EDU 4533-01

December 3rd, 2012

2

TABLE OF CONTENTS

Introduction with Rationale ………………………………………………………………pg 3 Unit Plan……………………………………………………………………………………………pg 7 Concept Map of Unit Integration…………………………………………………………pg 12 Unique Learner Profile and Outcomes…………………………………………………pg 20 Pre- Assessment……………………………………………………………………………………pg 24 Lesson One…………………………………………………………………………………………pg 32 Lesson Two…………………………………………………………………………………………pg 53 Lesson Three………………………………………………………………………………………pg 72 Lesson Four………………………………………………………………………………………..pg 87 Lesson Five…………………………………………………………………………………………pg 104 Final Assessment of Unit……………………………………………………………………..pg 117 Reflection of Planning Process and Teaching……………………………………….pg 125 Copies of Standards Used for Unit……………………………………………………….pg 128 List of Resources Utilized for the Project…………………………………………….pg 129

Introduction with Rationale Studying the properties and changes of matter is essential to understanding basic

functions of everyday life, like preparing, cooking, storing foods, understanding the effects

of temperature on types of weather and understanding the appropriate use of different

materials in the world. When preparing and cooking foods it is crucial to understand the

break-down of solids into liquids to use the correct pots due to volume and density changes

when heat or freezing temperatures are applied to foods. For example, when storing soda

cans in the refrigerator, it is necessary to understand the change the liquid contents

undergo when placed in cooler temperatures. If the soda can is placed in a freezer, the

liquid becomes denser and will explode within the soda can, creating huge mess within the

freezer. Also when storing food knowing how liquids can fit within many different

container shapes is beneficial, but also can be affected once again by heat and or freezing

temperatures. When exploring properties and changes in matter, natural elements in our

world are also explained. The concept of adding freezing temperatures to water aids us in

avoiding bad weather during specific seasons. By grasping the concepts of properties and

changes of matter we understand water will freeze during the winter season. During the

warmer temperatures, we also know the water will evaporate and recycle itself back into

the environment and gather as more precipitation. In regards to understanding the

appropriate use of materials in the world, it is essential to all construction of the buildings,

creation of clothing and assembly of cars. By understanding the properties of matter,

individuals are able to choose the appropriate solid materials to construct buildings, like

wood and metals which are more sturdy objects, more flexible solids when creating clothes

4

and sturdy and flexible materials when assembling cars, using sturdy materials for the

exterior and flexible materials for seats, etc.

The fundamentals of understanding matter begin in kindergarten through the basic

understanding that matter is everything. They start with the understanding of how objects

are described based on their physical properties and how they are used, which is the K.P.2

Essential Standard under Matter: Properties and Change. Through exploring the K.P.2

Essential standard, kindergarten students will gain knowledge on classifying objects by

their size, color, shape, texture, weight and flexibility as well as comparing those properties

of different materials objects are made, like wood, clay, cloths, paper etc. With this

understanding, second grade students can access their prior knowledge when attempting

to determine the properties of solids and liquids. The second grade students would be able

to classify the solid objects, through their understanding of the properties and then be able

to explore items that are liquids, because they do not possess the properties of a solid. This

understanding will aid them in mastering the essential standard, 2.P.2 which states,

“understand properties of solids and liquids and the changes they undergo.” Throughout

the mastering of this standard the students will provide examples of matter that may

change from a solid to a liquid and vice versa by heating and cooling. They will also engage

in comparing the amount of volume and weight of water in a container before and after

freezing and compare what happens to water as it is left in an open container. Mastering

these concepts prepares the students for the next level of learning where the change matter

undergoes is discussed in more details through the third grade essential standard, 3.P.2

“Understand the structure and properties of matter before and after they undergo change.”

This standard adds gas as a state of matter into the curriculum. The students are able to use

5

knowledge from grade two to make comparisons of the three properties, by accessing

knowledge of solids and liquids to identify properties of gases through process of

elimination and exploration of the gas. Heating and cooling are also discussed further to

determine the effects of each on solids and liquids. These third grade concepts provide

students with the necessary information to further understand the composition and

properties of matter before and after they undergo a change or interaction, which is the

fourth grade standard, 4.P.2. As the students study the topic they will explore materials and

the effects of water and heat on the properties of the materials. The effects of water and

heat, allow for the students, when entering fifth grade science to use their prior knowledge

to investigate the interaction of matter and energy and the change that occurs (5.P.2). The

students can apply their understanding of the effects of heat, and connect the information

to the effects of energy on matter. When the students excel into the sixth grade concepts of

matter become much more in depth, moving well beyond physically categorizing matter by

color, texture, size, shape, etc. to adding structure and classification into the curriculum.

The sixth grade standard reads, “Understand the structure, classification and physical

properties of matter.” Their understanding comes through examining atoms in matter, or

elements, which is also introduced in the sixth grade curriculum. The students transfer

these idea of elements being made up of atoms into their eighth grade year when they

thoroughly check changes and interactions of matter in closed and open containers (8 P.1),

just like they did in fifth grade, but with a focus on the change of the atom within the

element, not just the physical change of the matter. Compounds and mixtures are also

discussed throughout the eighth grade matter curriculum to explore the change and

interactions of atoms. After the study of matter in eighth grade, students will not

6

experience matter properties and change until entering a high school physics course. Once

they enter the course they will have prior knowledge necessary to understand the diverse

topics within the physics curriculum due to the fundamentals of matter learned in the K-8

years.

7

Unit Plan Lesson One: Overview of States of Matter and the Changes Each Undergo

-Read What is the World Made Of? All About Solids, Liquids, and Gases by Kathleen

Weidner Zoefeld

-Explore the classroom with elbow buddies to investigate solids, liquids and gases

and list them in their Matter Matters Journals.

-Share the solids, liquids and gases list made with elbow buddies on Smart Board

-Participate in Smart Board Notebook activities.

-Predict how solids, liquids and gases change.

- Create a Stages of Matter Flipbook Foldable

-Write a poem or a song on a state of matter and the change it undergoes in groups.

Students will:

- Work respectfully with his or her partner, when exploring states of matter in

the room and when sharing ideas with him or her to investigate how the

states of matter can change.

- Participate in collaborative conversations with his or her partner and group

members about the effects of heating and cooling temperatures on states of

matter.

- Categorize objects in the classroom into the correct states, solids, liquids,

gases.

- Predict what will happen to each state of matter when heat or cooling

temperatures are added to it.

- Create a foldable to help gather information learned about states of matter

and the effects of heating and cooling temperatures.

- Apply knowledge of the effects of heating and cooling on states of matter

when writing a song/poem with my group.

- Clearly recite his or her song and or poem with his or her group.

8

Lesson Two: Bouncy Ball Solid

-Watch BrainPop Jr. video: Matter Changing States

-Explore the ingredients needed to make the Bouncy Ball and group them in the

correct matter category.

-Create a bouncy ball using borax, cornstarch, warm water and Elmer’s glue.

-Create afour flap foldable explaining the process of making the bouncy ball and the

changes that occurred at each stage.

-Write a creative story that reflects understanding of making a bouncy ball and the

changes that occurred in the ingredients.

Students will:

-Categorize matter into three different states, solids liquids or gases.

-See the change of solids and liquids when heat is added to the mixture of the

bouncy ball.

-See the change of solids and liquids when they are cooled, through the final

product of the bouncy ball.

-Make comparisons between the characteristics of a liquid and

characteristics of a solid.

-Feel the differences between liquids and solids, understanding the flow of

liquids and the restricted shape of solids through making the bouncy

ball.

-Make observations of the ingredients and how they change through the

process of making the bouncy ball.

-Explain the process of creating the bouncy ball through writing creative

informative story about the life of a bouncy ball.

9

Lesson Three: Rock Salt and Ice Freezer

-Play sequence of events game from BrainPop Jr. titled Changing States of Matter

Sequence Order.

-Examine the materials used for the Rock Salt Ice experiment.

-Make predictions on what each material will be used for in the experiment.

-Observe the bottle of seltzer water in the rock salt ice mixture and see the change

that from a liquid to a solid.

-Create a sequence of events of liquid changing to a solid through a comic strip

writing.

-Perform comic strip writing in groups.

Students will:

-Name matter that can change states by cooling.

- Show how a liquid turns into a solid using a timeline to explain the changes.

-Turn a liquid into a solid through cooling.

-Inform classmates how a liquid changes to a solid by acting out the process

with classmates.

-Write the process of a liquid turning into a solid in a comic strip format to

show the sequence of events of changing a liquid to a solid and back to

a liquid again.

Lesson Four: Liquid’s Volume and Weight before and After Freezing

-Read How Do You Measure Liquids? by Thomas K. and Heather Adamson

- Read first 13 pages of How Do You Measure Weight? by Thomas K. and Heather

Adamson

-Measure volume and weight of water to be before and after freezing in a Jumbo

Silicone Ice cube tray.

-Freeze each jumbo silicone ice cube tray

10

-Measure one cup of water and pour into different size containers

-Complete the Jello Water Popsicle experiment

-Write a letter explaining the process of making the Jello Water Experiment

Students will:

-Define volume and mass of a liquid

-Use the text, How Do You Measure Liquids? by Thomas K. and Heather

Adamson understand the affects of different sized containers on the

volume and mass of a liquid.

-Use the text , How Do You Measure Liquids? and How Do You Measure

Weight? by Thomas K. and Heather Adamson to help determine

which measuring tools to use to measure the volume and mass of a

liquid before and after freezing.

-Measure the volume and mass of a given amount of water before and after

freezing.

-Explain the changes water undergoes when put in cooling temperatures

through sequence of events.

Lesson Five: Evaporation

-Act as molecules in a solid, liquid and gas as they are neutral, cooling down and or

heating up.

- Observe two containers, one opened, one closed that contain salt water.

- Write observations each day and predict what will happen to the water level.

-See water turn into a gas and evaporate through boiling the water.

-Participate in Fossweb Evaporation Module

-Create a 3-D Water Cycle Foldable

-Complete the Hershey Kiss Experiment.

Students will:

-Oberve water being evaporated in the open container and remaining the

11

same in the closed container.

- Predict what will happen to the water levels of each container each day.

-Observe how water heats and turns into gas.

-Describe how water evaporates form the ground back into the sky.

-Explain the affect people have on the environment through polluting water.

12

Concept Map

13

Science Concepts

Identifying the three states of matter based on their

individual properties that make them a solid, liquid or gas.

How solids change state through heating or physical force

Or cutting etc.

How liquids change state through cooling turning into a

solid.

How to measure the volume of a liquid before and after

freezing.

How to measure the mass of a liquid before and after

freezing.

Understanding liquid takes the shape of its container by

pouring the same amount of liquid into various shaped containers.

How liquids change state through heating turning into a

gas.

How heat affects the process of evaporation.

How evaporation is apart of the water cycle.

Social Studies Concepts

Working respectfully in pairs and or groups to complete assignments or

tasks to demonstrate god citizenship.

Using timelines to show sequencing of events to show the steps of science

experiments.

Using time lines to show sequencing of events to show the process of a

14

state of matter changing it’s state.

Understanding how humans positively and negatively affect the

environment through studying the change of state from a liquid to a

gas exploring evaporation through the water cycle.

Math Concepts

Measure the volume and mass of a liquid before and after freezing

*Math concept is not represented in the Common Core Standards for

Second Grade.

English Language Arts

Reading Informational Texts

What is the World Made Of? All About Solids, Liquids, and Gases

by Kathleen Weidner Zoefeld

How Do You Measure Liquids? by Thomas K. and Heather Adamson

How Do You Measure by Thomas K. and Heather Adamson

Writing Matter Matters Journals- Predictions and Observations

Changing States of Matter Group Song/Poem

Life of a Bouncy Ball Informational Narrative

Liquid to a Solid Comic Strip Informative Writing

Jello Water Popsicle Letter

15

Speaking

Changing States of Matter Group Song/Poem

Liquid to Solid Comic Strip Play

Evaporation Question Board

Listening

Finding objects with pairs in the classroom

Changing States of Matter Song/Poem Creation

Evaporate Question Board

Technology

Smart Board Notebook- Properties and Changes of Matter

Youtube video- Matter Rap

BrainPop Jr. Changing States of Matter Video

BrainPop Jr. Changing States of Matter Sequence Order

Game

Fossweb Evaporation Module

Art, Music, Drama

Changes of Matter Song/Poem

16

Vocabulary for Unit Matter: is anything that takes up space. Matter is everywhere. It can be a solid, liquid, or

gas. YOU are matter!

Property: tells something about the object such as size, shape or color.

Physical change: when matter changes from one state to another, either through force or

heating and cooling temperatures.

Solid: A solid is a state of matter that holds its own shape and does not flow. It can

described by its’ shape, size, color, texture, material, weight, and flexibility.

Liquid: A liquid is a state of matter. A liquid flows and takes the shape of the

container it is in..

Gas: A gas is a state of matter. It does not have its own shape and flows freely on its own.

Sometimes we cannot see gas.

Freezing: Used to create a physical change in the state of matter. The heat is removed from

the matter and can cause a liquid to turn into a solid.

Heating: Used to cause a physical change in a state of matter. The temperature of the

object is turned up and can turn a solid into a liquid and a liquid into a gas.

Melting: to become a liquid by heating.

Melting point: temperature at which a solid melts into its liquid form.

Freezing point- the temperature at which a liquid turns into a solid when cooled.

Sequence of events- the organization of procedures or events that need to be

accomplished or occurred

Volume: the amount of space taken up by an object in a container.

Mass: a property of a state of matter that causes it to have weight.

Measure: to find the size of something.

Cup: a unit of measurement equal to 8 fluid ounces; a cup can also mean a small container

for holding liquids.

Tablespoon: a unit of measurement equal to 3 teaspoons or .5 fluid ounce.

Teaspoon: a unit of measurement equal to 1/3 tablespoon

Fluid Ounce: a unit of measurement for liquids that is equal to 2 tablespoons.

17

Container: an object that holds something; a measuring cup is a container

Balance Scale: a tool used to compare or measure weight; balances have a beam supported

in the center with two equal pans on each end.

Level: flat and even.

Grams: metric unit of measurement to determine the weight.

Experiment: An experiment is a project that is done to investigate or learn more about

something.

Evaporation: occurs when water is heated up and turns to steam or vapor. The liquid

becomes a gas and rises into the air.

Boiling Point: point at which a liquid is heated enough to turn into gas.

Observe: means to study and look at something carefully.

18

Revised Bloom’s Taxonomy

Questioning Chart for Unit

Creating

L1: Can students create a song or poem using the information

they know about heating and cooling liquids and solids?

L2: Can the students create a bouncy ball by adding heating

and cooling measures as well as the correct amount of

ingredients?

L3: Can students create a comic strip writing to show sequence

of events in changing a liquid to a solid and to a liquid again?

L3: Can students show their understanding through acting out

process of changing states?

L4: What would happen if we left our frozen small water cups

out of the freezer for the rest of the day?

L5: What would happen if water evaporation did not leave

behind other materials?

Evaluating

L1: How would you explain the process a liquid goes through

when turning into a solid? A solid into a liquid? L2: Can the students explain why they categorized the

ingredients into that specific category?

L2: Based on students’ observations, can they explain the

differences of solids and liquids?

L4: What information would you use to support that water

expands when frozen?

L5: What information would you use to describe how puddles

disappear?

19

L5: Why is evaporation important to the world?

Analyzing

L1: How would you categorize the objects in the room?

L2: Can students name the differences between the ingredient

by identifying what makes them a solid, liquid and or gas?

L4: What is the relationship between freezing and heating

temperatures on the volume and weight of water?

L4: Does mass or volume of water change after it freezes or

thaws?

L5: What conclusion can you draw from observing the water in

the open container? In the closed container?

Applying

L1: What would the result be if you applied heating or cooling

to a solid or liquid?

L3: What would the result be if you apply cooling measures to a

liquid? If you apply heating measure to the new solid?

