Properties of MatterJaNae Burger

Recommended Level Grade 2

Topic FocusMatter and Its Interaction

Disciplinary Core IdeasPS1.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. (2-PS1-1)

Different properties are suited to different purposes. (2-PS1-2),(2-PS1-3)

A great variety of objects can be built up from a small set of pieces. (2-PS1-3)

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. (2-PS1-4)

Time FrameEngage Phase

50-60 minute (Activities 1A, 1B, and 1C)Explore Phase

60 minutes (Activities 2A, 2B, 2C, and 2D)Explain Phase

60 minutes (Activities 3A & 3B)Elaborate Phase

60 minutes (Activities 4A & 4B)Evaluate Phase

40-60 minute...

Objectives As a result of these experiences students will be able to

understand that all materials (matter) takes up space.

compare solid and liquid identifying key points such as a solid is the only state of matter that keeps its own shape and liquid do not have their own shape.

describe different kinds of matter that exist (e.g. wood, metal, water).

identify the observable visual, aura, or textural characteristics which allow them to classify matter.

classify matter as either solid or liquid. demonstrate how temperature can

change matter from a solid to a liquid or a liquid to a solid.

determine how to describe matter using characteristics such as weight, size measurements, temperatures, etc.

comprehend solids take up a certain amount of space (volume) and volume does not change if the solid is placed in different containers

understand that some matter changes are reversible (e.g., melting and freezing) and sometimes they are not (e.g. baking a cake, burning fuel).

(NAS, 2010).

CORRELATION TO THE NEXT GENERATION SCIENCE STANDARDS

2. Structure and Properties of MatterStudents who demonstrate an understanding can:

2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [ Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] 2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited

for an intended purpose.* [Examples: strength, flexibility, hardness, texture, and absorbency.] [Assessment Boundary: quantitative measurements is limited to length.] 2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled

and made into a new object. [Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.] 2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. [:

Examples of reversible changes: water and butter at different temps. Examples of irreversible changes: cooking an egg, freezing a plant leaf, and heating paper.]

Scientific & Engineering Practices Disciplinary Core Ideas Crosscutting ConceptsPlanning and Carrying Out InvestigationsPlanning 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 an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1)

Analyzing and Interpreting DataAnalyzing 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)

Constructing Explanations and Designing SolutionsConstructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideasin 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)

Engaging in Argument from EvidenceEngaging 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-PS1-4) ------------------------------------------------------------------------------------------------

Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Scientists search for cause & effect to explain events (2-PS-4).

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. (2-PS1-1)

Different properties are suited to different purposes. (2-PS1-2),(2-PS1-3)

A great variety of objects can be built up from a small set of pieces. (2-PS1-3)

PS1.B: Chemical Reactions Heating or cooling a

substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they're not.(2-PS1-4)

Patterns Patterns in the natural and human

designed world can be observed. (2-PS1-1)

Cause and Effect Events have causes that generate

observable patterns. (2-PS1-4) Simple tests can be designed to

gather evidence to support or refute student ideas about causes. (2-PS1-2)

Energy and Matter Objects may break into smaller

pieces and be put together into larger pieces, or change shapes. (2-PS1-3)

--------------------------------------------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. (2-PS1-2)

Common Core State Standards ConnectionsEnglish Language Arts-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. (2-PS1-4)RI.2.8-Describe how reasons support specific points the author makes in a text. (2-PS1-2),(2-PS1-4)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, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. (2-PS1-4)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). (2-PS1-1),(2-PS1-2),(2-PS1-3)W.2.8-Recall information from experiences or gather information from provided sources to answer a question. (2-PS1-1),(2-PS1-2),(2-PS1-3)

MathematicsMP.2- Reason abstractly and quantitatively. (2-PS1-2)MP.4 Model with mathematics. (2-PS1-1),(2-PS1-2)MP.5 Use appropriate tools strategically. (2-PS1-2) (NGSS, 2013).

Engage Phase During the engaging phase teachers should help students connect prior knowledge and

understanding of the world around them to the concept that matter exist. Matter can be solid or liquid. Matter can be classified by its observable principles. These activities will help students identify the observable principles that will allow them classify matter as either solid or liquid.

Materials Science Journals What is the World Made of? Big Book.

By Paul Meisel and Kathleen Zoehfeld Scavenger Hunt Worksheet (Appendix A) Examples of gases and liquids in the

classroom

Activity 1A: Pre-Assessment- What do you know about matter? The purpose of this activity is to assess student's prior knowledge of the subject matter, determine misconceptions and engage students in discussion.

