Science – Grade 3 - Home | San Antonio ISD · Web view2.6 Earth Science The student knows that systems have parts and are composed of organisms and objects. The student is expected

Science – Grade 2 Unit of Study: Properties and Patterns in the Sky

Second Grading Period – Week 1 (Tuesday, Wednesday of Week 1 and Tuesday of Week 2, 4, and 8) CURRICULUM OVERVIEWBig Idea Unit Rationale

The student needs to be able to recognize the types of change which occur in the sky and identify how it affects their lives.

The student needs to summarize the weather patterns observed, measured, and recorded over the last few weeks to understand typical seasonal weather patterns of the local area.

The student will observe and record the appearance of the Moon to recognize the patterns of change in the Moon.

TEKS TEKS Specificity - Intended Outcome

Con

tent

2.5 Earth and Physical Science The student knows that organisms, objects, and events have properties and patterns. The student is expected to:(A) classify and sequence organisms, objects, and events based on properties and patterns; and(B) identify, predict, replicate, and create patterns including those seen in charts, graphs, and numbers.

2.7 Earth and Physical Science The student knows that many types of change occur. The student is expected to:(A) observe, measure, record, analyze, predict, and illustrate changes in size, mass, temperature, color, position, quantity, sound, and movement;(D) observe, measure, and record changes in weather, the night sky, and seasons.

” I CAN” statements highlighted in yellow should be displayed for students.I can describe the properties and patterns of seasonal weather events by (2.5)

o identifying and classifying the properties of weather (2.5 A)o sequencing the properties of weather by creating weather graphs (2.5 A)o replicating and creating the patterns of the seasonal weather pattern for the fall (2.5 B)

describe the properties and patterns of objects in the sky by (2.5)o identifying, classifying, and sequencing patterns of the Moon and Sun (2.5 B)o replicating patterns of the Moon by creating a Moon calendar(2.5 A)o identifying the patterns of weather for different seasons (2.5 B)

describe the many types of change that occurs by .(2.7 ) o analyzing, predicting, and illustrating changes in size (moon and clouds), temperature, position, and

movement of the moon (2.7 A)o observing, measuring, and recording changes in weather, the night sky, and seasons (2.7 D)

2.1 Nature of Science The student conducts classroom and field investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:(A) demonstrate safe practices during classroom and field investigations; and(B) learn how to use and conserve resources and dispose of materials.

2.2 Nature of Science The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to:(A) ask questions about organisms, objects, and events;(B) plan and conduct simple descriptive investigations;(C) compare results of investigations with what students and

I can use safe science classroom routines when working on science investigations demonstrate safe routines outside which include not looking directly at the Sun

I can demonstrate abilities necessary to do scientific inquiry in the field and the classroom by (2.2)

o asking questions about objects and events in investigationso planning and conducting simple descriptive investigationso comparing results of investigations with what students and scientists know about the worldo gather information using simple equipment and tools to extend the senseso construct reasonable explanations and draw conclusions using information and prior knowledgeo communicate explanations about investigations

SAISD © 2008-09 – Second Grading Period Science Grade 2 Page 1 of 95

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Skill

s scientists know about the world;(D) gather information using simple equipment and tools to extend the senses;(E) construct reasonable explanations and draw conclusions using information and prior knowledge; and(F) communicate explanations about investigations.

2.3 Nature of Science The student knows that information and critical thinking are used in making decisions. The student is expected to:(A) make decisions using information(B) discuss and justify the merits of decisions

2.4 Nature of Science The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to:(B) measure and compare organisms and objects and parts of organisms and objects, using standard and non-standard units.

I can use information and critical thinking to (2.3)

o make decisions about the properties and patterns of weather and objects in the skyo discuss and justify the merits of decision to identify the properties and patterns of weather and objects

in the sky

I can use age-appropriate tools and models to verify that objects and parts of objects can be observed, described, and measured by (2.4)

o measuring and comparing temperature, wind direction, and wind speed, using standard and non-standard units

o measuring and comparing the appearance of the Moon

Evidence of Learning1. From classroom and field investigations (CN), students will summarize the weather collected over the last few weeks to describe the patterns of weather for the fall season

(B), with at least 80% accuracy (CR).2. During classroom and field investigations (CN), students will describe, and replicate the correct sequence of the pattern of how the Moon changes shape during the month

(B), with at least 80% accuracy (CR).3. During classroom and field investigations (CN), students will describe the changes in the position of the Moon in the day and night sky during the month (B), with at least

80% accuracy (CR).4. During classroom and field investigations (CN), students will describe the movement of the Moon and Sun in the sky as traveling overhead rising in the East and setting in

the West (B), with at least 80% accuracy (CR).5. During classroom and field investigations (CN), students will describe the many types of change that occur on Earth including the seasons, the weather, and the

temperature (B), with at least 80% accuracy (CR).6. During classroom and field investigations (CN), students will use tools that extend the senses and make various observations about the many types of change that occur

on Earth including seasons, day and night, and weather (B), with at least 80% accuracy (CR).



Science – Grade 2Unit of Study: Properties and Patterns in the Sky

Second Grading Period – Week 1 - Tuesday and Wednesday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What kind of weather pattern did you find more often during the fall? (2.5) What kind of temperature pattern did you find more often during the fall? (2.5) How are graphs useful? (2.5) Do you think our next graph will look the same or different? How will it look

different? (2.5)

1.4 The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to:B. record and compare collected information.1.5 The student knows that organisms, objects, and events have properties and patterns. The student is expected to:A. sort objects and events based on properties and patterns

The Teaching PlanInstructional Model & Teacher Directions

The teacher will…Assessment for Learning

so students can….5E Model of InstructionUse the FOSS Air and Weather - Investigation 4: Looking for Change Part 1 Looking for Change

Prepare for this unit by reading the following sections in your teachers guide - "Background for Teacher”, “Teaching Children about Change”, and “Getting Ready” to organize strategies in teaching every lesson.

Teach specific safety rules for lesson such as scissor safety and the wise choices for the conservation of resources such as recycling paper leftovers.

EngageMain Idea: Begin with the TEKS 2.7 I can compare the information we have collected on weather to make and analyze the information of a graph to draw conclusions about the patterns of weather.

"Talk about the Month's Weather" p.10Teacher will call the students to the carpet and have them reflect on their collected weather information. (2.2 D,E, 2.5 A, 2.7 D)Did we have more rainy days or sunny days? How can we find out and justify our answer?How many hot days did we have compared to warm days?

Students will construct reasonable explanations on their collected weather information in small groups or 3-4. (2.2 E)

Students will identify patterns of weather from the weather calendar. (2.5 B)

Explore "Introduce Graphing" p.10

Teacher will suggest that there is an easier way than counting to compare numbers. Teacher will introduce graphing. (2.5 B)"Demonstrating Graphing" p. 10Teacher will explain and model the directions for the students."Start Weather Graphs" p.11 (2.5 A,B)What kind of weather pattern did you find more often during the fall?What kind of temperature pattern did you find more often during the fall? (Possible Breakpoint for the day)

Students will create graphs from the weather calendar to identify and classify weather to identify patterns for the fall. (2.5 A, B)

Explain "Discuss Weather Graphs" p.11 (2.2E, 2.5 A,B, and 2.7D)

Teacher will facilitate a discussion and/or have the students journal about one or more of the following questions.Which type of weather did we have the most of? How many days?Which type of weather did we have the least of? How many days? How many days was it sunny?How many days did it rain?

Students will construct reasonable explanations and draw conclusions using the weather records and graphs. (2.2E, 2.5 A,B, and 2.7D)

Elaborate Students will gather information SAISD © 2008-09 – Second Grading Period Science Grade 2 Page 3 of 95


Teacher will tell the students that they will continue recording the weather on the class calendar for another 4 weeks. They will make another Weather Graph and compare the two 4 week periods of weather.

Teacher will have the children predict. (2.5 B)Will the graphs look alike or different? How will they look different? Why?

about the weather using simple equipment and tools to extend the senses. (2.2 D and 2.7D)

Students will predict weather patterns for the next 4 weeks. (2.5 B)

Evaluate Teacher will have the students respond in their journal to the following questions. (2.2 F)

What kind of weather pattern did you find more often during our fall?What kind of temperature pattern did you find more often during our fall? How are graphs useful?Do you think our next graph will look the same or different? How will it look different?

Students will communicate explanations about investigations (2.2 F)

Vocabulary: graph column row

ResourcesUse the FOSS Air and Weather - Investigation 4: Looking for Change Part 1 Weather Graphs

Teacher Note: Weather Record Sheets will need to be made from the class calendar and duplicated. See Getting Ready p. 9

Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who need additional support?Students will work with a buddy to review the components of weather on the internet Weather Site.

What do you do for students who master the learning quickly? Students will compare their weather for today with what weather looked like in the past using Weather For You Internet Site.

2006-07 2nd Grade Interim TAKS 2004 5th Grade

10 According to this information, what kind of weather is related to low air pressure?F SunnyG FairH RainyJ Mild



http://www.weatherforyou.com/history/


http://www.bbc.co.uk/schools/whatisweather/aboutweather/flash_menu.shtml

Science – Grade 2 Unit of Study: Natural Resources

Second Grading Period – Week 1 (Thurs. and Fri. of Week 1, Mon., Wed. - Fri. of Week 2 and Mon. of Week 3) (Tues. Night Sky)CURRICULUM OVERVIEW

Big Idea Unit RationaleThe student needs to be able to recognize the types and uses of natural resources to understand how important the resources are in their lives.

The student needs to describe and illustrate the parts and their roles of the Water Cycle.The student will identify the types and uses of natural resources commonly found in their lives.


Con

tent

2.5 Earth and Physical Science The student knows that organisms, objects, and events have properties and patterns. The student is expected to:(A) classify and sequence organisms, objects, and events based on properties and patterns; and(B) identify, predict, replicate, and create patterns including those seen in charts, graphs, and numbers.

2.6 Earth Science The student knows that systems have parts and are composed of organisms and objects. The student is expected to:(A) manipulate, predict, and identify parts that, when separated from the whole, may result in the part or the whole not working, such as flashlights without batteries and plants without leaves;(B) manipulate, predict, and identify parts that, when put together, can do things they cannot do by themselves, such as a guitar and guitar strings;

2.7 Earth and Physical Science The student knows that many types of change occur. The student is expected to:(A) observe, measure, record, analyze, predict, and illustrate changes in size, mass, temperature, color, position, quantity, sound, and movement;(B) identify, predict, and test uses of heat to cause change such as melting and evaporation

2.10 Earth Science The student knows that the natural world includes rocks, soil, water, and gases of the atmosphere. The student is expected to:(A) describe and illustrate the water cycle; and(B) identify uses of natural resources.

” I CAN” statements highlighted in yellow should be displayed for students.I can describe the properties and/or patterns of organisms, objects, and events by (2.5)

o identifying and classifying water by its properties and patternso identifying and classifying natural resources by their properties and patternso sequence the order of the water cycle

describe systems as having parts and are composed of organisms and objects by (2.6)o manipulating, predicting, and identifying parts that, when separated from the whole, may result in the

part or the whole not working such as when leaving the hot water out of the jar or when we have a drought in South Texas

o manipulating, predicting, and identifying parts that, when put together, can do things they cannot do by themselves such as the parts put together to model the water cycle

describe the changes which occur during investigations such as (2.7)o observe, identify, predict, test, measure, and record changes to the water when heat has been addedo analyze, predict, and illustrate changes in size of water particles, position in the atmosphere or on land,

quantity of water, and movement through the air during the water cycle

describe the natural world water, and gases of the atmosphere by (2.10)o describing water and water vapor (gas or air) as a natural resourceo identifying and describing the kinds and uses of natural resources



Skill

s2.1 Nature of Science The student conducts classroom

and field investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:(A) demonstrate safe practices during classroom and field investigations; and(B) learn how to use and conserve resources and dispose of materials.

2.2 Nature of Science The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to:(A) ask questions about organisms, objects, and events;(B) plan and conduct simple descriptive investigations;(C) compare results of investigations with what students and scientists know about the world;(D) gather information using simple equipment and tools to extend the senses;(E) construct reasonable explanations and draw conclusions using information and prior knowledge; and(F) communicate explanations about investigations.


2.4 Nature of Science The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to:

(B) measure and compare organisms and objects and parts of organisms and objects, using standard and non-standard units.

I can use safe science classroom routines when working on science investigations demonstrate safe routines during classroom investigations which involve glass and hot objects

I can demonstrate abilities necessary to do scientific inquiry in the field and the classroom by (2.2)



o make decisions about the properties and patterns of water and natural resourceso discuss and justify the merits of decision to identify the properties and patterns of water and natural

resources

I can use models to verify objects and parts of objects which can be observed, described, and measured by (2.4)

o making a water cycle model to measure and compare water and water droplest which go through the water cycle

Evidence of Learning1. During classroom and field investigations (CN), students will identify, describe, and illustrate the parts of the system when shown a jar which models the water cycle (B), with

at least 80% accuracy (CR).2. During classroom and field investigations (CN), students will identify the types of natural resources and uses of natural resources (B), with at least 80% accuracy (CR). 3. During classroom and field investigations (CN), students will be able to sequence the order of events in the water cycle (B), with at least 80% accuracy (CR). 4. During classroom and field investigations (CN), students will be able to predict that when one part of the water cycle is missing, the cycle will not work (B), with at least 80%

accuracy (CR).



Science – Grade 2Unit of Study: Natural Resources

Second Grading Period – Week 1 Thursday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What would a natural body of water look like? (2.10) What would a non-natural body of water look like? (2.10) Which body of water formed naturally?(2.10) Which body of water formed as a result of man putting it there?(2.10) What is the difference between a natural body of water and a non-

natural body of water?(2.10)

1.10 The student knows that the natural world includes rocks, soil, and water. The student is expected to:A identify and describe a variety of natural sources of water including streams, lakes, and

oceans;C identify how rocks, soil, and water are used and how they can be recycled.



so students can….5E Model of InstructionAdapted from Elementary Science Core Units Earth Science - Water Sort

Prepare for this unit by reading the "Background Information for the Teacher” and “Advance Preparation” to organize strategies in teaching every lesson.

EngageMain Idea: Begin with the TEKS 2.10 A I can identify and describe objects as natural and non-natural resources.

Teacher will have students think, ink, pair, and share the following questions. Teacher will record the responses in a KWLSS chart. What do you know about water? How do you use water? Can you name at least three places where water comes from? (1.10 A,B) What would you like to know about water? (2.10)

Students will work in small groups of 3-4 to implement investigation. (2.2)

Students will respond to questions orally and in science journals when designated by the teacher. (2.2 E,F)

Students will use the think, ink, pair, and share to review. (1.10 A and C)

Explore Teacher will show the students the Sources of Water Chart Paper. Teacher will show students a picture of a

swimming pool and a picture of a small lake. What is alike about the two bodies of water? (2.10 and 2.2E)What is different about the two bodies of water?(2.10 and 2.2 E) Which body of water formed naturally?(2.10 and 2.2 E)Which body of water formed as a result of man putting it there?(2.10)Teacher will distribute a set of pictures to each group of students and have them sort the pictures into the two categories index cards. Have the group decide the answer to the following question. (2.10 and 2.3)Why did you place these cards in this category?(2.3B)

Students will demonstrate knowledge of water as a natural resource by sorting pictures into natural or non-natural categories. (2.10, 2.2 E, and 2.3)

Explain Teacher will ask one student from each group to bring up a card and place it on the class chart under Natural or

Non-Natural. The student is then to communicate to the rest of the class the justification behind their decision. (2.2E,F and 2.3 A.B)

Students will construct reasonable explanations from group discussions, communicate the decision and justify the reason why. (2.2E,F and 2.3 A,B)

Elaborate Teacher will have the students in their group think about items that they would find around the school or at home

which fit in either column which has not been mentioned to add to the chart. (2.3 A)

Students will make a decision using previous information to find another item to place on the chart. (2.3A)



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr2/gp2/Background%20Information%20for%20the%20Teacher-%202nd%20grade%20Earth.doc

Evaluate Teacher will have the students journal about one or more of the following questions. (2.2 F)

What would a natural body of water look like? (2.10)What would a non-natural body of water look like? (2.10)Which body of water formed naturally?(2.10)Which body of water formed as a result of man putting it there?(2.10)What is the difference between a natural body of water and a non-natural body of water?(2.10)

Students will communicate explanations about investigations into natural and non-natural bodies of water. (2.2 F and 2.10)

Vocabulary: natural non-natural

ResourcesAdapted from Elementary Science Core Units Earth Science - Water Sort

Advance Preparation

collect or print pictures of natural and non-natural water sources ( 1 set per student group) (You may want to laminate on index cards for next year.)glue or tapechart paper with t-chart labeled Sources of Water - Natural or Non-Natural markersone index card labeled Natural Sources of Water for each groupone index card labeled Non-Natural Sources of Water for each group one index card to draw on for each group

Pictures of Natural and Non-Natural Sources of Water will be needed for the next lesson. Evidence of Learning

Differentiation Interims/TAKS/Benchmarks College-ReadinessAnticipated Skills for SAT/ACT/College Board

What do you do for students who need additional support?Students will sort the index card pictures to demonstrate knowledge of natural or non-natural with a buddy.

What do you do for students who master the learning quickly? Students will journal about the sports available on a lake, river, or ocean.

TAKS 2006 5th GradeTAKS 2006 Grade 5



http://www.saisd.net/ADMIN/curric/curricms/finder/2nd/sci/2ndSciGuide-2GP.htm


Second Grading Period – Week 1 Friday and Monday -Week 2 CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Which part of the water cycle do you think is most important and why? (2.3 A and B)

How would your life be different if there was no water cycle? (2.3 A and B)

1.3 The student knows that information and critical thinking are used in making decisions. The student is expected to:A make decisions using informationB discuss and justify the merits of decisions



so students can….5E Model of InstructionAdapted from Elementary Core Science Units: Dancing with Water

Prepare for this unit by reading the "Background Information for the Teacher” and “Advance Preparation” to organize strategies in teaching every lesson.

Engage Main Idea: Begin with the TEKS 2.10 B I can describe the natural resource of water by learning about the

water cycle. Teacher will place the pictures from the previous lesson around the room and have the students look at the pictures to

think, ink, pair and share the following questions. How do you think the water got to those places? (2.2 C)

Teacher will record answers on chart paper. Teacher will tell the students that they will be listening to a story about one way water was able to get to those places in the pictures. (2.2C)

Have blank flipbooks available for children to complete during reading.

Students will work in groups of 3-4 students to work on this investigation. (2.2B)

Students will compare results of previous investigations with what they know about water. (2.2C)

Explore Teacher will read the first page or section of the water cycle to the children. The teacher will show the students the

picture which they drew to represent this section as a model. (2.4) Teacher will ask the students to draw their own picture in their own flip book. (2.2D,E,F) Teacher will continue this process until the children have completed the water cycle. (2.2D,E,F) (Possible Breakpoint for the day)

Students will gather information from the book the teacher is reading, construct reasonable explanations about each part of the water cycle, and communicate the explanations in the for of drawing a picture as an example. (2.2D,E, F and 2.10A)

Explain Teacher will pair students to read their flip book to their buddy and explain the parts of the water cycle. (2.2F and

2.10A)

Students will read their flip book to their buddy to communicate their explanations about the water cycle. (2.2F and 2.10A)

Elaborate Teacher will have the children then add a summary page at the end of the flip book to make a pictorial model to show

Students will create a pictorial model to describe the water cycle. (2.2 F and 2.10 A)




the cycle with smaller pictures and words. (2.2F)

Evaluate Teacher may evaluate the flipbook and/or the children's verbal explanation of the summary page at the end of the flip

book. (2.2F and 2.10A) Teacher will have the students journal about one or more of the following questions.

Which part of the water cycle do you think is most important and why? (2.3 A and B)How would your life be different if there was no water cycle?(2.3 A and B)

Students will demonstrate knowledge of the water cycle by verbally communicating the explanation of the water cycle in their flipbook. (2.2F and 2.10A)

Students will make decisions using the information learned to discuss and justify the merits of the importance of the water cycle. (2.3 A,B and 2.10A)

Vocabulary: evaporation condensation precipitation water vapor groundwater surface water

Resources

Adapted from Elementary Core Science Units: Dancing with Water

Advance PreparationFind a book which explains the Water Cycle in the library (school or public). Water Dance by Thomas Locker is recommended but most books on water cycle will do.On chart paper draw a series of panels - one for each description in the book. For example… when discussing rain, draw rain. After you have drawn a picture for each illustration, cut out the illustrations so you can post them one at a time as you read the book to the students.Students will also be drawing a series of panels on their paper or flip book.




Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who need additional support?Students will verbally explain the water cycle. (2.2E)

What do you do for students who master the learning quickly? Students will learn the Water Cycle Song to teach to the other students. (2.2F)

2005-06 2nd Grade Interim

TAKS 2006 Grade 5

TAKS 2004 Grade 5



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr2/gp2/Water%20Cycle%20Song.doc

Science – Grade 2Unit of Study: Properties and Patterns in the Sky (continued)

Second Grading Period – Week 2 Tuesday - November 4 CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Does the weather change or stay the same at night? (2.10D) Do the stars and Moon change or stay the same every night? Why is it

important to keep the log in a safe place?(2.10D) How do you expect your Nighttime Sky Calendar to match or not match

the Day time Sky Calendar? (2.10D) Do you see any patterns in the Nighttime Sky?(2.10D)

1.7 The student knows that many types of change occur. The student is expected to: A. observe, measure, and record changes in size, color, position, and movement.C. observe and record changes in weather from day to day and over seasons.



so students can….5E Model of InstructionUse the FOSS Air and Weather - Investigation 4: Looking for Change Part 3: The Night Sky


Teach specific safety rules for lesson such never look at the Sun.Engage

Main Idea: TEKS 2.5 B, 2.7 A and D I can identify and describe objects and events in the sky by collecting more information on the Sun and Moon. I can replicate patterns of the Moon by creating a Moon calendar.

"Propose Night Sky Observations" p.22 Teacher will tell the students that so far their air and weather observations have been about what happens during the

day. Discuss the objects and changes they may have noticed at night. Have the students think, ink, pair, and share the following questions

Does the weather change or stay the same at night?Do the stars and Moon change or stay the same every night? (2.5 A,B and 2.7 D)

Students will respond to questions orally and in science journals when designated by the teacher. (2.2 E,F)

Students will use the think, ink, pair, and share to review what they know about the Sun and the Moon. (2.5 A,B and 2.7 D)

Explore"Introduce the Night Sky Observation Sheets" p.23Teacher will show the class the Night Sky Letter to Parents and a Night Sky Home Log.Teacher will model how to fill in an observation of the Night Sky Home Log for the first night. Show students how to record the date and time. Explain that they should also record the temperature if they have a thermometer at home. They should write a few sentences about what the weather or the sky looks like, and draws a picture of what the Moon looks like. (2.5 A,B and 2.7 D) "Discuss a Location for Logs" p. 23Ask students to think of a good place to keep the log at home.

Students will learn how to observe, measure, and record changes in the properties and patterns in the night sky in a Night Sky Home Journal. (2.5 A,B and 2.7 D)

Explain Teacher will facilitate a discussion about the Night Sky Log.

Why is it important to keep the log in a safe place?How do you expect your Nighttime Sky Calendar to match or not match the Day time Sky Calendar? (2.2 C)Do you see any patterns in the Nighttime Sky? (2.5A)

Students will compare results of investigations with what students know about the world. (2.2 C)

Students will observe the Moon and stars in the night sky to look for properties and patterns. (2.5 A)

Elaborate "Address Questions" and "Record Observations on the Moon Calendar" p. 23 (2.7 D)

Students will replicate the properties and patterns of the Moon. (2.7D)

Evaluate Students will create a Moon concept map in a group of 2-3 to demonstrate



Teacher will have the students do a Moon concept map to demonstrate knowledge of the properties and patterns of the Moon in the night sky to compare them to the day sky. (2.5 A,B and 2.7 D)

knowledge of the properties and patterns of the Moon in the night sky and compare to the day sky. (2.5 A,B and 2.7 D)

Vocabulary: Moon star pattern of change

ResourcesFOSS Air and Weather - Investigation 4: Looking for Change Part 3: The Night Sky


Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who need additional support?Students can review Earth, Sun, and Moon relationships by using this interactive website.

What do you do for students who master the learning quickly? Students will learn the names of the Moon Phases.



2005-2006 5th grade Interim

TAKS 2006 5th Grade



http://www.bbc.co.uk/schools/scienceclips/ages/9_10/science_9_10.shtml



Science – Grade 2Unit of Study: Natural Resources (continued)

Second Grading Period – Week 2 Wednesday and Thursday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What is a model? (2.4) What does the gravel represent in the real world? (2.6) What does the hot water represent in the real world? (2.6) What does the ice represent in the real world? (2.6) How does our model show how water cycles?(2.10 A) Which way did you learn the most about the water cycle - the book and

pictures or the model? Why? (2.3 A,B)

1.3 The student knows that information and critical thinking are used in making decisions. The student is expected to:

A make decisions using informationB discuss and justify the merits of decisions

1.4 The student uses models to verify that objects and parts of objects can be observed, described, and measured.1.6 The student knows that systems have parts and are composed of organisms and objects. The student is expected to:

D identify parts that, when put together, can do things they cannot do by themselves.1.7 The student know that many types of change occur. The student is expected to:

A identify and test ways that heat may cause change.The Teaching Plan

Instructional Model & Teacher DirectionsThe teacher will…

Assessment for Learningso students can….

5E Model of InstructionAdapted from Elementary Core Science Units - The Cycling Water Drop

Prepare for this unit by reading the "Background Information for Teachers” and “Advance Preparation” to organize strategies in teaching every lesson.

Teach specific safety rules for lesson such care with glass jar, what to do if it should fall down and break, how to handle hot water.

Engage Main Idea: Begin with the TEKS 2.10 A. I can demonstrate knowledge of the natural resource of water by

creating a model and diagramming the water cycle. Teacher will review the water cycle key terminology from the previous lessons and add to the KWLS chart. (2.2C) Teacher will ask the students…

What safety rules do we need for working with glass?You may want children to work on the floor so the glass jar can not be knocked off of a table. (2.1 A)

Teacher will ask the students... What safety rules do we need to have for working around a hot plate, coffee pot, and hot water? No one is allowed to walk around the room. Children must remain seated. Hot item can burn. No one is allowed near the hot plate or coffee pit or to touch the jar once the hot water is inside. Teacher will deliver and pour hot water. (2.1A)

Students will review previous lessons and compare results with what students know about the world. (2.2C)

Students will communicate and demonstrate safe practices during classroom investigations. (2.1A)

Explore Teacher will explain the procedure for the activity and have one student from each group pick up the investigation

materials. Explain to the students that they will be creating a model of the water cycle. (2.2B, 2.4)What is a model? Each part of our model will represent a real life item.

First, have the students pour their gravel into the jar and make sure it is in a fairly even layer. Does this jar represent a system? What does the gravel represent in our model? (2.6)

Next, have one student from each group visit the ice chest and fill their pie pans completely with ice cubes. Tell the students to place the pan on top of the jar.

Why do we place ice cubes on top of the jar? What do the ice cubes represent in our model? (The air in the atmosphere gets colder the higher we go up into the atmosphere.)

Now, go around to each student group and pour two foam cups of hot water into the jar and have students immediately

Students will create a model of the water cycle. (2.4)

Students will conduct a simple investigation into the parts of the water cycle. (2.2B)

Students will recognize the jar as a system which has parts. Students will identify and manipulate the parts to understand how the system works. (2.6)

Students will make a decision what causes the water to evaporate on Earth.




place the pan of ice over the top of the jar. Caution them not to move the pan after they have placed it on top.What does the hot water represent in our model?(2.7 B and 2.3 A,B)What heats the water on Earth?(2.7 B and 2.3 A,B)

(2.3 A, B and 2.7B)

Explain Teacher will help the students to make connections by asking questions.

What is forming at the top of the glass jar? Is it on the inside or outside of the jar? What does it represent in the real world?(2.7 A, 2.10 A, and 2.2D,E,F)

Teacher will gently lift the pie tin for the students to observe the water droplets on the underside of the tin.What is forming on the bottom of the tin? Was it on the tin at the beginning? Can water go through the pie tin? Can water jump up to the top? Where did it come from? What is the other word for "rain" (precipitation)?Explain how the water makes a cycle?Does our model represent the water cycle? Where do you see the parts of the water cycle??(2.7 A, 2.10 A, and 2.2D,E,F)

(Possible Breakpoint for Day 1)

Students will observe, measure, record, analyze, and illustrate changes in the size of the water droplets, their position, and movement in the jar as a representation of the water cycle. (2.7A, 2.10A, and 2.2D,E,F)

Elaborate Teacher will review the water cycle by sorting the Water Cycle Cards. (2.5A,B and 2.10A) Teacher will have the students as a group draw the model on chart paper and label the parts of the water cycle. (2,5 A,

2.4, and 2.10A)

Students will work in groups of 2-3 to replicate the water cycle by sorting the Water Cycle Cards in the correct sequence. (2.5A,B and 2.10A)

Students will sequence the water cycle based on events observed in the jar and identify the parts in order to create their own pictorial model. (2.5 A, 2.4, and 2.10A)

Evaluate Teacher will use a Venn diagram to compare the pictures from the book with a model. (2.2C,F and 2.3 A)

How are your drawings of the water cycle like and different from the model?(2.2C) Teacher will have the students answer the following question in their journal.

Which way did you learn the most about the water cycle - the book and pictures or the model? Why? (2.3 A,B)

Students will make decisions as they compare results of investigations to communicate reasonable explanation and conclusions of the water cycle.(2.2C,F and 2.3A)

Students will compare the models of the water cycle. (2.2 C)

Vocabulary: water cycle model

ResourcesAdapted from Elementary Core Science Units - The Cycling Water Drop

Materials: For each group of 3-4 students2 - Sandwich resealable plastic bag1 - Gallon resealable plastic bag1 - Gallon clear plastic or glass jar 1 - 8 inch aluminum pie panIce cubes (enough to completely fill the bottom of the pie pan)



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr2/gp2/Water%20Cycle%20Cards.doc

2 - 8 oz foam cups1 - 8 oz cup of gravel or small rocksWater Cycle Match Cards

Advance Preparation

1. For each student group, fill an 8 oz foam cup with gravel and empty it into a sandwich resealable plastic bag.

2. Collect a set of materials for each group which includes 1 pie pan, the glass jar, the bag of gravel, and an empty 8 oz cup.3. Copy one set of Water Cycle Match Cards for each group. Cut out the cards and mix up each set so the matched cards are not together. Put each set of cards in a resealable plastic bag.4. Boil water in a coffee maker or microwave. (Or bring in a coffee thermos of hot water from home)5. Collect ice from the cafeteria.


Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who need additional support?Students will learn about the Water Cycle by watching a video.

What do you do for students who master the learning quickly? Students can explore other ways to make a model of the water cycle. Students can draw a pictorial model or act out with hand movements using proper terminology.

2004 TAKS Grade 5 2003 TAKS Grade 5



http://www.epa.gov/safewater/kids/flash/flash_watercycle.html

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr2/gp2/Water%20Cycle%20Cards.doc

Science – Grade 2Unit of Study: Natural Resources (continued)

Second Grading Period – Week 2 Friday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What title would you give each group? Are there other ways to sort the pictures?(2.3 A,B, 2.5A and 2.10B)

Were there any Natural Resource Cards you had a hard time classifying? Why? What did you finally decide?(2.3A,B, 2.5A and 2.10B)

Are there any other natural resources that our planet provides that can be recycled? (2.10 B)

1.5 The student knows that objects and events have properties and patterns. The student is expected to:

A. sort objects and events based on properties and patterns; andB. identify, predict, and create patters including those seen in charts.

1.10 C The student knows that the natural world includes rocks, soil, and water. The student is expected to identify how rocks, soil, and water are used and how they can be recycled.



so students can….5E Model of InstructionAdapted from Elementary Core Science Units - Sorting It Out

Prepare for this unit by reading “Advance Preparation” to organize strategies in teaching every lesson. Teach specific safety rules for lesson such care with glass jar, what to do if it should fall down and break, how to

handle hot water.Engage

Main Idea: TEKS 2.7D I can observe and record data on the changes in the appearance of the Moon for this week and add to the class calendar.

Main Idea: TEKS 2.10 A and B. I can organize information on Natural Resources and placing examples into categories.

Teacher will review the previous lessons and add to the KWLS chart. (2.2C) Teacher will review the need to conserve water by viewing the Groundwater Video. (2.1B)

Why do we need to conserve water? How can you conserve water? Teacher will review with the students how water is recycled in nature and how it is a natural resource that we use every

day. (2.10B)Are there any other natural resources that our planet provides that can be recycled? Teacher will place answers on chart paper.

Students will as a whole group review the previous lessons. (2.2C)Students will review the need to conserve water by viewing a video. (2.2D an 2.10A,B)

Explore Teacher will give each group of students a bag of Natural Resources Cards and ask the students to place them onto the

desk with the words or the pictures face up. Ask the students to identify each picture or word as you go over each card to make sure everyone knows what they are. (2.10 B)

Teacher will ask the students to sort the pictures. How did you sort the pictures? What title would you give each group? Are there other ways to sort the pictures?(2.3 A,B, 2.5A and 2.10B)

Teacher will have the students sort the objects by "Animals, Sand/rocks, Plants/Trees, and Metals".

Students will identify natural resources. (2.10 B)Students will classify the pictures according to their properties and patterns to identify natural resources. (2.5 A, B and 2.10 B)Students will make decisions on what to name each group and justify the decision. (2.3 A,B)

Explain Teacher will visit each group and question students.

Why did you place this object in this group? Could you have placed it in another group? Which one and why?(2.5A and 2.10B)

Teacher will facilitate a class discussion.

Students will make decisions on what category each natural resources goes with according to the natural resource's properties and patterns, and justify the decision. (2.3 A,B, 2.5A, and 2.10 B)



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr2/gp2/Natural%20Resources%20Cards.doc

http://www.kingcounty.gov/environment/waterandland/groundwater/education/animation.aspx

Were there any cards you had a hard time classifying? Why? What did you finally decide?(2.3A,B, 2.5A and 2.10B)

Elaborate Teacher will ask each child to complete a Natural Resources at Home Scavenger Hunt to find at least 5-10 things at home

to fit in each category. (2.3 A, 2.5A, and 2.10B)

Students will make decisions on what category each natural resources goes with according to the natural resource's properties and patterns. (2.3 A, 2.5A, and 2.10 B)

EvaluateTeacher will summarize the lesson with the students by making a class chart. Teacher will distribute evenly among the students the extra set of resource cards. The students will one at a time come up and place the card on the chart and explain why they placed it in that category. The class will do a "Thumbs up or a thumbs down" as to if they agree with the placement. Does anyone have an additional reason (justification) for placing the card in the same spot? (2.3B and 2.10 B)Does anyone have a reason (justification) for placing the card in a different spot? (2.3 B and 2.10 B)

Students will make decisions on what category each natural resources goes with and justify the decision. (2.3 A,B and 2.10 B)

Vocabulary: natural resources sort

ResourcesAdapted from Elementary Core Science Units - Sorting It OutAdvance Preparation1. Prepare a computer and projector for class to view video.2. Prepare a set of four index cards for each student group. Label them Animals, Sand/Rock, Plants/Trees, and Metals.3. For each student group and one for the teacher, copy the Natural Resource Cards on cardstock, laminate them, and cut them out. Put one set of cards into a resealable plastic bag for each student group.

4. Copy the Natural Resources at Home sheet for each student. Evidence of Learning


What do you do for students who need additional support?Students will use an interactive Water Cycle.

What do you do for students who master the learning quickly? Students will use an interactive Water Cycle.

2006-07 2nd Grade Interim 2005-2006 3rd Grade Interim





http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr2/gp2/Natural%20Resources%20at%20Home.doc

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr2/gp2/Natural%20Resources%20Cards.doc



Second Grading Period – Week 3 Monday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What physical property makes a chain link fence fit in the metal category? (2.3A and 2.5A)

Why do we place a leather backpack in the animal category? (2.3 B and 2.5 A)

What characteristic makes a cotton ball fit into the plant and tree category? (2.3A and 2.5A)

Why can we place the bird at the water fountain in more than one category? (2.3B and 2.5A)

1.2 D The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to construct reasonable explanations and draw conclusions.

1.3 The student knows that information and critical thinking are used in making decisions. The student is expected:

A. make decisions using information;B. discuss and justify the merits of decisions.





so students can….5E Model of InstructionAdapted from Elementary Core Science Units - It's All Natural

Prepare for this unit by reading the “Advance Preparation” to organize strategies in teaching every lesson.

Engage Main Idea: TEKS 2.3 and 2.10 A. I will be making decisions and justifying the decision about Natural Resources and

placing examples into categories. Teacher will review the homework by asking each child to add an item from their homework- a Natural Resources at Home to

the class chart.What natural resource did you find at home? Where will you place it on our chart? Why did you place your item in this category? (2.2E,F,2.3 A,B, and 2.10 B)

Students will make a decision as to where to place their natural resource. They will construct a reasonable explanation for their decision to justify their answer and communicate their explanation to the class. (2.2E,F,2.3 A,B, and 2.10 B)

Explore Teacher will give each student a bingo card and a bag with the bingo markers. Teacher will draw a marker out of the teacher set. Students will find their marker and place it on their bingo card in the

correct category. If the marker can be placed in more than one category the student may choose one space. The goal is for the students to try to fill a whole row or column. When they do, they should call out "Bingo!" (2.2E and 2.3 A)

Students will make a decision as to where to place their natural resource. (2.2E,2.3 A,B, and 2.10 B)

Explain The teacher will have a student who called out Bingo to explain to the class…

Why did you put each marker in its place?(2.3A and B) What physical property makes a hammer fit in the metal category? (2.3Aand 2.5 A)Why do we place an egg in the animal category? (2.3 B)What characteristic makes a pencil fit into the plant and tree category? (2.3A)Why can we place the loaf of bread on a plate in more than one category? (2.3B)

Students will construct a reasonable explanation for their decision to justify their answer and communicate their explanation to the class using the physical properties to classify the natural resource. (2.2,E,F,2.3 A,B, and 2.10 B)

Elaborate Students make decisions about



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr2/gp2/Bingo%20markers.doc

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr2/gp2/BINGO%20CARD%201.doc


Teacher may pick a student to be the caller. Teacher may choose only a column can win, only a row can win, covering all four corners to win, or covering the whole board

to win.(2.3 A)

strategies and how they wish the natural resource info will be used. (2.3 A)

Evaluate Teacher will have the students glue the bingo markers into their journal under the correct category. Teacher will individually ask student to justify their category choice by asking questions such as… What physical property makes a chain link fence fit in the metal category? (2.2E,F,2.3 A, 2.5A, and 2.10 B) Why do we place a leather backpack in the animal category? (2.2E,F,2.3 B, 2.5A, and 2.10 B) What characteristic makes a cotton ball fit into the plant and tree category? (2.2E,F,2.3 A, 2.5A, and 2.10 B) Why can we place the bird at the water fountain in more than one category? (2.2E,F,2.3 A,B, 2.5A, and 2.10 B)

Students will make a decision as to where to place their natural resource. They will construct a reasonable explanation for their decision to justify their classification of the physical properties of natural resources and communicate their explanation to the class. (2.2E,F,2.3 A,B, 2.5A, and 2.10 B)

Vocabulary: ResourcesAdapted from Elementary Core Science Units - It's All Natural

Materials:Bingo CardsBingo MarkersSandwich Resealable plastic bag

Advance Preparation1. Make one set of bingo markers per student by copying the bingo markers page, cutting out the markers, and putting them into a resealable plastic bag. Make an extra teacher set.2. Copy and laminate enough bingo cards so that each student will have one. Be sure to make copies of each of the three bingo cards so that all students don't have the same card.


Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who need additional support?Student will take an extra set of Bingo cards home to play Bingo at home. (May also be done with a buddy before school.)

What do you do for students who master the learning quickly? Students will design a quiz to test knowledge of uses of natural resources. (2.2F)

2005-2006 3rd Grade Interim







Science – Grade 2 Unit of Study: Physical Properties, Patterns, and Changes

Second Grading Period – Weeks 3 - 6 CURRICULUM OVERVIEWBig Idea Unit Rationale

All materials which have mass and take up space are called matter. Matter can be classified by its physical properties in order to recognize solid, liquid, or gas.

To understand that all the stuff on Earth is matter, it has mass and takes up space.To use the physical properties of size, mass, and temperature to identify and analyze whether matter is solid or liquid. To classify solid matter as one that has definite shape on it own.To classify liquid matter as one that takes the shape of the container.


Con

tent

2.5 Physical Science The student knows that organisms, objects, and events have properties and patterns. The student is expected to:(A) classify and sequence organisms, objects, and events based on properties and patterns; and(B) identify, predict, replicate, and create patterns including those seen in charts, graphs, and numbers.

2.7 Physical Science The student knows that many types of change occur. The student is expected to:(A) observe, measure, record, analyze, predict, and illustrate changes in size, mass, temperature, color, position, quantity, sound, and movement;(B) identify, predict, and test uses of heat to cause change such as melting and evaporation;(D) observe, measure, and record changes in weather, the night sky, and seasons.

” I CAN” statements highlighted in yellow should be displayed for students.I can… describe the properties and/or patterns of solid and liquid objects by (2.5)

o identifying and classifying objects by observing the physical properties and patterns o identifying and classifying objects by feeling the physical propertieso identifying and classifying events such as bending to check for flexibility or rigidnesso describe the shape of each object and recognize that the solid has its own shape

I can… describe the changes to matter by looking at the physical properties of solid and liquid objects (2.7)

observe matter with a hand lens measure the mass of matter with a balance scale measure the size of matter with a centimeter ruler record the mass of objects to check for changes during the investigation predict changes in the position and movement of matter and objects in the sky to

analyze and illustrate the changes analyze and predict the identity of mystery objects in a container by listening to the sound they make as

they are rotated, tipped, and shaken identify, predict, and test uses of heat in the room to cause change such as evaporation

I can continue to observe, measure, and record changes in the weather, night sky, and seasons (2.7)

2.1 Nature of Science The student conducts classroom and field investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:(A) demonstrate safe practices during classroom and field investigations; and(B) learn how to use and conserve resources and dispose of materials.