L4: How can I measure the volume of a liquid?

L4: How can I measure the mass of a liquid?

L4: What examples of liquids can you find that change states

when frozen or heated?

L5: What examples can you find where evaporation takes

place?

Understanding

L2: Can students categorize the states of matter into the

correct category? L2: How would you compare solids and liquids?

L4: What is volume?

L4: What is mass?

Remembering L1: Can you list the three states of matter? L3: How did a liquid turn into the solid?

20

UNIQUE LEARNER PROFILE The Unique Learner I chose to target throughout my Matter Unit is Curtis* a

Hispanic student within my second grade classroom at Trinity Elementary School. He is

labeled as an ESL student due to his language differences affecting his classroom

performance. He is able to speak English well but struggles with his reading abilities,

comprehension skills and Standard English writing skills. Curtis is at reading level H, which

at Trinity Elementary is considered an Early First Grade level. At the end of the calendar

school year he is expected to be at the reading level M, a transitional level from second to

third grade. The transitional second to third grade levels range from letters J to P, leaving

Curtis at the middle of the transitional second to third grade level if he improves his

reading skills and comprehension skills. To assist Curtis in improving his reading abilities

and improve his language skills, my cooperating teacher Ms. Kesslick provides him with

paired guided reading in the morning instead of having him in a larger guided reading

group consisting of five or six students. He is paired with another ESL student David* who

requires similar assistance to improve his own reading and language skills. Being paired

with a student with similar needs allows for Curtis to receive the individual attention and

instruction that is essential for him to grow as a reader and English language learner. He

also receives additional reading assistance from the Title 1 Reading Resource teacher. Each

Curtis and David, the other ESL student leave with the Title 1 teacher during science and or

social studies instruction depending on the week to receive the extra help necessary to

improve their abilities. Curtis’s low reading skills and comprehension influence his math

performance in the classroom. When given math word problems to complete, he requires

21

much assistance in determining what the question is asking of him. After reading through

the problem with him, together we break down what the question is asking by identifying

the numbers needed to solve the problem and addressing word meaning issues, like sum or

less then. Once the elements of the word problem are identified and math vocabulary is

addressed, Curtis is able to place the numbers in the appropriate places in the equation and

solve the problem. When he solves the problems he relies heavily on finger counting so he

can visually see the numbers being added together or subtracted from each other. Also in

regards to visual representations, Curtis excels in the areas of math where visual aids and

manipulatives are provided. His geometry skills are his highest performing areas in math,

having met grade level expectations in identifying and drawing shapes based on their

attributes (triangles, quadrilaterals, pentagons, hexagons and cubes) as well as dividing

rectangles into rows and columns of the same size squares and counting to find the total

number. The other two areas of math, Operations and Algebraic Thinking and Number

Operations and Base Ten are areas in which he inconsistently meets grade level

expectations or performs below the grade level expectations, like when working with math

words problems in Operations and Algebraic Thinking or telling time to the nearest five

minutes in Number Operations and Base Ten.

Regardless of his lower reading abilities, language skills and math performance

Curtis works diligently on his assignments occasionally expressing frustration and low self-

esteem in completing assignments. He often needs reassurance that he is capable of

completing a task and reassurance that he can understand the concepts being presented.

His behavior in the classroom is exemplary. As mentioned he shows consistent effort in the

classroom, staying on task and completing assignments. He is able to work independently

22

periodically asking classmates at his table for help or raising his hand for teacher

assistance with his work. He exhibits self-control within the classroom, by raising his hand

and waiting to speak when called on or only speaking during class time when the voice

meter is on whisper or inside voices. He is also very neighborly toward his classmates

offering to help students with tasks his is able to contribute to as well as being friendly to

all of the students within the classroom.

Unique Learner Outcome

Throughout the semester I have been working with Curtis the Unique Learner I chose to

focus on within my unit and my time in the classroom. During our morning work session I

will often check on the student to see if he needs any assistance with his assignment

without my making it obvious that I am targeting him within the classroom. I visit each

table throughout the morning work session to help each student. When working with

Curtis I focus on finding different ways to explain the assignment when he is faced with

difficulty due to the language barrier. He has also become much better throughout the

semester with asking his classmates at his table for help with his assignments. Earlier in

the semester he was very shy and introverted being intimidated to ask for help. Now as the

semester has progressed he has come out of his shell and is more forth coming with

questions about the assignments and the content. Occasionally when I speak with him and

we come across a word he does not know, I attempt to reference my Spanish vocabulary I

remember from college Spanish course to help Curtis with his understanding. He finds it

very entertaining hearing me say the Spanish words and we are able to compare how I am

mispronouncing the word and misunderstanding it’s meaning just as he is

23

misunderstanding the English word. Having Curtis correct me with my Spanish

pronunciation gives him a bit of confidence, placing him in the teachers shoes instructing

me on Spanish words. It has also seemed to transfer over into his conversations with his

tablemates, having heard some of the students ask Curtis what the Spanish word is for a

term they are discussing. It is nice to see that the students are willing to help him

understand the language as well as learn his first language. I have also been working

closely with Curtis with his reading. During centers time in the classroom the students will

rotate to different activities. One of the activities each day is the guided reading station.

Curtis requiring extra help with his reading has his guided reading during the first 10-15

minutes of the morning work session with Ms. Kesslick. During the center time when his

group is at guided reading Curtis is to read silently at the reading carpet. I have used this

time to work with Curtis on his reading fluency. He especially enjoys a Berenstain Bears

book titled, ThunderBolt by Stan Berenstain. Each Tuesday and Thursday Curtis

approaches me asking if we would be able to read together during the centers time. We

work on implementing different reading strategies, which include using the illustrations to

help determine meaning unknown words and chunking the words to help with the

pronunciation of the word. He seems to be more excited to read than he had been in the

beginning of the semester. Earlier on he was very insecure with his reading and would read

quietly aloud to me but now as the semester has progressed he has gained confidence and

if willing to take risk with his reading.

Pre-Assessment

1. Check the boxes that describe the matter pictured.

Matter I can see it

I can feel it

I can taste it

I can smell it

Takes up

space

Solid, liquid

or gas? (S,L,G)

25

2. How can you change the state of matter of the tree?

Heating Cooling Cutting/Hammering

3. How can you change the soda to a solid state of matter?

4. How can you change the ice cube to a liquid state of matter?

26

5. How can you change the water to a gas state of matter?

6. Which is an example of molecules of a solid?

Spread out Loosely packed Tightly Packed Quickly moving Moving freely Slowly moving

7.Which is an example of molecules of a liquid?

Spread out Loosely packed Tightly packed Quickly moving Moving freely Slowly moving

27

8. Which is an example of molecules of a gas?

Spread out Loosely packed Tightly packed Quickly moving Moving freely Slowly moving

9. Put the cards in sequence order to show how a liquid turns into a solid. Number them from 1-5, 1 being the beginning 5 being the end.

____________ ____________ ____________

____________ ____________

28

10. Circle the measuring tool you would use to measure one cup of water?

Measuring Cup Teaspoon Tablespoon 11. Does water have more volume before or after freezing? ____________________________________________________________________________________________________________________________________________________________________________________ 12. Circle which sequence of events shows water evaporating?

A.

B.

29

13. How do puddles disappear after it rains?

30

Pre-Assessment Answer Key 1.

Matter I can see it

I can feel it

I can taste it

I can smell it

Takes up

space

Solid, liquid

or gas? (S,L,G)

x x x x G

x x x x x S

x x x x x L

X x x x x L

x x x X S

X x x x G

31

2. Cutting/Hammering 3. Cooling 4. Heating 5. Heating 6. Tightly packed, slowly moving 7. Loosely packed, moving freely 8.Spread out quickly moving 9. 4,1,3,2,5 10. Measuring Cup 11. More volume after freezing 12. A. 13. Disappear through evaporation, liquid being heated turning into a gas and returning into the air.

32 Integrated STEM/Social Studies Lesson Plan

Name: Grade: Level Second Date:

Integrated areas: Lesson Topic: Materials Needed: 1.Social Studies Overview of States of Matter Matter Matters Journals 2.Technology What is the World Made Of?

All About Solids, Liquids, and Gases by Kathleen Weidner Zoehfeld Illustrated by Paul Meisel

3.Writing Length of Lesson: 120 minutes Smart Board Notebook 4.Listening Smart Board 5. Music 11x14 colored paper- one per

student 12 circle stickers per student 1 Pair of Scissors per student

Common Core / Essential Standards Covered: (Areas of Integration)

Social Studies: 2.C.1.3 Exemplify respect and appropriate social skills needed for working with diverse groups Science/Engineering: 2.P.2.1 Give examples of matter that change from a solid to a liquid and from a liquid to a solid by

heating and cooling.

ELA: Speaking: SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. Listening: SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Reading: RI. 2.6 Identify the main purpose of a text, including what the author wants to answers, explain or describe. 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. Math: Technology: 2. TT 1.2 Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.)

33 Music: 2.ML.3.2 Create extended rhythmic patterns over a steady beat Learning Targets I can work respectfully with my partner, when exploring states of matter in the room and when sharing ideas with him or her to investigate how the states of matter can change. I can participate in collaborative conversations with my partner and group members about the effects of heating and cooling temperatures on states of matter. I can categorize objects in the classroom into the correct states, solids, liquids, gases. I can predict what will happen to each state of matter when heat or cooling temperatures are added to it. I can create a foldable to help gather information learned about states of matter and the effects of heating and cooling temperatures. I can apply my knowledge of the effects of heating and cooling on states of matter when writing a song/poem with my group. I can clearly recite my song and or poem with my group. Objectives included in lesson but not tested: Technology: 2. TT 1.2 Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.) Essential Understandings from Social Studies Essential Understandings from Science Students will work well within a diverse group when creating a poem or song addressing the topic of a state of matter.

Students will be able to categorize the states of matter into the correct state of matter.

Students will work respectively with their partner to categorize the states of matter into the correct category.

Students will predict how heating and cooling temperatures affect the properties of solids and liquids.

Students will understand the changes states of matter undergo.

Essential Questions Focus Questions Evaluate: How would you explain the process a liquid goes through when turning into a solid? A solid into a liquid?

Remember: Can you list the three states of matter?

Create: Can students create a song or poem using the information they know about heating and cooling liquids and solids?

Analyze: How would you categorize the objects in the room?

Applying: What would the result be if you applied heating or cooling to a solid or liquid?

34 Science Process Skills Utilized: Data-Generating Process Skills

Idea Using Process Skills

Data Organizing Process Skills

Idea Building Process skills

Communicating Experimenting Measuring Observing Verifying

Applying Controlling Variables Hypothesizing Model Building Predicting

Charting and Graphing Classifying Comparing Ordering Sequencing Using Numbers

Explaining Generating Inferring Making analogies Summarizing Interpreting data

Differentiation for Unique Learner: To assist my Unique Learner in categorizing solids, liquids and gases, he will be provided with an extra hand out which provides him with illustrations needed to better comprehend the English words. With the illustrations he will be able to have a frame of mind as to which word is associated with which category. The explore portion he is to dig into the topic and by providing him with vocabulary and a visual representation of the word, he will be able to actively participate in the explore activity with his partner instead of passively participating. The handout he will receive matches the categorizing activity in the ActivInspire flipchart, Properties and Changes of Matter. Tiered Lesson Level 1: AIG Level 2: ELL Level 3:EC Activity: Experiment creation activity. AiG student would apply his knowledge developed throughout the lesson to design an experiment which shows how a solid can turn into a liquid or a liquid turning into a solid.

Activity: Provided extra handout for the explore portion of the lesson to assist in active participation.

Activity: Implementation of the molecule dance targets the occasional behavioral issues associated with EC students. Also pairing the student throughout the explore can help redirect their focus along with the small group activity where the students can work collaboratively.

Detailed Lesson Plan Engage: (Hooks the students into the topic) Grouping Strategy: Whole Group Small Group Pairs Individual For the engagement portion of this lesson, I will read to the students, What is the World Made Of? All About Solids, Liquids, and Gases by Kathleen Weidner Zoehfeld and illustrated by Paul Meisel. Through reading this book aloud to the students they will be provided with information on the three states of matter, solids, liquids and gases. The changes each state of matter undergo is also explained in such a way that lends itself to be a great tool to introducing properties of matter and changes of matter. The students will be able to apply the knowledge gained from the reading when participating in the explore portion of the lesson. Other aspects of the book also show examples of what we will be completing in the unit, like freezing ice cubes and heating water to it’s boiling point to show evaporation.

35 Explore: (Student driven exploration of the topic to be studied) Grouping Strategy: Whole Group Small Group Pairs Individual Activity: In the exploration aspect of the lesson students will be paired by “elbow” buddies at their tables. If students are at the end of the table having two “elbow” buddies, they will be paired with other students who are in the same situation, having two “elbow” buddies. Once paired, the students are to gather their Matter Matters journal used from their Pre-Assessment and find an area of the room to sit and share with their partner the list they had created when investigating states of matter during their pre-assessment. The students will have three minutes to raise questions to each other about the placement of different objects and the reasoning as to why they had placed it under that specific state of matter. Students should exemplify respect towards the other student when conversing about their lists, making sure they do not insult other students on their initial understanding of the states of matter based on their pre-assessment list. After the three minutes of sharing, the students are to explore the room together and create new pages in the Matter Matters journal. Instruct them to write at the top of the next open page in their Matter Matters journal, Solids and on the next open page, write Liquids and the next, Gases. Inform the students they along with their partner are to explore the different objects within the room and determine together which state of matter they think the object should go under. Encourage the students to readdress objects on their old list as well as finding new items within the room, really searching for different states of matter, of different textures, materials, colors, etc. After discussing which state of matter it is, they are to record the objects under the appropriate page title. The records can be in list form, picture form, whichever the student prefers for their Matter Matters journal. Students will have 5 minutes to investigate the room for different states of matter. When the five minutes are finished the pairs may return to their section of the room for 2 minutes to discuss and record their ideas regarding what may cause matter to change states and what physical changes would occur. Through reading What is the World Made Of? All About Solids, Liquids, and Gases by Kathleen Weidner Zoehfeld Illustrated by Paul Meisel the students have some background information to formulate their own ideas and predictions as to what can cause the physical change of matter and the change the it undergoes. Explain: (Teacher input and discussion of topic) (what will you say, how will you TEACH the concepts?) Vocabulary: Matter: is anything that takes up space. Matter is everywhere. It can be a solid, liquid, or gas. YOU are matter! Property: tells something about the object such as size, shape or color. Physical change: when matter changes from one state to another, either through force or heating and cooling temperatures. Solid: A solid is a state of matter that holds its own shape and does not flow. It can described by its’ shape, size, color, texture, material, weight, and flexibility. Liquid: A liquid is a state of matter. A liquid flows and takes the shape of the