1. Ask students- what is matter? Liquid? Solids? Class discussion. Do not correct misconceptions at this time, rather take note and make sure to cover it later.

2. Put a chart like this on the board and have a class discussion- having the students fill out the chart together through discussion.

Thing I can see it feel it smell it Taste it It takes up space

RoseAppleSodaPizza

3. Ask: What is air? Solid, liquid, gas?What is milk? What is a desk?

4. Show students a cup of water in a bowl and a cup of water in a tall skill glass- which has more water?

Make note of misconceptions, student concepts and discussion points which will help you direct discussions in the future and cover information students struggle with the most.

Matter is the substance that makes up everything in the universe

S cience process skills utilized in activity : classifying and communicating

Activity 1B: Read 'What is the World Made of? All about Solids, Liquids and Gases' BookThe purpose of this activity is to engage students in learning the new concept through the use of the fun, interactive book. Completing the graphic organizer in their journal will help students remember concepts and organize the differences between states of matter.

1. Read the story- pausing to discuss key concepts

2. In science journals have the students create 3-column chart graphic organizer in their science journal and record the characteristics of solids, liquid, and gases while reading the book

Solids Liquids Gases

3. Discuss what the students put in their journals.

4. Write an opinion paragraph in your journal- you do think there are more solids, liquids or gases in the world around you, why?

Teacher Notes: You will want to look through the book as it has some fun activities. You may want to tab which pages to read. You may also wish to do some of the activities in the book. S cience process skills utilized in activity: Comparison- completing the 3 column chart will help them be able to compare the states or matter, and data interpretation through discussion.

Activity 1C: Matter Scavenger Hunt for Solids, Liquids and Gases The purpose of this activity is to engage student by having them connect learning to the world around them. Students will need to classify objects that they observe, based on the objects characteristics, as solid, liquid or gas.

1. Begin this assignment by asking students again what the states of matter are (solid, liquid and gas). Do a pair-share for students to teach this concept to peer.

2. Discussion and pair-share. What are the characteristics of solids? Liquids? Gases? Have students give examples Make sure to tie in the senses: can

they see it, feel it? smell it? taste it? Does it hold its shape?

3. Have students pair-share and give an example of a solid, liquid and gas.

4. Pass out the scavenger hunt sheets for students to identify things different examples of matter in the room, write down the characteristics, and determine if it is a solid, liquid, or gas.

Full size worksheet in Appendix A

You will need to make sure to have gases and liquids to observe around the room. Suggestions include: helium balloon, water, steam from tea pot, humidifier, bottle of air, etc.

5. (Optional) As a class tally the number of solids, liquids and gases observed and create a bar graph with the observations.

Teacher Notes: This activity can be used as an informal assessment to understand how well students grasped the concepts and what misconceptions may need to be covered in sequential lessons. S cience process skills utilized in activity: Observation of classroom objects, classification by writing characteristics and identifying the state of matter, & Data interpretation

Explore Phase

In these activities students will explore different aspect of matter. They will be introduced to measuring of matter, they will see how matter can change and they will be able to better classify matter. Materials

Glass bowl and Tall skinny glass cup 1 cup measuring cup Containers of various sizes Sand Water various solids (ball, cube, orange, jar,

etc) Copy of Solids, Liquids, and Gas Song

(Appendix B) Activity 2A: Teach the Solids, Liquids, and Gases SongThis activity will introduce students to an easy and interactive way to remember basic Matter concepts.

1. Tell students you will be learning a song about matter

2. Display the words to the song on the Smart Board/ projector

3. If possible, play the music to "Brother John". If not simply begin singing with the students

4. At the end of each verse have the students pair-share "what does that verse mean?"

5. Sing through the song several times. VERSE 1Solids, Liquids, GasesSolids, Liquids, GasesMake up matter.Make up matter.Everything is made ofatoms.Everything is made ofatoms.This we’ve learned.This we’ve learned.

VERSE 2Solids have weight.Solids have weight.They have their ownshape.They have their ownshape.They can bemeasured.They can bemeasured.This we’ve learned.This we’ve learned.

VERSE 3Liquids have weight.Liquids have weight.They take the shapeThey take the shapeOf their containersOf their containersThis we’ve learned.This we’ve learned

VERSE 4Gases have weight.Gases have weight.They occupy space.They occupy space.We cannot see them.We cannot see them.This we’ve learned.This we’ve learned.

