Download Unit 2 Change Occurs: Investigating Matter Lesson 2

:
Campus: Lacy Elementary
Author(s): Melanie Wright
Date Created / Revised: 07/27/16
Six Weeks Period:1st
Grade Level & Course: 2nd Science
Timeline: 8 days
Unit Title: Unit 2 - Change Occurs: Investigating
Matter
Stated Objectives:
TEK # and SE
Lesson # 2 of 3
2.1A Identify and demonstrate safe practices as described in the Texas Safety Standards
during classroom and outdoor investigations, including wearing safety goggles, washing
hands, and using materials appropriately.
2.1C Identify and demonstrate how to use, conserve, and dispose of natural resources and
materials such as conserving water and reuse or recycling of paper, plastic, and metal.
2.2A Ask questions about organisms, objects, and events during observations and
investigations
2.2B Plan and conduct descriptive investigations such as how organisms grow
2.2C Collect data from observations using simple equipment such as hand lenses, primary
balances, thermometers, and non-standard measurement tools
2.2D Record and organize data using pictures, numbers, and words
2.2E Communicate observations and justify explanations using student-generated data from
simple descriptive investigations
2.3A Identify and explain a problem in his/her own words and propose a task and solution for
the problem such as lack of water in a habitat.
2.3B Make predictions based on observable patterns.
2.4A Collect, record, and compare information using tools, including computers, hand lenses,
rulers, primary balances, plastic beakers, magnets, collecting nets, notebooks, and safety
goggles timing devices, including clocks and stopwatches and weather instruments such as
thermometers.
2.4B Measure and compare objects using non-standard units that approximate metric units.
2.5A Classify matter by physical properties, including shape, relative mass, relative
temperature, texture, flexibility, and whether material is a solid or liquid
2.5B Compare changes in materials caused by heating and cooling
2.5C Demonstrate that things can be done to materials to change their physical properties
such as cutting, folding, sanding, and melting
2.5D Combine materials that when put together can do things that they cannot do by
themselves such as building a tower or a bridge and justify the selection of those materials
based on their physical properties.
ELPS
See Instructional Focus Document (IFD) for TEK Specificity
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings


Misconceptions



Key Vocabulary
Change occurs
- What are some of the changes you can observe in matter?
We can predict and identify that change has occurred to an object’s size, shape, texture
and mass
- What ways did cutting, folding, and sanding change the material’s size, shape, texture
and mass?
- In what ways did melting, heating and cooling change the materials, size, shape,
texture and mass?
Students may think heat and temperature are the same, rather than understanding heat
is a form of energy and temperature is a measure of how hot or cold something is.
Students may think all larger objects are heavier than smaller objects.
Students may think only adults can design structures.
Change, cooling, evaporating, flexibility, freezing, heating, mass, matter, melting, physical
properties, relative mass, relative temperature, temperature
Related Vocabulary: Arch, beaker, beam, bridge, centimeter, change, circle, classify, column,
cutting, deck, flexible, folding, heavy, light, liquid, load, material, melt, oval, primary balance,
rectangle, ruler, sanding, shape, solid, span, square, texture, thermometer, triangle, unit of
measurement, weights
Suggested Day
5E Model
Instructional Procedures
Day 1- Engage
9/12
Topic: Changing States of Matter
1. Discus how all matter can be changed into other states
of matter.
2. Watch Brain Pop Jr. Science - Matter- Changing States
of Matter
3. Provide each student with a ½ piece of paper.
- Have students fold the paper. Is it still paper?
- Have students cut their paper. Is it still paper?
4. Discuss as a class about other objects they can change
by folding, and cutting
5. Have students enter their findings in their Science
Notebook under the label “Changing States of Matter”
Day 2 –Explore
9/13
Materials, Resources, Notes
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Topic: Changes in Matter Lab
1. Review what we know about Solids, Liquids, and Gases.
Use the Flipchart to reinforce.
2. Give each student 1 – 2 sugar cubes.
3. Have students draw what the sugar cube looks like on
their handout. Then have them answer the questions on
the handout. Go over as a class.
4. Have students predict what they think will happen to the
sugar cube when placed in water.