36 container it is in.. Gas: A gas is a state of matter. It does not have its own shape and flows freely on its own. Sometimes we cannot see gas. Freezing: Used to create a physical change in the state of matter. The heat is removed from the matter and can cause a liquid to turn into a solid. Heating: Used to cause a physical change in a state of matter. The temperature of the object is turned up and can turn a solid into a liquid and a liquid into a gas. Melting: to become a liquid by heating. Using the Smart board, I will open the Smart Board Notebook Properties and Changes in Matter, to have each pair of students share their findings from the explore portion of the lesson. First I will choose an object from my list I gathered throughout the explore portion. I will demonstrate to the students how to write with the Smart Board pen, explaining how gentle I need to be when writing my letters on the board especially when dotting my i’s. I will show the students how to use find and access the eraser on the board in cases where the student would need to fix his or her writing. I will also inform the students they are not to change the color of the pen when it is their turn to write on the board. Students will come up to the Smart Board to write and/or draw an object they found in the room under what they believe to be the appropriate state of matter for the object. One student from each pairing will choose an object from their list to write under a state of matter title, solid, liquid or gas. As students are writing, I will talk with the students at the carpet about their partner discussions when reviewing their lists from their pre-assessment found in their Matter Matters journals. I will question the students if they agreed on the placement of all the objects on each other’s lists or if they found some objects should have be put underneath a different title. I will also ask the students about any difficulties they had identifying objects throughout their investigation in the classroom. Once all of the students had a chance to write their object on the Smart board, I will share with the student’s solid, liquid, and gas poems to help them identify characteristics of each state of matter in a catchy, memorable way. I will read each of the poems to the students before we discuss the list they provided from their exploration of states of matter in the classroom. The students will also each receive a copy of the poems to copy down in their Matter Matters journal. SOLIDS LIQUIDS GASES _ “A solid is a solid. “A liquid moves slowly. “Air is a gas. It doesn’t change shape. We say that is flows. We can’t see it, that’s true; It can’t move around; From one place to another- But often we feel it It stays in one place. How quickly it goes! In things that we do. Your desk is a solid. We know that most liquids It keeps up a kite. And so is your chair. Are easy to see. Air fills up a bubble. Just look in your classroom- With no shape of their own, Without it to breathe, WOW! They’re everywhere!” They’re not like you and me.” We’d be in BIG trouble.” Students will also be provided with four different tests they can apply to determine whether or not an object is a liquid or solid. The four tests include, push, pick-up, pour, and shape. Push test- can you push it? Pick-Up test- if you pick something up does it all come up? Pour test- does it pour out smoothly or does it just fall out in a clump? Shape test- does it keep the same shape? After reading the poem, I will look over the list and question the students if they see any objects after hearing the poems and thinking about the four tests, they believe do not fit with the state of matter title they are written beneath. If a student identifies a word is misplaced, I will survey the class to see if

37 they agree with the categorization of the object. To assess if they agree on the placement the students will raise a quiet hand, with either 5 fingers spread to make an open hand, like a high five, which means they agree with the placement, or they will hold 3 fingers spread wide as if making a W, to demonstrate if they are not sure about the placement of the object. Students will also have the option to raise a quiet hand with their pointer finger pointing up to show the number one, meaning they disagree with the placement. I will look to receive feedback from a student who raised 5 fingers to see why they agreed with the placement, as well as from a student who raised a 3 to have them explain why they are unsure if the placement is correct. Also I will ask a student who had raised a one to provide an explanation as to why they disagreed with the placement. This allows for the students to challenge each other in a respectful way that promotes deeper thinking, through questioning and reasoning. After hearing students’ thoughts on the placement of the object, I will provide information as I see needed based on their reasoning of the object being placed in the right state of matter, solid, liquid or gas. If students do not provide feedback on objects that may be misplaced, I will choose a word from the list on the Smart Board to discuss to ensure that state of matter is addressed to eliminate confusion. I will end the discussion after a maximum of 6 objects from the list have been challenged by the class or after 15 minutes of discussion. The next portion of the Smart Board notebook allows further student interaction in the classification of matter as solids, liquids and gases. The students, if raising a quiet hand, can have the opportunity to visit the board and drag the pictures to the appropriate row that describes the object’s state of matter as a solid, liquid or gas. After dragging the picture to the state of matter row, I will ask the student to inform us as to why they chose that row for the object. Answers should include, naming the materials the object if made up of, it’s shape whether it keeps its own shape or if it flows taking the shape of its container. This allows for 12 student participants, with the assumption all students place the picture in the correct state of matter row on the first try. If a student placing the object in the incorrect section, we as a class will determine why, the student may have gotten confused, listing similarities amongst the states of matter. I will then ask the class to share the predictions they made in pairs with their “elbow” buddies, of what they believe happens when our states matter undergo a physical change and how that change can occur. On the active board I will write the students predictions, like solid melting to a liquid and targeting “how” terms, like heating and freezing or cutting. We will challenge their predictions through the next pages in the Smart Board Notebook when discussing, a solid changing to a liquid, a liquid changing to a solid and a liquid changing to a gas. When discussing the physical changes the students will have the opportunity to come to the board to circle the measures, which could cause the physical change as well as shade in the thermometer to show the temperature necessary to create the physical change. Note that the changes occur through heating, where temperature of the object is turned up causing a solid to turn into a liquid and a liquid into a gas or freezing, where heat is removed from the matter and can cause a liquid to turn into a solid. I will discuss how the heat and freezing and temperatures cause the insides, the molecules of the matter to react, making the molecules move faster when heated or slower when cooled. After talking with the students about how heating and freezing cause matter to change their energy levels, I will demonstrate the change in molecules by acting like a molecule in a solid, liquid and gas. I will model first molecules within a solid by standing really close to someone, shoulder to shoulder. I will explain molecules in a solid are packed together and when the solid is heated up, it slowly becomes more action, (at which point I will begin to move are more). I will explain that the faster I begin to move the more I am becoming a liquid. When I turn into a liquid I will link arms with someone in the classroom to show how liquid flows together moving quickly depending on the type of liquid. I will then unlink arms I will begin to slow down and explain to the students I am becoming very cold, as I explain I will move close to someone, standing shoulder to shoulder. I will then ask the students what change did I undergo and which state of matter did I become. After receiving an answer, I will then move far from the students to a far end of the corner. I will again ask the students if they can determine which state of matter I am

38 acting like. After each state of matter was touched upon, I will have the students act out the states of matter. I will introduce heating of a liquid to see if the students will speed up and become jumpy, like a liquid does when heat is added to in like boiling. Elaborate: (Application of understandings to the real world) Grouping Strategy: Whole Group Small Group Pairs Individual In the elaborate portion of the lesson students will create a Stages of Matter flipbook. To construct the flip book I will model for the class by step by step instructions on how to fold, cut and write on the outside and inside top pages of their foldable, along with providing them with topics to address on the inside of the foldable. The steps for the construction and content of the foldable flipbook are:

1. Find the dotted lines on the paper. Make sure they are not facing you the side facing you should be blank.

2. Hold the paper in front of you with the dotted lines facing the person in front of you and hold your paper so it is tall and skinny, not short and wide. We need to fold the paper hot dog style.

3. Fold the paper, bringing the left side of the paper to meet the right side, just like a hotdog bun folds up and the sides meet.

4. Find the dotted lines, using your scissors cut along the dotted lines, make sure you are paying attention to where you are cutting so you stop at the end of the dotted lines not at the crease of the folded paper. We also want to pay attention because we want to make sure the foldable is nice and neat!

5. The folded paper should be in front of you with the opening facing you and the folded part closest to your neighbor across from you.

6. At the top middle of the folded paper, write Stages of Matter in very neat handing writing. 7. On the first flap on the left side, write GAS, drawing a squiggly circle around the word. 8. In the middle flap, write LIQUID, with water lines underneath the word as if you were drawing

the ocean, river or a swimming pool. 9. On the far right side, write SOLID, with a cube around the word. 10. Along the bottom of the foldable, with a marker, draw overtop of the dotted line to make a

really long arrow. 11. Really small, write temperature on the middle flap right above the line you just drew. 12. Again really small write warmer on the left flap just above the line you just drew. 13. Write really small on the right flap the word, cooler. 14. Now, open the folded paper so it is stretched out to be a big piece of paper once again. Make

sure to have the cut parts at the top of your paper. 15. On the left side flap you are going to draw a big balloon. 16. In the middle you are going to draw a cup, with a water line, just like you did on the front of the

foldable when writing liquid. 17. On the right side flap you are going to draw a cube, without the word inside. 18. Take the stickers, and place them far away from each other inside of the balloon to show how

the molecules are spread out, and taking the shape of the container. 19. Put the stickers somewhat closer together when putting them inside of the class on the middle

flap, to show how the liquid flows but has a definite volume unlike gas. 20. When placing the stickers in the solid shape, because sure to place them right up against each

39 other to show how squeezed in they are, because solids hold their own shape.

21. On the left side of the foldable, write examples of gases, like balloons, air, etc. Also write how a gas can change.

22. In the middle of the foldable write examples of liquids and how a liquid can change states through heating and freezing. Include other characteristics of liquids, not having a definite shape, taking the shape of the container.

23. On the right side of the foldable write examples of solids and how the solid can change states through heating and freezing. Write other characteristics like identifying solids by materials, shape, color, size, sturdiness, flexibility, etc.

24. Write your name on the very top right corner of the foldable! 25. Place it in the daily work bin when you are finished!

Evaluate: (Student and teacher assessment and determination of where to go from here) Include Rubrics, charts for recording data etc…) Criteria for Success (numerical and defined) Students will complete all activities with 80% accuracy. Student Self-Evaluation of Learning:

Learning Assessed Strategy utilized by students Student outcome

Teacher Formative Evaluation of Learning:

Learning Target Type of Formative Assessment Tool utilized to measure success

Student Outcomes

Students listened when in pairs

looking for objects and discussing where they are

placed.

SL.2.1. RI.2.4

Checklist

Students listened when in

Rubric for song or poem

40

groups creating the poem or song about their matter

changing.

SL .2.1.

Categorize objects in room in pairs

2.P.2.1 RI.2.4

Matter Matters Journal- new list of objects under correct state of

matter title

Students can make predictions on what will happen to liquids and solids when heating and

cooling are applied.

2. P.2.1. RI.2.4

Matter Matters Journal- predictions written during explain portion of lesson

Name the information on states

of matter and changes they undergo with heating and

cooling.

2 P.2.1. RI.2.4

Foldable

Use knowledge to create song or poem about changes of matter in

group. 2. P.2.1. 2. C.1.3.

Rubric for song or poem

Students recited song and or poem clearly along with their music and beat they chose for

their song or poem.

2ML.3.2 SL.2.5.

Rubric for song or poem

41 Evaluation of Lesson Assessment Data: Extend: (What additional activities could support ongoing learning of the topic) For the extend portion of the lesson, the students will be broken up into three groups, 7 students per group. I will assign each group one of the three states of matter. As a group they are to create a poem or song, like the solid, liquid and gas poems or like the following video of second graders singing their matter song. Play the video http://youtu.be/oAqompxk7fY to show students an example of a matter song. Within their song they need to describe the way or ways their state of matter physical changes by heating or cooling. As part of their assignment they are also to include a beat or rhythm to read or sing their poem or song along to when they present the poem to the class. The music teacher will join in on planning and implementing the lesson. Together we will assist the students with creating their song and poem. The music teacher will provide me with the understanding of how the beats and rhythm should go along with the words of the song and I will inform her on the content needed to be included within the song or poem created by the students. During instruction time we will take turns visiting each group to meet with the students to provide them with instruction on matching words to the beats and rhythms and clarifying the accuracy of the content within their song or poem. The students will be able to work on their poem or song over three class periods. Lesson Reflection if taught: References: A Terhune. (2012). January 28). Matter [Web log comment]. Retieved from

http://mrsterhune.blogspot.com/search/label/Matter.

DeCarbo, C. States of Matter for Kids! {A Unit on Solids, Liquids, and Gases}[PDF

document]. Retrieved from www.teacherspayteachers.com/Product/State-of-Matter-for-Kids-A-Unit-on-

Solids-Liquids-and-Gases.

GoddessofWhimsy. (2012,March 11). States of Matter. [Web log comment]. Retrieved from http://theinspiredclassroom.blogspot.com/2012/03/states-of-matter.html

42 Matter Rap [Video File]. Retrieved from http://youtu.be/oAqompxk7fY

Theisen, C. (n.d.). Investigating matter, solid or liquid: Barthlomew and the oobleck.

Retrieved from http://serc.carleton.edu/sp/mnstep/activities/26393.html

Zoehfeld, K.W. (1998). What is the World Made Of? All About Solids, Liquids, and

Gases. New York, NY: HarperCollins Publishers.

43 Checklist for Student Behavior

44

Smart Board Notebook

45

46

47

48

49

Handout for Unique Learner

Handout for Unique Learner

50

51

Changing States of Matter Foldable

52

Changes in Matter Song or Poem Rubric

53

Integrated STEM/Social Studies Lesson Plan

Name: Grade Level: Second Date: October 8th, 2012 Integrated areas: Lesson Topic: Materials Needed: 1.Social Studies Bouncy Ball Solid 1 box of Borax 2. English Language Arts 1 box of Cornstarch 3.Writing Length of Lesson: 60 minutes Food coloring 4.Technology 1 tablespoon measure ½ teaspoon measurer 2 tablespoons of warm water

per food coloring Warm Water 5 bottles of 7.625 FL oz. of

Elmer’s Glue 22 bowls- one per student 5 .5oz plastic cups 1 16 FL oz per food coloring

color 22 12x18” sheets of paper

Common Core / Essential Standards Covered: (Areas of Integration)

Social Studies: 2 C 1.3 Exemplifying respect and appropriate social skills needed for working with diverse groups. Science/Engineering: 2 P 2.1 Give examples that change from a solid to a liquid and from a liquid to a solid by heating and cooling. ELA: Speaking: Listening: Reading: 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.2.3. Write narratives in which they recount a well-elaborated event or short sequence of

54 events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. 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). Math: Technology: 2. TT 1.2 Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.) Learning Targets I can categorize matter into the three different states, solids, liquids and gases. I can see the change of solids and liquids when heat added to the mixture of the bouncy ball. I can see the change of solids and liquids when they are cooled, through the final product of the bouncy ball. I can make comparisons between characteristics of a liquid and characteristics of a solid. I can feel the differences between liquids and solids, understanding the flow of liquids and the restricted shape of solids through making the bouncy ball. I can make observations of the ingredients and how they change through the process of making the bouncy ball. I can explain the process of creating the bouncy ball through writing a creative informative story about the life of a bouncy ball. Objectives included in lesson but not tested: 2. TT 1.2 Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.) Essential Understandings from Social Studies Essential Understandings from Science Students will work well in a diverse group. Students will be able to categorize the states of

matter appropriately. Students will work respectfully to categorize the states of matter into the correct category.

Students will observe the effects of heating and cooling on a solid and liquid.

Students will complete the prediction/what happened worksheet respectfully, listening to other students thoughts and opinions on what happened.

Essential Questions Focus Questions Evaluating: Can the students explain why they categorized the ingredients into that specific category?

Understanding: Can students categorize the states of matter into the correct category?

Creating: Can the students create a bouncy ball by Analyze: Can students name the differences

55 adding heating and cooling measures as well as the correct amount of ingredients?

between the ingredient by identifying what makes them a solid, liquid and or gas?

Evaluate: Based on students’ observations, can they explain the differences of solids and liquids?

Understanding: How would you compare solids and liquids?

Science Process Skills Utilized: Data-Generating Process Skills

Idea Using Process Skills

Data Organizing Process Skills

Idea Building Process skills

Communicating Experimenting Measuring Observing Verifying

Applying Controlling Variables Hypothesizing Model Building Predicting

Charting and Graphing Classifying Comparing Ordering Sequencing Using Numbers

Explaining Generating Inferring Making analogies Summarizing Interpreting data

Differentiation for Unique Learner: The learner’s needs are met through the exploration portion of the lesson by providing pictures with the ingredient word in the sorting of the ingredients into their respective state of matter category. The picture helps the learner associate the ingredient name with the ingredient. The learner’s needs are met through verbal communication of the directions paired with the modeling demonstrated throughout the explanation portion of the lesson. The learner can rely on the visual aspect of the directions if he becomes lost in the vocabulary. The hands on nature of the lesson also lends to the learners skills, being able to “do” the subject, instead of only reading about the subject and applying the comprehension when completing worksheets or other assignments. He can feel, smell, and explore other characteristics of the ingredients through experience, making understanding of the science concepts more easily accessible for the learner. Tiered Lesson Level 1: AIG Level 2: ELL Level 3:EC Activity: Activity: Activity:

The learner will have a Choice Board as part of the extension

writing activity.

Learner targeted through needs of Unique Learner

Learner targeted through the hands on

activity of creating the bouncy ball. Also throughout the other areas of the

lesson, the child will be paired with other students providing opportunities for the learner to work positively with

his or her classmates.