Full sized version in Appendix B (Beaty, No Date)

S cience process skills utilized in activity: Classifications of states of matter.

Activity 2B: Liquid, Container Shapes, and Measuring VolumeDuring this assignment students will gain an understanding that the container size does not determine volume, rather the amount of liquid

in the container does. Students will also practice measuring volume.

6. Discussion: What is volume? Volume is the measurement of the

space that matter takes up. 7. Pour 1 cup of liquid into a wide, fat

clear glass cup. Ask students: why doesn't it stay in the shape of the measuring cup

8. Next pour another cup of water into the skinny tall glass cup. Make sure to emphasize you are pouring 1 cup into each as you pour. Ask the students which container has more.

Have students support their arguments. Those students who think the skinny container has more water needs to tell why, the students who think they are equal need to tell why

9. Discuss once again how water takes on the shape of the container. Just because the skinny container is more full does not mean it has more water.

10. Review measurements of liquids: cups, pints, quarts, gallons.

11. Have students review this concepts by practicing measuring water in different size cups, pints, gallons, etc. Sand can also demonstrate this concept nicely.

S cience process skills utilized in activity: Measurement of liquids, making predictions and hypothesis of what will happen, making inferences about what is observed.

Activity 2C: Dancing Pasta Experiment

1. Divide students into groups of 4-5 students each

2. Have students record their predictions of what will happen when dry pasta is placed into water and ginger ale

3. Pour water in one glass jar and carbonated ginger ale in the other jar

4. Students will record observations about the two liquids.

Add 1 teaspoon of pasta pieces to the jar with water- have students watch and record observations

Add 1 teaspoon of pasta pieces to the jar with ginger ale- have students watch and record observations

5. In their science journal students will record if their predictions were right, what their reactions were, etc.

6. Possible discussions might include What were the bubbles in the jar Why did the pasta travel to the

surface and then drop to the bottom?

Why didn't this happen in the water?

Teacher notes: The air bubbles are carbon dioxide and

air. The gas bubbles attach to the rough surface of the pasta and cause the pasta to move or rise to the top of the liquid since the gas is lighter than the ginger ale. When the gas bubbles pop, the pasta pieces sink since they are heavier than the Ginger Ale.

(Kurtus, 2003). S cience process skills utilized in activity: Making predictions and hypothesis of what will happen, making inferences about what is observed, control variables (water vs. soda), and data interpretations to record results of predictions.

Activity 2D: Let's be a Solid, liquid or Gas GameThis activity provides a fun, interactive way for students to really get the basics of the different states of matter down.

1. To outside. And tell the students the basic game rules:

When SOLID is called out students will form a group- hold hands and squish together as tight and they can and try not to move

When LIQUID is called out students will continue to hold hands but space out as far as

possible and change the group shape

When GAS is called out students will let go of each other and move quickly around the area and occasionally, very gently touch/bump each other

2. The teacher will continue to call out the different states of matter and the students will respond accordingly.

3. One alternative is to break the class into 2 or 3 groups and the groups try to beat the other groups in getting in the correct formation fastest.

S cience process skills utilized in activity: Classification- having the students act out the different characteristics of each state of matter.

Explain Phase The purpose of provided activity is to provide guided instruction that will develop student understanding the different states of matter, how matter can change, and how classifying matter can sometimes be tricky.

Materials Ice Cubes Electric fry pan Science Journal

Activity 3A: Water as an Example of Changing States of Matter

1. Show students a bowl of ice cups. Have them record their observations in their journal. Help them take the temperature, write down the state of matter and any other characteristics they can think of.

2. Ask the students what will happen to the state of matter if you put the ice in a frying pan. Have them record their predictions in their science journals.

3. Put the ice cubes on the electric frying pan and melt the ice. Have students record their observations- characteristics of the ice's state

(measure the water- volume and temperature), and any other descriptions

Make sure to point out the steam / vapor- ask the students what it is (gas)

4. Discuss how all three states of matter were seen.

5. Discuss predictions and observations6. Discuss: How did the water change its

stage of matter?7. Watch Magic School Bus- How Water

Changes. https://www.youtube.com/watch?v=oaCUyZw4Tjo

8. Discuss main ideas. S cience process skills utilized in activity: Data interpretation by comparing the states of water, using measurement tools, predicting what will happen, classifying different states of matter.

Elaborate Phase The purpose of these activities is to help students extend and apply their understanding of states of matter to understand how states of matter can be flexible and /or change.

