
Name
1A
R E S P O N D T O
T E X T

What Are Objects Made Of?

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. Draw a picture of the dog bed.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

3
 Name
1B
A C T I V I T Y

What Are Objects Made Of?

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Investigating Properties
How can we identify the properties of different items?
How can properties be used to sort a variety of items?
How can properties be used to choose materials to use
to build things?

You and your team have been given a pan with a variety
of objects. Work together to plan and conduct an
investigation to describe and sort the different objects
by their observable properties.

1. Write the question you are investigating.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

4
Name
1B
A C T I V I T Y

What Are Objects Made Of?

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. Write what you already know about properties.

3. Write what you think you will find.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

5
1B Name
A C T I V I T Y

What Are Objects Made Of?

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. Use the materials in the pan.

5. Draw and write how you will set up your investigation.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

6
Name
1B
A C T I V I T Y

What Are Objects Made Of?

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6. Draw how you sorted your objects.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

7
 Name
1B
A C T I V I T Y

What Are Objects Made Of?

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7. Write what you found.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

8
Name
1B
J O U R N A L

What Are Objects Made Of?

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Choose one item from the sorting bag. Write the name
of the item.

Item __________________

Make a list of the properties.

Tell if the item might be useful in building the structure

that can stay together in the wind and rain.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

9
 Name
2A
A C T I V I T Y

Exploring Properties
Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Station #1: Texture

Complete the Texture chart from your observations.
Make check mark for the items that you think are
smooth and rough.

Item Smooth Rough

balloon
button
bottle cap
cork
feather
marble
nail
paper clip
rock
rubber band
sponge
bouncy ball
wooden ball
zip ties
Domino
cotton ball

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

10
Name
2A
A C T I V I T Y

Exploring Properties
Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Draw and write how you designed a slide and tested the
objects to find out which object had the best material
to go down the slide.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

11
 Name
2A
A C T I V I T Y

Exploring Properties
Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Station #2: Flexible and Rigid

Complete the Flexible and Rigid chart from your
observations. Make check mark for the items that you
think are flexible and rigid.

Item Flexible Rigid

balloon
button
bottle cap
cork
feather
marble
nail
paper clip
rock
rubber band
sponge
bouncy ball
wooden ball
zip ties
Domino
cotton ball

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

12
Name
2A
A C T I V I T Y

Exploring Properties
Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Draw and write how you designed a structure that has
a base like a tree trunk and a top that can sway in the
wind like tree branches.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

13
2A Name
A C T I V I T Y

Exploring Properties
Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Station #3: Sink and Float

Make check mark for the items that you think will sink
in the sink prediction column. Make a check mark for
the items that you think will float in the float prediction
column. Test the items and complete the actual column.

Item Prediction Actual

Sink Float Sink Float
balloon
button
bottle cap
cork
feather
marble
nail
paper clip
rock
rubber band
sponge
bouncy ball
wooden ball
zip ties
Domino
cotton ball
Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

14
Name
2A
J O U R N A L

Exploring Properties
Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Draw and write how you designed an object that floated
and carried the marble.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

15
 Name
2A
A C T I V I T Y

Exploring Properties
Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Station #4: Repel and Absorb
Make check mark for the items that you think will
repel in the repel prediction column. Make a check mark
for the items that you think will absorb in the absorb
prediction column. Test the items and complete the
actual column.
Item Prediction Actual
Repel Absorb Repel Absorb
balloon
button
bottle cap
cork
feather
marble
nail
paper clip
rock
rubber band
sponge
bouncy ball
wooden ball
zip ties
Domino
cotton ball
Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

16
Name
2A
J O U R N A L

Exploring Properties
Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Draw and write how you designed a structure that will
sink to the bottom and keep a cotton ball dry inside the
structure.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

17
2A A C T I V
Exploring Properties
I T Y
Name

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
In the story What Would Happen If..., A Story of a
Mixed Up Day, Henry does not have a mix-up with the
properties repel and absorb or sink and float. Choose
one of these properties repel and absorb or sink and
float and write a new part to the story of the mixed up
day.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

18
Name
2B
A C T I V I T Y

Sharing Our Solutions

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Choose one of the structures you made at one of
the stations. Draw and write how you would make
improvements to your design. Tell how the changes
would make it better.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

19
3A J O U R N
Solving Problems With
Properties
A L
Name

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Our engineering team is designing and building a

structure that will stay standing during a strong wind
and keep a figure inside dry.
Our biggest challenge is:

Our biggest success is:

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

20
Name
3A
J O U R N A L

Solving Problems With

Date Properties
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Draw and write how you would make changes to improve
your structure.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

21
3B Name
J O U R N A L

Solving Problems With

Properties Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Write why it is important to know the properties of

materials when building something with a purpose. Give
examples that support your thinking.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

22
Name
4A
J O U R N A L

Water as a Liquid
Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1. Draw what happens when water is poured from one

container to another.