56

Detailed Lesson Plan Engage: (Hooks the students into the topic) Grouping Strategy: Whole Group Small Group Pairs Individual To engage the students I will play a short video clip from Brain Pop Jr. on Matter Changing States. The video clip explains to the students how solids can be changed into a liquid if heat is added to the solid. It shows an example of heat being added to an ice cube that then turns into liquid, water. The video also explains how liquids can turn into solids by means of adding cooling measures to the liquid. It demonstrates this through the creation of an ice cube, moving from a liquid to a solid after being in a freezer. The video can be found using the following link, http://www.brainpopjr.com/science/matter/changingstatesofmatter/ Explore: (Student driven exploration of the topic to be studied) Grouping Strategy: Whole Group Small Group Pairs Individual Activity: Prior to beginning the explore activity, I will explain to the students that the ingredients at their tables cannot be eaten and are to stay in their place on the table unless given specific directions otherwise. To explore the content, the students will investigate the different types of matter that make up the ingredients being used to create their bouncy balls. The ingredients and tools the students are exploring include, 2 tables spoons of water, ½ teaspoon of borax, 1 table spoon of cornstarch, 1 tablespoon of Elmer’s glue, a Styrofoam bowl, a plastic spoon. Each table has a set of ingredients at the center of the table for the students to take turns touching, smelling and characterizing the ingredients. As a group the students will determine which ingredients are solids, liquids and gases. They will mark their groupings through a checklist, where they will place a check in the box of a state of matter they believe the ingredient shares characteristics with. After examining the ingredients and grouping their ingredients, we will discuss how each table categorized the ingredients and why they categorized them that way. Students should provide details that target the characteristic of each state of matter when giving their reasoning. Explain: (Teacher input and discussion of topic)(What will you say, how will you TEACH the concepts?) Matter: is anything that takes up space. Matter is everywhere. It can be a solid, liquid, or gas. YOU are matter! Property: tells something about the object such as size, shape or color. Physical change: when matter changes from one state to another, either through force or heating and cooling temperatures. Solid: A solid is a state of matter. It holds it’s own shape and does not flow. Liquid: A liquid is a state of matter. A liquid flows and takes the shape of the container it is in..

57 Gas: A gas is a state of matter. It does not have its own shape and flows freely on its own. Sometimes we cannot see gas. Melting point: temperature at which a solid melts into its liquid form. During the explain portion of the lesson students will be making their own bouncy ball using the ingredients listed above. The ingredients are pre-measured to avoid measuring mistakes as well as conserve time, to make the bouncy balls. Each student will receive an empty Styrofoam bowl, a plastic spoon, a .5 oz cup filled with the tablespoon of corn starch, and a .5 oz cup filled with 1 tablespoon of Elmer’s glue. Each table will have ½ teaspoon of Borax and 2 tablespoons of water from the engagement activity but will not receive their own ½ teaspoon of Borax or 2 tablespoons of water. The ½ teaspoon of Borax and 2 tablespoons of water will be mixed prior to the lesson for each student due to time concerns. After all the materials are gathered and prepared, students will then mix their 1 tablespoon of cornstarch with the 1 tablespoon of Elmer’s glue in the empty Styrofoam bowl. After mixing the two ingredients, the class will then observe the Borax mixing with the warm water. Throughout this process the students will see the Borax change it’s state and dissolve into the liquid with the water. Once the Borax is dissolved, food coloring can be added. Each food coloring requires it’s own Borax and water mixture, providing many color options for the students. After adding the food coloring, the students will be called up by table to the front bench to choose their color of their bouncy ball. I will measure out each students Borax Water mixture to avoid complications with the end results. As the students receive their ½ teaspoon of the Borax/water mix I will instruct them to count for 15 seconds before mixing the two mixtures, stressing counting slowly, like one Mississippi, two Mississippi to convey the them the necessity of waiting in order for the bouncy ball to be properly created. After gaining their understanding, I will add the mixture to their cornstarch and Elmer’s glue mixture. Again, I will remind the students to wait 15 seconds before stirring the mixture. After 15 seconds, the students will stir the mixture with the plastic spoon provided. The students should continue to stir until the mixture is too difficult to stir. At that point the students should spoon out the mixture and begin molding the bouncy ball into a sphere. To do so the students must knead the mixture as if they were making a ball out of play dough. The mixture is very messy at first, but it will quickly solidify. After the students have each created their bouncy ball, I will pass out sandwich bags for the students to take their bouncy balls home. I will also instruct them to keep the bouncy balls in their books bags until they are off of the bus and or in their homes. I will ask them many times where they can take the bouncy balls out so there are no issues on the buses with other students wishing to have the bouncy ball or something being hit with the ball. Explain to the students that as they mix the liquids and solids, they are creating a mixture. The mixture begins as a liquid, when the solid combines with the liquid, but it becomes a more thick liquid. As the students stir the mixture, it becomes more solid, with the molecules of the mixture moving more slowly, just as they do in a solid. As the student knead the mixture into a ball, the molecules slow down forming the solid, bouncy ball. Elaborate: (Application of understandings to the real world) Grouping Strategy: Whole Group Small Group Pairs Individual Throughout the elaborate portion of the lesson, students will create a four flap foldable to express the process of making the bouncy ball. I will model the steps needed to create the foldable as the students follow along through each step. I will,

1. Give each student a large sheet of white construction paper - 12" x 18" was used in the examples above. Show the students how to fold along the dotted lines on the paper.

58 2. Ask students to open their papers and then fold the top and bottom halves in to meet at the center,

meeting the dotted line in the middle. 3. Next, show your students how to cut down the solid black line in the middle of each flap to create a

total of four flaps. 4. After the four flaps have been created, the students are to title, each flap with a step in the creation

of the Bouncy Ball. 5. The students are to decorate the outside of the flaps to represent the 4 stages in the creation of the

Bouncy Ball. The students should draw what they saw when exploring the ingredients, when the borax/water was added to the cornstarch and glue mix, the molding of the bouncy ball and the completed bouncy ball.

6. Inside of the foldable students are to describe what happened to the different states of matter, when they were mixed with the other states. Students need to record what they observed, naming the physical changes in the states of matter in the flap during each of the steps below. The students can note the difference through describing how the mixture changed texture, from a solid, powdery texture, to a slimy, almost liquid like mixture and then to a stronger solid again.

7. The first flap: the initial feeling of the ingredients when they were separate from eachother. 8. The second flap: when the borax/water mixture was poured into the cornstarch and glue mix. 9. The third flap: the molding of the bouncy ball after the borax/water cornstarch and glue mix had

sat for 15 seconds. 10. The forth flap: the completed bouncy ball

Evaluate: (Student and teacher assessment and determination of where to go from here) Include Rubrics, charts for recording data etc…) Criteria for Success (numerical and defined) Students will create a bouncy ball with 95% accuracy and complete other activities within the lesson with 80% accuracy. Teacher Formative Evaluation of Learning:

Learning Target Type of Formative Assessment

Tool utilized to measure success

Student Outcomes

Classification of matter through

grouping the ingredients according to their state of

matter.

2 P.2.1.

Grouping check off during

explore portion of the lesson

Students were successful in classifying the matter by

grouping them in the appropriate category of a state

of matter.

Ability to work together in groups

Checklist assessing respectful behaviors when classifying

objects and creating the bouncy

Students worked respectfully throughout the explore portion of the lesson. I did not have to

59

2 C.1.3 ball. correct students on their behavior towards another

student. Students listened to each other and shared their

ideas respectfully.

Observations throughout

creation process

W.2.7.

Foldable Not applicable due to lack of time to complete the activity.

Content understanding in story

development

W.2.2. W.2.3.

Writing Rubric Not applicable due to the lack of

time to complete the activity.

Evaluation of Lesson Assessment Data: Assessment data collected throughout the lesson included the sorting ingredient chart each student completed after exploring the ingredients of the bouncy ball. After the lesson reflection you will find examples from the student data. The group of data shown represents the majority of the classes difficulties with the assignments. 3 out of 5 students completed the activity with 100% accuracy and 2 out of 5 of the students struggled with correctly categorizing the borax and cornstarch mix. A more in depth discussion of smaller solids could benefit the students due to the fact majority of them had difficulty identifying the small grained solids as solids. The “flowing” nature of the small grain confused many of the students. Adding an element of investigating small grain solids to differentiate between those and liquids would clear up the identification of the matter. Extend: (What additional activities could support ongoing learning of the topic) For the extension portion of the lesson, students would be able to write a creative story that reflects their understanding of the process making the bouncy ball. Using their foldable students will include the steps they took in making the bouncy ball, naming the ingredients and the classification of matter of the ingredient, identifying if it is a solid, liquid or gas. The students will creatively explain the ingredients feelings as heat and or cooling measures were added to the mixture while explaining what happened as those measures were added, like if they became more active or more close together, remind students of the molecule dance to provide a mental image and experience with becoming closer together or farther apart due to heat and or freezing measures. They can also add to the life of the bouncy ball after it has been made, for example bouncing around the halls of the schools etc.

60 Lesson Reflection if taught: As planned I had begun the Bouncy Ball lesson with the Brain Pop Jr. video of Moby discussing

how matter can go through physical changes. The students are very familiar with the Brain Pop videos

and thoroughly enjoy watching the short clips before lessons. It was also a very helpful tool in grasping

the student’s attention into the topic of matter changing states. In previous classes the students discussed

with Ms. Kesslick the changes solids, liquids and gases undergo through heating and cooling. The

students though had yet to experiment with solids, liquids and gases, which was an exciting aspect to my

lesson. To prepare for the explore and explain portion of the lesson I had premeasured each of the

ingredients for the students for sake of time. I had measured out each students’ corn starch and Elmer’s

glue for their bouncy ball mixture. I had placed the cornstarch in their Styrofoam bowl and the Elmer’s

glue in the cup for each student. The original recipe for the Bouncy Ball required each student to only

receive ½ teaspoon of the borax water mix with their cornstarch and Elmer’s glue mix, leaving each table

to only have one water and borax mixture at their table not an individual bowl. I also placed a food-

coloring bottle at his or her tables and plastic spoons for each student. This prepared the students for the

explore portion of the lesson, where they were able to investigate each ingredient and were to determine

which state of matter the ingredient belonged in. The students having studied the states of matter

throughout the previous week did fairly well with placing each ingredient in the appropriate state of

matter category. The only problem I ran into with the students was with the borax and the cornstarch

solids because the properties of both ingredients. The solids were both so small the students had a harder

time grasping that they were a solid because it seemed as though they could be poured and fall through

their hands as they touched the ingredients. Many of the students guessed the state of matter category for

the borax and the cornstarch but had placed them in the correct state of matter. We had discussed the

two ingredients to clarify that even though they could be “poured” they were still solids because the

shape of each individual grain of the borax and the cornstarch had a definite shape and does not flow

individually, it fell in chunks. When the discussion of the ingredients was finished and questions were

cleared up, I collected all of the bowls of the warm water, the borax measurements and the food coloring

to begin mixing the three ingredients to use for our creation of the bouncy ball. As I was preparing the

five different water mixes, borax and food coloring mixtures, one mix per color, I had the students discuss

at their table what they thought was going to be made using the different ingredients. I have stated that

they would write their predictions in the Matter Matters Journals but due to the fact this was not my

actual classroom and I was implementing the lesson in the middle of my cooperating teachers unit I just

had the students discuss their predictions. After preparing the mix, I walked around to show the students

61 what was happening to the borax as it was mixing with the warm water so the students could see that

the borax was dissolving in the warm water. The students found it very interesting to see the borax

“disappear” into the water. I informed the students the heat was able to break down the solid properties

of the borax so it would become a part of the water. During this time I also asked the students what they

thought was going to be created with the ingredients at their tables. I received feedback from the

students, which included a gooey mixture because of the water, and the powdery ingredients that were at

their table. Once each table had seen the transformation and we discussed the predictions, I had the

students mixed their cornstarch and Elmer’s glue into their Styrofoam bowl to prepare to mix in the

water borax mixture. As the students were mixing the ingredients I explained to them that once they

received the borax water they were to wait 15 seconds before they stirred the borax water with the

cornstarch Elmer’s glue mix. I demonstrated to them they were to count slowly, saying, ONE MISSISSIPPI,

TWO MISSISSIPPI, THREE MISSISSIPPI and so on, not one two three four five very rapidly. I then had the

student reiterate back to me how slow they were to count and as a group they repeated ONE MISSISSIPPI,

TWO MISSISSIPPI etc. With the students understanding the slow nature of the counting, I returned back

to the front of the room to continue preparing the other mixes. I then called each table up to the front of

the room with their Styrofoam bowls with the cornstarch Elmer’s glue mix to add the ½ teaspoon of

borax water color of their choice. I instructed the students to come up to the room using slow walking

feet and to carry their bowls using two hands to make sure they did not lose any of the ingredients in

their bowls. As each student approached I asked which color he or she would like their Bouncy Ball to be

and then provided them with the color they selected. I reminded the students as I poured the ½ teaspoon

of borax water into his or her bowl that he or she were to wait 15 slow seconds before stirring the borax

water with the cornstarch Elmer’s glue mix. I then asked each student after informing them about the

time frame how many second they were to wait and they repeated 15 slow seconds. I asked each student

the length of time they were to wait so many times to ensure that they had a clear understanding the mix

needed to sit for 15 seconds in order for our Bouncy Balls to be made correctly. This seemed to help

tremendously with the creation of the Bouncy Balls being that each student was able to form their bouncy

balls using the mixture they concocted. When forming the bouncy ball I informed the students they were

to take the mixture out of the bowl using their spoon or just their hands and begin to knead the mixture

as if they were making a ball out of play dough. I demonstrated using a students’ mixture that had to

leave for reading specialist work. The modeling of the kneading helped the students form their bouncy

ball, having seen exactly how to move their hands to create the circular motion. I also explained to the

students they had to form the ball quickly due to the fast dry time of the mixture. There were some

complications with the mixture involving the dryness of the mixture. Some of the students’ mixes were

62 not wet enough making it harder to knead the ball into the ball form. The dryer mixes dried too quickly

leaving cracks in some of the bouncy balls. The students with these mixes had to press harder when

kneading which was difficult for some of the children because of the toughness of the mixture. The

bouncy balls also did not have as much of a bouncy quality to them as they had when I created the

mixture myself prior to implementing the lesson. I then realized after implementing the lesson the

mixture needed a larger quantity of water to make the bouncy balls have more bounce as well as not be

so dry when kneading the ball. I researched different approaches to creating the bouncy ball and found

the directions stated above to create a better quality bounces ball for the lesson. In the future if using this

lesson I will add the appropriate borax water mixture to ensure it more closely resembles “goop”, being

more sticky and slimy when kneading that only slightly sticky and slimy as it was when my second grade

students had created their bouncy balls. The students, even though the ball did not bounce as much as

they were used to still found the experiment of creating the bouncy ball to be very fun and informative.

When kneading the mixture we were able to discuss what the mixture felt like and what they thought was

happening as we were kneading the it into a ball. The students listed qualities closely related to that of a

liquid, describing it as slimy, smooth but also naming it with qualities of a solid being that it would not fall

through their hands and that they could “pick” up the mixture in whole. We were also able to discuss that

as the mixture cooled and dried out it turned from a liquid solid mixture into a solid with soft qualities.

After the students had finished kneading their bouncy balls I informed the students they were to place

their bouncy ball into the sandwich baggy I provided them and to not take the bouncy ball out of their

book bag until they had gotten home. I informed them if I had heard they had the bouncy ball out on their

bus or at their daycare that they would have to move their color from green to read on the behavior

caterpillar the next day if there were any issues with the bouncy balls. On Thursday when I returned to

the classroom I received good reports from my cooperating teacher that there were not any issues with

the bouncy balls on the students rides home or at the day cares of the students. I made sure to thank the

class that day for listening to the directions and waiting to take the bouncy ball out at home. Also the

elaborate and extend portions of the lesson could not be completed due to the time allotted in my

cooperating classroom for the implementation of the lesson.