Materials Access to YouTube Cornstarch Water Food Coloring Bowl Newspaper Large colored marshmallows Miniature marshmallows Toothpicks Blocks

Activity 4A: Outrageous OozeIn this activity students will understand that some matter can be tricky to classify. This will be a good activity to lead into a discussion on atoms and the difference of atoms in solids, liquids, and gases. (Ooze recipe: 1 cup cornstarch, 1/2 cup water, food coloring)

1. Put newspaper down on the counters2. Put 1 cup cornstarch into the bowl. Add

a drop or two of food coloring. Add 1/2 cup water

3. Play with the ooze. Let the students touch the ooze. Squeeze the ooze. Make a ball with the ooze, let it trickle between your fingers. Put a toy on top of some of the ooze on the table- does it sink?

4. Discussion: Is this a solid? Liquid? What do you think is happening? Can you explain it?

The ooze is made up of tiny, solid participles of cornstarch suspended in water. This is called colloid

Colloid is strange. When you bang it with a spoon or squeeze it then it usually acts like a solid- the harder you push, the thicker it becomes. If you stir it quickly it resists, but slowly it flows around your finger

This ooze is called a non-Newtonian fluid (not ideal liquids). Other non-Newtonian fluids would be quicksand

(Exploratorium, 1998). 5. In journal record your observations

and what you learnedS cience process skills utilized in activity: Observation- to understand what is happening, using inference to understand how what you know corresponds with what you are observing, predicting what will happen, classifying different states of matter, and making comparison between different states of matter.

Activity 4B: Molecules as building blocksIn this activity will help students understand that atoms and molecules are the building blocks to all things.

1. Talk about how everything is made up of different atoms.

2. Ask the students who knows what H2O is? (Water) Ask what this means?

3. Take a colored marshmallow (Oxygen) and 2 small white marshmallows (hydrogen)- connect them with toothpicks.

4. Have students create their own water molecule

5. Have the students create Carbon Dioxide, methane and carbon tetrachloride molecules too.

While they are doing this talk about how we can find carbon dioxide, methane, and carbon tetrachloride in the world around us

6. Make eight or more water molecules with marshmallows like you did in the previous activity; only this time push each molecule’s hydrogen “atoms” up the toothpicks until they are touching the larger oxygen “atom.” Next, take two of the water molecules and connect them to each other by pushing one molecule’s oxygen atom onto one of the toothpicks sticking out of one of the other molecule’s hydrogen “atoms.” Continue adding the other water molecules in the same way until you have a three-dimensional structure. Each oxygen atom can have up to four hydrogen atoms connected to it.

Tell them you just made a model of ice crystals. (basics of snow).

When molecules of the same substance attach to each other without any interference from outside forces it creates new shapes.

7. Using cubes and blocks have the students build things (i.e. a square and triangle to make a house). Stress that all things are just collections of molecules and atoms.

Molecules move faster/slower depending on the temp.

(Kilbride, 2010)

Science process skills utilized in activity: Classifying different types of matter based on their molecule characteristics.

Evaluate Phase Post or summative assessment of student understanding and mastery of the goals and objectives of this mini-unit should be authentic in design. Several suggestions / strategies are listed below.

Materials Printouts if desires (Appendix) Glue Scissors Paper Magazines or cut out of pictures of

different kinds of matter

Activity 5: Assessment Options1. Have students complete Venn Diagram

listing the characteristics of the different states of matter and giving an example of each.

Full worksheet: Appendix C2. Print off the 3 column assessment chart

and the "Solids, liquids and Gases Characteristics." Have students cut out the characteristics and glue them into the appropriate column.

Full worksheet: Appendix D3. Have students make a, "My 3 States of

Matter Collage." Students will do this by cutting out (or selecting already cut-out) pictures and creating a collage which categorizes different items within the 3 different states of matter.

Science process skills utilized in activity: Inferring what was learned and apply it to the assessment at hand.

Instructional Strategies and Adaptations All students should have the same opportunities for success. The following accommodations are suggested to assist students who may have special considerations.

English Language Learners 1A: Have key vocabulary words already

defined- if possible provide pictures and definition in Spanish as well.

1B: Large print book. Take time to point out vocabulary words, point to matching pictures. Re-read concepts. Allow ELL students to use single words or pictures responses as needed.

1A, 1B, 1C, 2B, For level 1 students- allow them to work with a partner.

1B, 2C, 2D, 3A, 4A, 5. Allow them to write shorter responses or draw picture responses based on level.

1C. Reduce the number of observations needed (as needed).