2. Write how a solid is different from a liquid.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

23
4B Name
R E S P O N D T O
T E X T

Liquids
Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Write the main idea that you learned from the reading
selection (pages 1-13) in the book Change It! Solids,
Liquids, Gases, and You. Include details that helped you
to support your main idea.
Main Idea:

The main idea I learned from the reading in Change It!

Solids, Liquids, Gases, and You is:

The details that helped me to learn about solids and

liquids are:

1.

2.

3.

4.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

24
Name
4C
A C T I V I T Y

Temperature Change
Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1. Draw and label a picture of your ice cube.

2. Complete the properties chart to describe your ice

cube.
Properties color shape texture

Ice Cube

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

25
4C Name
R E S P O N D T O
T E X T

Temperature Change
Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Write the main idea that you learned from completing

the reading of the book Change It! Solids, Liquids, Gases
and You (pages 14-29). Include details that helped you
to support your main idea.
Main Idea:
The main idea I learned from reading Change It! Solids,
Liquids, Gases, and You is:

The details that helped me to learn more about

properties of solids, liquids, and gases are:

1.

2.

3.

4.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

26
Name
4D
A C T I V I T Y

Turn Up the Heat

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1. Write the question you are investigating.

2. Write what you already know about the properties of

water as a liquid and a solid (ice).

3. Write what you think you will find.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

27
4D Name
A C T I V I T Y

Turn Up the Heat

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. List the materials you will use.

5. Draw and write how you will set up your investigation.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

28
Name
4D
A C T I V I T Y

Turn Up the Heat

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6. Make a chart to record your data.

7. Write what you found.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

29
4D Name
J O U R N A L

Turn Up the Heat

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Write a scientific explanation or conclusion for your
investigation.
Claim:

Evidence:

Reasoning:

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

30
Name
4E
R E S P O N D T O
T E X T

Date Turn Up the Heat

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1. Draw a picture of the pond in the book, On Herman’s
Pond.

2. Write a list of properties of pure water.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

31
4E Name
R E S P O N D T O
T E X T

Turn Up the Heat Date

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Your class read two books about matter, Change It!

Solids, Liquids, Gases, and You! and On Herman’s Pond.

How are the two books alike?

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

32
Name
4E
R E S P O N D T O
T E X T

Date Turn Up the Heat

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Your class read two books about matter, Change It!
Solids, Liquids, Gases, and You! and On Herman’s Pond.

How are the two books different?

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

33
5A Name
A C T I V I T Y

Melting and Freezing -

Beyond Water Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Mark’s family is going on a summer vacation in the car.

The family will be driving for several hours and stopping
along the way to sight see. Mark wants to take along
some activities and snacks to do in the car. Mark has
decided on the following list of activities and snacks.
Look at Mark’s list. Tell if Mark has considered the
effect of temperature change on the items he has
chosen. Explain why or why not.

crayons
paper
pencils
books
comics
chocolate bars
ice cream
crackers
cheese

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

34
Name
5A
A C T I V I T Y

Melting and Freezing -

Date Beyond Water
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1. Write the question you are investigating.

2. Write what you already know about what happens to

_______ when there is a temperature change.

3. Write what you think you will find.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

35
5A Name
A C T I V I T Y

Melting and Freezing -

Beyond Water Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. List the materials you will use.

5. Draw and write how you will set up your investigation.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

36
Name
5A
A C T I V I T Y

Melting and Freezing -

Date Beyond Water
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6. Make a chart to record your data.