References: Changing States of Matter [Video file]. Retrieved from

www.brainpopjr.com/science/matter/changingstatesofmatter/.

L Chandler. (2012, March 25). Fantastic Foldable Freebies Link Up! [Web log

comment]. Retrieved from http://corkboardconnections.blogspot.com/2012/03/fantastic-foldable-

freebies-link-up.html.

63 Teachbesideme. (2012, May 30). Simple Homeade Bouncy Balls. [Web log comment].

Retrieved from http://www.teachbesideme.com/2012/05/simple-homemade-bouncy-balls.html

64

65

66

Student Data

67

68

Sorting Ingredients

INGREDIENT SOLID LIQUID GAS

Borax

Cornstarch

Water

Spoon

Styrofoam Bowl

Food Coloring

69

Bouncy Ball Foldable

70

CHOICE BOARD-EXTENSION ACTIVITTY

CHOICE ONE Write a creative story that tells

the reader about the process of making a bouncy ball. Name

the ingredients needed to make the bouncy ball. Include the feelings of the ingredients

as they went through the physical changes from a solid

to a liquid to a solid again. Also include information on the life when the process is finished of

creating the bouncy ball.

CHOICE TWO Write a song describing the

process of creating a bouncy ball. Include the states of

matter and the changes that occurred. Also include why the

states of matter changed. (ie, heating and cooling

measures)

CHOICE THREE Write a letter to a friend about

making the bouncy ball. Tell your friend about the three

different states of matter and how they can be changed. Be

sure to include other examples of matter changes states.

CHOICE FOUR Create a comic strip of the

process of making the bouncy ball. Draw the changes you

“saw”. Also through your drawings tell about the life of

the bouncy ball.

CHOICE FIVE Free write. With the free write

you can choose a way to convey your story of the life of

a bouncy ball through a any form of writing. Be creative!

CHOICE SIX Describe the life of a bouncy

ball through illustrations only. No words, phrases or any form of written language should be on the page. Pay attention to

the details in the illustrations to ensure your message is being sent to the reader.

71

Life of a Bouncy Ball Rubric

72

Integrated STEM/Social Studies Lesson Plan

Name: Grade Level 2nd Grade Date October 10th, 2012

Integrated areas: Lesson Topic: Materials Needed:

1. Social Studies Rock Salt and Ice Freezer 1 2lb bag of ice

2. Writing 1 25 lb bag of rock salt (whole

bag will not be used) 3.Technology Length of Lesson: 60 minutes 1 medium sized bottle of Seltzer

Water 4.Speaking 1 medium sized bucket 1 stop watch

1 thermometer

2 Larger Pieces of Paper per student

Crayons Pencils

Common Core / Essential Standards Covered: (Areas of Integration)

Social Studies: 2.H.1.1 Use timelines to show sequencing of events Science/Engineering: 2.P.2.1 Give examples of matter that change from a solid to a liquid and from a liquid to a solid by heating and cooling. ELA: Speaking: SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Listening: Reading: 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. Math: Technology: 2. TT 1.2 Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.)

73 Learning Targets I can name matter that can change by cooling. I can show how a liquid turns into a solid using a timeline to show the changes. I can turn a liquid into a solid through cooling. I can tell my classmates how a liquid changes to a solid and act out the process with my classmates. I can write the process of a liquid turning into a solid in a comic strip format to show the sequence of events of changing a liquid to a solid and back to a liquid again. Objectives included in lesson but not tested: Technology: 2TT.1.1 Use a variety of technology tools to gather data and information (e.g. Web-based resources, e-books, online communication tools etc.) Essential Understandings from Social Studies Essential Understandings from Science Students will understand the use of a timeline to show sequence of events.

Students will understand how a liquid turns into a solid.

Students will be able to create their own sequence of events, through the completion of the comic strip writing.

Students will be able to explain the sequence of events that occur when the liquid changes to a solid.

Students will understand liquids each have their own freezing points.

Essential Questions Focus Questions Create: Can students create a comic strip writing to show sequence of events in changing a liquid to a solid and to a liquid again?

Applying: What would the result be if you apply cooling measures to a liquid? If you apply heating measure to the new solid?

Create: Can students show their understanding through acting out process of changing states?

Remember: How did a liquid turn into the solid?

Science Process Skills Utilized: Data-Generating Process Skills

Idea Using Process Skills

Data Organizing Process Skills

Idea Building Process skills

Communicating Experimenting Measuring Observing Verifying

Applying Controlling Variables Hypothesizing Model Building Predicting

Charting and Graphing Classifying Comparing Ordering Sequencing Using Numbers

Explaining Generating Inferring Making analogies Summarizing Interpreting data

74 Differentiation for Unique Learner: The differentiated learner’s needs will be met through the visual aspects of the lesson. The student will be able to see the sequence of events being placed in their proper order on the smart board. The student will also be able to see the liquid in the homemade freezer the ice-salt mixture as well as see the liquid change from its original state to it’s solid state when the bottle cap is opened of the bottle of Seltzer water. Tiered Lesson Level 1: AIG Level 2: ELL Level 3:EC Activity: Activity: Activity:

Student would assist in reading

the thermometer along with keeping track of the time for the seltzer water bottle in the rock

salt ice mixture.

Students’ needs are

addressed through the Unique Learner.

Student may have index cards with notes when presenting with his or her

classmates the liquid to solid comic strip.

Detailed Lesson Plan Engage: (Hooks the students into the topic) Grouping Strategy: Whole Group Small Group Pairs Individual For this portion of the lesson the students will gather to the carpet around the Smart Board to engage as a whole group to complete a game from the website www.brainpop.com. The web link to the game came be found at the following address, http://www.brainpopjr.com//science/matter/changingstatesofmatter/sequenceorder/. (The website requires login information, but offers a free trial prior to registering for the website.) The title of the game is the Sequence Game found under the science topic matter of changing states of matter. In the sequence game the students will, as a group, inform me of which card should be placed first, second, third, fourth and then fifth when changing a liquid into a solid. Moby, the robot character is creating ice cubes for his liquid drink. The students should first select the card stating, “Moby fills the ice cube tray with water,” the next card selected should be “He puts the tray in the freezer,” the third card that should be selected reads, “The water loses heat and it’s temperature goes down,” the fourth card selected select explains, “The water freezes and turns into a solid,” and the final card selected should be, “Moby puts the ice cubes in his drink.” After the students complete the sequencing game, instruct the students to quietly form a circle on the carpet for the explore portion of the lesson. Explore: (Student driven exploration of the topic to be studied) Grouping Strategy: Whole Group Small Group Pairs Individual * An HOUR before the complete demonstration, place the bottle of Seltzer water into the freezer section

75 of the refrigerator to speed the process of freezing the bottle within the ice-salt mixture. Activity: Once the students are gathered in a circle on the carpet, place the bucket filled with the ice-salt mixture in the in front of you so the students have a clear view of the bucket. Have the bottle of Seltzer water, thermometer and stop water placed next to you so the students can see what exactly will be used for the activity. First ask the students what they think is in the medium sized bucket (ice-salt mix), record their responses on a large piece of paper to compare to in the explain portion of the lesson. After recording their responses, have the students, based on the materials presented, guess what it is we might be doing with the available materials, the ice-salt mixture, the bottle of Seltzer, the thermometer and the stopwatch. Ask them what they think the sequence of events would be with the materials and record their answer. Record their responses to discuss throughout the explain portion of the lesson. After all the answers are recorded, begin the Instant Freeze-Soda Ice Instant Freeze-Soda Ice

1. The demonstration works best if you place the unopened bottles of soda in the refrigerator for a few hours before attempting the activity.

2. Start by filling the bucket or container ¾ full of ice. Cover the ice with a tin layer of rock salt. (make sure to create this mix an hour prior to the demonstration)

3. Place the cooled bottles of soda in the ice-salt mixture. 4. Place the thermometer in the ice-salt mixture. Be sure to position it as close as possible to the

bottle to get the most accurate reading of the bottle temperature. 5. Watch the thermometer closely. The temperature of the soda needs to get down to about 17F or -

8C for 10 minutes. If the soda becomes colder the ice will freeze prematurely. 6. Once the soda has been at the appropriate temperature for 10 minutes, gently remove the bottle

from the ice-salt mixture and open the bottle. Ice crystals should immediately form at the top of the bottle and quickly make their way down through the bottle, creating an instant freeze. ** DO NOT USE GLASS BOTTLES

After completing the activity, instruct the students to return quietly with walking feet back to their desks for the explain portion of the lesson. Explain: (Teacher input and discussion of topic)(What will you say, how will you TEACH the concepts?) Liquid- a state of matter that flows freely and takes the shape of its container. Solid- a state of matter that is firm and stable in shape. Freezing point- the temperature at which a liquid turns into a solid when cooled. Physical change- a change of one state to another without a change in chemical makeup. Sequence of events- the organization of procedures or events that need to be accomplished or occurred. For the explain portion of the lesson, hand each student a large sheet of paper. Hang the sequence of events sheet created in the explore portion of the lesson on the board for the students to see as we create a new sequence of event sheet that corresponds with the actual sequence of events that occurred throughout the activity. Inform the students that they did not see the first portion in the sequence of the events because it had to

76 be prepared prior to the activity due to the time of length it had to sit. The first sequence of events for the activity was creating the ice-salt mixture by putting the ice in the medium bucket and then pouring the rock salt on top of the ice. Explain that the rock salt melts the ice, but as the ice melts into water the temperature of the water actually lowers. This ice-salt mixture acts as our own homemade freezer for the bottle of Seltzer water. The second sequence of events for the activity is adding the bottle of Seltzer water to the ice-salt mixture. Explain to the students that this is similar to when Moby place this ice cub tray filled with water into the freezer. Inform the students that, just like the water in the ice cub tray the bottle of Seltzer water is loses heat when it was placed in the ice-salt mixture for the ten minutes time. The third sequence of events for the activity is the 10 minutes the bottle of Seltzer water had to be in the ice-salt mix to reach its freezing temperature. Explain to the students that during the sequence game the water in the ice cube trays had to be in a temperature of 32 degrees for a length of time to reach its freezing point. Let the students know that the 17 degrees we had to monitor with the bottle of Seltzer water was the freezing point for that liquid. The reason for the different freezing temperature is because of the different type of liquid within the bottle, a carbonated water drink versus the liquid in the ice cube tray, non-carbonated water. The water in the ice cube tray has a higher freezing temperature because the water has less energy than carbonated water. The fourth step in our sequence of events is the opening of the bottle of Seltzer water after the 10 minute wait time. Relay to the students that as the air mixed with the liquid, the liquid condensed into a solid. Explain that when the liquid condensed the molecules of the liquid came together tightly, where as when they were in liquid form they were more energetic and farther apart, giving it more movement. Explain to the students that the two states of matter went through a physical change. If the bottle fizzes, excreting liquid from the bottle inform the students that we must not have kept the bottle within the ice-salt mixture long enough, because the liquid was not completely solidified. The final step in our sequence of events is the final product, the frozen solid bottle of Seltzer water, like Moby’s solid ice cubes he used for his glass of water. Elaborate: (Application of understandings to the real world) Grouping Strategy: Whole Group Small Group Pairs Individual In the elaborate portion of the lesson students will create a comic strip to show the sequence of events in changing a liquid to a solid. Students will talk in pairs with their “elbow” buddies to brainstorm other liquids that turn into solids after being cooled. Students should also include in their comic strip what would happen if they left their new liquid-solid out in warmer temperature like the liquid solid melting back to its liquid state. Students will have an illustration for each step in the process of turning the liquid into a solid and then into a liquid again. Under each illustration students will have to name what is occurring within the picture. Students will cut out their comic strip squares a paste them on a colored sheet of paper. Evaluate: (Student and teacher assessment and determination of where to go from here) Include Rubrics, charts for recording data etc…) Criteria for Success (numerical and defined)

77 Students will complete the activities with 90% accuracy. Student Self-Evaluation of Learning:

Learning Assessed Strategy utilized by students Student outcome

Teacher Formative Evaluation of Learning:

Learning Target Type of Formative Assessment Tool utilized to measure success

Student Outcomes

Students can place cards in the

correct order of sequence of changing a liquid to a solid.

2.H.1.1. 2.P.2.1.

Moby Sequence Game

Students were able to identify the cards. Students placed a 5-finger hand if they agree with

the card chosen. Students were also able to identify cards that were placed in the incorrect order by showing a 1-finger

hand to show their disagreement.

Students can make predictions on what will happen throughout

our experiment based on the bottle of seltzer water, the rock

salt ice mixture and the thermometer.

2.P.2.1.

Predictions written in Matter Matters Journals

Students did not have Matter Matter Journals when

implementing the lesson in my cooperating teacher’s classroom.

I had the students make the predictions as we sat at the carpet during our explore portion of the lesson and

throughout the explain portion. We used the predictions to discuss the topic of a liquid turning into a solid through

freezing.

Students can name the matter that can change by cooling

2.P.2.1.

Matter Matters Journals- Brainstorm list with “elbow”

buddy

Not applicable due to limited time in the lesson.

78

Show how a liquid turns into a solid using a timelines of the

changes

2.H.1.1. 2.P.2.1. W.2.2.

Comic Strip drawing and writing Rubric

Not applicable due to limited time in the lesson.

Tell and act out in groups the

process of turning a liquid into a solid and then into a liquid

again.

SL.2.4.

Acting out their comic strip writing/ drawing, student role

checklist.

Not applicable due to limited time in the lesson.

Evaluation of Lesson Assessment Data: Much of the assessment for the lesson was through the 5, 3, 1, hands of the students. I was unable to collect any hard data from the lesson seeing as the main portions of the lesson that were assessed we unable to be implemented during my time allotted for the lesson. The students did do well when discussing the sequencing of events of Moby Freezing his ice cubes in the freezer. The data I was able collect throughout the lesson involved checking student understanding when completing the Changing States of Matter Sequence Order game. Many of the students agreed with the placement of each card except when placing the third card in the order. A student had suggested the card that read, “The water freezes and then turns into a solid” which 16 out of 20 students disagree with the placement of the card suggesting the card that read “The liquid looses heat and it’s temperature goes down,” to be the next card in the sequence. 20 out of 20 students agree with this placement. The students were accurate in their placement of the cards and completed the activity with almost 100% accuracy. The students have a clear understanding of sequence of event based off of the Moby activity. Extend: (What additional activities could support ongoing learning of the topic) For the extend portion of the lesson students will act out their comic strip writings in their table groups. Students will look at each other’s comic strip sequence of events of the process of changing their liquid into a solid and determine which liquid they would like to act out in front of the class. Students will be sure not to name the liquid throughout the acting and describing of the liquid so the students listening and watching can make an educated guess using the clues to name the liquid. Each student in the group will have to tell the class on of the steps in turning the liquid into a solid as another student acts out what is being said. Each student will also have to act out a step in the process of turning a liquid into a solid.