Special Needs 1B: Large print book. Take time to

point out vocabulary words, point to matching pictures. Re-read concepts. Allow special needs students to use single words or pictures responses as needed.

1C, 2BPair them with a learning buddy as needed.

1B, 2C, 2D, 3A, 4A, 5. Allow them to write shorter responses or draw picture responses based on level.

1C. Reduce the number of observations needed (as needed).

Gifted Learners 1A, 1B, 1C, 2B, ask them to peer tutor a

struggling student. 1C. Increase the number of

observations to 9 with 3 from each state of matter.

4A: In their journal have them draw pictures of the particles in the different states of matter.

Extended Learning with Families

Have students create a list with their family of different matter changes they seen at home (baking, drying clothes, etc)

Make home-made popsicles together- have your student explain how the matter changes.

Needed: empty soda bottle, a balloon, a 1/2 cup vinegar and 1 teaspoon baking soda. Put the vinegar inside the bottle, put the baking soda inside the balloon. wrap the balloon opening around the top of the bottle, once secure shake the

baking soda into the bottle. After watching the reaction review and discuss the different states of matter.

homes and in their communities is important. Below are some suggestions for continuing to learn this concept in the community.

Watch Bill Nye the Science Guy: Phases of Matter @ https://www.youtube.com/watch?v=Gxwj24mREyA

Learn the State of Matter Rap together. Sing it as a family. https://www.youtube.com/watch?v=cBBmdqti_Kg

Extended Learning in the Community Science is seen in the world all around us. Helping students see science at their homes and in their communities is important. Below are some suggestions for continuing to learn this concept in the community.

Research the different types of liquid matter sources in your community (rivers, lakes, oceans).

Draw a map of all the different places in your community that you have seen matter change states (Freezing water, stream, smoke, fog, etc.)

Appendix A

What kind of matter can you find around the room? Try to find at least 1 solid, 1 liquid and 1 gas.

What do you SEE What do you FEEL What do you SMELL Does it hold its SHAPE?

Is it a Solid? Liquid? Gas?

1.

2.

3.

4.

5.

Appendix B

Fill in the Venn diagram listed different characteristics of each of the stages of matter and an example of each stage of matter.

Just

SOLIDS

Just

LIQUIDS

Just

GAS

SOLIDS & GASSOLIDS & LIQUIDS

LIQUIDS & GAS

SOLIDS, LIQUIDS & GAS

Appendix D

Different States of MatterName: _____________________________________________________ Date: ______________

Solid Liquid Gas

We can't feel it The particles move quickly

It has a fixed volume but it

changes shape

It fills any container you put

it in

It flows from one container to

another

The particles arespread far apart

The particles move slowly about

It does not have a fixed volume or

shape

The particles are packed close

together

The particles have a lot of movement

energy

It spreads to fill the bottom of a

container

It spreads out in all directions

The particles do not attract each

other

The particles attract each other

weakly

It has a fixed shape and size

It stays in one place

The particles attract each other

strongly

The particles are not in a pattern

The particles have almost no

movement energy

The particles have a weak pattern

It is usually invisible

It is runny It stays in a lump It feels hard It is wet

(Collaborative Learning, No Date).

References:

Beaty, J. (No Date). Solids, liquids, and gases. Retrieved from

http://www.vrml.k12.la.us/Upload/song.doc

Collaborative Learning. (No Date). States of matter activities. Retrieved from

http://www.collaborativelearning.org/statesofmatter.pdf

Exploratorium. (1998). Outrageous Ooze. Retrieved from

https://www.exploratorium.edu/science_explorer/ooze.html

Kilbride, S. (2010). Atoms and molecules. Retrieved from

http://funtasticunitstudies.files.wordpress.com/2011/05/atoms-and-molecules-chapter.pdf

Kurtus, R. (2003). States of matter. Retrieved from http://www.scientistinresidence.ca/pdf/physical-

science/Matter/SRP_Matter_Lesson%201%20WF.pdf

NGSS. (2013). Next generation science standards second grade. Retrieved from

http://www.nextgenscience.org/sites/ngss/files/2%20combined%20topicsf.pdf

NSA. (2010). A framework for K-12 science education: Practice, crosscutting concepts, and core ideas.

Retrieved from https://brandman.blackboard.com/bbcswebdav/pid-6309196-dt-content-rid-

6911051_2/courses/OL-201431-EDMU-525-OL2/Physical%20Science%20NRC%20K-

12%20Framework.pdf