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Structure and Properties of Matter in K-5 Classrooms
KSTA Fall ConferenceNovember 1, 2013
Session Goals
• Examine the Structure and Properties of Matter Storyline in grades K-5
• Examine and analyze sample activities from the K-5 SPM progression
• Share lessons learned
Vision of the Framework for K-12 Science Education
• “The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in scientific and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. pg. 8-9
Teaching at the Nexus
Core IdeasPractices
Crosscutting Concepts
What is a Performance Expectation?
• …the NGSS has only two specific purposes beyond its broad vision for science education, namely (1) to describe essential learning goals, and (2) to describe how those goals will be assessed at each grade level or band.
• The rest – instruction, instructional materials, assessments, curriculum, professional development, and the university preparation of teachers – is up to the science education community.– Pg. 15 The NSTA Reader’s Guide to the NGSS
Session Goal
• Examine the Structure and Properties of Matter Storyline in grades K-5
Early Structure and Properties of Matter
Unit Sequence Development
PropertiesComposition(Materials)
Measurement Conservation Change
K Identify - color, texture, shape,length, hardness, shininess, sizeSort objects by property
Not property LengthNon-standardSerial orderMeasurements are estimates
Additive length
1 Identify – K + flexibility,magnetism, float/sink, useSort by
Objects vs materials MassUsing balance with non-std unitsComparingIdea of unitsProper use of deviceMeasurements are estimates
Additive mass When change an object (break,cut, reshape) but not material,some properties change andsome do notMaterial conserved
2 Property of liquids and solidsUse magnifying glasses
WaterMixtures
TemperatureTemperature range for solid,liquidTemperature changes whenstate changes
Mass of mixture is additive Water freezes and meltsMixtures can be separated usingtheir properties
3 Properties of solids, liquids,gasesUse of microscope for water
WaterSame or not thesame throughout –solids and liquids
VolumeReplicating an object
Mass of mixture is additiveAdditive volume if materialsidenticalNo change in mass astemperature changes (accnt formass when boiling)
Water freezes, melts, boilsWhen change material (water),some properties change, somedon’tSome things dissolve whenmixed
4 ConductivityMelting pt & boiling ptGas has massFloating/sinking
Solutions VolumeMeasuring volumeMassScalesGrams
Mass is conserved upon formation of solution
Dissolving is faster if temperature is higher
5 Characteristic properties DensityMeasurements are estimates
Mass is conserved upon mixing; volume is not always conserved
In some changes the material is changed to a new material, and in some changes the material remains the same
Structure and Properties of Matter Storyline in NGSS
• SPM topic in 2nd grade and 5th grade• What about K, 1, 3, and 4?• Are there concepts in K, 1, 3, and 4 that SPM is
foundational to student understanding?– With a partner, examine the K, 1, 3, or 4 standards– Don’t limit yourself to physical science– Be prepared to share
Current SPM Unit Sequence Development
• Important Considerations– NGSS– Framework for K-12
Science Education– Key misconceptions
• Object vs. Material• Gases• Conservation of Mass
• Examine key components K-5 in PPES Unit Overview
From the Framework
“While standards typically outline the goals of learning, curricula set forth the more specific means – materials, tasks, discussions, representations – to be used to achieve those goals.” Pg. 247
Session Goal
• Examine and analyze sample activities from the K-5 SPM progression
Activity Analysis
• Examine Samples from the K-5 SPM Units• Follow the directions at each grade level
station.• Use the organizer for note-taking
Science and Engineering
Practices
Disciplinary Core Ideas
Crosscutting Concepts
Connections to Math
Connections to ELA
Activity Debrief
• Discuss the following with your activity group:
• What practices will the student use to explore the phenomenon in order to construct an explanation?– How do these help the students make sense of their
observations?• What disciplinary core ideas were addressed ?• What cross-cutting concept(s) seems especially
pertinent for understanding ?• What was the role of discourse and modeling?
Activity Debrief
• Discuss the following with your activity group:
• What are some instructional implications from this experience?
• How might this inform your selection of experiences for students?
Session Goal
• Share lessons learned
Lessons Learned
• Writing in Science approach to science notebooking was well accepted K-5
• Need to examine K-5 for the progression of the SEP• Need to analyze within each unit for the practices
that are in the foreground/background• Be more intentional about crosscutting concepts• Important to develop content experiences with
teachers• Buy-in from teachers and administrators varies
“Building progressively more sophisticated explanations of natural phenomena is central throughout grades K-5, as opposed to focusing only on description in the early grades and leaving explanation to the later grades.”
Pg. 26
Contact Information
• Diane Johnson– [email protected] – http://dianejohnson.weebly.com
• Susan Mayo– [email protected] – http://mayosw.weebly.com/