2.2 Nature of Science The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to:

I can… demonstrate abilities necessary to do scientific inquiry in the field and the classroom by (2.2)



o make decisions about the properties and patterns of solids and liquids.o discuss and justify the merits of decision to identify the properties and patterns of solids and liquids



Skill

s(A) ask questions about organisms, objects, and events;(B) plan and conduct simple descriptive investigations;(C) compare results of investigations with what students and scientists know about the world;(D) gather information using simple equipment and tools to extend the senses;(E) construct reasonable explanations and draw conclusions using information and prior knowledge; and(F) communicate explanations about investigations.


2.4 Nature of Science The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to:(A) collect information using tools including rulers, meter sticks, measuring cups, clocks, hand lenses, computers, thermometers, and balances; and(B) measure and compare organisms and objects and parts of organisms and objects, using standard and non-standard units.

o explain a problem and identify a task and solution related to a problem.

I can use age-appropriate tools and models to verify objects and parts of objects can be observed, described, and measured by (2.4)

o collecting information using tools including rulers, measuring cups, clocks (timers), hand lenses, computers, thermometers and balances.

o measure and compare objects, using standard units.

Evidence of Learning

1. During classroom and field investigations (CN), students will identify and classify objects by observing the physical properties and patterns in order to classify as a solid and/or liquid (B), with at least 80% accuracy (CR).2. During classroom and field investigations (CN), students will ask questions, plan and conduct simple descriptive investigations, compare results of investigations with what students and scientists know about the world, gather information using simple equipment and tools to extend the senses, construct reasonable explanations and draw conclusions using information and prior knowledge, and communicate explanations about investigations (B), with at least 80% accuracy (CR). 3. During classroom and field investigations (CN), students will make, discuss and justify the merits of decision to identify the properties and patterns of solids and liquids (B), with at least 80% accuracy (CR).4. During classroom and field investigations (CN), students will explain a problem and identify a task and solution related to a problem (B), with at least 80% accuracy (CR).5. During classroom and field investigations (CN), students will measure, collect and compare information using tools including rulers, meter sticks, and balances,(B), with at least 80% accuracy (CR).



Science – Grade 2Unit of Study: Physical Properties, Patterns, and Changes

Second Grading Period – Week 3 Tuesday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What is a physical property? (2.5A) How do we know what the properties of solids are? (2.5A) How are the physical properties of the solids alike? Different? (2.5A) Do you see a pattern on any of the objects?(2.5A)



1.4 The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to: A. collect information using tools including hand lenses, clocks, computers, thermometers,

and balances. B. record and compare collected information; C. measure organisms and objects and parts of organisms and objects, using non-

standard units such as paper clips, hands, and pencils.The Teaching Plan

Instructional Model & Teacher DirectionsThe teacher will…

Assessment for Learningso students can….

5E Model of Instruction

Use the FOSS Solids and Liquids- Investigation 1 Solids Part 1 Introduce Solids Prepare for this unit by reading the following sections in your teachers guide - "Background for Teacher”,

“Teaching Children about Change”, and “Getting Ready” to organize strategies in teaching every lesson. Teach specific safety rules for lesson such as keep objects on the desk, don't throw object, no blowing air or

otherwise annoying another student, and the wise choices for the conservation of resources such as replacing all object in the bag for the next class.

EngageMain Idea: TEKS 2.2, 2.5 and 2.7 A I will conduct an investigation into the physical properties of solid objects including size, shape, and mass. (2.5 and 2.7A)

Teacher will begin a new KWLS chart on Properties, Patterns, and Changes. Teacher will ask the students…What do you know about solids? What do you know about liquids? How can you tell a solid from a liquid?

Teacher will begin with the chart below to help the children organize their information in their journal. (2.2F)Solid Chart

Name Size Shape MassPlastic trianglesCloth squaresPlastic tubesWood

Students will identify and demonstrate safe practices when working on an investigation. (2.1A)

Students will make wise choices for the conservation of resources. (2.1 B)

Students will develop the Solids Chart as a whole group to demonstrate collected information. (2.2 C)

Students will observe with their eyes and with a hand lens and illustrate the properties and patterns seen using a hand lens. (2.4 A and 2.5 A)

Students will communicate explanations about the objects in a chart. (2.2 F)



cylinders

"Introduce Solid, Liquid, and Gas" p.13Teacher will show the students a bag with a rock and ask them…What do you think is in the bag? Is it a solid or liquid? How do you know? Teacher will show the students a bag with water and ask them…What do you think is in the bag? Is it a solid or liquid? How do you know? Teacher will show the students a bag with air and ask them…What do you think is in the bag? Is it a solid or liquid? How do you know? Teacher will show the students another bag without any air inside and ask them…..What do you think is in this bag? How is it different from the previous bag? Teacher will confirm that there is air in the third bag. Materials like air are called gases.

Explore "Propose Finding Out about Solids" and "Organize into Groups" p.13

Teacher will tell the students that…Everything on Earth is solid, liquid, gas, or plasma. We are going to find out more about solids today. Teacher will place the students in groups of 3-4.

"Introduce the Solid-Object Investigation" p.13Teacher will tell the students that each group is going to get four solid objects and a hand lenses. Their job is to observe the physical properties and to look for patterns. Teacher will ask the students…What are physical properties? How do we observe physical properties? (review senses)

"Distribute the First Four Objects" p.13 Teacher will pass out the hand lens and the bag of solid objects. Teacher will have the students observe with a hand

lens, measure with a centimeter ruler and balance, draw, and describe the physical properties of the solid objects in their journal. (2.5 A, B, 2.4 A,B, and 2.7 A

Students will observe the physical properties of size, shape, and mass of the solid objects. (2.5A and 2.7 A) Students will collect information by measuring the length of the objects and measuring the mass of the objects to describe the physical properties. (2.4 B)

Explain "Discuss Properties" p.14

Teacher will have the students create a class Solid Chart by facilitating the discussion about physical properties of solids. (2.2 D,C, 2.7, and 2.5)Teacher will ask students…What physical properties did you find out about? What senses did you use the most often?Teacher will discuss properties by tell the students. "Things we know about objects by looking at them or feeling them are properties of the objects. Properties of these objects that you discovered are flat, straight edges, points, clear, etc. "The senses we use most often are seeing and feeling. Did anyone find any patterns? What are patterns?

Student will gather information, construct a reasonable explanation to draw a conclusion, and communicate their explanation about the observed and measured physical properties of the solids. (2.2D,E, 2.5, and 2.7)

Elaborate"Distribute Three New Objects" p.14 Teacher will distribute three new objects and tell the students to compare the object. Teacher will give the students the new solids for the students to observe, measure, draw, and describe the physical properties of size, shape, and mass. (2.7, 2.2 D, 2.4 and 2.5) How are the physical properties of the solids alike? How are the physical properties different? Do you see a pattern on any of the new objects?

Students will observe the physical properties of size, shape, and mass of the solid objects. (2.5A and 2.7 A) Students will collect information by measuring the length of the objects and measuring the mass of the objects to describe the physical properties. (2.2 D and 2.4 B)

Evaluate"Record the Property Observations" p.14

Students will demonstrate knowledge of the physical properties of solid objects by correctly



Teacher will write the property on the class word bank to create a property list of solid objects.Teacher will have the students fill in the Properties of Solid Objects Student Sheet # 2 to demonstrate their ability to classify objects using the observed and measured physical properties. (2.7, 2.4 and 2.5)Teacher will have the students fill in the "Properties of Solids Objects" #2 Student Sheet to assess knowledge of objects. Teacher will model on the overhead how to fill in the chart for the first two objects. (2.2F)Teacher will have the students journal about one or both of the following questions.What is a physical property? (2.5A)How do we know what the properties of solids are? (2.5A)Teacher may grade the Solids Chart in the journal. (2.2F)

filling in the Student Sheet. (2.2 F, 2.7B and 2.5A )Students will communicate explanations about investigations (2.2 F)

Vocabulary: solid property flexible rigid rough smooth sólido propiedady flexible rígido áspero liso

ResourcesFOSS Solids and Liquids- Investigation 1 Solids Part 1 Introduce SolidsTools:Hand lenses, balances, and centimeter rulers have been added to this lesson.

Teacher Note: The next unit of study will involve liquids. You will need to put the liquids in the bottles if it has not been done in the past. This preparation may take about 30 minutes. Be sure to check bottles for leakage. Make sure the amount in each bottle is the same.

Liquids also has a few sets of cards which will need to be cut apart, or if lost, run off, and then cut apart


Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who need additional support?With a study buddy make a “My Book of Solids” p. 25 .Students will work with a buddy to classify solid objects on an internet site - Sorting Object. (2.2F)

What do you do for students who master the learning quickly? Students will complete the Math Extension A to sort using geometric shapes as a physical property. (2.2B)

2005-2006 3rd Grade Interim 2005-2006 3rd Grade Interim



http://www.bbc.co.uk/schools/scienceclips/ages/5_6/sorting_using_mate.shtml


Second Grading Period – Week 3 Wednesday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

How can you tell if something is a solid? (2.5) How are all these solids the same?(2.5) Which physical property had the most objects in the sorting circle?(2.5) Which tool did you use to measure length? (2.4) Which solid was the longest? Which solid was the shortest? (2.4) Which tool did you use to measure mass? (2.4) Which solid had the most mass? Which solid had the least mass?(2.7)



1.4 The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to: A. collect information using tools including hand lenses, clocks, computers, thermometers,

and balances. B. record and compare collected information;

C. measure organisms and objects and parts of organisms and objects, using non-standard units such as paper clips, hands, and pencils.



so students can….5E Model of InstructionUse the FOSS Solids and Liquids Investigation 1 part 2 Sort Solid Objects


Teach specific safety rules for lesson such as keep objects on the desk, don't throw object, no blowing air or otherwise annoying another student. Make wise choices for the conservation of resources such as replacing all object in the bag for the next class.

EngageMain Idea: TEKS 2.2, 2.5, 2.1 and 2.7A I will conduct an investigation into the sorting and classifying solid objects by their physical properties including size, shape, and mass.

"Review Solid Materials" and "Recall Vocabulary" Add information to the KWLS chart as necessary. p.19Teacher will review the solid materials and the vocabulary word bank.



Students will help develop the KWLS Chart as a whole group to demonstrate collected information. (2.2 C)

Students will classify the objects using the physical properties of size, shape, and mass of solid objects. (2.5 A,B)

Explore "Demonstrate the Sorting Game" p.19

Teacher will demonstrate how to use the Sorting Circle to play the game. Example: Place the wood cylinder and the plastic tube in the circle. Explain to the students that you put these together because they were both round. Both objects had the physical property of being round. Place two other objects in the circle and ask the kids what physical property do both object share now. After a guess ask the other students to confirm or disagree with the shared property.

"Describe the Sorting in Groups" p.19Rules for the game1. One student will find two solid objects that go together and put them in the Sorting Circle.2. The other students in the group will take turns guessing why you put the object together by describing the physical property that the first child used to put them in the Sorting Circle.3. The child who guesses the property first will be the next person to choose two objects. (2.2 E)

Students will classify the objects using the physical properties of size, shape, and mass of the solid objects. (2.5A, 2.2E. and 2.7 A)

Explain Student will gather information, construct a SAISD © 2008-09 – Second Grading Period Science Grade 2 Page 27 of 95


"Start the Sorting" p.20 Teacher will ask one student at a time to show a set of solid objects on the overhead and share with the class one way he

or she classified the two objects together. (2.2 D,C, 2.7, and 2.5) Class will vote as to whether they agree or disagree. After a few students the teacher will move to the Elaborate. (2.2E)

reasonable explanation to draw a conclusion, and communicate their explanation about the observed and measured physical properties of the solids. (2.2D,E, 2.5, and 2.7)

Elaborate "Expand the Sorting" p.20

Teacher will ask a student to show a set of solid objects and share with the class one way he or she put two objects together. Teacher will allow the students to classify and sort the solids with a property of their own choosing to observe, measure, draw, and describe the physical properties of size, shape, and mass. (2.7, 2.4, 2.2 E, and 2.5)Teacher will then ask the students …Are there any other additional items which have the same property and can also be put in the circle with the first two? (2.3 A)

Students will classify the objects using the physical properties of size, shape, and mass of the solid objects. (2.4, 2.2, 2.5A and 2.7 A) Students will analyze information to decide if there are other objects that share the same property. (2.3 A)

Evaluate "Assess Progress: Student Sheet" p. 20

Teacher will have the students choose a physical property and write its name below their sorting circle. Which items belong in your circle now? Draw or trace each object.

Turn your paper over and draw two circles side by side. Below each circle choose a different physical property or pattern. Again, draw or trace the object which belongs to the new physical property or pattern.

Teacher will choose one or both of the following questions for the students to reflect on in their journal. (2.2 E)How can you tell if something is a solid? (2.5)How are all these solids the same?(2.5)Which physical property had the most objects in the sorting circle?(2.5)Which tool did you use to measure length? (2.4)Which solid was the longest? Which solid was the shortest? (2.4)Which tool did you use to measure mass? (2.4)Which solid had the most mass? Which solid had the least mass?(2.7)

Students will demonstrate knowledge of the physical properties of solid objects by filling in Student Sheet and/or correctly answering one or more of the following questions. (2.2 F, 2.7B and 2.5A )Students will communicate explanations about investigations (2.2 E,F)

Vocabulary: cylinder cilindro




Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who need additional support?As the students work through the activity, have them make sorting labels to keep track of the properties they have used today. P. 25 (2.2 F)

What do you do for students who master the learning quickly? Have the students create new towers using Cooperative Logic Activities in Math Extension B p. 26

2005-2006 3rd Grade Interim 2005-2006 3rd Grade Interim





What are some of the properties of this piece of your project? (2.5) Which properties make it useful for a good part of your project? (2.5) How did you make a tower? Why did you use the ____ as a base? (2.2)

Do you have a system? What would happen if you took out the base? (2.6 )



1.6 The student knows that systems have parts and are composed of organisms and objects. The student is expected to:

C. manipulate objects such as toys, vehicles, or construction sets so that the parts are separated from the whole which may result in the part or the whole not working; and D. identify parts that, when put together, can do things they cannot do by themselves



so students can….5E Model of InstructionUse the FOSS Solids and Liquids Investigation 1 Part 3 Construct with Solids


Teach specific safety rules for lesson such as keep objects on the desk, don't throw objects or shoot rubber bands, no blowing air or otherwise annoying another student.

EngageMain Idea: TEKS 2.3, 2.5, and 2.7 I will use new knowledge of the physical properties of solid objects including size, shape, and mass to construct a project.

Teacher will add the knowledge of the students by filling in a KWLS Chart. As a whole group the students will help the teacher write down what they have learned about the physical properties of solids, liquids, and gases.

"Propose Becoming Engineers for a Day" p. 23 Does anyone know what an engineer is? What do they do? Why would engineers need to know about the physical

properties of solids?Some scientists are engineers. Engineers use what they know about the properties of solids, liquids, or gases to build useful things. Today you will become engineers.What if you needed to build a small bridge? Which solids would make a good bridge?What properties make it good for a bridge?(2.2E)




Students will use the classification of the objects using the physical properties of size, shape, and mass of solid objects to determine its use in their project. (2.2E and 2.5 A,B)

Explore "Set the Tower Challenge" p.23

Teacher will challenge students to build a tower. What is a tower? What is a challenge? Is their any physical property you need to think about before you begin building? A tower is a tall structure that stands up by itself. (2.7 and 2.2E) "Expand the Sets of Objects" and "Distribute Additional Materials" p.23Teacher will tell the students that before they start building they will put new items in their sets.

Students will create a project using the objects and considering the physical properties of size, shape, and mass of the solid objects (2.7 and 2.2 E)



Explain “Assessing Progress: Teacher Observation” p. 24

Teacher will have the students respond orally to questions to check for understanding and use of the physical properties of a solid to classify and sort the solid objects in order to make a tower. (2.2 D,C, 2.7, and 2.5)What are some of the properties of this cup (or other material)?Which properties make it useful for a good base (or other building part)?Do you have a system? What would happen if you took out the? (2.6 )

(Possible Break for the Day)

Student will gather information, construct a reasonable explanation to draw a conclusion, and communicate their explanation about the observed and measured physical properties of the solids. (2.2D,E, 2.5, and 2.7)Students will identify their project as a system and explain the role of the parts. (2.6)

Elaborate

“Read Science Stories” p.24 Teacher will have the students buddy read "Everything Matters" to describe matter and define the difference between a solid and a liquid. (2.2 E and 2.7)

Students will summarize expository text to explain matter as having mass and taking up space. Students will describe matter. (2.7)

Evaluate Teacher will have the students illustrate their tower, measure the height of their tower, and explain why they think it is the

best. (2.4A) Teacher will have the students answer one or more of the following questions. What are some of the properties of this piece of your project? (2.5) Which properties make it useful for a good part of your project? (2.5) How did you make a tower? Why did you use the ____ as a base? (2.2)

“Discuss Towers” p. 24Do you have a system? What would happen if you took out the base? (2.6 )

Students will demonstrate knowledge of the physical properties of solid objects orally by answering one or more of the following questions. (2.2 F, 2.7B and 2.5A )Students will communicate explanations about investigations (2.2 F)Students will be able to identify the tools used to measure matter. (2.4A)

Vocabulary: tower base engineer torre basa ingeniero

ResourcesFOSS Solids and Liquids Investigation 1 Part 3 Construct with Solids


Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who need additional support?Play I Spy with properties with a classmate using the vocabulary in this unit.. P. 25Students will classify objects by the materials they are made with on an internet site - Classification of Objects.(2.2 C)

What do you do for students who master the learning quickly? Teacher will have the student develop a tunnel that a mouse could scurry through or a bridge a cricket could use to cross a tiny stream. (2.2B



http://www.bbc.co.uk/schools/scienceclips/ages/6_7/grouping_materials.shtml



How does the Moon change shapes? (2.7D) Do you see a pattern over several days? (2.7D) How long does it take for the pattern to repeat itself? (2.7D)

The student is expected to observe, describe, and record changes in size. (K.7 A) The student is expected to observe, measure, and record changes in size, mass, and

color. (1.7A)


The teacher will…So students can demonstrate

competency5E Model of InstructionUse FOSS Air and Weather Investigation 4: Looking for Change Part 3: The Night Sky Breakpoint # 11 "Look for Patterns", # 12 "Assess Progress: Student Journals", and #14 "Make Content Chart Entries" p.23 and 24 and Harcourt Science Textbook

Prepare for this lesson by reading the "Science Background" E5, ”Science Skills Process Skill: Classify Box" on E4, finding the overhead or a picture to teach the Process Skill: Classifying, reviewing the Student's Workbook p. WB 68, Investigate Matter, and collect materials for investigation.

Teach specific safety rules for lesson (safe practices around balls).Engage

Main Idea: TEKS 2.7D I will record information on the changes in the appearance of the Moon for this week and add to the class

calendar. TEKS 2.5 I will identify and classify matter using physical properties. Teacher will add the knowledge of the students by filling in a KWLS Chart. As a whole group the students will help the

teacher write down what they have learned and what they still want to know about the changes in the appearance of the Moon.

Teacher will use the Process Skill: Classify overhead to review classification. E 4




Students will classify objects using the physical properties of size, shape, and mass of solid objects. (2.5 A,B)

Explore “Investigate Matter” E 4 Teacher will have the students conduct the investigation to classify matter according to the physical properties of the

objects filling in Workbook 68 Question 1. (2.5 and 2.7)

Students will classify the objects according to the physical properties of size, shape, and mass of the objects. (2.5A and 2.7 A)

ExplainTeacher will facilitate a group discussion about the results in the students chart, construct a reasonable explanation, and draw a conclusion around the information collected. (2.2D,E, 2.5, and 2.7)

Student will gather information, construct a reasonable explanation to draw a conclusion, and communicate their explanation about the observed and measured physical properties of the solids. (2.2D,E, 2.5, and 2.7)

Elaborate“Investigate Matter” E 4

Student will reclassify objects using a different objective. (2.2D,E, 2.5, and 2.7)



Teacher will have the students fill in Workbook 68 questions 2-3 to reclassify the objects using a different objective (2.2D,E, 2.5, and 2.7)

Evaluate Teacher may assess the student's WKBK 68.