79 Lesson Reflection if taught: The lesson was unable to be fully completed throughout my allotted time in the classroom, leaving

out the comic strip drawing and writing along with the acting out of their comic strip in groups with their

tables. When implementing the lesson I did begin with the engage portion, playing the sequence of events

game with the students. They thoroughly enjoyed placing the cards in the correct order and were fairly

accurate when placing the cards. I had the students come to the carpet in front of the Promethean Board

to play the sequence of events game. When placing the cards, I called on students who were raising a

quiet hand and had them select which card they believed went next in the sequence of events. After the

student called out the card I had the rest of the students put up a 5-finger hands if they agreed with the

card coming next, a 3-finger hands like a W if they were unsure and a 1 hand if they did not agree with

the student that that card came next. I would then ask the students with 1 finger hands which card they

thought was next in the sequence if there were any students with 1 hands raised. I only came across

disagreements when a student called out that card “The water freezes and turns into a solid,” after

students had placed “He puts the tray in the freezer,” for the previous card in the sequence of events. I

had many students raise 1-finger hands because they disagreed with the student. When asked why they

disagreed they were able to name the correct card in the sequence of events which read “The water loses

heat and it’s temperature goes down,” which we then discussed needs to happen before the water freezes

and turns into a solid because the molecules need to have time to come together and become colder

through losing heat. The next cards, were placed in the correct order and we were able to begin our

explore portion of the lesson, which I had somewhat combined with the explain portion of the lesson due

to the time frame. For this portion of the lesson I had the students spread out on the carpet, lining the

outside edge of the carpet so each student could have a clear view of what was occurring within the

experiment. We began the explore portion of the lesson as planned, having recorded the students

predictions on what they believed, the seltzer water, rock salt ice mix and thermometer were going to

make. Many of the students’ responses involved freezing the bottle of seltzer but confusion on how we

were going to freeze the bottle of seltzer water. After talking about the seltzer water with the students, I

had each student come up to the rock salt ice mixture to touch the mixture to feel the cool temperature of

the mix and examine what contents were in the bucket. Once each student examined the bucket and felt

the mixture, I asked if they had any new predictions on how we were going to freeze the bottle of seltzer

water. As I was taking the students predictions I had placed the seltzer water in the rock salt mixture

80 with the thermometer to begin the cooling process of the seltzer water. The students replied stating

the bucket of ice and chunky dirty rocks were going to freeze the bottle of seltzer water. I then asked the

students how cold they thought the bottle of seltzer water would have to get in order to freeze like

Moby’s ice cubes. I had students say 32 degrees like Moby’s ice cubes and some even said they believed it

would have to become colder because it wasn’t in a real freezer. As we were discussing the bottle of

seltzer water freezing I also asked the students what they believed the molecules were doing as the bottle

of seltzer water was freezing. Students’ replies included that the molecules were slowing down because

the liquid was cooling because of the ice and chunky dirty mixture. After discussing the molecules I

informed the students that the bottle of seltzer water was in a rock salt and ice mixture. I explained to the

students that the rock salt mixed with the ice made the ice melt and lowered the freezing temperature of

the liquid. I told the students that we know water has a freezing point of 32 degrees but in the rock salt it

makes the liquid have to be lower than 32 degrees to freeze making the water in the bucket extra cold. I

then pointed to the thermometer and asked again what temperature the bottle of seltzer had to reach

before it would freeze. The students again suggest 32 degrees and some suggested that it would be a to

be lower temperature. I informed the students they were correct and that the bottle of seltzer water had

to reach a low temperature of 17 degrees for 10 minutes. Our discussion lasted the 10 minutes while the

seltzer water bottle lost its heat and slowed down. The students were very patient during the 10 minutes

time period we had waited for the liquid to reach its temperature. I was expecting to have to manage the

behavior much more throughout this time but the students were very engaged throughout the lesson

waiting for the liquid to turn to a solid. After the 10 minutes I asked the students if they thought the liquid

would be frozen or not when we took it out of the bucket of rock salt ice mix. I had a student answer that

it would still be a liquid until we opened the bottle. I was not expecting this type of response from my

student. I expected the students to believe it would be frozen after the 10 minutes not after we opened

the bottle. I then pulled the bottle out of the mixture and showed the students that Joshua was right, that

it was still a liquid until we opened the bottle to let all of the bubbles out of the bottle. I explained to them

that we had to slowly open the bottle just in case some of the bubbles exploded when we opened it, just

as if we had shaken a bottle of pop and then tried to open it. I slowly opened the bottle and the students

were able to see the transformation of the liquid straight to a solid. I explained to the students that the

rock salt ice mixture acted as our own homemade freezer having melted the ice and lowering its freezing

temperature to then lower the temperature of the bottle. When we had opened the bottle unfortunately

not all of the liquid changed states to a solid, leaving the students to see that not all of the liquid had

reached its freezing point and that some molecules were still in their liquid state. The students were so

excited to see the transformation of a liquid to solid, especially since they actually saw it change, not just

81 see it in its liquid form and then enclosed in the freezer and come out as a solid. After the students had

each seen the solid portions of the liquid we recorded the sequence of events that occurred throughout

our experiment, just like Moby had created with his ice cubes. I did not have the students create their

own sequence of events due to the time of the lesson. Had I been able to teach the lesson for a longer

period of time I would have sent the students back to their seats to complete the comic strip assignment.

We created the sequence of events together on a large white piece of paper. I did not begin the sequence

of events with the parts of the experiment that I had completed an hour before like mixing the ice and

rock salt as well as placing the seltzer water bottle in the freezer to help shorten the freeze time of the

liquid. We began our sequence of events with the events that occurred during the time at the carpet. We

began with putting the thermometer in the rock salt mixture to monitor the temperature of the the

mixture. Our next step was adding the bottle of seltzer water once the rock salt ice mixture reached 17

degrees. The third steps included waiting 10 minutes for the bottle of seltzer water to reach a

temperature of 17 degrees. The fourth step was the liquid losing heat within those 10 minutes. Our final

step included taking the bottle of seltzer water out of the rock salt ice mix and unscrewing the lid to see

the liquid turn into a solid. After completing the sequence of events with the students we had to end the

lesson to pack up for the students to go home. The students were very well behaved throughout the

entire lesson. I rarely had to correct the students for speaking out of turn or speaking over myself or

other students. The students raised quiet hands throughout the lesson and wait to be called on. They also

followed the directions well of the 5, 3 and 1 finger hands, which made it easy to assess whether the

students understood the sequence of events of freezing a liquid to a solid.

References: Changing States of Matter Sequence Order [Video file]. Retrieved from

www.brainpopjr.com//sciencce/matter/changingstatesofmatter/sequenceorder/.

Spangler, S. (2012). Instant freeze - soda ice. Retrieved from

http://www.stevespanglerscience.com/experiment/instant-freeze-soda-ice.

82

83

84

Comic Strip Format

85

Liquid to a Solid Comic Strip Rubric

86

Student Role Evaluation Sheet

Name Role in acting out the comic

strip

Student showed practice in

explaining their sequence of

event in comic strip act out.

Student spoke clearly when reciting their sequence of

event in comic strip act out.

Student showed

understanding of liquid to

a solid through the

act out.

1-5 1-5 1-5

87

Integrated STEM/Social Studies Lesson Plan

Name : Grade Level: Second Date ________________________

Integrated areas: Lesson Topic: Materials Needed: 1.Science Measuring Volume and Weight Matter Matters Journal

2.Social Studies How Do You Measure Liquids? by Thomas K. and Heather Adamson

3.Reading How Do You Measure Weight? by Thomas K. and Heather Adamson

4.Writing Length of Lesson: 90 minutes 1 Jumbo Silicone Ice Cube Tray per pair of students

5.Technology 1 Measuring Cup per table 1 teaspoon measurer per table 1 tablespoon measurer per

table Freezer Graduated cylinders Balance Scale 5 different sized containers

per table; vase, plastic cup, tall glass, plastic bowl and Tupperware container.

1 glue stick per student 1 box of crayons per student Silicone cube tray cut out

sheet Measuring tool cut out sheet Student Role sheet Jello Water Popsicle sheet

Common Core / Essential Standards Covered: (Areas of Integration)

Social Studies: 2.H.1.1 Use timelines to show sequencing of events 2 C 1.3 Exemplifying respect and appropriate social skills needed for working with diverse groups Science/Engineering: 2.P.2.2 Compare the amount (volume and weight) of water in a container before and after freezing.

88 ELA: Speaking: Listening: Reading:

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. Math: Technology: 2. TT 1.2 Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.) Learning Targets I can define volume and mass. I can use the text, How Do You Measure Liquids? understand the affects of different sized containers on the volume and mass of a liquid. I can use the text , How Do You Measure Liquids? and How Do You Measure Weight? to help determine which measuring tools to use to measure the volume and mass of a liquid before and after freezing. I can measure the volume and mass of a given amount of water before and after freezing. I can explain the changes water undergoes when put in cooling temperatures through sequence of events. Objectives included in lesson but not tested: 2. TT 1.2 Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.) RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Essential Understandings from Social Studies Essential Understandings from Science Students will be able to implement sequencing in their writing to show the order of events.

Students will understand water level changes after frozen because the water expands.

Students will be able to work respectively in groups with other students to complete a task.

Students will be able to measure volume and mass of a liquid before and after freezing.

89 Essential Questions Focus Questions Evaluate: What information would you use to support that water expands when frozen?

Understand: What is volume?

Create: What would happen if we left our frozen small water cups out of the freezer for the rest of the day?

Understand: What is mass?

Analyze: What is the relationship between freezing and heating temperatures on the volume and weight of water?

Apply: How can I measure the volume of a liquid?

Apply: How can I measure the mass of a liquid? Analyze: Does mass or volume of water change

after it freezes or thaws? Apply: What examples of liquids can you find that

change states when frozen or heated? Science Process Skills Utilized: Data-Generating Process Skills

Idea Using Process Skills

Data Organizing Process Skills

Idea Building Process skills

Communicating Experimenting Measuring Observing Verifying

Applying Controlling Variables Hypothesizing Model Building Predicting

Charting and Graphing Classifying Comparing Ordering Sequencing Using Numbers

Explaining Generating Inferring Making analogies Summarizing Interpreting data

Differentiation for Unique Learner: The student will be provided with images along with each measuring tool to assist the student with the vocabulary of measuring and volume. The student will also be in groups to ask for assistance if needed in understanding the information or completing a task within the assignment. Tiered Lesson Level 1: AIG Level 2: ELL Level 3:EC Activity: Activity: Activity: Student can be paired with ELL

student to assist in unknown vocabulary and measuring the

liquid before and after freezing.

Refer to unique learner. Timer to complete writing activity to focus the student on the writing and

redirect his attention.

Detailed Lesson Plan Engage: (Hooks the students into the topic) Grouping Strategy: Whole Group Small Group Pairs Individual

90 For the engage portion of the lessons I will read aloud, How Do You Measure Liquids? by Thomas K. and Heather Adamson. I will read the entire book for the students. They will use the information presented throughout the book to assist them in exploring measuring a liquid before freezing by providing them with information on the proper tools to use for different volumes of liquids. After reading, How Do You Measure Liquids? by Thomas K. and Heather Adamson, I will read the first 13 pages from How Do You Measure Weight? by Thomas K. and Heather Adamson. The first 13 provide the students with insight on how to use a balance scale which they will use throughout the explore and explain portion of a lesson. Explore: (Student driven exploration of the topic to be studied) Grouping Strategy: Whole Group Small Group Pairs Individual Activity: Student pairs will each have a jumbo silicone ice cube tray. I will also provide them with a measuring cup, a tablespoon measurer and a teaspoon measurer to use to measure water for the ice cube tray. At each table will be six cups of water in a bowl for the two pairs of students at the tables to share for the explore portion of the lesson. The students will have to determine which tool they will use to measure the water for the ice cube tray based off of what we read in How Do You Measure Liquids? by Thomas K. and Heather Adamson. I will explain to the students they will have to measure each ice cube separately and record what too they used to measure the water and record how much water they put into each section of the ice cube tray. The students will use the hand out of the silicone ice cub tray and the cut outs of the measuring cup, tablespoon, and teaspoon to show which tool they used to measure the liquid and how much water the put into each section of the jumbo silicone ice cub tray. Students will paste the picture of the tool they used in the ice cube tray photo and write how many measurements they used to fill the ice cube tray. They will then paste the ice cube tray photo and measurement tool in their Matter Matters Journals. The students will predict what will happen to the liquid when placed in the freezer for a couple of hours. Students will wonder, if the liquid will have more volume after being in the freezer? The students will weigh the water by using the balance scale by pouring the amount of water put in the ice cube tray in one side and gram cubes in the other side until they are level. The students will record their findings of the liquid’s weight in their Matter Matters Journal. Explain: (Teacher input and discussion of topic)(What will you say, how will you TEACH the concepts?) Vocabulary: Liquid: A liquid is a state of matter. A liquid flows and takes the shape of the container it is in.. Matter: is anything that takes up space. Matter is everywhere. It can be a solid, liquid, or gas. YOU are matter! Property: tells something about the object such as size, shape or color. Physical change: when matter changes from one state to another, either through force or heating and cooling temperatures. Solid: A solid is a state of matter with definite volume. It holds its own shape and does not flow. Liquid: A liquid is a state of matter with definite volume. A liquid flows and takes the shape of the container it is in. Volume: the amount of space taken up by an object in a container. Mass: a property of a state of matter that causes it to have weight.

91 Freezing: Used to create a physical change in the state of matter. The heat is removed from the matter and can cause a liquid to turn into a solid. Heating: Used to cause a physical change in a state of matter. The temperature of the object is turned up and can turn a solid into a liquid and a liquid into a gas. Measure: to find the size of something. Cup: a unit of measurement equal to 8 fluid ounces; a cup can also mean a small container for holding liquids. Tablespoon: a unit of measurement equal to 3 teaspoons or .5 fluid ounce. Teaspoon: a unit of measurement equal to 1/3 tablespoon Fluid Ounce: a unit of measurement for liquids that is equal to 2 tablespoons. Container: an object that holds something; a measuring cup is a container Balance Scale: a tool used to compare or measure weight; balances have a beam supported in the center with two equal pans on each end. Level: flat and even. Grams: metric unit of measurement to determine the weight. I will have the ice cube trays from the freezer, and have the students take them back to their seats. The students will write down what happened to the water after put in the freezer, listing what changes occurred. I will have graduated cylinders 2 at each table and will explain to the students they help us measure the volume of a liquid. I will inform the students we are going to put water in our graduated cylinder and then put one of our ice cubes in the graduated cylinder. First, after we put in the water we have to record the water line in our Matter Matters Journals. After we record the water line, gently put the ice cube in the graduated cylinder, record the change in the water level using the lines of the graduated cylinder. Ask the students if the water level changed? Have them mark the different in the water line before the ice cube was put in the graduated cylinder and after if was put in the graduated cylinder. Explain to the students the difference in the lines is the difference in the volume of the liquid before and after freezing. Let the students know that the volume of the ice cube took up space pushing the water line up increasing the volume of the water in the graduated cylinder. After explaining the volume of the ice cube, have the students predict if the ice cube will weight more after freezing in their Matter Matters Journals. Once their predictions are recorded the students will find the weight of the ice cube using the balance scale. They will place the ice cube in one of the containers in the side of the scale and then use the gram cubes to balance the scale to find the weight of the ice cube. Explain to the students the gram cubes are a metric unit of measurement used to determine the weight of the object. Inform the student the Metric system is a different system than the measuring system we use in the United States. Refer to the book, How Do You Measure Weight? by Thomas K. and Heather Adamson to show the different measuring units in the metric system and compare to the units we use in the United states. Explain in the United States we use a customary system ounces, pounds, etc where in other countries over the world they use metric system like grams, kilograms, etc. Also inform students that in science even in the United States they use the metric system to their measurements in science are the same every where around the world! The students will record the number of gram cubes it took to balance the scale and compare the number to the measurement they found in the explore portion of the lesson of the liquid before freezing in their Matter Matters Journals. Explain to the students that we didn’t add any more liquid when we put the ice cubes in the freezer, making the ice cubes have the same mass as it did before freezing. The liquid’s volume changed though because the water expanded when it froze, making it take up more space, but that the expansion did not cause the liquid to gain any weight. Then ask the students to predict what would happen if we were to leave our ice cubes out of the freezer for the remainder of the day. Elaborate: (Application of understandings to the real world)

92 Grouping Strategy: Whole Group Small Group Pairs Individual For the elaborate portion of the lesson students will work in small groups to measure one cup of water and pour the cup of water into multiple containers to compare how the water in the containers differ but have the same volume of liquid in the container. Each table will have a student role sheet, which will be used to assign a role for each student in completing the activity. Each student will be responsible for a different container where they will have to measure out one cup of water to pour into their assigned container. The students will be taking turns using the measuring cup at their table, demonstrating respect for the other students as they wait their turn to use the measuring cup. Once all of the containers have the one-cup of water in them students will then put the containers in the middle of the table and compare the liquid levels in the containers. Students will draw and shade in the liquid level lines on the cut outs provided and then cut and paste the cut outs in their Matter Matters Journals. I will have the students write what is happening to the liquid, if it is changing shape and if the volume is changing or staying the same. Students will see that the same amount of liquid will look different in different shaped and sized container but that the volume of the liquid remains the same, while the shape of the liquid changes to fit the container. Evaluate: (Student and teacher assessment and determination of where to go from here) Include Rubrics, charts for recording data etc…) Criteria for Success (numerical and defined) Students will complete 80% of the activities accurately. Student Self-Evaluation of Learning:

Learning Assessed Strategy utilized by students Student outcome

Students will work respectfully in small groups.