7. Write what you found.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

37
5A Name
J O U R N A L

Melting and Freezing -

Beyond Water Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Write how your investigation will give evidence to help

solve the problem of what items Mark should take on his
car trip.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

38
Name
5B
J O U R N A L

Melting and Freezing -

Date Beyond Water
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Mark’s family is going on a summer vacation in the car.
The family will be driving for several hours and stopping
along the way to sight see. Mark wants to take along
some activities and snacks to do in the car. Mark has
decided on the following list of activities and snacks.

crayons
paper
pencils
books
comics
chocolate bars
ice cream
crackers
cheese

Look at Mark’s list. Tell if Mark has considered the

effect of temperature change on the items he has
chosen. Explain why or why not.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

39
6B Name
I N F O R M A T I O N A L
T E X T

Observing Properties in
Nature Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Texture in Nature
Texture of living things and nonliving things can be
important to the survival of plants and animals. Texture
is observed on animal coverings, plant parts, rocks, and
soils.

Burrs - Have you ever been playing

outside and picked up some burrs on
your pants or shirt? Burrs are one way
plants spread their seeds. Burrs are the
outer coating of some seeds. They have
a rough texture that is made up of hooks, barbs, or
spikes. When humans and other animals walk by a plant
with burrs, the burr will attach itself to clothing, fur, or
feathers and go along for the ride. When the burrs fall
off, get rubbed off or are picked off, the seed tries to
sprout and grow.

Crocodiles - Did you ever pet a crocodile? Probably not!

But if you did what do you think the crocodile skin feels
like? The crocodile is a reptile and has skin that is rough
and usually covered with horny scales. Their skin is also
dry and clean, not slimy as some
people believe. The tough, rough,
dry skin of the crocodile helps to
protect it from injury and pests.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

40
Name
6B
I N F O R M A T I O N A L
T E X T

Observing Properties in
Date Nature
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Fish - Have you ever been fishing

and touched a fish? Even though fish
are slippery and slimy, underneath
all that slime is a rough covering of
scales. Scales grow on a fish in
overlapping plates, like the shingles
on the roof. They are connected to the body on one end.
Because they are attached at one point the fish is more
flexible and the scales can slide over each other when
the fish bends while turning. The scales help to protect
fish from scrapes, injuries, and pests.

Tree Bark - Have you ever

hugged a tree? Some trees are
more hug-able than others. Bark
is the outer covering of trees.
Different kinds of trees have
different bark. Some trees have
smooth bark. They form new
thin layers of bark every year.
Some trees have very rough bark with deep grooves
and layers. In some trees the rough bark stretches and
grows with the tree and others shed their bark and
grow new. Rough bark or smooth bark, the purpose of
the bark is much like your skin. It helps to protect the
plant from wind, rain, high and low temperatures, and
injury.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

41
 Name
6B
J O U R N A L

Observing Properties in
Nature Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Orca whale swims in all the oceans.

They are most often found in the Arctic
Ocean and Antarctic Ocean. Orcas eat fish,
squid, birds, and other marine mammals.

The Orca is among the fastest marine

mammals and can swim faster than 35 miles
per hour. They have long, smooth, rounded bodies with a
large fin in the middle of their backs.

Write how the texture of the skin and shape of the

body of the Orca helps it to survive in the oceans’
waters.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

42
Name
6C
A C T I V I T Y

Engineering From Nature

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1. Write the name of the animal your group chose to
mimic.

2. Write the part of the animal your group chose to

mimic.

3. List the properties of the animal part that make it

useful.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

43
6C Name
A C T I V I T Y

Engineering from Nature

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. How does the part help the animal to survive?

5. Draw and label your invention.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

44
Name
6C
A C T I V I T Y

Engineering From Nature

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6. Describe how your invention is useful.

7. Draw and write the changes you would make to

improve your invention?

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

45
7A Name
A C T I V I T Y

Putting Pieces Together

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Your engineering team has been asked to take apart

your structure and rearrange the pieces to make a new
and different structure. You may not add new pieces,
and you must use all the original pieces.
1. Draw a diagram of your first structure.

2. Draw a diagram of the new structure.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

46
Name
7A
A C T I V I T Y

Putting Pieces Together

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. Our biggest challenge was:

4. Our biggest success was:

5. List the properties that stayed the same.

6. List the properties that changed.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

47
7B Name
J O U R N A L

Putting Pieces Together

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

You and your engineering team have taken apart a

structure and built a new structure. Write what
changed. Give evidence that a structure made of small
parts can be taken apart and made into a different
structure.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

48
Name Key Terms

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

49
Key Terms Name

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

50
Name Key Terms

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

51
Key Terms Name

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

52
Name Key Terms

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

53
Name
A S S E S S M E N T
Pre and Post Assessment
Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1. Danielle and Susan wanted to make a water slide to put on the hill in their
backyard. Circle the properties they need to think about when choosing material for
the water slide.