Students will demonstrate knowledge of the physical properties of solid objects orally by answering one or more of the following questions. (2.2 F, 2.7B and 2.5A )

Vocabulary: (Pertinent to the learning – specific)

matter materia

ResourcesHarcourt Science Textbook E3-7 and Workbook 68-69

Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Career/LifeWhat do you do for students need additional support?Students will have a variety of object set up in a center to visit and work on sorting according to their physical properties. P.28

What do you do for students who master the learning quickly?Have the students develop an "I Spy Game" using the objects they see in the classroom. (or outside the window, or in the cafeteria)

2004-05 2nd Grade Interim 2006 TAKS Grade 5




Second Grading Period – Week 4 Monday and Tuesday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Do all liquids take the shape of the container? (2.5 A) Can we measure the size of the liquid like we did the solids? How can

we use the ruler to measure the amount of liquid we have? Do all of the bottles have the same amount? (2.4 A, B and 2.3 A)

What is your evidence or proof? (2.3 B) Why do you think the mass was different for some bottles and yet the

amount was the same? (2.3 A,B and 2.7 A)

1.3 The student knows that information and critical thinking are used in making decisions. The student is expected:A. make decisions using information;B. discuss and justify the merits of decisions.1.5 The student knows that objects and events have properties and patterns. The student is expected to:A. sort objects and events based on properties and patterns; andB. identify, predict, and create patters including those seen in charts.



so students can….5E Model of InstructionUse the FOSS Solids and Liquids Investigation 2 Part 1 Liquids in Bottles


Teach specific safety rules for lesson such as do not open the bottles for any reason, if one should leak tell the teacher right away and wash your hands with soap and water, how to prevent and clean up spills. Also use wise choices for the conservation of resources such as returning the bottles in good shape so they can be used for the next class.

EngageMain Idea:

TEKS 2.2 B, 2.5 A, and 2.7 A I will conduct an investigation to observe, measure, identify, classify, and sequence liquids using the physical properties of size, shape, mass, and the way they move in the bottle.

"Review Small Solids" p.13 Teacher will add the knowledge of the students by filling in a KWLS Chart. As a whole group the students will help the

teacher write down what they want to know about liquids. "Describe the Center" p.13 What property will we be looking for when we observe liquids? Can you predict which properties solids and liquids will

have in common? Which properties do you think we will not see in liquids but we did see in solids?(2.5 A and 2.7A)Teacher will tell the students that today they will conduct a new investigation into the physical properties of liquids. Teacher will show the students the materials and explain their investigation."As a scientist, you challenge is to find out what you can about the liquids. This is not a guessing game to find out what liquid is in the bottle. We will find that out later. For now, see what you can observe and how the liquids are different from each other. We have already made a list of the properties of solids. When we finish our observations we'll make a list of the properties of liquids

"Break into Groups" and "Start Activities for the Rest of the Class" p.13 Teacher will have 10 students work in pairs at the Liquids Center. Group Activity for the rest of the class – Harcourt

Science Textbook “What Is Matter?” E5-7

Teacher will have the students read “What Is Matter?” with a buddy using Reading Strategies to summarize content by filling in Workbook 69.."



Students will help develop the KWLS Chart as a whole group to demonstrate collected information and new questions about liquids. (2.2 C)

Students will classify liquid using the physical properties of size, shape, mass, color and the way they move in the bottle. (2.5 A, and 2.7A)



Students will read with a buddy to summarize content and record knowledge in their workbook to describe the physical properties of matter. (2.5A and 2.7 A)

Explore “Focus the Observations at the Center” p.13 (15 minutes for each group) Teacher will have the students observe the bottles for a few minutes before asking the following questions.

Are all of the liquids the same? How are they different? What shape is the liquid in the bottle? (Show the students one of the original bottles the liquid comes in.) Did this liquid

start out in this shape? Do all liquids take the shape of the container?(2.2 A-E and 2.7) Can we measure the size of the liquid like we did the solids? How can we use the ruler to measure the amount of liquid

we have? Do all of the bottles have the same amount? What is your evidence or proof? Would this work if the liquid was in different shaped containers? Do all of the liquids move the same?What happens to the liquids when you slowly tip the bottles on their sides? When you turn them upside down?What happens to the liquids when you spin the bottles?What happens to the liquids when you roll the bottles? Which bottles roll best?What happens to the liquids when you let the bottles roll down a ramp? Which bottles roll the farthest?What happens to the liquids when you shake the bottles?Do the bottles have the same amount of liquid? Do you think they will have the same mass?(2.2A-E)Teacher will have each pair mass a different bottle. Teacher will have children report out and write in a class chart. Which bottle has the most mass? The least mass? The same mass?Can you make a tornado? Which bottles?(2.4)Teacher will have the pairs work together to sequence the bottles from most mass to least mass. (2.3A,B)(Possible Break Point for the Day)

Students will conduct an investigation to observe, measure, identify, and classify the physical properties of size, shape, mass and the way matter moves in the bottle for the liquid. (2.2 A-E, 2.5A and 2.7 A) Students will use a balance to measure the mass of the liquid in the bottles. Students will use a ruler to measure the amount of liquid in each bottle by measuring from the bottom to the top of the liquid. (2.4)

Students will make and justify a decision on the sequence of the bottles using the mass. (2.3 A,B)

Explain Teacher will facilitate a group discussion about the results of the investigation. (2.3 A,B)

What shape is the liquid in the bottle? (Show the students one of the original bottles the liquid comes in.) Did this liquid start out in this shape? Do all liquids take the shape of the container?Can we measure the size of the liquid like we did the solids? How can we use the ruler to measure the amount of liquid we have? Do all of the bottles have the same amount? What is your evidence or proof? Would this work if the liquid was in different shaped containers?(2,2 A-E and 2.4) Did all of the liquids move the same? Why do you think one moved slow and one moved fast?What happened to the liquids when you slowly tipped the bottles on their sides? When you turned them upside down? Why did the bottles act this way? (2.7 A)Which physical properties helped the bottles roll best? (2.5 A)What happens to the liquids when you shake the bottles? What physical property do these liquids have? Where have you seen this property at home?Why do you think the mass was different for some bottles and yet the amount was the same? (2.3 A,B and 2.7 A)

Students will make a decision, discuss and justify their decision on the physical properties and changes in the physical properties of the liquid in the bottles. (2.3,2.5, and 2.7)

Students will measure the amount of the liquid by measuring with a ruler up the side of the bottle. (2.4)

Elaborate Teacher will ask the students to develop a word bank to describe the physical properties of liquids by brainstorming

together in their group. Each group will give a word to the teacher to add to the class word bank rotating around the room until all words have been listed from each group

Students will develop a word bank to describe the physical properties of liquids. (2.7 A)

Evaluate Teacher will ask the students one at a time to classify the properties of the liquids by placing two of the bottles in a

sorting circle at their desk. The student will communicate a physical property the liquid in the bottles share.




Vocabulary: liquid flow mass líquido fluir masa

ResourcesFOSS Solids and Liquids Investigation 2 Part 1 Liquids in Bottles

Tools:

Hand lenses, balances, and centimeter rulers have been added to this lesson.Harcourt Science Textbook and Workbook


Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who need additional support?Teacher will have the student orally explain the physical properties and their experiences before writing them. ( or instead of writing them)

What do you do for students who master the learning quickly? Students will make a circle but use two physical properties together to sort the liquids.(2.2E and 2.5 A)





How do you know if a liquid is viscous? What other liquid is viscous? (2.3 A, B and 2.7A)

How do you know if a liquid is transparent? What other liquid is transparent?(2.3 A, B and 2.7A)

What liquid could you find at home which is transparent? Translucent?(2.3 A,B and 2.7A)

1.3 The student knows that information and critical thinking are used in making decisions. The student is expected:A. make decisions using information;B. discuss and justify the merits of decisions.1.5 The student knows that objects and events have properties and patterns. The student is expected to:A. sort objects and events based on properties and patterns; andB. identify, predict, and create patters including those seen in charts.



so students can….5E Model of InstructionUse the FOSS Solids and Liquids Investigation 2 Part 2 Properties of Liquids


EngageMain Idea: TEKS 2.5 A and B I will practice the liquid vocabulary which describes the properties of liquids in the bottles.

"Organize the Investigation" and Develop the Word Transparent" p.18 Teacher will develop vocabulary using the bottle with plain water.What are the physical properties of the liquid? (Clear - if you can see through it like glass the physical property is called transparent)

"Introduce the First Liquid-Properties Poster and Compare Transparent and Translucent Liquids" p. 18Teacher will introduce the transparent poster. Teacher will develop the idea of transparent by holding up a bottle and asking…Is this liquid transparent? How do you know if it is transparent?(2.5A)Teacher will go through the remaining bottles asking the same questions. Teacher will introduce the translucent poster and ask…Is this liquid translucent? How do you know if it is translucent? (2.5A)Teacher will go through the remaining bottles asking the same questions. So what rule can we make to describe whether a liquid is transparent? Translucent?(2.3 A, B)

"Develop the Liquids Vocabulary" p. 18Continue the above process with the other properties poster.




Students will work in groups of 2-3 to study the properties and changes of properties of liquids. (2.7 A)

Explore "Put Liquids Together by Property" p. 19

Teacher will facilitate one or more of the liquid-property games. A. One student puts two liquids together based on a property, and the class tries to guess the property.B. One student selects a bottle. A second student selects a bottle to go with the first. The class tries to guess the common property. Students must justify their answer by explaining why it is a match.C. Students find all the liquids that have a certain property (e.g. all the foamy liquids are pulled out).D. Students put liquids in serial order based on a property (e.g. darkest color to lightest color or most viscous to least

Students will work in groups of 2-3 to make, discuss, and justify their reasoning for matching liquids with physical properties. (2.3 A,B, 2.7 and 2.5)

Students will sequence the liquids using various properties. (2.5A)



viscous). "Explain Go Fish" p. 19

Teacher will demo the rules for up to 20 students can play Go Fish. a. Three or four students play. Deal four cards to each player. Put the rest of the cards in the center, face down.b. The first player asks any other player for a card by property that matches one of his or her own (e.g. "Mandy, do you have any transparent liquid liquids?"c. If Mandy has a transparent liquid card, she must hand it over. If she does not, she responds, "Go Fish." the first player then draws one card from the deck.d. Play advances to the next player to the left.e. Whenever a player gets a pair that match, the cards are laid down, face up. Students must justify their match by explaining their reasoning.

Explain "Assess Progress: Teacher Observation" p. 20

Teacher will assess progress by checking for the use of vocabulary as the children are playing the game.

Students will use appropriate vocabulary to communicate explanations. (2.2 F and 2.5)

Elaborate "Explain Memory" p.19

Teacher will demo the rules for up to 20 students can play Memory.a. Two students play. Spread the cards out randomly, face down. Place a Memory Tally Sheet between the players.b. The first player turns over two cards in an effort to make a match. If the cards don't match, turn them over in the same place. c. When a player makes a match, the two cards are placed face up on the Memory Tally Sheet in the section with the property word that refers to the picture on the cards.

Students will make a decision by correctly matching the correct property for various liquids. (2.3A and 2.5)

Evaluate "Record the Properties of Liquids" p. 20

Teacher will demo how to fill in the first couple of lines and have the students fill in the rest. How do you know if a liquid is viscous? What other liquid is viscous? (2.3 A, B and 2.7A)How do you know if a liquid is transparent? What other liquid is transparent?(2.3 A, B and 2.7A)What liquid could you find at home which is transparent? Translucent?(2.3 A,B and 2.7A)


Vocabulary: bubbly colorless foamy translucent transparent viscous burbuja/efervescente incoloro espumante translúcido transparente viscose

ResourcesFOSS Solids and Liquids Part 2 Properties of Liquids

Evidence of LearningSAISD © 2008-09 – Second Grading Period Science Grade 2 Page 38 of 95



What do you do for students who need additional support?Students will practice vocabulary by organizing the bottle in different ways of their own choosing. Students will share their strategy with a buddy or the teacher. (2.2B, 2.2F)

What do you do for students who master the learning quickly? Students will set up and conduct a Float and Sink Investigation. Science Extensions p.30 (2.2 A-D)





What movement to you see as the bottle turns? (2.7 A) What part of the bottle is the liquid in as the bottle turns? (2.7A) What happens to the surface of the liquid as the bottle turns? Does it

move with the bottle or stay level? (2.7A) Does the water stay the same shape or does it change shape as the

bottle turns? (2.5) What does the word level mean? What force causes liquids to remain

level? (2.7C)

1.5 The student knows that objects and events have properties and patterns. The student is expected to:A. sort objects and events based on properties and patterns; andB. identify, predict, and create patters including those seen in charts.

1.7 The student knows that many types of change occur. The student is expected to: A. observe, measure, and record changes in size, mass, color, position, quantity, sound, and movement.



so students can….5E Model of InstructionUse the FOSS Solids and Liquids Investigation 2 Part 3 Liquid Level

Prepare for this unit by reading the following sections in your teachers guide - "Background for Teacher”, “Teaching Children about Change”, and “Getting Ready” to organize strategies in teaching every lesson. Be sure to trade activities after 15 minutes.

Teach specific safety rules for lesson such as do not open the bottles for any reason, if one should leak tell the teacher right away and wash your hands with soap and water. Also use wise choices for the conservation of resources such as returning the bottles in good shape so they can be used for the next class. Reuse the water by water plants.

EngageMain Idea: TEKS 2.7 I will be predicting and analyzing the level of the liquids in the bottles as we tilt them on their side and add water to different shaped containers.

"Introduce Level Liquids" p. 24Teacher will have the students think and share - What would a glass of water which is half full look like if it is tipped sideways? What happens to the level of the water? What force is pulling on the water to change the way it looks? (2.7 A and C)

"Introduce the Student Sheet and Bottles" p. 24 "Organize the Class and Break into Groups" p. 24




Students will work in groups of 2-3 to study the properties and changes of properties of liquids. (2.7 A and C)

Explore “Introduce the Water-in-Containers Center” p.24

Teacher will model the procedure. (2.2 B-F)a. Work with a partner to line up the containers as they are on the sheet.b. Pour one full small vial of water into each container.c. Draw a line on each picture showing the level of the water.d. Color the picture if you would like to

Students will observe, measure, record, analyze, and illustrate changes in the size of the water in container, their position, and movement in the container. (2.7A, and 2.2B-F)

Explain Students will explain their observations,



“Assess Progress: Teacher Observation and Student Sheet” p.25Teacher will askWhat is the shape of the water in the bottle? In the cup? In the flat container? In the large vial?Does each container have the same amount of water in it?Which container looks like it has the most water in it?Where do you think the water level will be if we add another vial of water to each container?(2.2A,B,D-F and 2.7 A)

measurements, recordings, and illustrations as they analyze changes in the size of the water in container, their position, and movement in the container. (2.7A, and 2.2A,B,D-F)

Elaborate Teacher will listen to their predictions and then have the students put a second vial of water into each container and

draw a second line on each picture to illustrate the new water level.

Students will explain a new problem in their own words; identify a task and solution related to the problem. (2.3 C)

Evaluate “Discuss Drawings” p. 26

Teacher will ask the following questions (2.2 F)What happens to the liquid as the bottle turns?What part of the bottle is the liquid in as the bottle turns?What happens to the surface of the liquid as the bottle turns? Does it turn with the bottle or stay level?Does the water stay the same shape or does it change shape as the bottle turns?What does the word level mean? What force causes liquids to remain level?

“Assess Progress: Teacher Observation” p. 26 (2.2F)Teacher will let students make any corrections to their drawings before grading them.


Vocabulary: level nivel

ResourcesFOSS Investigation 2 Part 3 Liquid Level


Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who need additional support?Students will create a Picture Collage FOSS Folio p. 29. (2.2E)

What do you do for students who master the learning quickly? Students will find out how many vials will fill each container and graph the results on the FOSS Math Extensions Problem A. p.28 (2.2A-B)

2005-2006 4th Grade Interim 2005-2006 4th Grade Interim







What physical property are you measuring when using a scale? What physical property are you measuring when using a ruler? (2.5 and 2.4)

What unit of measurement will you use when reporting your results? (2.4)

What tool are you using to measure mass? Length? (2.4)

1.4 The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to:

A. collect information using tools including hand lenses, clocks, computers, thermometers, and balances.B. record and compare collected information; C. measure organisms and objects and parts of organisms and objects, using non-standard units such as paper clips, hands, and pencils.





so students can….5E Model of InstructionUse FOSS Air and Weather Investigation 4: Looking for Change Part 3: The Night Sky Breakpoint # 11 "Look for Patterns", # 12 "Assess Progress: Student Journals", and #14 "Make Content Chart Entries" p.23 and 24 Use the Harcourt Science Textbook E12, E13, R8

Engage

Main Idea: TEKS 2.7D I can observe, record and analyze data on the changes in the appearance of the Moon for this week

and add to the class calendar. TEKS 2.5 I can classify matter by measuring the physical properties.

Teacher will add the knowledge of the students by filling in a KWLS Chart. As a whole group the students will help the teacher write down what they have learned and what they still want to know about the changes in the appearance of the Moon.

Prepare for this unit by reading the following sections in your teachers guide - "Guide the Learning”, “Cultural Connection”, and locate 6 scales and 6 rulers.

Teach specific safety rules for lesson such as respect tools by using them only for measuring.EngageMain Idea: I can identify the physical properties of a solid object by measuring its mass and length. (2.5 A, and 2.2 D)

"Measuring Solids" E12 and 13 Teacher will read aloud as the students follow in their book.

How did the student determine the mass of the train?What tool did the student use to find the mass?Why is mass important? What do we mass in the real world?How did the student determine the length of a solid object?What tool did the student use to find the length?What have you learned in math which reminds you of centimeters?(2.2 E,F)



Students will help develop the KWLS Chart as a whole group to demonstrate collected information on the patterns found in the sky. (2.2 C)

Students will work in groups of 2-3 to identify and measure the properties of mass and length. (2.7 A)



Teacher will explain the difference between using the Customary Units such as inches and pounds compared to Metric Units of grams and centimeters.

Teacher will model how to measure using a scale and metric mass pieces while the students follow the steps on R 8. Teacher will model how to measure using a centimeter ruler while the students follow the steps on R 5.

Students will follow in their book as teacher reads aloud. Students will respond to questions about mass in real world. (2.2 E,F)

Explore Teacher will help the students to develop a chart of the objects to measure. (2.2D,E,F and 2.4 A, B)

When we collect data it is helpful to record it to be able to remember the numbers. What kind of graphic organizer can we use to keep track of our measurements?

Teacher will lead the class to develop a chart similar to the one below and copy it into their journal. (2.2D,E,F and 2.4 A, B)

Measuring SolidsObject Mass Lengtheraser ______ grams ________ centimeterspaperback bookempty cupbox of crayons

Students will use tools to observe, measure, and record, the size of the solid objects by measuring the mass and the length. (2.2D,E,F and 2.4 A, B)

Explain Teacher will have the children respond to the following questions orally or in their science journal.

What physical property are you measuring when using a scale? What physical property are you measuring when using a ruler? (2.5 and 2.4)What unit of measurement will you use when reporting your results? (2.5 and 2.4)What tool are you using to measure mass? Length?(2.4)

Students will describe the tool, physical property and unit used to measure the size of the solid objects by measuring the mass and the length. (2.2D,E,F and 2.4 A, B)

Elaborate Teacher will allow the students to measure additional objects in the blank lines of their chart.

Teacher will have the students look at home for items which are measured in grams and/or centimeters.

Students will use tools to observe, measure, and record, the size of the solid objects by measuring the mass and the length. (2.2D,E,F and 2.4 A, B)

Evaluate Teacher will rotate among the groups with a set of 2-3 objects for the students to use to demonstrate their ability to

measure the mass and length of a solid object. (Performance Assessment) Teacher may want to assign and grade Harcourt Science Workbook pp.71 & 72 Teacher may have the students respond to one or more of the following questions in their journal.

What physical property are you measuring when using a scale? What physical property are you measuring when using a ruler? (2.4)What unit of measurement will you use when reporting your results? (2.4 and 2.2)What tool are you using to measure mass? Length? (2.4)

Students will use tools to observe, measure, and record, the size of the solid objects by measuring the mass and the length. (2.2D,E,F and 2.4 A, B)Students will gather information, compare results of investigations, construct reasonable explanations and communicate explanations about investigations about the physical properties of mass and length (2.4 and 2.2 C-F)

Vocabulary: centimeter metric length

ResourcesHarcourt Science Textbook E12 & E13



grams centímetro métrico longitude gramo


Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who need additional support?Teacher will have the student practice with a student who performed well on the performance assessment. (2.2 B, F)

What do you do for students who master the learning quickly? Teacher will have the students predict what the shortest and longest solids in the room are, measure, and record the lengths. (2.2 A,B,D) .

2004-05 2nd Grade Interim TAKS 2003 Grade 5





Which of these materials are solids or liquids? (2.3 A) How are these small solids like liquids? How are they different than

liquids? (2.3 B) What other solids have the physical properties of powdery, lumpy, or

grainy? (2.3 and 2.2 C-F)



1.2 The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to:

C. gather information using simple equipment and tools to extend the sensesD. construct reasonable explanations and draw conclusionsE. communicate explanations about investigations.



so students can….5E Model of InstructionUse the FOSS Solids and Liquids Investigation 3 Part 1 Solids in Containers


Teach specific safety rules for lesson such as keeping all small solid pieces in the containers – not in the mouth, nose, or ear – and the wise choices for the conservation of resources such as reuse of soil materials. Students need to be careful not to hit the bottles or vials on the table as they may break.

EngageMain Idea: TEKS 2.7 I can observe, compare, combine and separate the small solid particles by using their physical property of size.