Brain Pop Jr. Science Matter- Changing
States of Matter
Flipchart pg. 17
½ piece of paper for
each student
Scissors
Science Notebooks
Sugar Cube (1 – 2 per
student)
Cups
Water
Spoons
Fusion Flipchart p 17
5. Place the sugar cube into the cup of water.
6. Have students draw what they see when the cub is
dropped into the water.
7. Have students then stir the water and record what
happens to the sugar cube on their handout.
8. Student will then glue their handout into their Science
Notebook.
Day 3 –Explore
9/14
Topic: Melting Matter
1. Provide each group with the three items.
- Ask how many ways can these objects be changed?
- Have students list the ways in their Notebook under the
label “Melting Matter”
2. Introduce the word “Melt”
- Ask what they think it means if an object has “melted?”
- How do things look when they melt?
- Does everything that melts look the same?
3. Students will then place objects under the heat source.
They will check on them every 5 minutes.
4. Have students predict in their notebook the order the
items will melt.
Day 4 –
Explore/Explain
9/15
Day 5 – Explain
9/16
Topic: Melting Matter – Physical and Chemical Changes
1. Have students watch BrainPop Jr. – Science – Matter –
Physical and Chemical Changes
2. Review the word “Melt” and have students write the
definition into their Science Notebook
3. Show students ¼ cup of unpopped popcorn kernels and
ask about the weight.
- Have students weight the ¼ cup of kernels and place
an entry into their Science Notebook
- Have students estimate the volume and mass of the
kernels after popping. Students will place their
hypothesis in their notebook.
4. Show ¼ cup of popped kernels.
- Ask what they think it weighs
- The mass will be less, the volume should be greater.
- Ask the students how heat caused a change
- Have students record their findings in their notebook
Topic: Review Matter
1. Review what we know about particles of matter.
2. Make a foldable. Three parts, labeled Solid, Liquid and
Gas.
3. Give each table cheerios and glue.
4. On “Solid” picture instruct students to glue cheerios
closely together.
5. On “Liquid” picture have them glue the cheerios a little
farther apart.
6. On “Gas” picture the cheerios should be very far part.
7. Fill in the inside of the foldout together as a class.
8. Students will place name on foldout and turn in.
Day 6 – Engage
9/19
Topic: Changing Matter Review






Chocolate Chips
Ice Cubes
Birthday Candles
Newspaper for Desks
Heat Lamps
Science Notebooks

¼ Cup Unpopped
Popcorn Kernels
¼ Cup Popped kernels
BrainPop Jr. – Science
– Matter – Physical
and Chemical Changes
Science Notebook






Cheerios
Glue
Construction Paper
Foldout

What Kind of Change
Is It? Handout
1. Read Fusion pp 96-97
2. Review with students how we have seen matter change
throughout the week. Discuss Physical and Chemical
Changes as a review.
3. Use Physical and Chemical Anchor Chart to illustrate.
4. Give each student What Kind of Change Is It? Handout.
5. Work as a class to go through the changes.
6. Instruct students to cut out picture on page 2 of handout
and glue them in the correct boxes.
7. Students will glue pg. 1 of Handout into Notebook. pg. 2
will be turned in for grade.
Day 7 –Explain
9/20
Topic: Changing Matter – Freezing
1. Fill a clear cup with water.
- Place a small object inside.
- Demonstrate that it moves freely around in the liquid.
- Make a plan with students to place the cup into the
freezer.
- How will the properties change?
- Will the objects still move around freely? Have
students make a hypothesis and record in their
notebook.
2. Brain Pop Jr. Easy Quiz - Changes in Matter
Day 8 –Evaluate
9/21
Topic: Evaluation



Physical and Chemical
Anchor Chart
Scissors
Fusion Textbook pp
96-97




Cup
Small object
Brain Pop Jr.
Science Notebook

Fusion pp 113-116
1. Evaluation on page 113-116 of textbook.
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.