2 C 1.3

Student Role Sheet

Teacher Formative Evaluation of Learning:

Learning Target Type of Formative Assessment Tool utilized to measure success

Student Outcomes

Students can define volume and

mass

2.P.2.2

Matter Matters Journal

Jumbo Silicone Cut Out and

93

Students can use the information from the texts, How

Do You Measure Liquids? and How Do You Measure Weight?,

to choose which measuring tools they should use to measure the liquid and weigh the ice cube.

RI.2.4

Measuring tool cut outs Matter Matters Journal Predictions and

Data collection..

Students can measure volume and mass of a given amount of

water before and after freezing.

2.P.2.2

Jumbo Silicone Cut out and Measuring tool cut out with recording of measurements. Measurements of weight of

liquid before and after freezing in Matter Matters Journals.

I can explain the sequence of

events of the Jello Popsicle experiment.

2.H.1.1 W.2.3. 2.P.2.2

Jello Water Popsicle Experiment and Letter rubric.

Students will work respectfully

in small groups.

2 C 1.3

Student role sheet

Evaluation of Lesson Assessment Data: Extend: (What additional activities could support ongoing learning of the topic) In the extend portion of the lesson plan the students will be given a Jello Water popsicle recipe. They will have to determine what measuring tools they will need for the recipe and what sized container they will use to hold the liquids for the popsicle. The students will have to rewrite the recipe and include

94 information about what tools they used and the sequence of events they went through in preparing the popsicle. I will provide the students with the Jello Water mix needed to make the popsicles and they will then each have a bowl of the mix at their table that they will be able to use to create the popsicles. Lesson Reflection if taught: References: Edwards, K. Understanding and Measuring Matter. Retrieved from

http://www.getbookee.com/get_book.php?u=aHR0cDovL3d3dy5jb3Jla25vd2xlZGdlLm9yZy9taW1pay9taW1pa191cGxvYWRzL2xlc3Nvbl9wbGFucy84MTIvVW5kZXJzdGFuZGluZyUyMGFuZCUyME1lYXN1cmluZyUyME1hdHRlci5wZGYKMDEgMSBVbmRlcnN0YW5kaW5nIGFuZCBNZWFzdXJpbmcgTWF0dGVy

K., T. & Adamson, H. (2011). How Do You Measure Liquids? Mankato, Minnesota:

Capstone Press.

K., T. & Adamson, H. (2011). How Do You Measure Weight? Mankato, Minnesota:

Capstone Press.

Thompson, J . (2012). Matter: Properties and Change. 2

nd Science Pacing and Resource

Guide docx. (Matter Unit). Retrieved from

elementaryscience.cmswiki.wikispaces.net/file/detail/2nd

+Science+Pacing+and+Resource+Guide.docx.

95

Jumbo Silicone Cut Out

96

Measuring Tools Cut Outs

97

Container Cut Outs

98

Circle the measuring tool you used to measure the 1-cup of Jello Water for your popsicle.

Measuring Cup Tablespoon Teaspoon

Which sized container will you use that will hold all of the 1-cup Jello Water mixture?

Holds One-Cup Holds Two-Cups Holds Three-Cups

99 What sequence of events (steps) did you do to create the Jello Water Popsicle? Put the events in order by making your own sequence cards like Moby created when he had made

his ice cubes. Use the boxes below to write and draw your sequence of events. After you’ve created the sequence of events cards, write a letter to a friend explaining to them how you created the Jello Popsicle, include how you measured the Jello Water Popsicle, the container you used and how you determined the measuring tool and the container. Make sure to include how you felt throughout making the Jello Water Popsicle, happy,

excited, or nervous.

100

101

102

103

Jello Water Popsicle Letter Rubric

104

Student Role Sheet

Your Role Name I worked

respectfully

I measured correctly

Yes No Yes No

Container One

Container Two

Container Three

Container Four

Container Five

Your Role Name I worked

respectfully

I measured correctly

Yes No Yes No

Container One

Container Two

Container Three

Container Four

Container Five

105

Integrated STEM/Social Studies Lesson Plan

Name : Grade Level :Second Date ________________________

Integrated areas: Lesson Topic: Materials Needed: 1.Science Matter- Evaporation 2 clear same sized containers 2.Social Studies 10 cups of heavily salted water

per clear container 3.Speaking Length of Lesson:

Explore portion 3 days before lesson implementation 60 minutes for remainder of lesson.

1 Electric Fry Pan

4.Listening 1 bowl of ice cubes 5. Technology Matter Matters Journal 4 light blue piece of

construction paper per student

1 water cycle cut out sheet per student

1 box of crayons per student 1 pair of scissors per student 1 sandwich baggie per student

with 2 Hershey Kisses and 2 paper towels.

1 Hershey Kiss experiment sheet per student

1 glue stick per student 2 paper clips per student

Common Core / Essential Standards Covered: (Areas of Integration)

Social Studies: 2.G.2.2 Explain how people positively and negatively affect the environment. Science/Engineering: 2.P.2.3 Compare what happens to water left in an open container over time as to water left in a closed container. ELA: Speaking: SL. 2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Listening:

106 SL.2.1. Participate in collaborative conversation with diverse partners about grade 2 topics and texts with peers and adults in small or larger groups. Reading: Writing: Math: Technology: 2.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.). Learning Targets I can observe water being evaporated in the open container and remaining the same in the closed container. I can predict what will happen to the water levels in each container each day. I can observe how water heats and turns into gas by boiling the water. I can describe how water evaporates from the ground back into the sky. I can explain the affects people have on the environment through polluting the water. Objectives included in lesson but not tested: 2.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.). Essential Understandings from Social Studies Essential Understandings from Science Students can understand how they positively and negatively affect the environment.

Students understand how water is heated and turns into a gas.

Students understand water heated and turning into a gas causes evaporation.

Essential Questions Focus Questions Evaluate: What information would you use to describe how puddles disappear?

Apply: What examples can you find where evaporation takes place?

Evaluate: Why is evaporation important to the world?

Analyzing: What conclusion can you draw from observing the water in the open container? In the closed container?

107 Create: What would happen if water evaporation did not leave behind other materials?

Science Process Skills Utilized: Data-Generating Process Skills

Idea Using Process Skills

Data Organizing Process Skills

Idea Building Process skills

Communicating Experimenting Measuring Observing Verifying

Applying Controlling Variables Hypothesizing Model Building Predicting

Charting and Graphing Classifying Comparing Ordering Sequencing Using Numbers

Explaining Generating Inferring Making analogies Summarizing Interpreting data

Differentiation for Unique Learner: The unique learner will be able to see the water evaporating in the open container. The student will also be able to see the water turning into a gas when being heated in the saucepan having a visual aid of the concept of a liquid turning into a gas versus only being able to read about the change. Tiered Lesson Level 1: AIG Level 2: ELL Level 3:EC Activity: Activity: Activity:

Student will be able to choose the variables to change in the Fossweb evaporation module.

Refer to the Unique Learner.

The student will be able to move around and understand the movement of the molecules through the molecule dance. They will be able to move as a

liquid molecule moves when it is heated.

Detailed Lesson Plan Engage: (Hooks the students into the topic) Grouping Strategy: Whole Group Small Group Pairs Individual For the engage portion of the lesson I will have the students spread out across the room. I will call out the different states of matter and the students are to gather together, link arms, or stay separating depending upon which state of matter I call out, solid, liquid or gas. The students have to listen closely to my directions because at times I may say a liquid is heating up, which would cause the liquid to speed up and become bouncy, which the students will model the actions of the molecule. Examples of students actions include: Call out: SOLID- students will walk very slowly around the room and gather together. Call out: FIRE UP LIQUID- students will walk more quickly around the room and link arms. Call out: FIRE UP GAS- students will walk very quickly around the room and have a bounce in their step.

108 Call out: COOL DOWN LIQUID- Students will walk more slowly and link arms. Call out: COOL DOWN SOLID- students will walk very slowly and bunch together. Explore: (Student driven exploration of the topic to be studied) Grouping Strategy: Whole Group Small Group Pairs Individual Activity: The explore activity involves a weeklong observation of two containers filled with a water salt mixture and food coloring! The observations will begin a week prior to the implementation of the evaporation lesson, allowing much time for the students to raise questions and truly take hold in their learning. Both of the containers will contain the same amount of water and equal amounts of salt and food coloring to ensure the only variable affecting the evaporation is the lid on one of the two containers filled with the water salt mixture. The salt was added to demonstrate how heating and cooling measures do not as easily influence solid properties, as liquid properties are when exposed. Each morning the students will be responsible for their own observations of the two containers. They will utilize the daily observation sheets, to draw the water levels each day of the container without a lid and the water level of the container with the lid. Beneath each illustration the students will write about the observations they depicted in the boxes above as well as prove or disprove the predictions they made from the previous day. Each day the students will make a new prediction about the water level. At this time students will also talk collaboratively with another student about their thoughts on what is happening to the water in the open container and what is happening to the water in the closed container. Students will record the other students’ predictions and talk with them the differences they are seeing in the liquid levels and what they believe is happening. Throughout the observation time, there will be a question wall above the containers for students to post questions they may have about their observations. Students can choose to answer questions from the question wall to work with their classmates collaboratively to find the answer to the question. When a student chooses to answer a question he or she must find me to observe the conversation occurring. I will also check their records of the conversation in their Matter Matters Journal. At the end of the observation week, if there are any questions left on the question wall I will discuss the questions with the class to see how we could go above finding the answer together. Explain: (Teacher input and discussion of topic)(What will you say, how will you TEACH the concepts?) Experiment: An experiment is a project that is done to investigate or learn more about something. Evaporation: occurs when water is heated up and turns to steam or vapor. The liquid

becomes a gas and rises into the air. Heating: used to increase an objects temperature. Heat can turn a solid into a

liquid and a liquid into a gas. Boiling Point: point at which a liquid is heated enough to turn into gas. Observe: means to study and look at something carefully. Property: tells something about the object such as size, shape or color. Physical change: when matter changes from one state to another, either through force or heating and cooling temperatures. Solid: A solid is a state of matter. It holds its own shape and does not flow. Liquid: A liquid is a state of matter. A liquid flows and takes the shape of the

109 container it is in.. Gas: A gas is a state of matter that sometimes can’t be seen. It does not have its own shape and flows freely on its own. Sometimes we cannot see gas. To explain the concept of evaporation I will gather the students around the circle time carpet with their Matter Matters journals and demonstrate to them how heat affects the physical properties of a liquid. I will utilize an electric frying pan and bowl of ice to demonstrate the process of evaporation. As the frying pan heats, I will ask if any of the students would like to share with me what they believe evaporation is based on their observations the past week. I will also ask students to share their observations and predictions made throughout the week. After the discussion of the students’ observations, I will begin the demonstration by taking the temperature of the ice cube mixture in the bowl. I will inform the students to record the temperature of the ice cube mixture to show the comparison on low temperature liquids and higher temperature liquids in being evaporated more easily. I will then heat the liquid-ice mixture in the electric fry pan. As the liquid is heating, I ask the students if they know what is happening to the liquid molecules as they are being heated. If not answered by the students I will inform then that the liquid molecules are moving faster as they gain more heat. I will inform them that as they gain more heat they are changing into a different state of matter. I will then ask the students what that state of matter is, if not presented with the correct answer I will explain to them that once the liquid reaches its boiling point, it changes into gas. I will then ask the students if they can see the gas at this point in the water being heated. I will have the students look to see the water bubbling, to show how fast the molecules are moving, showing the gas molecule movements. I will inform the students that the process of a liquid turning into a gas is called evaporation. I will further explain that the more heat the liquid molecules obtain the more freely they move, allowing them to turn into gas and be evaporated into the air. When the liquid was cool, the it was not moving as freely not allowing for it to be evaporated into the air. I will then turn off the electric fry pan, once the students have observed the change of a liquid to a gas and pull up the website, http://www.fossweb.com/modeules3-6/Water/activities/evaporation.html When utilizing this website, I will have the students record in their notebooks which container of water they believe will evaporate more quickly based on the temperatures in the room of each container. I along with the AIG student will manipulate the environments of each container; have the students observe the differences in each room and then choose a winner, which is the container they believe will evaporate more quickly. The students will move to the side of the room that matches which container they believe will evaporate more quickly. For example, if a student believes the right side will evaporate more quickly they will go to that side of the room and vice versa. Once all of the students have claimed their side of the room I will ask the students why they chose that respective side, asking them to name the temperature in the room and the sun light that was shining on the container. I will ask why that made a difference in the speed of the evaporation. For example, if I choose to have the left side be 10 degrees Celsius, with sun shining through clouds and the right side be 25 degrees Celsius with sun shining in clear skies, students should pick the container on the right to be evaporated more quickly and should name it is hotter in the room and has more sunlight shining on the container, making the molecules gain more heat than the container in the room on the left. After exploring the module, I will ask students if they knew why there was all of the left over material in the container. After hearing reasoning from the students, I will explain to them salt was added into the water to show that not everything that is in water if evaporated into the air. I will then ask the students why that is important to our environment, if not all materials in water are evaporated into the

110 air. This will lead into the discussion of how students positively and or negatively affect the environment through pollution and into our elaborate activity where students will understand how the water on the ground is evaporated back into the sky which causes precipitation. Elaborate: (Application of understandings to the real world) Grouping Strategy: Whole Group Small Group Pairs Individual In the elaborate portion of the lesson students will create a water cycle foldable, which shows the water on the ground and earth being evaporated back into the sky and then falling down again through precipitation. The students will be able to color each of the drawings for the foldable and they will be required to write what is happening to the water in each stage of the water cycle. While the students are creating their foldable we will talk about different things that can be in our water, that we do not want to circulate back into the environment. Students will list the different pollutants in their Matter Matters Journal targeting pollutants that can affect each stage of the water cycle and brainstorm with their table as to how they can help prevent those things becoming a part of the environment. Students can mark the pollutants on the backs of each stage of the water cycle and ways to prevent the pollution. Students will each receive the cut out page of the water cycle.

1. Color each scene of the water cycle. 2. Carefully cut out each scene after coloring. 3. Then draw a cloud on one of the blue construction papers. 4. Cut out the cloud drawn. 5. Trace the cloud of the other three piece of blue construction paper. 6. Cut out each cloud. 7. Paste a scene on each of the clouds, one scene per one cloud. 8. Fold each cloud hot dog style. 9. Ask elbow buddy to help paper clip the clouds together in the center.

Evaluate: (Student and teacher assessment and determination of where to go from here) Include Rubrics, charts for recording data etc…) Criteria for Success (numerical and defined) Students will complete 80% of the activities accurately. Student Self-Evaluation of Learning:

Learning Assessed Strategy utilized by students Student outcome

Teacher Formative Evaluation of Learning:

Learning Target Type of Formative Assessment Student Outcomes

111

Tool utilized to measure success

Students understand how they affect the environment

positively and negatively.