"Introduce the New Materials” p. 11Teacher will introduce the small materials such as cornmeal, rice, beans (lima, pinto, and mung [bean sprout seeds]) (Other seeds may be substituted from Region XX)

“Describe Work at the Center” p. 11Teacher will model using a bus tray to do all of their work inside. Teacher will identify the following tools and how to use them. Plastic cups, bottles with caps, vials of two sizes, a beaker, a funnel, a scoop or spoon, wood cylinders, and metal screws.

“Describe the Center Challenge” and “Working with a Partner” p. 11What kind of physical properties can we study with these new materials?What senses can we use? (Sight, hearing, touch – but not smelling or taste)( 2.3 A,B and 2.7 A)


Students will make wise choices for the conservation of resources by returning unused materials for future use. (2.1 B)

Students will help develop the KWLS Chart as a whole group to demonstrate collected information on the small solid materials. (2.2 C)

Students will work in groups of 2-3 to make decisions about the properties and changes of properties of small solid materials. (2.3 A,B and 2.7 A)

Explore Students will conduct simple descriptive SAISD © 2008-09 – Second Grading Period Science Grade 2 Page 46 of 95


“Start the Center Investigation” and “Start Activities for the Rest of the Class” (Liquid Card Games) p. 11Teacher will divide the class, assign the center and activity. Rotate after 15 minutes.

investigations, gather information to construct reasonable explanations and draw conclusions. (2.2 B-E)

Explain “Focus the Observations at the Center” p. 12

Teacher will ask questions.(2.3 A,B and 2.5 A)Put one level scoop of material in each container. What is the level of the material in each container? Does the highest level mean the most material?Can you get the material to pile up?Describe how these materials pour.Can you put the material in a pile, a line, a circle, a square?(2.5)What happens when you put the wood cylinder and the screw in a cup of the solid materials? (2.3 A,B and 2.5 A)

“Rotate the Groups” p.12

Students will identify, classify, and sequence objects and events based on properties and patterns. (2.5 A)Students make, discuss, and justify decisions about small solid material. (2.3 A,B)

Elaborate “Make Word Bank Entries” p. 13

Teacher will use the materials to develop vocabulary. (2.5)

Students will use the vocabulary to describe the physical properties of materials. (2.5)

Evaluate “ Content Chart Entries” p. 13

Teacher will use one or more of the following questions orally or for children to reflect on in their journal. (2.2 F, 2.5, and 2.3 A,B)

Which of these materials are solids or liquids? (2.3 A) Which of these materials are solids or liquids? (2.3 A) How are these small solids like liquids? How are they different than liquids? (2.3 B) What other solids have the physical properties of powdery, lumpy, or grainy? (2.3 and 2.2 C-F)

Students will make, discuss, and justify decisions about the physical properties of solids and liquids. (2.3 A,B and 2.5)Students will communicate explanations about investigations (2.2 F)

Vocabulary: cornmeal lima bean mung bean (or substitute) pinto bean rice particle grain powder pile pour scoop harina de maíz frijoles blancos frijoles mung frijoles pintos arroz particular grano polvo pila verter cucharón

ResourcesFOSS Solids and Liquids Investigation 3 Part 1 Solids in Containers




Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who need additional support?Students will compare solids and liquids using writing prompts like - Cornmeal seems like a liquid when it __________.Cornmeal seems like a solid because it__________.Students can change out the first word with other items the class is investigating. (2.2B,D,F)

What do you do for students who master the learning quickly? Teacher will have the students graph the ingredients in trail mix. Math Extensions Math Problem A pp. 28 & 29. (2.2B,D,F)

2004-05 2nd Grade Interim 2005-2006 6th Grade Interim





How did you separate the mix? (2.7A) What is the best way to use the screens? Which screen do you use

first? (2.2 B-F) What do you think would happen if we poured different liquids through

the screens? (2.3A) What physical property of the small matter are we using when separating

with a screen? (2.7A)



1.2 The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to:

B. plan and conduct simple descriptive investigationsC. gather information using simple equipment and tools to extend the sensesD. construct reasonable explanations and draw conclusionsE. communicate explanations about investigations.




so students can….5E Model of InstructionUse the FOSS Solids and Liquids Investigation 3 Part 2 Separating Soup Mix


Teach specific safety rules for lesson such do not eat the science materials and use items in the tub to prevent a spill and the wise choices for the conservation of resources such as returning all materials for use with the next class.

EngageMain Idea: TEKS 2.4 and 2.7 I can identify, describe, and separate small solids using simple tools - a set of screens - to classify small objects by size.

"Review Small Solids” p.17Teacher will review the names of the solid materials.

“Discuss Size of the Pieces” p. 17Teacher will discuss size of the individual pieces in the bottles. Teacher will have the students place the bottles in order using the size of the particles from biggest to smallest.

“Review Vocabulary” p.17Teacher will review the physical properties vocabulary and relate it to the items which they have at home.

“Describe Separating Soup Mix” p. 17Teacher will explain the challenge without giving suggestions.– Students will separate the soup mix into separate containers to find out how many kinds of material are in the mixture. (2.5 and 2.7 A)


Students will make wise choices for the conservation of resources by returning unused materials for future use. (2.1 B)

Students will help develop the KWLS Chart as a whole group to demonstrate collected information on small solid materials used in



soup. (2.2 C)

Students will work in groups of 2-3 to study the properties and changes of properties of small solid materials using simple tools – a set of screens to sequence small object by size. (2.5 and 2.7 A)

Explore “Discuss Working with a Partner” and “Start the Separation” p. 17

Teacher will discuss partners and how to share materials and ideas. Teacher will caution the students to work in the bus trays to keep materials from getting on the table.(2.2, 2.5 and 2.7 A)

“Start Activities for the Rest of the Class” p. 17Teacher will provide a tub with mystery solids in containers which can not be seen through - such as film canisters or paper bags taped shut. Each container needs to be numbered. Students will try to use the physical property of sound to determine the mystery solids by matching the identity with the bag number. (2.2,2.7 A)

Students will conduct an investigation into the separation of materials using a set of screens to sequence small objects by size. (2.2, 2.5 and 2.7 A)

Students will conduct an investigation into the physical properties of sound being made by the movement of small objects in a container. (2.2, 2.5 and 2.7 A)

Explain “Monitor the Separation at the Center” p. 18

Teacher will check for understanding by asking the following questions.How are screens used?Are screens useful for separating soup mix?Which screen is the best for separating soup mix?Can you get each of the materials back into its own container? (2.2, 2.5 and 2.7 A)


Students will compare prior knowledge with gathered information to construct an explanation into the separation of materials using a set of screens to sequence small objects by size. (2.2, 2.5 and 2.7 A)

Students will compare prior knowledge with gathered information to construct an explanation of physical properties of sound being made by the movement of small objects in a container. (2.2, 2.5 and 2.7 A)

Elaborate “Make Word Bank Entries” p.18

Teacher will have the students write the vocabulary in their journal and write a definition in their own words. (2.3 A and 2.5A)

Students will make a decision about the meaning of the physical properties words by creating a definition. (2.3 A and 2.5A)

Evaluate “Make Content Chart Entries” p. 18

Teacher will evaluate the students using one or more of the following questions orally or by reflecting in their journal. How did you separate the mix? (2.7A) What is the best way to use the screens? Which screen do you use first? (2.2 B-F) What do you think would happen if we poured different liquids through the screens? (2.3A) What physical property of the small matter are we using when separating with a screen? (2.7A)

Students will compare prior knowledge with gathered information to construct and communicate an explanation into the separation of materials using a set of screens to sequence small objects by size. (2.2, 2.5 and 2.7 A)

Vocabulary: powder mixture screen separate sift polvo mezcla

ResourcesFOSS Solids and Liquids Investigation 3 Part 2 Separating Soup Mix



malla separar tamizar


Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who need additional support?Teacher will set up a center to practice using a balance. Math Extensions - Measure and Balance Small Solids p.30 (measuring with a beaker comes later in the 9 weeks) (2.2D)

What do you do for students who master the learning quickly? Teacher will have students mix solids to make layers. Science Extensions p.31 Mix Solids to Make Layers(2.2D)

2004-05 2nd Grade Interim 2005-2006 6th Grade Interim





How are the physical properties of the liquids in bottles different than the solids in bottles? (2.5 and 2.7)

How are the physical properties of the liquids in the bottles the same as solids? (2.5 and 2.7)

How is the movement of liquid in a bottle different than the movement of solid pieces in a bottle? (2.7A)

How is the movement of solid pieces in a bottle the same as the movement of liquid in a bottle? (2.7A)

What changes when the solids in a bottle roll? Spin? Or are shaken? (2.7A)






so students can….5E Model of InstructionUse the FOSS Solids And Liquids Investigation 3 Part 3 Solids in Bottles


Teach specific safety rules for lesson such do not eat the science materials and use items in the bottles, to prevent a spill do not drop or hit the bottle on the table, and the wise choices for the conservation of resources by returning them for use with the next class.EngageMain Idea: TEKS 2.7 A and C I can describe the physical properties of solids and compare their physical properties to other solids and liquids.

"Introduce Solids in Bottles” p. 22Teacher will go over safety and introduce the bottles for today’s activity. Teacher will review previous knowledge and ask …(2.2 C-E)What did we find out about how liquids move in a bottle?Do you predict solids move in the same way when placed in a bottle?Do you predict solids move in a different way when placed in a bottle?What safety procedures did we use when we used the bottles with liquids?(2.1 A)


Students will make wise choices for the conservation of resources for reuse in future investigations. (2.1 B)

Students will help develop the KWLS Chart as a whole group to demonstrate collected information on past as well as current investigations. (2.2 C-E)

Students will work in groups of 2-3 to study the properties and changes of properties of solids contained in bottles. (2.5 and 2.7 A)

Explore “Describe Filling the Bottles” and “Start the Investigation” p.22

Teacher will model and describe filling the bottles following the procedure. (2.5, 2.7, and 2.2A-E)a. Students will transfer the materials from one of the containers into one of the bottles and put the cap on tightly. b. They will repeat the process until a different material is in each of the four bottles.c. They will roll, shake, and tip the bottles while observing what happens.

“Start Activities for the Rest of the Class” p. 22Teacher will use Bingo Games, Memory, Go Fish and any previous activities which are a good thing to review with this group.

“Manipulate Materials in Bottles” p. 22

Students will conduct investigations in groups of 2-3 students to observe, describe, classify, and sequence particles and events that led to changes based on properties and patterns. (2.5, 2.7, and 2.2A-E)



Teacher will encourage groups to (2.5, 2.7, and 2.2A-E)a. observe and describe the particles as they turn the bottles upside down slowly to see how the materials moveb. observe and describe the particles as they shake the bottles to hear how they soundc. observe and describe the particles as they spin the bottles on the floord. observe and describe the particles as they roll the bottles down the ramps make from books

Explain “Assess Progress: Teacher Observation” p. 23

Teacher will conduct 30 second interviews with students at the center to assess whether they can describe a difference between liquids and solids. Questions may include (2.5, 2.7, and 2.2)How are the physical properties of the liquid in the bottle like the solid pieces in a bottle? How are the physical properties of the liquid in a bottle different from the solid pieces in a bottle?When you poured the liquid in a bottle what did the liquid do?When you poured the solid pieces from the bottle did they act the same way as the liquid?When you spun the liquids what did the liquid do? When you spun the solids what did the solids do?When you tipped the bottle upside down what happened to the liquid? To the solid?


Students will describe their observations, ways of classifying, and how they sequenced particles and events that led to changes based on properties and patterns. (2.5, 2.7, and 2.2)

Elaborate “Discuss Materials in Bottles” p. 23

Teacher will summarize how particular materials behaved when they were rolled, spun, and shook. (2.3 A,B, 2.7, and 2.5)Teacher will ask the children How do the particles sound in the bottles?Teacher will also elaborate on the fact that the rice will stick to the sides of the bottle from static electricity that is generated when the rice rubs on the plastic. Where else have you experienced static electricity? (rubbing feet on the carpet and touching someone, hair standing up after being rubbed by a balloon)

Students will make, discuss, and justify decisions to summarize how particles behaved when moved. (2.3 A,B, 2.7, and 2.5)

Evaluate “Make Content Chart Entries” p. 23

Teacher will evaluate student progress by asking one or more of the following questions orally or by reflecting in the science journal. (2.2 E,F and 2.5)How are the physical properties of the liquids in bottles different than the solids in bottles?How are the physical properties of the liquids in the bottles the same as solids?How is the movement of liquid in a bottle different than the movement of solid pieces in a bottle?How is the movement of solid pieces in a bottle the same as the movement of liquid in a bottle?What changes when the solids in a bottle roll? Spin? Or are shaken?

Students will construct reasonable explanations and draw conclusions using information and prior knowledge to communicate explanations about the properties and changes in the properties of small particles of materials. (2.2 E,F and 2.5)

Vocabulary: static curve estática curva





What do you do for students who need additional support?Students will pair up with student who masters the learning quickly to play the Solid Liquid Matching Game. (2;2 D-F)

What do you do for students who master the learning quickly? Students will make the Solid Liquid Matching Game to share with the rest of the class in the FOSS Science Stories Folio p. 9. (2;2 D-F)

2005-2006 3rd Grade Interim

2005-2006 6th Grade Interim





How can we tell which screens to use to separate a mixture? (2.4) How do you know something is solid? (2.5) How do you know something is a liquid? (2.5) How do solids and liquids change? (2.7 B) Does heating and cooling change all solids and liquids? (2.7 B) Can we change or add anything to our definitions of solids and liquids to

improve them? (2.3A)

1.4 The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to:

A. collect information using tools including hand lenses, clocks, computers, thermometers, and balances.B. record and compare collected information; C. measure organisms and objects and parts of organisms and objects, using non-standard units such as paper clips, hands, and pencils.





1.7 The student knows that many types of change occur. The student is expected to: A. observe, measure, and record changes in size, mass, color, position, quantity, sound,

and movement.B. identify and test ways that heat may cause change such as when ice melts.



so students can….5E Model of InstructionUse the FOSS Solids And Liquids Investigation 3 Part 4 Separating Beads with a Screen


Teach specific safety rules for lesson such do not drink or eat anything during science and to prevent a spill keep solids and liquids in the tubs on the table.

Make wise choices for the conservation of resources by returning materials for use with the next class.

Engage Main Idea: TEKS 2.3 A, B, and C I can demonstrate my ability to make decisions and justify the decision

when solving a problem. I can explain a problem in my own words and identify a task and solution related to the problem.

“Introduce the Bead-Mix Sheets” and “Introduce the Representations of Screens” p. 26Teacher will Introduce the activity by askingIf these were real beads, how could you separate them from each other?What rule did you use to decide which screen to use to separate the soup mix?


Students will use the information developed on the KWLS Chart to separate small solid materials. (2.2 C)

Students will make decisions and justify the decision. (2.3 A and B)

Students will explain a problem in his/her own words and identify a task and solution related to the problem. (2.3 C)



Students will work in groups of 2-3 to separate small beads using the physical property of size (2.7 A)

Elaborate “Read Science Stories” p. 27 - FOSS Science Stories Folio p. 8-9

Teacher will facilitate the reading of the story using the strategy which best fits your class's ability level. Teacher will ask the following questions after the story.How do solids and liquids change?(2.7 B)Does heating and cooling change all solids and liquids?(2.7 B)

Students will read about the uses of heat to change the state of matter from solid to liquid. Students will identify and predict uses of heat to cause change such as melting and evaporation in everyday examples. (2.7 B)

Evaluate “Assess Progress: Student Sheet” p. 26

Using Bead Mix A Student Sheet the teacher will ask (2.2 C and 2.3 A,B)If you have beads like the ones in the in the first container which screen would allow all of the beads to pass through? Is there another screen which would allow all of the beads to pass through? Why do you believe you have picked the correct screen? Using Bead Mix B Student Sheet the teacher will ask (2.2 C and 2.3 A,B)If you have beads like the ones in the in the first container which screen would allow you to separate the beads? Is there another screen which would allow you to separate the bead? Why do you believe you have picked the correct screen?

“Make Content Chart Entries” p. 27How can we tell which screens to use to separate a mixture? (2.4)How do you know something is solid? (2.5)How do you know something is a liquid? (2.5)How do solids and liquids change? (2.7 B)Does heating and cooling change all solids and liquids? (2.7 B)Can we change or add anything to our definitions of solids and liquids to improve them? (2.3A)

Students will make, discuss and justify decisions by comparing results of previous investigations with what students know about the world. (2.3 A,B and 2.2 C) Students will construct reasonable explanations and draw conclusions to communicate explanations about the physical properties of small solid particles (2.2 E,F and 2.5)

Vocabulary:





What do you do for students who need additional support?Teacher will have the students practice measuring 50 ml accurately with a beaker. Math Extensions - Measure and Balance Small Solids p. 30 (2.2 D)

What do you do for students who master the learning quickly? Students will discover the property of liquids - soaking into porous materials and share with the class. Home/School Connection p. 32 Student Sheet # 41(2.2 B,D)

2005-06 2nd Grade Interim 2005-2006 3rd Grade Interim




Second Grading Period – Week 5 Friday and Week 6 Monday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Which objects had no changes to their physical properties when water was added? (2.7A)

Which object had the most change? Which objects to you think will return to the original physical properties? (2.7A)

What are some things which happen when solids and liquids are mixed together? (2.7A)

What other mixtures would you like to try? (2.2 A)

1.7 The student knows that many types of change occur. The student is expected to: A. observe, measure, and record changes in size, mass, color, position, quantity, sound,

and movement.B. identify and test ways that heat may cause change such as when ice melts.

1.2 The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to: A. ask questions about organisms, objects, and events



so students can….5E Model of InstructionUse the FOSS Solids And Liquids Investigation 4 Part 1 Solids and WaterPrepare for this unit by reading the following sections in your teachers guide - "Background for Teacher”, “Teaching Children about Change”, and “Getting Ready” to organize strategies in teaching every lesson.Teach specific safety rules for lesson such as what to do incase of a spill. Make wise choices for the conservation of resources by returning them for use with the next class.EngageMain Idea: 2.7 A I can observe, measure, record, analyze, predict, and illustrate changes in size, mass, temperature, color, position, quantity, and movement of solids and liquids as they are mixed with water.

"Review Solids and Liquids" p. 10Teacher will review the KWLS chart and add new information.

"Introduce Mixtures" p. 10Teacher will add questions to the KWLS chart about what will happen when solids and liquids are mixed together.

"Introduce the Bag and Label" p. 10Teacher will hold up one of the labeled bags with solid materials inside. Tell the students,

Everyone will get a bag like this with some familiar solid material inside. Each person in the group will have a different solid material. The label tells what is inside. When you get the bag, write your name on the outside label. Be very careful not to put a hole in the bag with your pencil.

Teacher Note: You will need balances, gram sets, thermometer, and rulers.


Students will make wise choices for the conservation of resources by reusing the bottles for future investigations. (2.1 B)

Students will help develop the KWLS Chart as a whole group to demonstrate collected information which was discovered in the past investigations and today’s investigation. (2.2 C)

Students will work in groups of 2-3 to study the properties and changes of properties of solids that are mixed with water (liquid). (2.7 A)

Explore "Preview the Solid Materials" p. 10

Teacher will have the students take out one or more pieces of the materials and put it in a separate container so that they will be able to remember what the material looked like before adding water.

"Distribute the Bags" and "Record Solids on the Student Sheet" p.10 & 11(Develop a 2 Class Charts - one wet and one dry- to record information)

Students will conduct the investigation into the observation, measurement, recording, analyzing, predicting, and illustration of changes in size, mass, color, position, sound, and movement of dry materials compared to wet materials. (2.2 B,C,D, 2.4, 2.5, and 2.7 A)



Object Length Mass Shape/Color

Position in Container

Movement in Container

cookiebeansriceclothraisinschalkcraft stickcardboardcandyrock saltfoil

What are the physical properties of the solid you have in your bag? Do you see any patterns on the object? Do you think adding water is going to change the physical properties of the object?

"Put Aside Some Dry Material" p. 11 "Weigh the Dry Solids" p. 11 - Not optional

How much do you think the bag of materials will mass? Teacher will have the students record the prediction and the actual amount.Do you think the mass of the object will change after sitting in water overnight?

"Add the Water" p. 11 Teacher will have the students add 1 full beaker (50ml) of water to each bag. How do you think the physical properties of the material will change after adding water?

"Observe the Mixtures" p.11Which material changed when we mixed it with water? Do you think other changes will happen if we let them sit overnight in water?

"Store the Bags" & "Wrap Up with a Guessing Game" p.12Teacher will review the students' use of descriptive vocabulary by reading the student sheets to share with the class so the students can guess the material being described.

Possible Breakpoint

Explain "Observe the Solid/Liquid Mixtures" and "Discuss Change" p. 13

Teacher will have the students retrieve their bags and observe the contents.Does the material in your bag look the same or different? Which material has changed overnight? What physical property has changed? How has it changed?

"Record Changes" p. 13 "Organize the Changes" p. 13

Teacher will facilitate the making of a bar graph using the physical properties which changed by adding water.How many different kinds of change did you graph?What was the most common change? How many materials showed that change?What was the change that only a few materials showed? How many materials changed that way?