a. rough or smooth
b. absorb or repel
c. sink or float
d. flexible or rigid

2. Explain why you chose the properties and how they are useful in making a water
slide on a hill.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

 Name
A S S E S S M E N T

Pre and Post Assessment

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. Gordon and Sally were testing different kinds of balls by dropping them in a pail of
water. What property were Gordon and Sally investigating?
a. absorb and repel
b. texture (rough or smooth)
c. buoyancy (sink or float)
d. weight

4. Choose the best way to determine if an object will repel or absorb water.
a. Toss the object in the air and see how high it will bounce.
b. Drop it into a container of water and see if it comes to the top.
c. Place a drop of water on it and see if the water rolls off or sinks in.
d. Bend it to see if it will return to its original shape.

5. Describe how your choice will determine if the object will repel or absorb water.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

Name
A S S E S S M E N T

Pre and Post Assessment

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6. Trudy was playing with a box of blocks. She used all of her blocks and made a
huge castle. When she was done she had changed her mind and decided she
wanted to build a farmhouse and barn. If Trudy has used all the blocks in the castle,
what can she do to build the farmhouse and barn? Explain how the barn may have
different characteristics or properties than the castle.

7. Complete the chart below. Use the objects from the list to match the properties in
the chart.
Properties
Item hard soft flexible rigid rough smooth strong
X X X
X X X X
X X X X
X X X
X X X
X X X

nail
pillow
feather
log
clay
alligator

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

 Name

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Rubric for Pre and Post Assessment
(Total Possible Points - )
Question #1: Circle the properties they need to think about when choosing material for the water
(2-PS1-1)
slide.

Elements: (4 points)
Correct response: a, b, and d are circled, c is not circled.

Question #2: Explain why you chose the properties and how they are useful in
making a water slide on a hill. (2-PS1-1, Constructing Explanations)
Elements: (4 points)
a. Response includes understanding and accurate description of why the material
used to make the slide should be rough or smooth.
b. Response includes understanding and accurate description of why the material
used to make the slide should repel or absorb.
c. Response includes understanding and accurate description of why the material
used to make the slide should be flexible or rigid.
d. Response includes understanding and accurate reasoning why sink or float are not
necessary considerations in the material used to make the slide.

Question #3: Gordon and Sally were testing different kinds of balls by dropping them
in a pail of water. What property were Gordon and Sally investigating? (2-PS1-2)
Elements: (1 point)
Correct response: c

Question #4: Choose the best way to determine if an object will repel or absorb water.
Element: (1 point) (2-PS1-2)
Correct response: c

Questions #5: Describe how your choice will determine if the object will repel or
absorb water. (2-PS1-2, Planning and Carrying Out Investigations, Cause and Effect)
Elements: (2 points)
a. Response accurately relates how material that is absorbent reacts to water.
b. Response accurately relates how material that is repellent reacts to water.
Copyright © 2015 by Battle Creek Area Mathematics and Science Center.
Name

Date
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Question #6: If Trudy has used all the blocks in the castle, what can she do to build
the farmhouse and barn? Explain how the barn may have different characteristics or
properties than the castle. (2-PS1-3, Patterns)
Element: (3 points)
a. Response accurately relates how objects can be disassembled into pieces.
b. Response accurately relates how the pieces can be rearranged to make a new
object.
c. Response accurately relates how the new object can have different properties or
characteristics.

Question #7: Complete the chart below. Use the objects from the list to match
the properties in the chart. (2-PS1-2, Analyzing and Interpreting Data)
Elements: (6 points)
a. Response accurately matches the properties with the item.

Copyright © 2015 by Battle Creek Area Mathematics and Science Center.

 A S S E S S M E N T

Structure and Properties of Matter

What Would Happen If? The Story of a Mixed-Up Day
Content/Retelling Rubric
Respond to Text Lesson 1A

Scoring Criteria
2 The response:
• gives sufficient evidence of the appropriate properties for a dog bed.
• adequately demonstrates a knowledge of how properties make things
useful.
• includes relevant information regarding a description of the relationship
between the properties and how people use different material.
1 The response:
• gives insufficient or limited knowledge of the appropriate properties for a
dog bed.
• gives little or no evidence of a knowledge of how properties make
things useful.
• includes irrelevant information and minimal relevant information regard-
ing a description of the relationship between properties and how people
use different material.
0 The response:
• gives no evidence of the knowledge of the appropriate properties for a
dog bed.
• gives no evidence of a knowledge of how properties make things useful.
• includes no relevant information regarding a description of the relation-
ship between the properties and how people use different material.
 A S S E S S M E N T