2. H.1.1.

Water cycle foldable and Matter Matters Journal

Students will share ideas with

their classmates and gain information from discussing

what is happening in the open and closed containers.

2.P.2.3.

Recording of the predictions in the Matter Matters Journals.

Students will share information they know about evaporation by

answering other students’ questions.

SL. 2.3. SL.2.1.

Answering questions from the question board and discussing

with the students what they know and recording their

conversation in their Matter Matters Journal.

Listening and Speaking Checklist

Understand heating water

causes it to change to the state of matter, gas, which is

evaporation.

2.P.2.3

Fossweb Module Activity Checklist.

Evaluation of Lesson Assessment Data: Extend: (What additional activities could support ongoing learning of the topic) For the extension portion of the lesson students will each have two Hershey Kiss candies and two paper towels folded in a sandwich baggie. Students will take home the baggie of their two Hershey Kiss candies and paper towel. At home, with the help of a parent or guardian, students will wet one of the paper towels in water and then out the excess water. They will then take that paper towel and wrap the unwrapped Hershey kiss in the damp paper towel. They will then take the other paper towel and wrap

112 the other unwrapped Hershey Kiss in the dry paper towel. They will then take the two paper towel wrapped Hershey Kisses and place them at the base of a small lamp. After 10 minutes the students will check to see which candy has melted, the one in the damp paper towel or the one in the dry paper towel. This will show to the students the Hershey Kiss wrapped in the damp paper towel used evaporation to keep the chocolate cool by the liquid taking in all of the heat from the lamp whereas the dry paper towel did not have molecules to take in the amount of heat letting the Hershey Kiss candy melt. The students will record their findings on the Hershey Kiss experiment sheet. Lesson Reflection if taught: References: Deb. (2012, February 15). Another Matter Experiment [Web log comment]. Retrieved

from http://simplytheclassroom.blogspot.com/2012/02/another-matter-experiment.html.

Edwards, K. Understanding and Measuring Matter. Retrieved from

http://www.getbookee.com/get_book.php?u=aHR0cDovL3d3dy5jb3Jla25vd2xlZGdlLm9yZy9taW1pay9taW1pa191cGxvYWRzL2xlc3Nvbl9wbGFucy84MTIvVW5kZXJzdGFuZGluZyUyMGFuZCUyME1lYXN1cmluZyUyME1hdHRlci5wZGYKMDEgMSBVbmRlcnN0YW5kaW5nIGFuZCBNZWFzdXJpbmcgTWF0dGVy

Evaporation Module [Video file]. Retrieved from www.fossweb.com/modules 3-

6/water/activities/evaporation.html

Seller, R. 3-D Water Cycle Craft [PDF document]. Retrieved from

www.teacherspayteachers.com/Product/Water-Cycle-Craft-3-D-Water-Cycle-Craftivity

113

Evaporation Module Checklist

Student Name Moved to the

Left Moved to the

Right Moved to the Correct Side

Provided Reasoning

114

Materials

2 Hershey Kiss

Candies 2 Paper Towels

1 Small lamp Water

What to DO 1. Gather all of your materials and ask a parent or guardian for

their help! 2. Unwrap the 2 Hershey Kiss Candies. 3. Take one of the paper towels and wet with water. Wring the

paper towel out getting rid of extra water. 4. Wrap one of the Hershey Kiss candies in the damp paper towel. 5. Wrap the other Hershey Kiss candy in the dry paper towel. 6. Take the two wrapped Hershey Kiss Candies and place under a

small lamp. 7. Wait 10 minutes. 8. After 10 minutes unwrap the two candies from the paper

towels. 9. Answer the questions below after observing the candies in your

Matter Matters Journal.

Hershey Kiss Experiment!

Questions to Answer What happened to the Hershey Kiss wrapped in the damp paper towel when placed under the lamp for 10 minutes? Why do you think that happened? (think about liquid taking in heat) What happened to the Hershey Kiss wrapped in the damp paper towel when placed under the lamp for 10 minutes? Why do you think that happened? Draw in your Matter Matters Journals what happened to each Hershey Kiss.

115

Cut outs for the 3-D Water Cycle

116

Finished Product of 3-D Water Cycle

117

Conversation Evaluation

Student Name

Student showed evidence of speaking

and listening with other students about the

predictions involving the closed and open

container. (1-5)

SL. 2.1.

Student showed listening skills when

other student answered his or her

questions. (1-5)

SL.2.1. SL2.3.

Student demonstrated speaking skills when

talking with other students when

answering questions from the questions

board. (1-5)

SL.2.1 SL.2.3

118

Final Assessment 1. Check mark the boxes that describe the matter.

Matter I can see it

I can feel it

I can taste it

I can smell it

Takes up

space

Solid, liquid or

gas? (S,L,G)

119

2. How can you change the state of matter of the tree?

Heating Cooling Cutting/Hammering

3. How can you change the soda to a solid state of matter?

4. How can you change the ice cube to a liquid state of matter?

120

5. How can you change the water to a gas state of matter?

6. Which is an example of molecules of a solid?

Spread out Loosely packed Tightly Packed Quickly moving Moving freely Slowly moving

7.Which is an example of molecules of a liquid?

Spread out Loosely packed Tightly packed Quickly moving Moving freely Slowly moving

121

8. Which is an example of molecules of a gas?

Spread out Loosely packed Tightly packed Quickly moving Moving freely Slowly moving

9. Put the cards in sequence order to show how a liquid turns into a solid. Number them from 1-5, 1 being the beginning 5 being the end.

____________ ____________ ____________

____________ ____________

122

9. How would you measure one cup of water?

Measuring Cup Teaspoon Tablespoon 10. Does water have more volume before or after freezing? ____________________________________________________________________________________________________________________________________________________________________________________ 11. Circle which sequence of events shows water evaporating?

A.

B.

123

12. How do puddles disappear after it rains?

124

Post Assessment Answer Key 1. Each box is worth 1 point.

Matter I can see it

I can feel it

I can taste it

I can smell it

Takes up

space

Solid, liquid

or gas? (S,L,G)

x x x x G

x x x x x S

x x x x x L

X x x x x L

x x x X S

X x x x G

125

2. Cutting/Hammering 1 pt. 3. Cooling 1 pt. 4. Heating 1 pt. 5. Heating 1 pt. 6. Tightly packed, slowly moving 1 pt. 7. Loosely packed, moving freely 1 pt. 8.Spread out quickly moving 1 pt. 9. 4,1,3,2,5 - 5 pts. Give credit per card correct. 10. Measuring Cup 1 pt. 11. More volume after freezing 1pt. 12. A. 1 pt 13. Disappear through evaporation, liquid being heated turning into a gas and returning into the air. 2pts

126

Reflection of Planning Process and Teaching

As I have been observing the classroom over the past semester I have seen the need for inquiry

style lessons in the elementary science classrooms. Many of the science lessons I have seen implemented

in the classroom lack the investigation and hands on experiences that occur through inquiry lessons. The

lessons I have seen have been what Bass, Contant and Carin (2009) name as a textbook approach to

science teaching. They explain the approach stating, “The textbook approach has traditionally consisted

of textbooks and worksheets as the major instructional materials, supplemented with teacher lecture,

class discussion, demonstrations, videotape presentations or other short activities” (p.105). This

approach is very apparent in my second grade classroom and was an approach I wanted to avoid when

planning my second grade unit on the properties and changes of matter. Using the 6-E format, a variation

of 5-E, adding the extend portion of the lesson to the format allows for opportunities to provide students

with hands on lessons that force students to take ownership of their learning and problem solve on their

own. I found planning the lessons in the 6-E format a bit more difficult for the second grade classroom

than I had in previous years when planning science lessons for fourth grade students. I struggled with my

planning in adapting the concepts and process of science to the second grade level, second guessing the

activities planned believing they may have been too indepth for the second grade students. After

evaluating the lessons and addressing the concepts and processes I was able to break down the concepts

and processes to provide students with the fundamentals of begininning to understand the processes like

observation and predicting in science. I put aside my reservations about the indepth nature of the

activities and came to the realization that if not provided the opportunities to explore the processes they

will never be able to build their knowledge on the concepts and processes. Bass, Contant, Carin (2009),

describe the need for inquiry explaining, “In inquiry, students build conceptual understanding of the

127 nature of science through inquiry procedures that mirror methods used by scientist. As inquirers,

learners assume major responsibility for constructing their own knowledge and understanding. Teachers

share in and facilitate this process, guiding children as they ask questions, conduct investigation, and use

observatioal evidence and scientific knowledge to develop explanations and answer their questions”

(p.88). In my planning I believe I did fairly well in guiding the students through the topics while allowing

them to explore the content on their own or with their classmates. Majority of my lessons allowed for the

students to explore the content, identifying and classifying solids, liquids and gases that were within the

classroom, touching the ingredients for the Bouncy Ball lesson and being able to observe a liquid

changing to a solid through the Rock Salt Ice Freezer experiment as well as the other activities. The

students were able to ask other students questions to build on their knowledge and make their own

observations through the evaporation lesson with the open and closed containers. If each lesson was

implemented the students would have the opportunity to create their own understanding of the content

rather than being provided an explanation of the material as they would be if I approached my unit

planning as a textbook approach. The two lessons I had implemented within the classroom this semester

were not so easy to implement due to the amount of materials and classroom management necessary to

have the lesson be a success as it often is with inquiry type lessons. With the inquiry lessons being so

hands on and engaging it is crucial to monitor the classroom behavior and ensure that the students are

familiar with procedures on how to conduct themselves when exploring the content. When

implementing my Bouncy Ball lesson I was nervous as to how the students would handle the creation of

the bouncy ball due to the amount of steps required to make a successful bouncy ball as well as the

management of the materials. I also was nervous as to the time frame I was alloted for the

implementation, knowing that my 6-E lesson would not be able to be completed within the 45 minutes

provided. The 6-E lessons require much more time in order to provide the students with quality

instruction to express and develop their understanding of science topics and processes. Also when

creating the science lessons I found it much easier than anticipated to integrate the other subject areas

128 into the science topics. I was especially worried when planning the lessons as to how social studies

would be integrated into the science subject area, having a limited view of what the social studies content

actually explores. As I looked more indepth and read information on integrating science and social

studies I found the two subjects to overlap in many areas. Bass, Contant and Carin (2009) explain the

importance of integrating science and social studies stating, “Making connections between science and

social studies helps students create a more complete picture of the world. While science emphasizes how

the natural world works, social studies addresses the multiple roles of humans as they adapt to their

surroundings and reorganize ways they relate to each other” (p.247). By integrating science and social

studies in the classroom, the 21st century skills are being naturally included into the classroom by

allowing students be become globally aware of their impact on the world and other impact on how the

world functions. As I was planning each of my lessons I found science allowed for my second grade

students to exemplify good citizenship by respecting other opinions as they explored the content area,

asking questions and challenging other ideas. Other content areas were also able to be integrated, like

reading, writing, speaking and listening through presenting their ideas, writing their predictions and

observations and listening to their partners or group members when predicting and observing.

Overall the planning of the unit was challenging but after breaking down my own

misunderstanding and grasping a new hold on the science and social studies topics the creation of the

lessons was much easier. I was able to create lessons that applied to the developmental stages of my

second grade students while challenging them to take ownership of their own learning. I understood my

students abilities much better after implementing the lessons having been provided with predictions and

observations from my students I did not anticipate. All of my misconceptions were proven wrong through

the implementation and reinforced the belief of setting the bar high for all students because each are

capable of achieving the goal with the proper instruction.

Reference:

Joel E.Bass. Terry L.Contant. Arthur A.Carin. Teaching Science as Inquiry, 11/e.

129

Common Core and Essential Standards for Unit Common Core Essential Standards

English language Arts Reading

RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or

subject area.

Speaking

SL. 2.3. Ask and answer questions about what a speaker says in order to clarify comprehension,

gather additional information, or deepen understanding of a topic or issue.

SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details,

speaking audibly in coherent sentences.

SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to

stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Listening

SL.2.1. Participate in collaborative conversation with diverse partners about grade 2 topics and texts

with peers and adults in small or larger groups.

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.2.3. 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.2.7 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).

Social Studies 2.H.1.1 Use timelines to show sequencing of events 2 C 1.3 Exemplifying respect and appropriate social skills needed for working with diverse groups

2.G.2.2 Explain how people positively and

negatively affect the environment.

Science 2.P.2.1 Give examples of matter that change from a solid to a liquid and from a liquid to a solid by heating and cooling. 2.P.2.2 Compare the amount (volume and weight) of water in a container before and after freezing. 2.P.2.3 Compare what happens to water left in an open container over time as to water left in a closed container.

Technology 2.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.).

ART, MUSIC, DRAMA

2.ML.3.2 Create extended rhythmic patterns over a steady beat

130

Resources for Unit

A Terhune. (2012). January 28). Matter [Web log comment]. Retieved from

http://mrsterhune.blogspot.com/search/label/Matter. Changing States of Matter [Video file]. Retrieved from

www.brainpopjr.com/science/matter/changingstatesofmatter/. Changing States of Matter Sequence Order [Video file]. Retrieved from

www.brainpopjr.com//sciencce/matter/changingstatesofmatter/sequenceorder/. Deb. (2012, February 15). Another Matter Experiment [Web log comment]. Retrieved

from http://simplytheclassroom.blogspot.com/2012/02/another-matter-experiment.html. DeCarbo, C. States of Matter for Kids! {A Unit on Solids, Liquids, and Gases}[PDF

document]. Retrieved from www.teacherpayteachers.com/Product/State-of-Matter-for-Kids-A-Unit-on-Solids-Liquids-and-Gases.

Edwards, K. Understanding and Measuring Matter. Retrieved from

http://www.getbookee.com/get_book.php?u=aHR0cDovL3d3dy5jb3Jla25vd2xlZGdlLm9yZy9taW1pay9taW1pa191cGxvYWRzL2xlc3Nvbl9wbGFucy84MTIvVW5kZXJzdGFuZGluZyUyMGFuZCUyME1lYXN1cmluZyUyME1hdHRlci5wZGYKMDEgMSBVbmRlcnN0YW5kaW5nIGFuZCBNZWFzdXJpbmcgTWF0dGVy

Evaporation Module [Video file]. Retrieved from www.fossweb.com/modules 3-

6/water/activities/evaporation.html GoddessofWhimsy. (2012,March 11). States of Matter. [Web log comment].

Retrieved from http://theinspiredclassroom.blogspot.com/2012/03/states-of-matter.html K., T. & Adamson, H. (2011). How Do You Measure Liquids? Mankato, Minnesota:

Capstone Press.

K., T. & Adamson, H. (2011). How Do You Measure Weight? Mankato, Minnesota: Capstone Press.

L Chandler. (2012, March 25). Fantastic Foldable Freebies Link Up! [Web log

comment]. Retrieved from http://corkboardconnections.blogspot.com/2012/03/fantastic-foldable-freebies-link-up.html.

Matter Rap [Video File]. Retrieved from http://youtu.be/oAqompxk7fY Seller, R. 3-D Water Cycle Craft [PDF document]. Retrieved from

www.teacherspayteachers.com/Product/Water-Cycle-Craft-3-D-Water-Cycle-Craftivity

131 Spangler, S. (2012). Instant freeze - soda ice. Retrieved from

http://www.stevespanglerscience.com/experiment/instant-freeze-soda-ice. Theisen, C. (n.d.). Investigating matter, solid or liquid: Barthlomew and the oobleck.

Retrieved from http://serc.carleton.edu/sp/mnstep/activities/26393.html Thompson, J . (2012). Matter: Properties and Change. 2nd Science Pacing and Resource

Guide docx. (Matter Unit). Retrieved from elementaryscience.cmswiki.wikispaces.net/file/detail/2nd+Science+Pacing+and+Resource+Guide.docx.

Zoehfeld, K.W. (1998). What is the World Made Of? All About Solids, Liquids, and

Gases. New York, NY: HarperCollins Publishers.