Students will describe and analyze collected information in order to construct reasonable explanations concerning the properties and changes in the properties of the solids when mixed with water. (2.2C-E, 2.5, 2.4, 2.7)

Elaborate "Propose Separating Mixtures" p. 14

Teacher will have the students form groups who worked on the same kind of material to make a plan on how to separate the mixtures. (2.3 A,B and 2.2 B)Do you think the solid materials will return to their starting condition if they dry out? What kind of plan can you make

Students make, discuss, and justify decisions on developing a plan on how to separate the mixtures. (2.3 A,B and 2.2 B)

Students will mass the material to find the SAISD © 2008-09 – Second Grading Period Science Grade 2 Page 59 of 95


to find out if your prediction is correct?Teacher will remind the students to return their material to the baggie to mass the difference after soaking in water. (2.4 and 2.7)Teacher will have the students with candy and rock salt mass their own baggie with water and the material. Teacher will have the students subtract the beginning mass from the ending mass to find the difference.Teacher will record the changes and difference on chart paper. (2.5 and 2.7) What happened to the cookie when we added water? Which physical properties changed? (Continue until all data is collected for each material)

"Do the Separation" p. 14(Students will come back to this on Friday.)

difference in dry and wet material. (2.4 and 2.7)

Student will describe the physical properties which have changed by adding water. (2.5 and 2.7)

Evaluate Teacher will evaluate progress by asking one or more of the following questions orally or for a journal reflection.

Which objects had no changes to their physical properties when water was added?Which object had the most change? Which objects to you think will return to the original physical properties?What are some things which happen when solids and liquids are mixed together?What other mixtures would you like to try?

Students will compare results of investigations with what students know about the world to construct reasonable explanations in order to communicate explanations about the changes in the physical properties of solids when mixed with water. (2.2 C,E,F and 2.7A)

Vocabulary: mixture disappear dissolve mezcla desaparecer disolver


Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who need additional support?Students will practice massing objects in the classroom using a balance. Students will record prediction and then actual mass to be able to see increased ability to estimate correct mass.

Students can review skills with a buddy using an internet site on Changes.

What do you do for students who master the learning quickly? Students will investigate How Fast Will an Ice Cube Melt? Math Extension p.28

2004 TAKS Grade 5 2004 TAKS Grade 5



http://www.bbc.co.uk/schools/scienceclips/ages/10_11/science_10_11.shtml

31 In an activity, 20 grams of salt are dissolved in 70 grams of pure water. The water is then heated on a hot plate. When the water evaporates completely, how much salt will be left?A 0 gramsB 18 gramsC 20 gramsD 22 grams

33 The pans in this balance are at the same height. According to this information, the mass of the rocksample is —A 170 gramsB 180 gramsC 200 gramsD 230 grams





Which liquids formed layers? Is the water the top or bottom layer? Will this pattern be repeated every time we mix these two items? (2.5)

If the mixture did not make layers, what do you see? (2.7A) Which mixture has the most mass? Which mixture has the least mass?

How does mass help us to predict viscosity? (2.7A) Which bottle had the least changes to the physical properties first found

before mixing? (2.7A) What are some other liquid mixtures that you have seen? (2.3A)

1.5 The student knows that objects and events have properties and patterns. The student is expected to:A. sort objects and events based on properties and patterns; andB. identify, predict, and create patters including those seen in charts.



so students can….5E Model of InstructionUse the FOSS Solids And Liquids Investigation 4 Part 2 Liquids and Water Prepare for this unit by reading the following sections in your teachers guide - "Background for Teacher”, “Teaching Children about Change”, and “Getting Ready” to organize strategies in teaching every lesson.Teach specific safety rules for lesson such do not eat the science materials and use items in the bottles, to prevent a spill do not drop or hit the bottle on the table, and the wise choices for the conservation of resources by returning them for use with the next class.EngageMain Idea: TEKS 2.7 A I can predict, observe, measure, record, analyze, and illustrate changes in color, position, quantity, and movement of the physical properties of liquids when mixed with water to compare the original physical properties of the liquids.

"Review Solid and Liquid Mixtures" p. 20 Teacher will review and add new information to the KWLS Chart.

"Identify the Liquids" p. 20Teacher will hold up one bottle at a time and ask the students.What are the physical properties of this liquid? What liquid is it?What is the mass of this bottle? Does each bottle have the same amount of liquid? Does each bottle have the same mass?Teacher will have the students measure the mass of the bottles and record.Does viscosity have any way of helping us predict mass?

"Introduce the Investigation" p. 20What do you think might happen if I carefully put 50 ml of water into this bottle of liquid? Which physical properties will change? How will they change?


Students will make wise choices for the conservation of resources by reusing the bottles of liquid in future investigations. (2.1 B)

Students will help develop the KWLS Chart as a whole group to demonstrate collected information from past and present investigations. (2.2 C)

Students will work in groups of 2-3 to study the properties and changes of properties of liquids when water is added to the bottle. (2.7 A)

Explore " Describe Adding Water and Recording" and "Start the Investigation" p. 20

Teacher will model the following steps.a. Carefully remove the cap.b. Put the bottle on the desk and pour in one beaker of water very carefully, using the point on the beaker to aim the

Students will conduct investigations into the observing, gathering, recording, and analyzing the mixing of water with the bottled liquids to find the changes in the physical properties of the liquids. (2.2 B,D, 2.7 A)



water into the bottle.c. Put the cap on but do not shake the bottle.d. Observe what happens in the bottle with no shaking and record on the "Liquid with Water" sheet.e. Mass the bottle with both liquids.

Explain "Make Observations before Shaking" p. 21

Teacher will distribute sheets to students. When students notice that they see a line or the liquid is split the teacher will introduce layers.Which liquids formed layers?Is the water the top or bottom layer?If your mixture did not make layers, what do you see?

Students will construct explanations in order to draw conclusions about the investigations into the observing, gathering, recording, and analyzing the mixing of water with the bottled liquids to find the changes in the physical properties of the liquids. (2.2 B,D, 2.7 A)

Elaborate "Roll and Shake the Bottles" p. 21

What happens to the mixture when the bottle is tipped? Turned upside down? Spun? Shaken? "Report Observations after Shaking" p. 21

Which bottle still makes layers with water? Which liquid remains on top? "Put Bottles Aside to Settle" p. 21

Which bottles do you think will make layers if we let them sit overnight?Which bottles do you think will stay mixed up? (Students will finish this on Friday.)

Students will conduct an investigation to observe, measure, record, analyze, and illustrate changes in the liquids mixed with water as they demonstrate a change in the motion of the liquid when pushed and/or pulled. (2.7A,C)

Evaluate Teacher will evaluate the student sheet so far and or ask one or more of the following questions orally or for journal

reflections.Which liquids formed layers? Is the water the top or bottom layer? If the mixture did not make layers, what do you see? Which mixture has the most mass? Which mixture has the least mass? How does mass help us to predict viscosity? Which bottle had the least changes to the physical properties first found before mixing?What are some other liquid mixtures that you have seen?

Students will compare results of investigations with what students know about the world to construct reasonable explanations in order to communicate explanations about the changes in the physical properties of liquids when mixed with water. (2.2 C,E,F and 2.7A)

Vocabulary: layer oil capa aceite

ResourcesFOSS Solids And Liquids Investigation 4 Part 2 Liquids and Water

Balances with Mass Sets Teacher note: (Background for teacher)You may want to mass the empty container. Some students may recognize that when you mass the original liquid you are actually massing the container plus the liquid. You can subtract the mass of the container to get a true mass of liquid only. As long as the containers are all the same it will not effect the outcome. Students will come to the conclusion that the liquids may have the same amount in the bottle since each bottle is half full, but the mass of the liquid will be different. Some may associate the viscosity with the larger mass amounts.Water is unique since 50 ml of water will have a mass of 50 grams.




What do you do for students who need additional support?Teacher will provide the student with a bottle of Italian dressing and ask the student to illustrate the bottle on chart paper. Students will identify the oil and vinegar levels.Have students share their illustrations with the class

What do you do for students who master the learning quickly? Students will investigate the properties of Oobleck and justify a decision on whether it is a solid or a liquid. Language Extension p.28

2005-2006 5th grade Interim 2005-2006 5th grade Interim




Second Grading Period – Week 6 Wednesday and Thursday CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What physical property does the toothpaste have which is similar to a solid? (2.5)

What physical property does the toothpaste have which is similar to a liquid? (2.5)

Does the toothpaste seem like a liquid or a solid when we add it to water?(2.5 and 2.7)

What happened to the physical properties of the toothpaste when we shook the bottle? (2.7C)

What do you think will happen if we let the bottle sit and settle overnight? (2.5 and 2.7)





so students can….5E Model of InstructionUse the FOSS Solids And Liquids Investigation 4 Part 3 Toothpaste InvestigationPrepare for this unit by reading the following sections in your teachers guide - "Background for Teacher”, “Teaching Children about Change”, and “Getting Ready” to organize strategies in teaching every lesson.Teach specific safety rules for lesson such do not taste or eat the science materials. and use items in the bottles, to prevent a spill do not drop or hit the bottle on the table, and the wise choices for the conservation of resources by returning them for use with the next class.EngageMain Idea: TEKS 2.2, 2.7 I can plan and conduct an investigation into identifying the physical properties and the changes of physical properties of toothpaste.

"Introduce the Toothpaste Question" p. 25Is toothpaste a solid or a liquid?What plan can you develop to test whether toothpaste is a solid or a liquid?


Students will use the information developed on the KWLS Chart to perform a new investigation. (2.2 C)

Students will plan the Scientific Inquiry Method to ask questions, plan and conduct a simple investigation, compare results of past investigations with the current investigation, gather information using equipment, to construct reasonable explanations, draw conclusions, and communicate results about the investigation. (2.2 A-F)

Students will work in groups of 2-3 to study the properties and changes of properties of toothpaste to determine if it is a solid or liquid. (2.7 A)

Explore "Design an Investigation" p. 25

Teacher will have the students use the Scientific Inquiry Method to plan and conduct the investigation. p.25 "Set up the Water Investigation" and "Distribute the Toothpaste" p.25

Students will test the Scientific Inquiry Method to ask questions, plan and conduct a simple investigation, compare results of past investigations with the current investigation, and gather information using equipment . (2.2 A-D)

Explain Students will use their design to construct



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr2/ScientificMethodGr2-3.ppt

"Distribute Student Sheets" p. 26What physical property does the toothpaste have which is similar to a solid? What physical property does the toothpaste have which is similar to a liquid? Does the toothpaste seem like a liquid or a solid when we add it to water?

reasonable explanations, draw conclusions, and communicate results about the physical properties of the liquid mixtures investigation. (2.2 E-F and 2.7 A)

Elaborate "Shake the Toothpaste Bottle" p. 26

What happened to the physical properties of the toothpaste when we shook the bottle?What do you think will happen if we let the bottle sit and settle overnight?

Students will predict changes to the physical properties of the toothpaste and water if allowed to settle overnight. (2.7A)

Evaluate Teacher will facilitate group discussion as they make decisions and justify their decision. (2.3 A,B,C) Teacher will facilitate the students’ discussion as the students report out results and conclusions from their investigation.

(2.2 E,F)

Students will make decisions using information, discuss and justify the merits of decisions, and explain a problem in his/her own words and identify a task and solution related to the problem. (2.3 A,B,C)

Students will communicate explanations about investigations (2.2 E,F)

Vocabulary: Evidence of Learning


What do you do for students who need additional support?Students will work with a buddy to check their explanation and conclusion before turning in to the teacher.

What do you do for students who master the learning quickly? Students will investigate Salad Dressing and share with the class Student Sheet # 42. p. 32 Home/School Connection

2006 Interim 2nd Grade 2005-2006 5th Grade Interim





What are some things that happen to the physical properties when solids and liquids are mixed together? (2.7)

How can you separate a solid and water mixture? Does a clear liquid mean there is nothing in it but water? What can you

do to the water to see if it has something mixed in it? (2.2 B) What other materials seem like a solid and a liquid at the same time?

(2.7) What could you do to find out if something is a mixture of solids and

liquids? (2.2) Which physical properties tell if something is a solid? (2.5) Which physical properties tell if something is a liquid? (2.5) What behavior do you usually see in a solid? (2.5 and 2.7) What behavior do you usually see in a liquid? (2.5 and 2.7) How is this evaporation like the evaporation we studied in the Water

Cycle? (2.10 A) What shape did the salt make? What pattern did you find on the salt

crystal?(2.5)





so students can….5E Model of InstructionUse the FOSS Solids And Liquids Solids and Liquids with Water - Parts 1, 2, and 3Review specific safety rules for lesson such do not eat or drink the science materials and the wise choices for the conservation of resources by returning them for use with the next class.EngageMain Idea: TEKS 2.2, 2.3, and 2.7 A I can gather information to construct reasonable explanations to draw conclusions using information and prior knowledge. I can make decisions using information, discuss and justify the merits of the decision concerning the physical properties of solids and liquids. Teacher will review the activity from Investigation 4 Part 1 Steps 1-20

"Observing the Dry Solids" p.15 Teacher will facilitate a discussion on the results of the evaporation.

Students will help develop information on the KWLS Chart to demonstrate new knowledge. (2.2 C)

Students will work together to study the properties and changes of properties of solids which were put in water and have been allowed to set so the water could evaporate, to study the properties and changes of properties of liquid in the bottles which were added to water, and the settled toothpaste to make final conclusions about solids and liquids. (2.2 C-F and 2.7 A)

Explore "Compare the Solids to the Starting Conditions" p. 15

Teacher will facilitate a reporting out by the students to share their observations for each solid. Teacher will record the results on the KWLS Chart.

"Discuss Evaporation" p. 15What happened to the liquid?Is this the same evaporation we studied a few weeks ago in the Water Cycle?

"Observe Crystals" p. 15

Students will work together as a whole group to analyze the properties and changes of properties of solids which were put in water and have been allowed to set so the water could evaporate, to study the properties and changes of properties of summarize the liquid in the bottles which were added to water, and the settled toothpaste to make final conclusions about solids and liquids.



What shape does salt form? What pattern do you see in the crystals? (2.2 C-F and 2.7 A) Explain

"Finish Student Sheets" #28 p.15Students will construct explanations and draw conclusions about the changes in the physical properties of solids and liquids. (2.2 E-F and 2.7A)

Elaborate Part 2 "Assess Progress: Student Sheet" #29 p. 22

Teacher will have the students make a final observation of the settled mixtures of liquid with water. Teacher will have the students illustrate their observations and draw a conclusion.

Students will illustrate their observations of the changes and draw a conclusion about the mixtures of water and bottled liquids. (2.2 E and 2.7A)

Evaluate Teacher will evaluate orally or by having the students respond in their journal to one or more of the following

questions. What are some things that happen to the physical properties when solids and liquids are mixed together? (2.7)How can you separate a solid and water mixture?Does a clear liquid mean there is nothing in it but water? What can you do to the water to see if it has something mixed in it? (2.2 B)What other materials seem like a solid and a liquid at the same time? (2.7)What could you do to find out if something is a mixture of solids and liquids? (2.2)Which physical properties tell if something is a solid? (2.5)Which physical properties tell if something is a liquid? (2.5)What behavior do you usually see in a solid? (2.5 and 2.7)What behavior do you usually see in a liquid? (2.5 and 2.7)How is this evaporation like the evaporation we studied in the Water Cycle? (2.10 A)What shape did the salt make? What pattern did you find on the salt crystal?(2.5)

Students will construct explanations and draw conclusions about the changes in the physical properties of solids and liquids, and communicate explanations about investigations (2.2 E,F and 2.7A)

Vocabulary: crystal cristal


Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who need additional support?Students will find in their journal and explain to a mentor what they remember about evaporation in the Water Cycle studied Week 2.

What do you do for students who master the learning quickly? Students will investigate Salad Dressing and share with the class Student Sheet # 42. p. 32 Home/School Connection

2004 TAKS Grade 5

34 Crystals were grown on a string in a clean glass jar

2003 TAKS Grade 5



containing sugar dissolved in hot water. The crystals grew on the string for several weeks. What kind of crystals are they?F StringG WaterH GlassJ Sugar



Grade 2Unit of Study: Physical Properties - Heat Changes Matter

Second Grading Period – Week 7 and Week 8 Monday CURRICULUM OVERVIEWBig Idea Unit Rationale

Change takes place when things interact; all things change over time; observing the physical properties and patterns of events such as interaction of change are useful in explaining how heat can change matter.

To understand that heat causes change the students will identify, predict, and test uses of heat to cause change, such as melting and evaporation. To use the physical properties of size, mass, temperature, and color to identify and analyze when change takes place. To identify matter which gives off heat and to observe what happens when heat is transferred from one object to another.


Con

cept

s

2.7 Physical Science The student knows that many types of change occur. The student is expected to:(B) identify, predict, and test uses of heat to cause change such as melting and evaporation.

2.5 Earth Science The student knows that organisms, objects, and events have properties and patterns. The student is expected to:(A) classify and sequence organisms, objects, and events based on properties and patterns; and(B) identify, predict, replicate, and create patterns including those seen in charts, graphs, and numbers.

” I CAN” statements highlighted in yellow should be displayed for students.

I can… describe the properties and/or patterns of objects such as water, ice, crayon and candy Kiss, and events such as melting by (2.5)

o identifying and classifying water by its properties and patternso identifying and classifying ice by its properties and patternso identifying and classifying crayon and Kiss by its properties and patterns

I can… identify that heat causes a change in the physical properties of a kernel of

popcorn by listing the properties before and after heating identify, predict, and test the use of heat from tools such as a hotplate, heating

pad, and/or hair dryer when melting a crayon and a Kiss candy identify, predict, and test the use of heat and factors such as the size of a

container to find out if water heats differently and evaporates faster from different size lakes

identify, predict, and test the use of natural sources of heat to melt ice to model the melting of an ice sculpture or igloo

2.1 Nature of Science The student conducts classroom and field investigation following home and school safety procedures. The student is expected to:(A) demonstrate safe practices during classroom and field investigations; and (B) learn how to use and conserve resources and dispose materials.

2.2 Nature of Science The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to:(A) ask questions about organisms, objects, and events;(B) plan and conduct simple descriptive investigations;(C) compare results of investigations with what students and scientists know about

” I CAN” statements highlighted in yellow should be displayed for students.


o asking questions about objects and events in investigationso planning and conducting simple descriptive investigationso comparing results of investigations with what students and scientists know

about the worldo gather information using simple equipment and tools to extend the senseso develop a graph to show my results



Skill

sthe world;(D) gather information using simple equipment and tools to extend the senses;(E) construct reasonable explanations and draw conclusions using information and prior knowledge; and(F) communicate explanations about investigations.

2.3 Nature of Science The student knows that information and critical thinking are used in making decisions. The student is expected to:(A) make decisions using information(B) discuss and justify the merits of decisions (C) explain a problem in his/her own words and identify a task and solution related to the problem.


o construct reasonable explanations and draw conclusions using information and prior knowledge

o communicate explanations about investigations


o make decisions about the properties, patterns, and uses of heat.o discuss and justify the merits of decision to identify the properties, patterns,

and uses of heato explain a problem and identify a task and solution related to a problem.


o collecting information using tools including rulers, measuring cups, clocks (timers), hand lenses, computers, thermometers and balances. (heating tools)



From classroom and field investigations (CN), students will identify, predict, and test the use of heat to change the physical properties of the matter in a kernel of popcorn, a crayon, and a Kiss candy (B), with at least 80% accuracy (CR).From classroom and field investigations (CN), students will identify, predict, and test the use of heat to change the physical properties of liquid water into water vapor by evaporating the water (B), with at least 80% accuracy (CR).From classroom and field investigations (CN), students will identify, predict, and test the use of heat to change the physical properties of ice into liquid water.(B), with at least 80% accuracy (CR).From classroom and field investigations (CN), students will use a ruler to measure the height of water in a container, a measuring cup to measure the amount of liquid water, a balance to measure the mass of the crayon and candy, use a thermometer to measure the temperature of the water as it changes during the day (B), with at least 80% accuracy (CR).



Science – Grade 2Unit of Study: Physical Properties - Heat Changes Matter


What are heat sources? (2.7 B) What changes happened to the kernel of corn? (2.7 B) What caused the changes in the kernel of corn? (2.7 B) Which physical properties changed when the kernel of corn was heated?

(2.5 A) Which physical properties stayed the same? (2.5 A)

The student is expected to observe, describe, and record changes in size and temperature. (K.7 A)

The student is expected to identify that heat causes changes, such as ice melting or the Sun Warming the air and compare objects according to temperature. (K.7B)

The student is expected to observe, measure, and record changes in size, mass, and color. (1.7A)

The student is expected to identify and test ways that heat may cause change such as when ice melts. (1.7B)


The teacher will… So students can demonstrate competency5E Model of InstructionAdapted from the Charles Dana Center’s Elementary Core Science Units: Physical Properties Heat Popping

Prepare for this lesson by reading the ”Teacher Notes”, and “Preparation and Materials” to organize strategies in teaching every lesson.

Teach specific safety rules for lesson (how to prevent and clean up spills) (safe practices around heating tools) and the wise choices for the conservation of resources (which materials do they recycle, reuse, or trash).

Engage Main Idea: I can ask questions, plan and conduct an investigation into the changes to a kernel of corn when

heat has been applied. (2.2, 2.5, and 2.7) Teacher will begin with a chart so that the student’s background knowledge can be assessed. Ask children what

heat sources they have used at home or school. What kind of change does the heat source cause? (2.7B) Example below.