Structure and Properties of Matter

Change It! Solids, Liquids, Gases and You.
Content/Retelling Rubric
Respond to Text Lesson 6B

Scoring Criteria
2 The response:
• gives sufficient evidence of the main idea of the story.
• adequately demonstrates a knowledge of properties of liquids.
1 The response:
• gives insufficient or limited knowledge of the main idea of the story.
• gives little or no evidence of a knowledge of properties of liquids.
0 The response:
• gives no evidence of the knowledge of the main idea of the story.
• gives no evidence of a knowledge of properties of liquids.
 A S S E S S M E N T

Structure and Properties of Matter

Change It! Solids, Liquids, Gases and You.
Content/Retelling Rubric
Respond to Text Lesson 6C

Scoring Criteria
2 The response:
• gives sufficient evidence of the main idea of the text.
• adequately demonstrates a knowledge of how water changes with
temperature change

1 The response:
• gives insufficient or limited knowledge of the main idea of the text.
• gives little or no evidence of a knowledge of how water changes with
temperature change.
0 The response:
• gives no evidence of the knowledge of the main idea of the text.
• gives no evidence of a knowledge of how water changes with
temperature change.
 A S S E S S M E N T

Structure and Properties of Matter

Change It! Solids, Liquids, Gases and You
and On Herman’s Pond
Content/Retelling Rubric
Respond to Text Lesson 6E

Scoring Criteria
2 The response:
• gives sufficient evidence of the properties of pure water.
• adequately demonstrates a comparison of the important ideas between
the books, Change It! Solids, Liquids, Gases and You and On Herman’s
Pond.
1 The response:
• gives insufficient or limited knowledge of the properties of pure water..
• gives little or no evidence of a comparison of the important ideas be-
tween the books, Change It! Solids, Liquids, Gases and You and On
Herman’s Pond.
0 The response:
• gives no evidence of the knowledge of the properties of pure water..
• gives no evidence of a comparison of the important ideas between the
books, Change It! Solids, Liquids, Gases and You and On Herman’s
Pond.
 Station 1: Texture
Challenge: Using the material
at the station, design a slide
and test the objects to find
out which object has the best
material for going down the
slide.
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Station 2: Flexible and Rigid
Challenge: Using the material at
the station, design a structure
that has a base like a tree
trunk and a top that can sway
in the wind like tree branches.
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Station 1: Texture
Challenge: Using the material
at the station, design a slide
and test the objects to find
out which object has the best
material for going down the
slide.
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Station 2: Flexible and Rigid
Challenge: Using the material at
the station, design a structure
that has a base like a tree
trunk and a top that can sway
in the wind like tree branches.
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 Station 3: Sink or Float Station 3: Sink or Float

Challenge: Using the material Challenge: Using the material

at the station, design an object at the station, design an object
that will float and carry the that will float and carry the
marble. marble.

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Station 4: Repel and Absorb Station 4: Repel and Absorb

Challenge: Using the material at Challenge: Using the material at

the station, design a structure the station, design a structure
that will sink to the bottom and that will sink to the bottom and
keep a cotton ball dry inside the keep a cotton ball dry inside the
structure. structure.

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Names of Team Members:
3A
H A N D O U T

Solving Problems With

Properties

Date:

The Wind and Water Resistant House

Product Descriptor

Each structure must include: Yes No

1. a plan to build the structure

2. the use of different material

3. the ability to stay together in
the wind
4. the ability to stay together in
the rain
5. the ability to keep a figure dry
inside the structure
6. a team presentation
7. an explanation of the important
properties of the material used

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Copyright © 2015 by Battle Creek Area Mathematics and Science Center.
Names of Team Members:
6C
H A N D O U T

Engineering From Nature

Date:

Engineering From Nature

Each engineering plan must

Yes No
include:
1. a name for the new item.

2. a drawing of the new item.

3. labels for the parts of the new
item.
4. the name of the animal it mim-
ics.
5. the parts of the animal that
the item mimics.
6. a team presentation
7. an explanation of how the item
is useful and the properties
that make it useful.

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Copyright © 2015 by Battle Creek Area Mathematics and Science Center.