Heating ChartHeat Source Object Being

ChangedChange in Properties

StoveMicrowave

Teacher will pass out the kernels of corn and have children observe with a hand lens, draw, and describe the physical properties of the kernel of corn in their journal. What are the properties of a kernel of corn? This kernel came from a corn cob. Do the kernels on a corn cob grow in a pattern? (2.5 A, B)


Students will make wise choices for the conservation of resources. (2.1 B)Students will ask questions, plan and conduct an investigation into the changes of the physical properties of a kernel of corn when heat has been applied. (2.2, 2.5 and 2.7)

Students will develop the Heating Chart as a whole group to demonstrate prior knowledge. (2.2 C)

Students will observe with their eyes and with a hand lens and illustrate the properties and patterns seen using a hand lens. (2.4 A and 2.5 A)

Students will identify the physical properties of a kernel of corn and the pattern in which the kernel grows on a corn cob. (2.5 A,B)



Teacher will introduce the idea of heat causing change to the corn by asking students… What is this tool? (Show them a hot plate) What is it used for? (2.2 D)What will happen to the kernel of corn if we heat it over a hot plate? (2.7A) What safety equipment do I need to do this demonstration? (2.1 A)What safety rules do you the students need to follow when we have hot materials in the classroom? (2.1 A)

Students will gather information using a hot plate as a tool. Student will identify and demonstrate the safety rules for hot materials in the classroom. (2.2D and 2.1 A)

Students will predict a change in the properties of a kernel of corn when it is heated. (2.7A)

Explore Teacher will make a boat from a piece of foil. Place a teaspoon of vegetable oil in the boat. Teacher will collect a

kernel from each group and place 5-6 kernels of corn in the vegetable oil. Teacher will ask the students to time how long it will take for a change to take place. Teacher will use a tong or clothespin to hold the aluminum foil on the hot plate and shake it gently to spread the heat evenly. (2.7A, 2.2 D, E and 2.4 B)

Students will observe the changes to a kernel of corn when heat is applied. (2.7A) Students will collect information by timing the length of time it takes for a kernel to change its physical properties. (2.4 B)Student will gather information, construct a reasonable explanation to draw a conclusion, and communicate their explanation. (2.2D,E)

Explain Teacher will have the students observe the popped corn and journal about the changes heat caused. (2.7B, 2.3

A,B)What changes happened to the kernel? (2.7B)Which physical properties of the kernel changed when it was heated? (2.5 A)Which physical properties of the kernel remained the same when it was heated? (2.5 A)What caused the changes in the kernel? (2.7B)

Students will make a decision, discuss the decision by writing about it in their journal, and justify their reasoning about the changes in the physical properties of the kernel of corn. (2.3 A,B, 2.5 A, and 2.7B)

Elaborate Teacher will extend the lesson to everyday life.

What other objects can heat change? (2.7B)What are some other sources of heat other than a hot plate? (2.4 A)

Student will use their knowledge to extend the concept to objects and tools they are familiar with. (2.4 A and 2.7 B)

Evaluate Teacher will have the students respond orally or in their journal to one or more of the following questions. (2.2F)

What changes happened to the kernel? (2.5A)Which physical properties of the kernel changed when it was heated? (2.5 A)Which physical properties of the kernel remained the same when it was heated? (2.5A)What caused the changes in the kernel? (2.7B)What other objects can heat change? (2.7B)What was our source of heat? (2.7 B)What are some other sources of heat other than a hot plate? (2.4 A)

Students will demonstrate knowledge of heat causing change in the physical properties of objects by responding to the following questions. (2.2 F, 2.7B and 2.5A )


heat change kernel calor cambio pepita

ResourcesAdapted from the Charles Dana Center’s Elementary Core Science Units: Physical Properties Heat PoppingTeacher Note: This is a great time to use a projection device like an Elmo to show the demonstration.

Preparation and Materials:1 kernel of popcorn for each student plus 3 for the teacherhand lensesteacher safety goggles and heat resistant apron wooden clothes pinhot platealuminum foil



vegetable oildigital camera

Teacher Note: Popcorn kernels are made of starch and small amounts of protein, water, fat, and minerals. When heat is applied to a kernel, the water inside the kernel turns into steam. This makes the amount of water critical to the popping process. Another key element in the process is the hard shell of the kernel, because it holds the steam so that enough pressure builds and the kernel can pop. If the shell is cracked, the steam will escape and the kernel will not pop properly.


Anticipated Skills for SAT/ACT/College Board/Career/LifeWhat do you do for students need additional support?Students will make a Safety Poster to remind students of rules to remember when using hot items at school.

What do you do for students who master the learning quickly?Students will make a Safety Poster to remind students of rules to remember when using hot items at home and outside.

2004-05 2nd Grade Interim 2004 TAKS Grade 5




Second Grading Period – Week 7 Tuesday and Wednesday -2 days CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What were the heat sources?(2.7B) Which heat source caused the most change?(2.7B) Why do you think it caused the most change?(2.3 A) The candy and the crayon both changed, but did they become different

substances? (2.3 A) What safety rules do you need to follow around heat sources? (2.1 A)






The teacher will… So students can…5E Model of InstructionAdapted from the Charles Dana Center’s Elementary Core Science Units: Physical Properties - The Heat Is On


Teach specific safety rules for lesson (how to prevent and clean up spills) (safe practices around heating tools) and the wise choices for the conservation of resources (which materials do they recycle, reuse, or trash).

Engage Main Idea: TEKS 2.2, 2.5, and 2.7 I can ask questions, plan and conduct an investigation which compares the

changes to the physical properties of a crayon on foil and candy Kiss on foil when heat has been applied. Teacher will review the previous day’s lesson and add information to the Heating Chart. (2.2C) Teacher will ask the students.

Can you identify the heat sources the teacher (or student) has brought from home to add to the chart? Review the safety procedures when using the new heat sources. (2.1 A) Divide the students into groups and assign each group a heat source. Give each student 3 lab sheets and have the

students write in their heat sources –one for each page. Give each group a plastic bag with the crayon and chocolate kiss candy.

Have the students predict what will happen to the physical properties of the crayon and candy with each heat source in their The Heat Is On Lab Sheets. Can you predict what will happen to the crayon if heat is applied to it? Can you predict what will happen to the Kiss if heat is applied to it? (2.7A,B) What happens to the physical properties when they are heated? Do you think they melt at the same temperature? (2.5 B)

Students will add new ideas to the Heating Chart as a whole group. (2.2C)Students will work in groups to ask questions, plan and conduct an investigation which compares the changes to the physical properties of a crayon and candy Kiss when heat has been applied. (2.2, 2.5, and 2.7)Students will identify and demonstrate safe practices around heating tools. (2.1 A)Students will work in groups of 3-4 to predict what will happen to the physical properties of a crayon and a chocolate candy when heated. (2.5 B and 2.7A,B)



Explore Tell the students that they will be filling out the three charts in their journals, and you will make two charts to include all

the groups’ data. Create these charts – one for the crayon and one for the Kiss candy on the board or on chart paper. Teacher will have the students determine the mass of the crayon and the Kiss candy using a balance and record in their

chart. Which has more mass – the crayon or the candy? (2.4 A, B)

Teacher will have the students place their crayon into the aluminum pan and attach a wooden clothespin to the pan to act as a handle. (2.2B,D,E,F, 2.7B, and 2.5A)

Teacher will assign a student as the time keeper to start the heating and end the heating after five minutes. Teacher will turn on the hear sources and instruct the children to place their pan on the heat source (or blow the hair

dryer onto the crayon), After five minutes the teacher will turn off the heat sources and have the students examine their crayons with the end of

a pencil.

Students will work in a group of 3-4 to conduct the investigation by 1st using a balance to mass the crayon and the Kiss and record in their chart. (2.4 A,B)Students will conduct the investigation by placing the crayon into the aluminum pan and attach a wooden clothespin to the pan to act as a handle. (2.2 B)Students will gather information by observing, recording, analyzing, and illustrating changes in the size, mass, temperature, color, and position in the pan. (2.2 D,E,F, 2.7B, and 2.5 A)

Explain Teacher will have the students fill in their data tables with observations about the changes they see in the crayon,

including changes in color or shape and whether they see bubbles forming. Teacher will allow the crayon a few minutes to cool down and then have students remove it from the aluminum pan and

take its mass using the balance. Record the mass on the lab sheetDid the color of the crayon change? Did the shape change? Did the mass of the crayon change? Did the physical properties of the crayon change? What caused the properties to change?(2.7A, B)

Teacher will repeat the above process and have the students rotate to a new heating tool and continue to look for changes to the crayon using the same aluminum pan and crayon with other heating sources. (2.2 B,D,E, 2.5 A,B and 2.7A)Which tool created the most change in the crayon? Do you think this tool had the most heat? How could you find out? (2.4 A)Teacher will provide thermometers for the students to place with the Kiss so that they can observe the temperature when the Kiss melts.

(Possible Breakpoint for the day)

Students will test the physical changes of a crayon when heated, gather information by observing, record, analyze, and illustrate changes in the size, mass, temperature, color, and position in the pan. (2.2 D,E,F, 2.7A, and 2.5 A) Students will identify and use the thermometer as a tool which measures the amount of heat or temperature of the heating tool. (2.4 A)

Elaborate Teacher will have the students repeat the procedures with the Kiss candy.

Will you get the same results with all matter? Will a candy Kiss melt with the same heat sources? Predict for all 3 heat sources.

Teacher will have students complete the lab sheets.

Students will conduct the investigation to test the changes in the physical properties of a Kiss candy when heat has been applied. Students will gather information by observing, recording, analyzing, and illustrating changes in the size, mass, temperature, color, and position in the pan. (2.2 D,E,F, 2.7A,B, and 2.5 A)

Evaluate Teacher will have the students respond to one or more of the following questions.

What were the heat sources?(2.7B)Which heat source caused the most change?(2.7B)Why do you think it caused the most change?(2.3 A)The candy and the crayon both changed, but did they become different substances? (2.3 A) What safety rules do you need to follow around heat sources? (2.1 A)

Students will communicate the results of the investigation by identifying the heat sources and the effect of the heat sources on the physical properties of the candy and the crayon. (2.2 F, 2.5A, 2.7A and 2.7B)Students will identify the safety rules to follow around heat sources. (2.1 A)


source origen

ResourcesSnack size resealable plastic bags2 hot plates on low settings or heating element on a coffee pot, crock pots, or electric skillets2 heating pads or curling irons medium or Low Settings.



2 hair dryersFor each group –double pan balancegram weights2.5 cm pieces of crayon (1 per group)1 chocolate kiss candy2 aluminum pot pie pans2 wooden clothes pinsCelsius thermometerClock or timerpencil

Teacher Note: Temperature is a measure of the average kinetic energy of the particles of a substance. Since temperature is an average measurement, it does not depend on a number of particles; this means that a cup of water boils at the same temperature as a pot of water. However, temperature does not measure the potential energy in the particles. Therefore, temperature is not a measure of the energy of a substance. Heat is energy. When heat is added to a substance, the kinetic energy of the particles can increase (which would cause an increase in temperature), or the state of the substance can change (for example, from solid to liquid). There is no increase in temperature, because kinetic energy is not increasing; instead potential energy of the particles is increasing. Heat energy does depend on the type, size, and mass of the particles. Heat energy can be transferred from one object to another. Heat energy transfers from the hotter object to the cooler object until the temperature of both objects is the same.


Anticipated Skills for SAT/ACT/College Board/Career/LifeWhat do you do for students need additional support?Students will work with a buddy to develop one set of lab sheets together.

What do you do for students who master the learning quickly?Teacher will have the students use a thermometer to take the surface temperature of each heating source and graph.


2004 TAKS Grade 5

TAKS 2003 Grade 5

29 An uncovered bowl of water was placed in the refrigerator. Each day the amount of water left in the bowl was recorded. Which graph probably shows the results?






Second Grading Period – Week 7 Thursday and Friday - 2 days CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What kind of lake would keep water from evaporating too quickly? (2.10) What tool do we use to measure the amount of liquid? To measure

temperature? To measure height? (2.4 A) When you heat food in a microwave, how do you get it to heat up faster? (2.5) How do lizards, turtles, or snakes warm up during the day? (2.5) When you dry your hair, is it faster to brush it or to leave it all together? (2.5) When you are cold, why do you huddle? (2.5)






The teacher will… So students can…5E Model of InstructionAdapted from the Charles Dana Center’s Elementary Core Science Units: Physical Properties Disappearing Act Prepare for this lesson by reading the ”Teacher Notes”, and “Preparation

and Materials” to organize strategies in teaching every lesson. Teach specific safety rules for lesson (how to prevent and clean up spills)

(safe practices around heating tools) and the wise choices for the conservation of resources (reuse of water by watering plants or grass).

Engage Main Idea: TEKS 2.2, 2.5, and 2.7 I can conduct an investigation into how

the shape of a body of water affects evaporation. The teacher will… Set out the plates if water and have students place the palm of their hand on the

surface of the water and then remove it. The students should hold their hands in the air for a couple of minutes. Next, the student should wave their hand in the air. What do you feel on your hand? What happened to the water? (2.5A) What did we study at the beginning of the year which also had evaporation? What is needed to cause water to evaporate? What heat source was a part of the water cycle? (2.10 A and 2.2)

Explain to the students that today they will set up an investigation to explore how the shape of the body of water affects evaporation. (2.2B)

Teacher Note: Students may not grasp the idea of surface area, though this activity set the stage for that understanding. For now, students will need to talk about how much the water is spread out and how the heat source can get to more of the water when it is spread out.

Talk to the students about the different types of containers and all the other materials they will use in the investigation.

Why do we need a thermometer for our investigation?(2.4)Do you think the water will come up to the same height on the side of each container? What tool will we need to measure height?

Students will work in groups of 3-4 to conduct an investigation. (2.2)

Students will identify and demonstrate safe practices when working with water and heat sources. (2.1A)Students will demonstrate knowledge of conservation of resources by reusing the water. (2.1 B)Students will verbally identify that the water makes their hand feel cooler and as a result the water evaporated. (2.5 B)Students will use their knowledge of the Water Cycle to identify heat as the cause of evaporation. (2.10A)Students will conduct an investigation by setting up to explore how the shape of a body of water affects evaporation. (2.2B)Students will use tools to collect information by measuring and comparing the temperature, height of the water, and results of the heating tool (2.4 A,B)

Explore Students ask questions, plan and conduct the investigation, and gather information using



The teacher will… As a class, have students decide how to set up the investigation. They should turn

to the Disappearing Act page in their journals. Go through each of the items on that page and guide students in deciding how to proceed.

Have the students fill out the lab sheet to explain their scientific inquiry method. Why do scientists make a plan before they begin an investigation? (2.2 A,B,D)

Have the students develop a table to collect their information in order to look for patterns.(2.5) (Sample)What information are we going to collect? What do you predict will happen to the temperature? What do you think will happen to the water levels? What have you seen happen to justify your answer? (2.2D and 2.5B)

(Possible Breakpoint for the day) Monitor children as the students read their lab sheet and do their activity. Why is it important for scientists to measure at the beginning and at the end of an

investigation?(2.3 A, B)

tools. (2.2 A,B,D)

Students will develop a table to collect the temperature of each container and the amount of water which evaporated from each container to look for patterns of change. (2.2 D and 2.5B)

Students will make a decision about why scientists measure at the beginning and at the end and justify their answer. (2.3 A,B)

ExplainThe teacher will… Have the students discuss their findings in their groups and develop a conclusion

based on their data. Have each group share their ideas with the class, and then use questions to help the groups to make a graph to synthesize a conclusion without you directly giving it to them. (2.2E, F) The containers are models of bodies of water in the real world. What kind of lake does the cup represent in the real world? The round food storage container? The pie pan? Or cake pan? (2.4)Which container lost the least amount of water? Which container lost the most amount of water? Why didn’t we use the height of the water in the container as our measurement of how much water was in the container at the beginning and the end?(2.3 A, B and 2.4 A,B)

Students will identify the container as a model of a body of water in the real world. (2.4)Students will use their data to construct reasonable explanations and draw conclusions to communicate their results about what happened to the water in the containers. (2.2 E,F)Students will measure and compare the temperature and amount of water to make a decision and justify their answer. (2.3 A, B and 2.4 A,B)

ElaborateThe teacher will… After all the data is recorded on the board, have a discussion with the students

about what pattern they see in the data. What kind of lake would work best (conserve water) in Texas where it is very hot

during the summer?(2.3 C)

Students will use their knowledge to think about a new problem and create a solution to which lake would help conserve water during a very hot summer. (2.3 C)

EvaluateThe teacher will… Discuss with students the idea that when more of an object is exposed, the quicker

it heats ups or cools down and the more water will be evaporated. Use questions like: (2.2D)What was our heat source? What did heat cause to happen to the water? How did the water change? What kind of lake would keep water from evaporating? What tool do we use to measure the amount of liquid? To measure temperature? To measure height?When you heat food in a microwave, how do you get it to heat up faster?How do lizards, turtles, or snakes warm up during the day? When you dry your hair, is it faster to brush it or to leave it all together?When you are cold, why do you huddle?

Students will communicate explanations of investigation by answering questions either orally or in their journal. (2.2D)




ResourcesAdapted from the Charles Dana Center’s Elementary Core Science Units: Physical Properties Disappearing Act

Preparations and Materials:5-6 paper plates with a small amount of water in eachCollect several different shaped round containers* to fill with room-temperature water* Two of each - 12 ounce clear cups, a couple of round food storage containers, pie pans or cake pans.Lamp with at least a 100 watt bulb (or place in a sunny window)Permanent markings (1 per group) Measuring cup with milliliter marked on the outside (1 per group)Thermometers (1 per group)

Teacher Note: The lab part of this experience needs to be started in the morning to allow the students to check the temperature and amount of water throughout the day and then take final measurements right before leaving school.


Anticipated Skills for SAT/ACT/College Board/Career/LifeWhat do you do for students need additional support?Students will practice reading a thermometer to tell the temperature of a cup of ice and compare to a cup of water.

What do you do for students who master the learning quickly?Students will make a PowerPoint of Ice Sculptures available in San Antonio using advertisement. San Antonio Ice Sculptures

2003 TAKS Grade 5

40 Which of the following thermometers shows the boiling point of water in a pan?

2003 TAKS Grade 5

4 What tool is used to find the temperature at which water boils?



http://www.icesculpturesofsanantonio.com/index.html

http://www.icesculpturesofsanantonio.com/index.html



Which heat source will melt an ice sculpture or igloo the fastest? What evidence do you have to justify your results? What can we do to prevent the melting of the ice sculpture or igloo? (2.7B and 2.2 A,B)

Did the temperature have anything to do with how fast the ice melted? Explain your answer using data. (2.3 A, B)






The teacher will… So students can…5E Model of InstructionAdapted from the Charles Dana Center’s Elementary Core Science Units: Physical Properties Melting Ice


Teach specific safety rules for lesson (how to prevent and clean up spills) (safe practices around heating tools) and the wise choices for the conservation of resources (reuse of water by watering plants or grass).

Engage Main Idea: TEKS 2.2, 2.5, and 2.7 I can conduct an investigation into how heat causes change to ice. I can help

fill in a KWLS chart on - What do we know about the properties of ice? Teacher will review previous lesson.

What happened to the liquid water when the temperature increased? Where did the water go? (2.7B) Today we will investigate how heat causes change to ice.

What do we know about the properties of ice? (2.7 A)Have you ever seen an ice sculpture? Have you ever seen an igloo? What is a natural way for the ice sculpture to melt? For the igloo to melt? What is the fastest way to melt ice?(2,7A)

Students will work in groups of 3-4 to conduct an investigation. (2.2)

Students will identify and demonstrate safe practices when working with water and heat sources. (2.1A)

Students will demonstrate knowledge of conservation of resources by reusing the water. (2.1 B)

Students will verbally identify knowledge from previous lesson. (2.5 B)

Students will use their knowledge of the melting ice to predict and test ways to melt ice. (2.2 C and 2.7A)

ExploreThe teacher will…

Have children brainstorm about which ones we can test and how to test their ideas using ice cubes.What are some natural ways to make ice melt? Which one will be the fastest? (2.2 B and 2.7 A, B)

Have the students set up the investigation using the lab sheet. (See sample to develop their procedures) Have the students follow their procedures to test one ice cube at a time and record their results. Think about the

following questions as a group.What was the heat source? What change did you notice in the ice cube? Is it still water? What physical property is the same? What physical property changed? (2.7A and 2.5A)

Students will plan and conduct an investigation to test ways which ice can melt. (2.2 B, 2.5 and 2.7 A,B)

Explain



The teacher will… Have the students as a group develop a graph to show their results. As a group use the graph to develop and

communicate a reasonable conclusion with data. (2.2E,F)

Students will construct reasonable explanations and draw conclusions to communicate results of their investigation. (2.2 E,F)

Elaborate The teacher will…

Allow children to test another ice cube but change the way they hold it by holding it tighter or looser, squeeze it or rub it in their hands. Why does the way we hold it change our results? (2.2 B, 2.5 and 2.7 A,B)

Use a thermometer to measure the temperature of our mouth, our hands and the sunlight or lamp and compare the temperatures. (use a plastic sandwich bag to cover the thermometer before you place them in the mouth for safety – health) (2.4 A,B)

Students will conduct an investigation to test another way which ice can melt. Students will identify and analyze the physical changes in the ice. (2.2 B, 2.5 and 2.7 A,B)Students will use a thermometer to compare temperatures in their mouth, their hand, and the sunlight. (2.4 A,B)

EvaluateThe teacher will…

Have the students share their findings with the class. Use the following questions to develop a class conclusion which relates to an ice sculpture or an igloo.

Have the student journal or respond orally about one or more of the following questions to check for understanding.Which heat source will melt an ice sculpture or igloo the fastest? What evidence do you have to justify your results? What can we do to prevent the melting of the ice sculpture or igloo? (2.7B and 2.2 A,B)Did the temperature have anything to do with how fast the ice melted? Explain your answer using data. (2.3 A, B)

Students will construct reasonable explanations and draw conclusions to communicate results of their investigation. (2.2 E,F)Students will make and justify a decision using the information gathered to determine the best method to prevent the melting of an ice sculpture or igloo. (2.7B and 2.2 A,B)Students will use their collected information to make and justify a decision on whether the temperature of the heat source made a difference in melting ice. (2.3 A, B)

Vocabulary: (Pertinent to the learning – specific) ResourcesAdapted from the Charles Dana Center’s Elementary Core Science Units: Physical Properties Melting Ice

Preparation and Materials:Ice cubes (10 pounds)Timers (1 per group)Small foam plates (2 per group)Paper towelsLamp with 100 watt bulb (1 per group if you cannot put the containers in a sunny spot)



Differentiation Interims/TAKS/Benchmarks College-Readiness i.e.,Anticipated Skills for SAT/ACT/College Board/Career/Life

What do you do for students need additional support?Students will review solids and liquids using an internet site - Changing States.

What do you do for students who master the learning quickly?Students will test 2-3 different kinds of chocolate candy to see which ones will melt in their hands.Students will sequence them - melts first - last.

2006-07 2nd Grade Interim TAKS 2004 Grade 5



http://www.bbc.co.uk/schools/ks2bitesize/science/revision_bites/changing_state1.shtml



What kind of weather pattern did you find more often during the fall? During the winter? (2.5)

What kind of temperature pattern did you find more often during the fall? During the winter? (2.5)

How are graphs useful? (2.5) Do you think our next graph will look the same or different? How will it

look different? (2.5)

1.4 The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to:B. record and compare collected information.1.5 The student knows that organisms, objects, and events have properties and patterns. The student is expected to:A. sort objects and events based on properties and patterns



so students can….5E Model of InstructionUse the FOSS Air and Weather - Investigation 4: Looking for Change Part 1 Looking for Change


Teach specific safety rules for lesson such as scissor safety and the wise choices for the conservation of resources such as recycling paper leftovers.

EngageMain Idea: Begin with the TEKS 2.7 I can compare the information we have collected on weather to make and analyze the information of a graph to draw conclusions about the patterns of weather.

"Talk about the Month's Weather" p.10Teacher will call the students to the carpet and have them reflect on their collected weather information. (2.2 D,E, 2.5 A, 2.7 D)Did we have more rainy days or sunny days? How can we find out and justify our answer?Hot many hot days did we have compared to warm days?

Students will construct reasonable explanations on their collected weather information in small groups or 3-4. (2.2 E)

Students will identify patterns of weather from the weather calendar. (2.5 B)

Explore Review "Introduce Graphing" p.10

Teacher will suggest that there is an easier way than counting to compare numbers. Teacher will introduce graphing. (2.5 B)Reviews "Demonstrating Graphing" p. 10Teacher will explain and model the directions a-f for the students."Start Weather Graphs" p.11 (2.5 A,B)What kind of weather pattern did you find more often during the fall?What kind of temperature pattern did you find more often during the fall?

Students will create graphs from the weather calendar to identify and classify weather to identify patterns for the fall. (2.5 A, B)

Explain Review "Discuss Weather Graphs" p.11 (2.2E, 2.5 A,B, and 2.7D)

Teacher will facilitate a discussion and/or have the students journal about one or more of the following questions.Which type of weather did we have the most of? How many days?Which type of weather did we have the least of? How many days? How many days was it sunny?How many days did it rain? Teacher will have the children compare the first set of graphs with this set of graphs to compare seasons.

Students will construct reasonable explanations and draw conclusions using the weather records and graphs. (2.2E, 2.5 A,B, and 2.7D)



When you compare the first set of graphs to our new graphs what can you say about how the weather changes in San Antonio? Which type of weather did we have the most of in the fall? How many days?Which type of weather did we have the most of in the winter? How many days?Which type of weather did we have the least of in the fall? How many days? Which type of weather did we have the least of in the winter? How many days? Was it more sunny in the fall or winter?Was it more rainy in the fall or winter?

Elaborate Teacher will tell the students that they will continue recording the weather on the class calendar for another few

weeks. They will make another Weather Graph and compare the other season of weather. Teacher will have the children predict. (2.5 B)

Will the graphs look alike or different? How will they look different? Why?

Students will gather information about the weather using simple equipment and tools to extend the senses. (2.2 D and 2.7D)

Students will predict weather patterns for the next 4 weeks. (2.5 B)

Evaluate Teacher will have the students respond in their journal to the following questions. (2.2 F)

What kind of weather pattern did you find more often during the fall? During the winter?What kind of temperature pattern did you find more often during the fall? During the winter How are graphs useful?Do you think our next graph will look the same or different? How will it look different?


Vocabulary: ResourcesUse the FOSS Air and Weather - Investigation 4: Looking for Change Part 1 Weather Graphs

Teacher Note: Weather Record Sheets will need to be made from the class calendar and duplicated. See Getting Ready p. 9


Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who need additional support?Students will work with a buddy to review the components of weather on the internet Weather Site.

What do you do for students who master the learning quickly? Students will compare their weather for today with what weather looked like in the past using Weather For You Internet Site.

2006-07 2nd Grade Interim TAKS 2004 5th Grade

10 According to this information, what kind of weather is SAISD © 2008-09 – Second Grading Period Science Grade 2 Page 86 of 95




http://www.bbc.co.uk/schools/whatisweather/aboutweather/flash_menu.shtml

related to low air pressure?F SunnyG FairH RainyJ Mild



Science – Grade 2Unit of Study: Force and Motion

Second Grading Period – Week 8 Wednesday – Week 10 Thursday CURRICULUM OVERVIEWBig Idea Unit Rationale

Change takes place when things interact; all things change over time; patterns of interaction and change are useful in explaining how the motion of an object changes when given a push or a pull.

Students will build an operational definition of force by experiencing pushes and pulls. The students will observe, identify, predict, and test pushes and pulls and then measure the change caused by the motion.

The students demonstrate how differences in mass affect the distance a plastic cup can be pushed. The students extend their understanding by setting up a simple system to measure the number of marbles needed to pull an object.


Con

cept

s

2.7 Physical Science The student knows that many types of change occur. The student is expected to:(A) observe, measure, record, analyze, predict, and illustrate changes in size, mass, temperature, color, position, quantity, sound, and movement;(C) demonstrate a change in the motion of an object by giving the object a push or a pull.

2.6 Earth Science The student knows that systems have parts and are composed of organisms and objects. The student is expected to:(A) manipulate, predict, and identify parts that, when separated from the whole, may result in the part or the whole not working, such as flashlights without batteries and plants without leaves;(B) manipulate, predict, and identify parts that, when put together, can do things they cannot do by themselves, such as a guitar and guitar strings;

I can… demonstrate and identify a change by pushing and pulling on a friend demonstrate a change in the motion of a box by pushing and pulling it through

a course identify the force of pushing and the force of pulling determine how mass affects a force being applied to an object set up a simple system to measure the number of washers needed to pull a

water bottle predict, observe, measure, record, analyze, and illustrate how the changes in

the mass, position, and movement are a result of the force of a push or pull identify that an object will roll down hill when released from a ramp –this force

is called gravity describe systems as having parts and are composed of objects by (2.6)

o manipulating, predicting, and identifying parts that, when separated from the whole, may result in the part or the whole not working such as

o manipulating, predicting, and identifying parts that, when put together, can do things they cannot do by themselves such as

2.1 Nature of Science The student conducts classroom and field investigation following home and school safety procedures. The student is expected to:(C) demonstrate safe practices during classroom and field investigations; and (D) learn how to use and conserve resources and dispose materials.

2.2 Nature of Science The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to:(A) ask questions about organisms, objects, and events;(B) plan and conduct simple descriptive investigations;(C) compare results of investigations with what students and scientists know about the world;


o asking questions about objects and events in investigationso planning and conducting simple descriptive investigationso comparing results of investigations with what students and scientists know

about the worldo gather information using simple equipment and tools to extend the senseso construct reasonable explanations and draw conclusions using information and

prior knowledge



Skill

s(D) gather information using simple equipment and tools to extend the senses;(E) construct reasonable explanations and draw conclusions using information and prior knowledge; and(F) communicate explanations about investigations.

2.3 Nature of Science The student knows that information and critical thinking are used in making decisions. The student is expected to:(A) make decisions using information(B) discuss and justify the merits of decisions (C) explain a problem in his/her own words and identify a task and solution related to the problem.


o communicate explanations about investigationsI can use information and critical thinking to (2.3)

o make decisions about the properties, patterns, and uses of force and motion.o discuss and justify the merits of decision to identify the properties, patterns,

and uses of force and motiono explain a problem and identify a task and solution related to a problem.


o collecting information using tools including rulers, measuring cups, clocks (timers), hand lenses, computers, thermometers and balances.



From classroom and field investigations (CN), students will demonstrate a change in the motion of an object by giving a partner a push or a pull (B), with at least 80% accuracy (CR).From classroom and field investigations (CN), students will observe, measure, record, analyze, predict, and illustrate changes in the position and movement of an object which has been given a push or a pull (B), with at least 80% accuracy (CR).





What did you feel when your partner was pressing against your hands? (2.7 C)

What did you feel when your partner was pulling you by the hand? (2.7 C) What would have happened if one partner would have stopped pulling and

the other person continued to pull?(2.7 C) What happened or would have happened if one person stopped pressing and

the other continued to press?(2.7 C) How does a push or a pull cause motion of an object?(2.7 C)

The student knows that many types of change occur. The student is expected to observe, describe, and record changes in size, mass, position, and movement. (K.7 A)

The student knows that many types of change occur. The student is expected to observe, measure, and record changes in size, mass, position, and movement. (1.7 A)



competency5E Model of InstructionAdapted from the Charles Dana Center’s Charles Dana Center’s Elementary Core Science Units: Force and Motion – Pushing and Pulling


Teach specific safety rules for lesson (safe practices when pushing and pulling a partner).Engage

Main Idea: TEKS 2.7 C I can demonstrate pushing and pulling as force and motion that causes change. The teacher will have the students write in their journal a couple of sentences about what they know about motion and

force. Teacher will facilitate a class KWLS chart on motion and force filling in the Know and Want to Know. (2.2C)

Students will work in pairs to demonstrate push and pull as force and motion that cause change. (2.2)

Students will identify and demonstrate safe practices when working with pushing and pulling a partner. (2.1A)

Students will demonstrate prior knowledge by writing in a journal and assisting with a class KWLS chart. (2.2 C)

Explore The teacher will divide the class into pairs and have them face each other at arm’s length. They should hold their arms

out in front of them and press their hands together at your signal for 30 seconds. Teacher will ask the following questions to check for understanding in parenthesis. (2.2 B,D and 2.7A)

What did you feel when your partner was pressing against your hands? (pushing is a force) What did the pressing cause? (The pushing caused one or both of you to move. The moving is motion.)

Still with their partners, the teacher will have students hold hands and pull each other for 30 seconds. (2.2 B,D and 2.7A)What did you feel when your partner was pulling you by the hand? (The pulling is a force. ) What did the pulling cause? (The pulling caused one or both of you to move. The moving is motion.)

Students will conduct simple descriptive investigations to observe, measure, record, and analyze the movement of the results of the force of the push and pull. (2.2 B, D and 2.7A)



Explain Teacher will model journal writing by answering question on the board. (2.2 C-F)

What did you feel when your partner was pushing on your hands? What did you feel when your partner was pulling on your hands? Why did we not all feel exactly the same? When you moved as a result of the force of pushing and pulling what was the moving called? What gives one person more pushing or pulling power?

Students will be comparing results of investigations with what students and scientists know about the world as they gather information from the investigations. (2.2 C-D)Students will construct reasonable explanations and draw conclusions using information and prior knowledge in order to communicate explanations about pushing and pulling investigations. (2.2 E,F)

Elaborate Teacher will ask the students to predict and try another activity. (2.3 A,C)

What would have happened if one partner would have stopped pulling and the other person continued to pull?What happened or would have happened if one person stopped pressing and the other continued to press?

Students will make decisions about results of force and motion. (2.3 A)

Students will explain a problem and identify a task and solution related to a force causes motion investigation. (2.3 C)

Evaluate Teacher will have the students draw and fill in the following chart in their journal. (2.2 C, D,E,F)

THINGS YOU PUSH THINGS YOU PULL

What gives one person more pushing or pulling power? What does motion mean?What does force mean?

Students will be comparing results of investigations with what students and scientists know about the world as they gather information about pushing and pulling as a force which causes motion. (2.2 C, D)Students will construct reasonable explanations and draw conclusions using information and prior knowledge in order to communicate explanations about force and motion investigations. (2.2 E,F)


push pull motion force empujón jalón movimiento fuerza

ResourcesAdapted from the Charles Dana Center’s Elementary Core Science Units: Force and Motion – Pushing and Pulling

Teacher Note: You may want to go outside or in the hall to do this activity.

Preparation and Materials:Stopwatch or clockScience JournalIf working inside prepare an area for students to stand in pairs and work through the activity.

Teacher Note: The simplest definition of a force is a push and pull acting on an object. Pushing and pulling can cause a moving object to change its direction or speed or cause an object that is stationary to move. Objects that are in motion will continue to be in motion and objects at rest will stay at rest unless acted on by a force (a push or pull).



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr2/gp2/Pushing%20and%20Pulling.bmp


Anticipated Skills for SAT/ACT/College Board/Career/LifeWhat do you do for students need additional support?

Students will work with a partner to review push and pull on an internet site - Push and Pull.

What do you do for students who master the learning quickly?Students will design own roller coaster to use force and motion.

2004 TAKS Grade 5

20 The picture shows different points along a toyrocket’s path after it blasted off. How muchheight did the rocket gain between Points Qand R? Use the ruler to measure the distanceto the nearest centimeter. Record and bubblein your answer on the answer document.

2003 TAKS Grade 5

9 Which tools are needed to find how mass affects the distance these boxes will slide?A Ramp, thermometerB Balance, rulerC Stopwatch, rulerD Balance, string



http://kids.discovery.com/games/rollercoasters/buildacoaster.html

http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml


Second Grading Period – Week 8 Thursday and Friday 2 days CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What was harder, pushing or pulling the box? Why? (2.7C) When pushing the box, what did you use the most – your arms or your

legs? (2.7C) Was the movement of your arms motion? (2.7C) What was the force we used to move the box? (2.7C) Could we change the motion if we added more force?(2.7C) How did the amount of force change as we added books to the box?

(2.7C)

The student knows that many types of change occur. The student is expected to observe, describe, and record changes in size, mass, position, and movement. (K.7 A)

The student knows that many types of change occur. The student is expected to observe, measure, and record changes in size, mass, position, and movement. (1.7 A)



competency5E Model of InstructionAdapted from the Charles Dana Center’s Elementary Core Science Units: Force and Motion – Between the LinesPrepare for this lesson by reading the ”Teacher Notes”, and “Preparation and Materials” to organize strategies in teaching every lesson.Engage

Main Idea: TEKS 2.7 C I can demonstrate and compare pushing and pulling as force and motion that causes change.

Teacher will review with the students what they have learned about motion and force by adding to the KWLS Chart (or reviewing it).

Teacher will place the students in groups of 3 and explain that each group will use a force such as a push to cause the motion of an empty box to go through Course 1.

Teacher will explain that each group will then tie a rope around the box and use the force of pulling to cause an empty box to go through Course 1 to compare push and pull. (2.2 C and 2.7A)

Students will work in pairs to demonstrate push and pull as force and motion that cause change. (2.2)

Students will identify and demonstrate safe practices when working with pushing and pulling a partner. (2.1A)

Students will demonstrate prior knowledge by writing in a journal and assisting with a class KWLS chart. (2.2 C)

Explore The teacher will facilitate the activity and ask questions such as the following. (2.2 B, D and 2.7A, C)

What was harder, the force of pushing or the force of pulling the box? Why?When pushing the box, what did you use the most – your arms or your legs? What do you think would make it easier to pull the box?What do you think would make it harder to pull the box? (adding weight to the box)

Teacher will have the students add dictionaries or books inside the box to equal approximately 10 kg or 22 lbs and push and pull the box through Course 1 again. (2.2 B, D and 2.7A, C)

Students will conduct simple descriptive investigations to observe, measure, record, and analyze the push and pull of the boxes. (2.2 B, D and 2.7A, C)



Explain Teacher will lead a discussion about the force of pushing and the force of pulling. (2.2 C,E,F and 2,7 C)

What was harder, pushing or pulling the box? Why?What was harder, with books or without books in the box? WhyWhen pushing the box, what did you use the most – your arms or your legs? What do you think would make it easier to pull the box?What do you think would make it harder to pull the box? (adding weight to the box or changing the course)When did you see motion?

(Possible Breaking Point for 1st day)

Students will be comparing results of different ways to push or pull a box through a path with what students and scientists know about the world. (2.2 C and 2.7 A, C)Students will gather information using simple equipment to extend the senses. (2.2 D)Students will construct reasonable explanations and draw conclusions using information and prior knowledge to more effectively push or pull the box through the course. (2.2 E and 2.7 C)Students will communicate explanations about which force (push or pull) caused the easiest motion in going through the course. (2.2 F)

Elaborate The teacher will have the students add more dictionaries to equal 15 kg or 33 lbs and have the students push and pull the

box through the course. (2.3 A,B,C)Which time through the course was most difficult? Why? Which time through the course was easiest? Why?Teacher will explain the new activity to the class. The students will repeat the activity with a new course. The students will push and pull the empty box according to the directions on the floor. (2.3 A,B,C) Where do you think it will be easiest on the course? Why? Where do you think it will be most difficult on the course? Why?The teacher will facilitate the activity. The first time the box will be empty, the second time the box will have 10 kg and the third time the box will have 15 kg. (2.3 A,B,C)Which time through the course do you think will be more difficult? Why?Which time through the course do you think will be easiest? Why?

Students will apply learned information to make decisions about force and motion to go through the courts with a heavier box. (2.3 A)Students will discuss and justify the merits of decision to identify the best use of force and motion. (2.3 B)Students will explain a problem (how to go through the course the easiest way)and identify a task (push or pull) and solution (where to push and where to pull) related to a problem. (2.3 C)

Evaluate Teacher will ask or assign one or more of the following questions. (2.2 C,D)

How is your body position different when you are pushing that when you are pulling?What movement do you make with your arms when pushing the box? What movement do you make with your arms when pulling the box? Was the movement of your arms motion? What was the force we used to move the box? Could we change the motion if we added more force?How did the amount of force change as we added books to the box?

The teacher will have the students draw a picture of the second course and label the areas where they pushed or pulled the box.

Students will compare results of investigations with what students and scientists know about the world as they gather information using simple equipment to extend the senses. (2.2 C, D)Students will construct reasonable explanations and draw conclusions using information and prior knowledge in order to communicate explanations about the easiest way to go through the course investigations. (2.2 E,F and 2.7C)


ResourcesAdapted from the Charles Dana Center’s Elementary Core Science Units: Force and Motion – Between the Lines

Materials:Copy paper boxes (1 per group of 3 students)Large garbage bagMasking tapeMetric measuring tape



Textbooks or dictionariesRope (about 2 meters)

Teacher Preparation: Student SheetIn the hall, cafeteria, or gym prepare 6 courses for the students to push and pull the paper boxes through – 3 of Course 1 for the first day and 3 of Course 2 for the second day.Course 1: Using masking take, make two straight lines about 65 cm apart and 3 meters long to create a lane for the students to move the box through

Course 2: Using tape, create another course that zigzags and measures 8 meters long and 50 cm wide. Using a washable marker, write the words push and pull on paper. See diagram. You may want to put the words push and pull on the side of the course or cover with wide tape.


Anticipated Skills for SAT/ACT/College Board/Career/LifeWhat do you do for students need additional support?Students will work with a partner to review push and pull on an internet site - Force and Motion.

What do you do for students who master the learning quickly?Students will research sports (maybe talk to the P. E. Coach and report to the class how force and motion are used to play sports.

2003 TAKS Grade 5 TAKS 2004 Grade 5



http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr2/gp2/Between%20the%20Lines.bmp

Documents

Science – Grade 3 - Home | San Antonio ISD · Web view2.6 Earth Science The student knows that systems have parts and are composed of organisms and objects. The student is expected